Language Learning in 3D Virtual World

Second Life (SL) is an ideal platform for language learning. It is called a Multi-User Virtual Environment, where users can have varieties of learning experiences in life-like environments. Numerous attempts have been made to use SL as a platform for language teaching and the possibility of SL as a means to promote conversational interactions has been reported. However, the research so far has largely focused on simply using SL without further augmentations for communication between learners or between teachers and learners in a school-like environment. Conversely, not enough attention has been paid to its controllability which builds on the embedded functions in SL. This study, based on the latest theories of second language acquisition, especially on the Task Based Language Teaching and the Interaction Hypothesis, proposes to design and implement an automatized interactive task space (AITS) where robotic agents work as interlocutors of learners. This paper presents a design that incorporates the SLA theories into SL and the implementation method of the design to construct AITS, fulfilling the controllability of SL. It also presents the result of the evaluation experiment conducted on the constructed AITS.

Transfer of spatial knowledge from a virtual environment to reality: Impact of route complexity and subject’s strategy on the exploration mode

The use of virtual reality as tool in the area of spatial cognition raises the question of the quality of learning transfer from a virtual to a real environment. It is first necessary to determine with healthy subjects, the cognitive aids that improve the quality of transfer and the conditions required, especially since virtual reality can be used as effective tool in cognitive rehabilitation. The purpose of this study was to investigate the influence of the exploration mode of virtual environment (Passive vs. Active) according to Route complexity (Simple vs. Complex) on the quality of spatial knowledge transfer in three spatial tasks. Ninety subjects (45 men and 45 women) participated. Spatial learning was evaluated by Wayfinding, sketch-mapping and picture classification tasks in the context of the Bordeaux district. In the Wayfinding task, results indicated that active learning in a Virtual Environment (VE) increased the performances compared to the passive learning condition, irrespective of the route complexity factor. In the Sketch-mapping task, active learning in a VE helped the subjects to transfer their spatial knowledge from the VE to reality, but only when the route was complex. In the Picture classification task, active learning in a VE when the route was complex did not help the subjects to transfer their spatial knowledge. These results are explained in terms of knowledge levels and frame/strategy of reference [SW75, PL81, TH82].

Spatial audition in a static virtual environment : the role of auditory-visual interaction

The integration of the auditory modality in virtual reality environments is known to promote the sensations of immersion and presence. However it is also known from psychophysics studies that auditory-visual interaction obey to complex rules and that multisensory conflicts may disrupt the adhesion of the participant to the presented virtual scene. It is thus important to measure the accuracy of the auditory spatial cues reproduced by the auditory display and their consistency with the spatial visual cues. This study evaluates auditory localization performances under various unimodal and auditory-visual bimodal conditions in a virtual reality (VR) setup using a stereoscopic display and binaural reproduction over headphones in static conditions. The auditory localization performances observed in the present study are in line with those reported in real conditions, suggesting that VR gives rise to consistent auditory and visual spatial cues. These results validate the use of VR for future psychophysics experiments with auditory and visual stimuli. They also emphasize the importance of a spatially accurate auditory and visual rendering for VR setups.

Head Tracking Based Avatar Control for Virtual Environment Teamwork Training

Virtual environments (VE) are gaining in popularity and are increasingly used for teamwork training purposes, e.g., for medical teams. One shortcoming of modern VEs is that nonverbal communication channels, essential for teamwork, are not supported well. We address this issue by using an inexpensive webcam to track the user's head. This tracking information is used to control the head movement of the user's avatar, thereby conveying head gestures and adding a nonverbal communication channel. We conducted a user study investigating the influence of head tracking based avatar control on the perceived realism of the VE and on the performance of a surgical teamwork training scenario. Our results show that head tracking positively influences the perceived realism of the VE and the communication, but has no major influence on the training outcome.

Impact Study of Nonverbal Facial Cues on Spontaneous Chatting with Virtual Humans

Non-verbal communication (NVC) is considered to represent more than 90 percent of everyday communication. In virtual world, this important aspect of interaction between virtual humans (VH) is strongly neglected. This paper presents a user-test study to demonstrate the impact of automatically generated graphics-based NVC expression on the dialog quality: first, we wanted to compare impassive and emotion facial expression simulation for impact on the chatting. Second, we wanted to see whether people like chatting within a 3D graphical environment. Our model only proposes facial expressions and head movements induced from spontaneous chatting between VHs. Only subtle facial expressions are being used as nonverbal cues - i.e. related to the emotional model. Motion capture animations related to hand gestures, such as cleaning glasses, were randomly used to make the virtual human lively. After briefly introducing the technical architecture of the 3D-chatting system, we focus on two aspects of chatting through VHs. First, what is the influence of facial expressions that are induced from text dialog? For this purpose, we exploited an emotion engine extracting an emotional content from a text and depicting it into a virtual character developed previously [GAS11]. Second, as our goal was not addressing automatic generation of text, we compared the impact of nonverbal cues in conversation with a chatbot or with a human operator with a wizard of oz approach. Among main results, the within group study -involving 40 subjects- suggests that subtle facial expressions impact significantly not only on the quality of experience but also on dialog understanding.

3-D Audio in Mobile Communication Devices: Methods for Mobile Head-Tracking

Future generations of mobile communication devices will serve more and more as multimedia platforms capable of reproducing high quality audio. In order to achieve a 3-D sound perception the reproduction quality of audio via headphones can be significantly increased by applying binaural technology. To be independent of individual head-related transfer functions (HRTFs) and to guarantee a good performance for all listeners, an adaptation of the synthesized sound field to the listener's head movements is required. In this article several methods of head-tracking for mobile communication devices are presented and compared. A system for testing the identified methods is set up and experiments are performed to evaluate the prosand cons of each method. The implementation of such a device in a 3-D audio system is described and applications making use of such a system are identified and discussed.

Real Walking through Virtual Environments by Redirection Techniques

We present redirection techniques that support exploration of large-scale virtual environments (VEs) by means of real walking. We quantify to what degree users can unknowingly be redirected in order to guide them through VEs in which virtual paths differ from the physical paths. We further introduce the concept of dynamic passive haptics by which any number of virtual objects can be mapped to real physical proxy props having similar haptic properties (i. e., size, shape, and surface structure), such that the user can sense these virtual objects by touching their real world counterparts. Dynamic passive haptics provides the user with the illusion of interacting with a desired virtual object by redirecting her to the corresponding proxy prop. We describe the concepts of generic redirected walking and dynamic passive haptics and present experiments in which we have evaluated these concepts. Furthermore, we discuss implications that have been derived from a user study, and we present approaches that derive physical paths which may vary from the virtual counterparts.

3-D Audio in Mobile Communication Devices: Effects of Self-Created and External Sounds on Presence in Auditory Virtual Environments

This article describes a series of experiments which were carried out to measure the sense of presence in auditory virtual environments. Within the study a comparison of self-created signals to signals created by the surrounding environment is drawn. Furthermore, it is investigated if the room characteristics of the simulated environment have consequences on the perception of presence during vocalization or when listening to speech. Finally the experiments give information about the influence of background signals on the sense of presence. In the experiments subjects rated the degree of perceived presence in an auditory virtual environment on a perceptual scale. It is described which parameters have the most influence on the perception of presence and which ones are of minor influence. The results show that on the one hand an external speaker has more influence on the sense of presence than an adequate presentation of one’s own voice. On the other hand both room reflections and adequately presented background signals significantly increase the perceived presence in the virtual environment.

Considering Stage Direction as Building Informed Virtual Environments

This article begins with some recent considerations about real-time music, inspired by the latest contribution of French composer Philippe Manoury. Then, through the case study of the scenic performance La Traversée de la nuit, we analyse some perspectives for designing an Informed Virtual Environment dedicated to live show artistic domain.

Influence of Information and Instructions on Human Behavior in Tunnel Accidents: A Virtual Reality Study

Human behavior is a major factor modulating the consequences of road tunnel accidents. We investigated the effect of information and instruction on drivers' behavior as well as the usability of virtual environments to simulate such emergency situations. Tunnel safety knowledge of the general population was assessed using an online questionnaire, and tunnel safety behavior was investigated in a virtual reality experiment. Forty-four participants completed three drives through a virtual road tunnel and were confronted with a traffic jam, no event, and an accident blocking the road. Participants were randomly assigned to a control group (no intervention), an informed group who read a brochure containing safety information prior to the tunnel drives, or an informed and instructed group who read the same brochure and received additional instructions during the emergency situation. Informed participants showed better and quicker safety behavior than the control group. Self-reports of anxiety were assessed three times during each drive. Anxiety was elevated during and after the emergency situation. The findings demonstrate problematic safety behavior in the control group and that knowledge of safety information fosters adequate behavior in tunnel emergencies. Enhanced anxiety ratings during the emergency situation indicate external validity of the virtual environment.

Learning in Virtual Worlds: Research and Applications

Three-dimensional (3D) immersive virtual worlds have been touted as being capable of facilitating highly interactive, engaging, multimodal learning experiences. Much of the evidence gathered to support these claims has been anecdotal but the potential that these environments hold to solve traditional problems in online and technology-mediated education—primarily learner isolation and student disengagement—has resulted in considerable investments in virtual world platforms like Second Life, OpenSimulator, and Open Wonderland by both professors and institutions. To justify this ongoing and sustained investment, institutions and proponents of simulated learning environments must assemble a robust body of evidence that illustrates the most effective use of this powerful learning tool. In this authoritative collection, a team of international experts outline the emerging trends and developments in the use of 3D virtual worlds for teaching and learning. They explore aspects of learner interaction with virtual worlds, such as user wayfinding in Second Life, communication modes and perceived presence, and accessibility issues for elderly or disabled learners. They also examine advanced technologies that hold potential for the enhancement of learner immersion and discuss best practices in the design and implementation of virtual world-based learning interventions and tasks. By evaluating and documenting different methods, approaches, and strategies, the contributors to Learning in Virtual Worlds offer important information and insight to both scholars and practitioners in the field. AU Press is an open access publisher and the book is available for free in PDF format as well as for purchase on our website: http://bit.ly/1W4yTRA

High-Level Modeling of Multimodal Interaction Techniques Using NiMMiT

The past few years, multimodal interaction has been gaining importance in virtual environments. Although multimodality renders interacting with an environment more natural and intuitive, the development cycle of such an application is often long and expensive. In our overall field of research, we investigate how modelbased design can facilitate the development process by designing environments through the use of highlevel diagrams. In this scope, we present ‘NiMMiT’, a graphical notation for expressing and evaluating multimodal user interaction; we elaborate on the NiMMiT primitives and demonstrate its use by means of a comprehensive example.

Augmenting a Laser Pointer with a Diffraction Grating for Monoscopic 6DOF Detection

This article illustrates the detection of 6 degrees of freedom (DOF) for Virtual Environment interactions using a modified simple laser pointer device and a camera. The laser pointer is combined with a diffraction rating to project a unique laser grid onto the projection planes used in projection-based immersive VR setups. The distortion of the projected grid is used to calculate the translational and rotational degrees of freedom required for human-computer interaction purposes.

Characterizing full-body reach duration across task and viewpoint modalities

The full-body control of virtual characters is a promising technique for application fields such as Virtual Prototyping. However it is important to assess to what extent the user full-body behavior is modified when immersed in a virtual environment. In the present study we have measured reach durations for two types of task (controlling a simple rigid shape vs. a virtual character) and two types of viewpoint (1st person vs. 3rd person). The paper first describes the architecture of the motion capture approach retained for the on-line full-body reach experiment. We then present reach measurement results performed in a non-virtual environment. They show that the target height parameter leads to reach duration variation of ∓25% around the average duration for the highest and lowest targets. This characteristic is highly accentuated in the virtual world as analyzed in the discussion section. In particular, the discrepancy observed for the first person viewpoint modality suggests to adopt a third person viewpoint when controling the posture of a virtual character in a virtual environment.