2010 International Conference on e-Education, e-Business, e-Management and e-Learning

Investigation of the relation between interaction and sense of presence in Educational Virtual Environments
Ioannis Messinis
University of Ioannina EARTHLab Greece mebako@master.math.upatras.gr

Dimitrios Saltaouras
University of Patras ESDLab Greece disal@sch.gr

Prof. Panayotis Pintelas

University of Patras ESDLab Greece pintelas@math.upatras.gr
Abstract The sense of presence is considered to be one of the fundamental features in Virtual Environments(VE). An important question that arises is how much interaction influences the users sense of presence in a VE. This study investigates the relation between sense of presence and interaction in Educational Virtual Environments(EVEs), through a review of researching projects that have taken place up to now. A list of representative EVEs is presented along with their typical characteristics in relation to the sense of presence. The results from this study showed that there is a positive relation between interaction and sense of presence. This means that, in EVEs with strong interaction, the users presented an increased sense of presence. Moreover, the use of virtual representatives (avatars) contributed in the users sense of presence and in the achievement of educational aims of EVE. Keywords: Educational VE; sense of presence; interaction

Prof. T.A. Mikropoulos

University of Ioannina EARTHLab Greece amikrop@uoi.gr way [3]. The embodied presence theory claims that is not so much the presence of motives that cause the sense of presence but the interaction of user with the VE, e.g. the bodily and cognitive activity of user [4] . Concerning the term of interaction the first definitions described it as the users ability to change the VE. Interaction was considered to be the degree in which the parameters of VE could be changed in the present moment [5] or the degree in which the users could participate in the change of form and content of VE in real time [6]. Other researchers also consider interaction as the users ability to move and change the world, i.e. navigation and handling [7]. Nowadays, this definition of interaction is the most popular among the researchers. The ways in which users can interact and handle a VE are called techniques of interaction. Technique of interaction is the method that assists users in successful results at certain missions [8]. Navigation, engagement, manipulation and system controlling (when the VE can be changed by the user) constitute the most common missions in VEs. II. RELATION BETWEEN INTERACATION AND SENSE OF PRESENCE

I.

INTRODUCTION

Many definitions and theories have been proposed by the researchers in their effort to describe the sense of presence. One of those considers as sense of presence the perceptual illusion of non-mediation, that is to say when the users do not conceive the technological devices [1]. Another approach distinguishes three types of presence: a) the personal presence, the extend to which the user feels that he is part of the VE, b) the social presence, that refers to the extend in which other characters (real or virtual) exist in the VE and c) the environmental presence, that refers to the extend in which the environment recognizes and reacts to the users movements in the VE [2]. Furthermore, the experience of presence depends on whether the VE behaves and is structured according to our cultural expectations and on whether the VE becomes perceptible from other users in the VE in the exact same
978-0-7695-3948-5/10 $26.00 2010 IEEE DOI 10.1109/IC4E.2010.137 428

Many studies have investigated the relation between interaction and sense of presence. Some of them show that when interaction is compared to non interaction, the sense of presence is increased. [9]. According to a research study the type of input device that user uses in order to interact with the VE does not considerably influence the sense of presence, (the compared devices were the three degrees of freedom guidance and the three degrees of freedom 3D mouse) [10]. The head mounted display device was found to have a considerable positive influence [11]. Moreover, increased body movement can lead to an even higher sense of presence [12].

A great number of researchers have come to the conclusion that it is the ability to interact with the device (that provides the VE) that creates the sense of presence [1], [12]. On the other hand, some researchers had the conclusion that sense of presence can exists in not highly interactive VEs and this could be the result of users free navigation and first persons experience [13]. In other VE, in which the exploring of a Portuguese castle was taking place, the sense of presence was not influenced by users interaction [14]. According to Schuemie M. and Mast C. [15] the degree and the variety of interaction do not always increase the levels of presence. Snow also claims that the sense of presence is not influenced by the number of interactions that are taking place in a VE. More specifically, the users sense of presence is not influenced by interactions that are irrelevant to the mission the user has to accomplish in a VE [16]. Another study has shown that the an interaction by itself only is not enough to increase the sense of presence and that is because if users can change the observations viewpoint but they do not know how, this could probably decrease the users sense of presence [10]. The same research speculation can arise even for the users interaction with virtual representatives (avatars). Avatar is the most direct and natural feature which could increase the sense of presence in collaborated VEs [7]. They are also used by users as a mean of navigation, as a mean of identification between the participants and as a mean of communication in a collaborated EVE. If avatars characteristics are like humans then the participants interaction is more natural and effortless [17], [18]. Considering all these different findings and opinions our study aims to investigate the relation between sense of presence and interaction and also the relation between sense of presence and learning in educational VEs (E.V.E.), by studying and analysing projects that already have been implemented and published. III. STUDY OF THE RELATION BETWEEN INTERACTION AND SENSE OF PRESENCE IN EVES

empirical approach of learning [23], [24]. In order for the interaction to exist, users must have their attention focused [25]. Thus, interaction with entities or objects in the VE can raise users attention and also can urge users to be more involved with the VE. Avatars are often used in VEs in order to externalise users stimuli via the virtual body image. If an avatar, which is representing us, exists in the VE it gives us the sense that our self also exists is in it [26]. In that case, the user should continuously see the avatars movements and a high correlation should exist between the users movements and the avatars movements. Through the years, virtual reality became a very powerful educational tool and a great variety of Educational VEs (EVEs) have been designed and developed by several research groups. With basic criterion the degree of reliability and long-lasting experience of these research groups, a representative collection of such EVEs have been made by us in order to study them compare them and present results and conclusions in this paper. Their thematic covered a wide spectrum of specialities (mathematics, physics, medical, environmental sciences etc). Also were selected EVEs with different types of means of presentation (Desktop, HMD, Cave, etc), EVEs with or without avatars and finally EVEs with different degree of interaction. IV. STUDYS RESULTS The results of our study are presented in Table1 where is shown the relation between interaction and sense of presence in EVEs as well as the relation between sense of presence and the achievement of educational aims. Furthermore, the use of avatars was taken into consideration (dashes have been used in order to indicate: a) that the degree of interaction or the use of avatars was not reported in the projects under study, b) that there were no results concerning the educational aim achievement). In EVEs with strong interaction, users showed an increase of sense of presence [27], [28], resulting the achievement of educational aims [19], [29], [30], [31], [32], [33], [34]. Another result is that the use of avatars helps users to increase their sense of presence [29] and in the achievement of the learning objectives [13], [19], [35]. Specifically, successful choice of avatar can lead to an even higher sense of presence and higher degree of constructive educational activity [36]. Moreover, users strong emotions to an avatar can create high level of engagement and thus higher level of sense of presence [37]. Besides, an interactive EVE which can generate emotions and changes users mood can also increase his/her sense of presence in the virtual world [38]. V. CONCLUSIONS This review focused on the comparative study of several EVEs concerning in the sense of users presence and its relation to interaction between user and EVE.

Virtual Reality is a tool that can provides students with first person experiences. It includes simulations with in real time interactions and it is very similar to immediate experience as it gives the ability of free navigation and exploration in places that maybe are not accessible in real world or in real worlds conditions. At the same time it allows interactions through multiple channels of senses, offering to users a great number of different experiences that exceed the usual limits. The users sense of presence is the fundamental feature that leads to the acquisition of new experiences in VEs. Many factors contribute in the sense of presence, including inputs from some or all the sensory channels [19]. In international scientific bibliography, there is unanimity of opinions concerning the importance of sense of presence. When it exists in an educational VE it can leads to learning [20], [21] and [22]. The contribution of interaction in learning is indicated by the constructive and

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In most of the studied projects a positive correlation between interaction and sense of presence was detected. However, in certain projects it was detected that, even if there is a high sense of presence, either the strong social interaction between user and avatar [39], or the strong interaction with the VE [40], are possible reasons for users disorientation from EVEs learning objective. Furthermore, high sense of presence and high degree of learning can occur in an EVE which is not strongly interactive and this is maybe a result of free navigation and of the first person experience [41]. The relation between interaction and sense of presence needs further investigation. Thus can be designed and implemented EVEs which could be suitable for constructing knowledge and acquiring experiences and in other sectors as well, such as medicine, psychology, art, entertainment, architectural and industrial planning. REFERENCES
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TABLE 1: COMPARATIVE STUDY OF EDUCATIONAL VIRTUAL ENIRONMENTS

Environments / (System) Ancient city of Kassiopi (1) (HMD) Ancient city of Kassiopi (2) (Desktop) Plant Cell (Desktop, with HMD support) Dairy-farms productive process (Desktop) Project Lake (Desktop) Cybermath (Desktop, supports CAVE, HMD) Round Earth Project (Cave) iHABS (HMD) NICE (Cave) FearNot! (Desktop) Learning@Europe (Desktop) EMMA (Desktop) Pain Control (VR Helmet) O (Desktop) Claustrophobic scenarios-Spider World (HMD) Learning Community (Desktop) INVITE (Desktop) Interaction Very High High High High Medium High Very High Very High Very High High Very High High High High High Sense of Presence Very High Very High Very High High Medium High High High Very High High Very High High Medium High High High High

Aims achievement
Satisfactory Satisfactory Complete Complete Complete Satisfactory Limited Satisfactory Limited Satisfactory Satisfactory Complete Complete Satisfactory Satisfactory

Use of avatars Yes Yes No No No Yes Yes Yes Yes Yes Yes Yes No No Yes Yes

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