How Immersion and Self-Avatars in VR Affect Learning Programming and Computational Thinking in Middle School Education.

We present an empirical evaluation of immersion and self-avatars as compared to desktop viewing in Virtual Reality (VR) for learning computer programming and computational thinking in middle school education using an educational VR simulation. Students were asked to programmatically choreograph dance performances for virtual characters within an educational desktop application we built earlier called Virtual Environment Interactions (VEnvI). As part of a middle school science class, 90 students from the 6th and 7th grades participated in our study.

Designing Empathic Virtual Agents: Manipulating Animation, Voice, Rendering, and Empathy to Create Persuasive Agents.

Designers of virtual agents have a combinatorically large space of choices for the look and behavior of their characters. We conducted two between-subjects studies to explore the systematic manipulation of animation quality, speech quality, rendering style, and simulated empathy, and its impact on perceptions of virtual agents in terms of naturalness, engagement, trust, credibility, and persuasion within a health counseling domain. In the first study, animation was varied between manually created, procedural, or no animations; voice quality was varied between recorded audio and synthetic speech; and rendering style was varied between realistic and toon-shaded.