Publikationen

• Influence of Virtual Shoe Formality on Gait and Cognitive Performance in a VR Walking Task. Oberdörfer, Sebastian; Birnstiel, Sandra; Latoschik, Marc Erich. In Proceedings of the 31st IEEE Virtual Reality conference (VR ’24). IEEE, 2024.
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  Depending on their formality, clothes do not only change one's appearance, but can also influence behavior and cognitive processes. Shoes are a special aspect of an outfit. Besides coming in various degrees of formality, their structure can affect human gait. Avatars used to embody users in immersive Virtual Reality (VR) can wear any kind of clothing. According to the Proteus Effect, the appearance of a user's avatar can influence their behavior. Users change their behavior in accordance to the expected behavior of the avatar. In our study, we embody 39 participants with a generic avatar of the user's gender wearing three different pairs of shoes as within condition. The shoes differ in degree of formality. We measure the gait during a 2-minute walking task during which participants wore the same real shoe and assess selective attention using the Stroop task. Our results show significant differences in gait between the tested virtual shoe pairs. We found small effects between the three shoe conditions with respect to selective attention. However, we found no significant differences with respect to correct items and response time in the Stroop task. Thus, our results indicate that virtual shoes are accepted by users and, although not eliciting any physical constraints, lead to changes in gait. This suggests that users not only adjust personal behavior according to the Proteus Effect, but also are affected by virtual biomechanical constraints. Also, our results suggest a potential influence of virtual clothing on cognitive performance.

  @inproceedings{oberdorfer2024influence, abstract = {Depending on their formality, clothes do not only change one's appearance, but can also influence behavior and cognitive processes. Shoes are a special aspect of an outfit. Besides coming in various degrees of formality, their structure can affect human gait. Avatars used to embody users in immersive Virtual Reality (VR) can wear any kind of clothing. According to the Proteus Effect, the appearance of a user's avatar can influence their behavior. Users change their behavior in accordance to the expected behavior of the avatar. In our study, we embody 39 participants with a generic avatar of the user's gender wearing three different pairs of shoes as within condition. The shoes differ in degree of formality. We measure the gait during a 2-minute walking task during which participants wore the same real shoe and assess selective attention using the Stroop task. Our results show significant differences in gait between the tested virtual shoe pairs. We found small effects between the three shoe conditions with respect to selective attention. However, we found no significant differences with respect to correct items and response time in the Stroop task. Thus, our results indicate that virtual shoes are accepted by users and, although not eliciting any physical constraints, lead to changes in gait. This suggests that users not only adjust personal behavior according to the Proteus Effect, but also are affected by virtual biomechanical constraints. Also, our results suggest a potential influence of virtual clothing on cognitive performance.}, author = {Oberdörfer, Sebastian and Birnstiel, Sandra and Latoschik, Marc Erich}, booktitle = {Proceedings of the 31st IEEE Virtual Reality conference (VR '24)}, keywords = {dark-sides-vr}, organization = {IEEE}, title = {Influence of Virtual Shoe Formality on Gait and Cognitive Performance in a VR Walking Task}, year = 2024 }

  %0 Conference Paper %1 oberdorfer2024influence %A Oberdörfer, Sebastian %A Birnstiel, Sandra %A Latoschik, Marc Erich %B Proceedings of the 31st IEEE Virtual Reality conference (VR '24) %D 2024 %T Influence of Virtual Shoe Formality on Gait and Cognitive Performance in a VR Walking Task %U https://downloads.hci.informatik.uni-wuerzburg.de/2024-ieeevr-stroop-shoes-preprint.pdf %X Depending on their formality, clothes do not only change one's appearance, but can also influence behavior and cognitive processes. Shoes are a special aspect of an outfit. Besides coming in various degrees of formality, their structure can affect human gait. Avatars used to embody users in immersive Virtual Reality (VR) can wear any kind of clothing. According to the Proteus Effect, the appearance of a user's avatar can influence their behavior. Users change their behavior in accordance to the expected behavior of the avatar. In our study, we embody 39 participants with a generic avatar of the user's gender wearing three different pairs of shoes as within condition. The shoes differ in degree of formality. We measure the gait during a 2-minute walking task during which participants wore the same real shoe and assess selective attention using the Stroop task. Our results show significant differences in gait between the tested virtual shoe pairs. We found small effects between the three shoe conditions with respect to selective attention. However, we found no significant differences with respect to correct items and response time in the Stroop task. Thus, our results indicate that virtual shoes are accepted by users and, although not eliciting any physical constraints, lead to changes in gait. This suggests that users not only adjust personal behavior according to the Proteus Effect, but also are affected by virtual biomechanical constraints. Also, our results suggest a potential influence of virtual clothing on cognitive performance.
• Effects of Nonverbal Communication of Virtual Agents on Social Pressure and Encouragement in VR. Martinez Pankotsch, Pascal; Oberdörfer, Sebastian; Latoschik, Marc Erich. In Proceedings of the 31st IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR ’24). IEEE, 2024.
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  Our study investigated how virtual agents impact users in challenging VR environments, exploring if nonverbal animations affect social pressure, positive encouragement, and trust in 30 female participants. Despite showing signs of pressure and support during the experimental trials, we could not find significant differences in post-exposure measurements of social pressure and encouragement, interpersonal trust, and well-being. While inconclusive, the findings suggest potential, indicating the need for further research with improved animations and a larger sample size for validation.

  @inproceedings{martinezpankotsch2024effects, abstract = {Our study investigated how virtual agents impact users in challenging VR environments, exploring if nonverbal animations affect social pressure, positive encouragement, and trust in 30 female participants. Despite showing signs of pressure and support during the experimental trials, we could not find significant differences in post-exposure measurements of social pressure and encouragement, interpersonal trust, and well-being. While inconclusive, the findings suggest potential, indicating the need for further research with improved animations and a larger sample size for validation.}, author = {Martinez Pankotsch, Pascal and Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {Proceedings of the 31st IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR '24)}, keywords = {dark-sides-vr}, organization = {IEEE}, title = {Effects of Nonverbal Communication of Virtual Agents on Social Pressure and Encouragement in VR}, year = 2024 }

  %0 Conference Paper %1 martinezpankotsch2024effects %A Martinez Pankotsch, Pascal %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B Proceedings of the 31st IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR '24) %D 2024 %T Effects of Nonverbal Communication of Virtual Agents on Social Pressure and Encouragement in VR %U http://downloads.hci.informatik.uni-wuerzburg.de/2024-ieeevr-agent-encouragement-peer-pressure-preprint.pdf %X Our study investigated how virtual agents impact users in challenging VR environments, exploring if nonverbal animations affect social pressure, positive encouragement, and trust in 30 female participants. Despite showing signs of pressure and support during the experimental trials, we could not find significant differences in post-exposure measurements of social pressure and encouragement, interpersonal trust, and well-being. While inconclusive, the findings suggest potential, indicating the need for further research with improved animations and a larger sample size for validation.
• Proteus Effect or Bodily Affordance? The Influence of Virtual High-Heels on Gait Behavior. Oberdörfer, Sebastian; Birnstiel, Sandra; Latoschik, Marc Erich. In Virtual Reality, 28(81). 2024.
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  Shoes are an important part of the fashion industry, stereotypically affect our self-awareness as well as external perception, and can even biomechanically modify our gait pattern. Immersive Virtual Reality (VR) enables users not only to explore virtual environments, but also to control an avatar as a proxy for themselves. These avatars can wear any kind of shoe which might similarly affect self-awareness due to the Proteus Effect and even cause a bodily affordance to change the gait pattern. Bodily affordance describes a behavioral change in accordance with the expected constraints of the avatar a user is embodied with. In this article, we present the results of three user studies investigating potential changes in the gait pattern evoked by wearing virtual high-heels. Two user studies targeted female participants and one user study focused male participants. The participants wore either virtual sneakers or virtual high-heels while constantly wearing sneakers or socks in reality. To measure the gait pattern, the participants walked on a treadmill that also was added to the virtual environment. We measured significant differences in stride length and in the flexion of the hips and knees at heel strike and partly at toe off. Also, participants reported to walk more comfortably in the virtual sneakers in contrast to the virtual high-heels. This indicates a strong acceptance of the virtual shoes as their real shoes and hence suggests the existence of a bodily affordance. While sparking a discussion about the boundaries as well as aspects of the Proteus Effect and providing another insight into the effects of embodiment in VR, our results might also be important for researchers and developers.

  @article{oberdorfer2024proteus, abstract = {Shoes are an important part of the fashion industry, stereotypically affect our self-awareness as well as external perception, and can even biomechanically modify our gait pattern. Immersive Virtual Reality (VR) enables users not only to explore virtual environments, but also to control an avatar as a proxy for themselves. These avatars can wear any kind of shoe which might similarly affect self-awareness due to the Proteus Effect and even cause a bodily affordance to change the gait pattern. Bodily affordance describes a behavioral change in accordance with the expected constraints of the avatar a user is embodied with. In this article, we present the results of three user studies investigating potential changes in the gait pattern evoked by wearing virtual high-heels. Two user studies targeted female participants and one user study focused male participants. The participants wore either virtual sneakers or virtual high-heels while constantly wearing sneakers or socks in reality. To measure the gait pattern, the participants walked on a treadmill that also was added to the virtual environment. We measured significant differences in stride length and in the flexion of the hips and knees at heel strike and partly at toe off. Also, participants reported to walk more comfortably in the virtual sneakers in contrast to the virtual high-heels. This indicates a strong acceptance of the virtual shoes as their real shoes and hence suggests the existence of a bodily affordance. While sparking a discussion about the boundaries as well as aspects of the Proteus Effect and providing another insight into the effects of embodiment in VR, our results might also be important for researchers and developers.}, author = {Oberdörfer, Sebastian and Birnstiel, Sandra and Latoschik, Marc Erich}, journal = {Virtual Reality}, keywords = {dark-sides-vr}, number = 81, title = {Proteus Effect or Bodily Affordance? The Influence of Virtual High-Heels on Gait Behavior}, volume = 28, year = 2024 }

  %0 Journal Article %1 oberdorfer2024proteus %A Oberdörfer, Sebastian %A Birnstiel, Sandra %A Latoschik, Marc Erich %D 2024 %J Virtual Reality %N 81 %R 10.1007/s10055-024-00966-5 %T Proteus Effect or Bodily Affordance? The Influence of Virtual High-Heels on Gait Behavior %U https://rdcu.be/dCXMh %V 28 %X Shoes are an important part of the fashion industry, stereotypically affect our self-awareness as well as external perception, and can even biomechanically modify our gait pattern. Immersive Virtual Reality (VR) enables users not only to explore virtual environments, but also to control an avatar as a proxy for themselves. These avatars can wear any kind of shoe which might similarly affect self-awareness due to the Proteus Effect and even cause a bodily affordance to change the gait pattern. Bodily affordance describes a behavioral change in accordance with the expected constraints of the avatar a user is embodied with. In this article, we present the results of three user studies investigating potential changes in the gait pattern evoked by wearing virtual high-heels. Two user studies targeted female participants and one user study focused male participants. The participants wore either virtual sneakers or virtual high-heels while constantly wearing sneakers or socks in reality. To measure the gait pattern, the participants walked on a treadmill that also was added to the virtual environment. We measured significant differences in stride length and in the flexion of the hips and knees at heel strike and partly at toe off. Also, participants reported to walk more comfortably in the virtual sneakers in contrast to the virtual high-heels. This indicates a strong acceptance of the virtual shoes as their real shoes and hence suggests the existence of a bodily affordance. While sparking a discussion about the boundaries as well as aspects of the Proteus Effect and providing another insight into the effects of embodiment in VR, our results might also be important for researchers and developers.

• Virtual reality in medical emergencies training: benefits, perceived stress, and learning success. Mühling, Tobias; Späth, Isabelle; Backhaus, Joy; Milke, Nathalie; Oberdörfer, Sebastian; Meining, Alexander; Latoschik, Marc Erich; König, Sarah. In Multimedia System. 2023.
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  Medical graduates lack procedural skills experience required to manage emergencies. Recent advances in virtual reality (VR) technology enable the creation of highly immersive learning environments representing easy-to-use and affordable solutions for training with simulation. However, the feasibility in compulsory teaching, possible side effects of immersion, perceived stress, and didactic benefits have to be investigated systematically. VR-based training sessions using head-mounted displays alongside a real-time dynamic physiology system were held by student assistants for small groups followed by debriefing with a tutor. In the pilot study, 36 students rated simulation sickness. In the main study, 97 students completed a virtual scenario as active participants (AP) and 130 students as observers (OBS) from the first-person perspective on a monitor. Participants completed questionnaires for evaluation purposes and exploratory factor analysis was performed on the items. The extent of simulation sickness remained low to acceptable among participants of the pilot study. In the main study, students valued the realistic environment and guided practical exercise. AP perceived the degree of immersion as well as the estimated learning success to be greater than OBS and proved to be more motivated post training. With respect to AP, the factor “sense of control” revealed a typical inverse U-shaped relationship to the scales “didactic value” and “individual learning benefit”. Summing up, curricular implementation of highly immersive VR-based training of emergencies proved feasible and found a high degree of acceptance among medical students. This study also provides insights into how different conceptions of perceived stress distinctively moderate subjective learning success.

  @article{muhling2023virtual, abstract = {Medical graduates lack procedural skills experience required to manage emergencies. Recent advances in virtual reality (VR) technology enable the creation of highly immersive learning environments representing easy-to-use and affordable solutions for training with simulation. However, the feasibility in compulsory teaching, possible side effects of immersion, perceived stress, and didactic benefits have to be investigated systematically. VR-based training sessions using head-mounted displays alongside a real-time dynamic physiology system were held by student assistants for small groups followed by debriefing with a tutor. In the pilot study, 36 students rated simulation sickness. In the main study, 97 students completed a virtual scenario as active participants (AP) and 130 students as observers (OBS) from the first-person perspective on a monitor. Participants completed questionnaires for evaluation purposes and exploratory factor analysis was performed on the items. The extent of simulation sickness remained low to acceptable among participants of the pilot study. In the main study, students valued the realistic environment and guided practical exercise. AP perceived the degree of immersion as well as the estimated learning success to be greater than OBS and proved to be more motivated post training. With respect to AP, the factor “sense of control” revealed a typical inverse U-shaped relationship to the scales “didactic value” and “individual learning benefit”. Summing up, curricular implementation of highly immersive VR-based training of emergencies proved feasible and found a high degree of acceptance among medical students. This study also provides insights into how different conceptions of perceived stress distinctively moderate subjective learning success.}, author = {Mühling, Tobias and Späth, Isabelle and Backhaus, Joy and Milke, Nathalie and Oberdörfer, Sebastian and Meining, Alexander and Latoschik, Marc Erich and König, Sarah}, journal = {Multimedia System}, keywords = {myown}, title = {Virtual reality in medical emergencies training: benefits, perceived stress, and learning success}, year = 2023 }

  %0 Journal Article %1 muhling2023virtual %A Mühling, Tobias %A Späth, Isabelle %A Backhaus, Joy %A Milke, Nathalie %A Oberdörfer, Sebastian %A Meining, Alexander %A Latoschik, Marc Erich %A König, Sarah %D 2023 %J Multimedia System %R 10.1007/s00530-023-01102-0 %T Virtual reality in medical emergencies training: benefits, perceived stress, and learning success %U https://link.springer.com/article/10.1007/s00530-023-01102-0 %X Medical graduates lack procedural skills experience required to manage emergencies. Recent advances in virtual reality (VR) technology enable the creation of highly immersive learning environments representing easy-to-use and affordable solutions for training with simulation. However, the feasibility in compulsory teaching, possible side effects of immersion, perceived stress, and didactic benefits have to be investigated systematically. VR-based training sessions using head-mounted displays alongside a real-time dynamic physiology system were held by student assistants for small groups followed by debriefing with a tutor. In the pilot study, 36 students rated simulation sickness. In the main study, 97 students completed a virtual scenario as active participants (AP) and 130 students as observers (OBS) from the first-person perspective on a monitor. Participants completed questionnaires for evaluation purposes and exploratory factor analysis was performed on the items. The extent of simulation sickness remained low to acceptable among participants of the pilot study. In the main study, students valued the realistic environment and guided practical exercise. AP perceived the degree of immersion as well as the estimated learning success to be greater than OBS and proved to be more motivated post training. With respect to AP, the factor “sense of control” revealed a typical inverse U-shaped relationship to the scales “didactic value” and “individual learning benefit”. Summing up, curricular implementation of highly immersive VR-based training of emergencies proved feasible and found a high degree of acceptance among medical students. This study also provides insights into how different conceptions of perceived stress distinctively moderate subjective learning success.
• Editorial: The Light and Dark Sides of Virtual Reality. Oberdörfer, Sebastian; Banakou, Domna; Bhargava, Ayush. In Frontiers in Virtual Reality, 4. 2023.
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  @article{oberdorfer2023editorial, author = {Oberdörfer, Sebastian and Banakou, Domna and Bhargava, Ayush}, journal = {Frontiers in Virtual Reality}, keywords = {dark-sides-vr}, title = {Editorial: The Light and Dark Sides of Virtual Reality}, volume = 4, year = 2023 }

  %0 Journal Article %1 oberdorfer2023editorial %A Oberdörfer, Sebastian %A Banakou, Domna %A Bhargava, Ayush %D 2023 %J Frontiers in Virtual Reality %R 10.3389/frvir.2023.1200156 %T Editorial: The Light and Dark Sides of Virtual Reality %U https://www.frontiersin.org/articles/10.3389/frvir.2023.1200156/full %V 4
• Work, Trade, Learn: Developing an Immersive Serious Game for History Education. Fernes, David; Oberdörfer, Sebastian; Latoschik, Marc Erich. In 2023 9th International Conference of the Immersive Learning Research Network (iLRN). 2023.
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  History education often struggles with a lack of interest from students. Serious games can help make learning about history more engaging. Students can directly experience situations of the past as well as interact and communicate with agents representing people of the respective era. This allows for situated learning. Besides using computer screens, the gameplay can also be experienced using immersive Virtual Reality (VR). VR adds an additional spatial level and can further increase the engagement as well as vividness. To investigate the benefits of using VR for serious games targeting the learning of history, we developed a serious game for desktop-3D and VR. Our serious game puts a player into the role of a medieval miller’s apprentice. Following a situated learning approach, the learner operates a mill and interacts with several other characters. These agents discuss relevant facts of the medieval life, thus enabling the construction of knowledge about the life in medieval towns. An evaluation showed that the game in general was successful in increasing the user’s knowledge about the covered topics as well as their topic interest in history. Whether the immersive VR or the simple desktop version of the application was used did not have any influence on these results. Additional feedback was gathered to improve the game further in the future.

  @inproceedings{fernes2023trade, abstract = {History education often struggles with a lack of interest from students. Serious games can help make learning about history more engaging. Students can directly experience situations of the past as well as interact and communicate with agents representing people of the respective era. This allows for situated learning. Besides using computer screens, the gameplay can also be experienced using immersive Virtual Reality (VR). VR adds an additional spatial level and can further increase the engagement as well as vividness. To investigate the benefits of using VR for serious games targeting the learning of history, we developed a serious game for desktop-3D and VR. Our serious game puts a player into the role of a medieval miller’s apprentice. Following a situated learning approach, the learner operates a mill and interacts with several other characters. These agents discuss relevant facts of the medieval life, thus enabling the construction of knowledge about the life in medieval towns. An evaluation showed that the game in general was successful in increasing the user’s knowledge about the covered topics as well as their topic interest in history. Whether the immersive VR or the simple desktop version of the application was used did not have any influence on these results. Additional feedback was gathered to improve the game further in the future.}, author = {Fernes, David and Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {2023 9th International Conference of the Immersive Learning Research Network (iLRN)}, keywords = {myown}, title = {Work, Trade, Learn: Developing an Immersive Serious Game for History Education}, year = 2023 }

  %0 Conference Paper %1 fernes2023trade %A Fernes, David %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B 2023 9th International Conference of the Immersive Learning Research Network (iLRN) %D 2023 %T Work, Trade, Learn: Developing an Immersive Serious Game for History Education %U https://downloads.hci.informatik.uni-wuerzburg.de/2023-ilrn-worklearntrade-preprint.pdf %X History education often struggles with a lack of interest from students. Serious games can help make learning about history more engaging. Students can directly experience situations of the past as well as interact and communicate with agents representing people of the respective era. This allows for situated learning. Besides using computer screens, the gameplay can also be experienced using immersive Virtual Reality (VR). VR adds an additional spatial level and can further increase the engagement as well as vividness. To investigate the benefits of using VR for serious games targeting the learning of history, we developed a serious game for desktop-3D and VR. Our serious game puts a player into the role of a medieval miller’s apprentice. Following a situated learning approach, the learner operates a mill and interacts with several other characters. These agents discuss relevant facts of the medieval life, thus enabling the construction of knowledge about the life in medieval towns. An evaluation showed that the game in general was successful in increasing the user’s knowledge about the covered topics as well as their topic interest in history. Whether the immersive VR or the simple desktop version of the application was used did not have any influence on these results. Additional feedback was gathered to improve the game further in the future.
• Superfrog: Comparing Learning Outcomes and Potentials of a Worksheet, Smartphone, and Tangible AR Learning Environment. Oberdörfer, Sebastian; Elsässer, Anne; Grafe, Silke; Latoschik, Marc Erich. In 2023 9th International Conference of the Immersive Learning Research Network (iLRN). 2023.
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  The widespread availability of smartphones facilitates the integration of digital, augmented reality (AR), and tangible augmented reality (TAR) learning environments into the classroom. A haptic aspect can enhance the user’s overall experience during a learning process. To investigate further benefits of using TAR for educational purposes, we compare a TAR and a smartphone learning environment with a traditional worksheet counterpart in terms of learning effectiveness, emotions, motivation, and cognitive load. 64 sixth-grade students from a German high school used one of the three conditions to learn about frog anatomy. We found no significant differences in learning effectiveness and cognitive load. The TAR condition elicited significantly higher positive emotions than the worksheet, but not the smartphone condition. Both digital learning environments elicited significantly higher motivation, in contrast to the worksheet. Thus, our results suggest that smartphone and TAR learning environments are equally beneficial for enhancing learning.

  @inproceedings{oberdorfer2023comparing, abstract = {The widespread availability of smartphones facilitates the integration of digital, augmented reality (AR), and tangible augmented reality (TAR) learning environments into the classroom. A haptic aspect can enhance the user’s overall experience during a learning process. To investigate further benefits of using TAR for educational purposes, we compare a TAR and a smartphone learning environment with a traditional worksheet counterpart in terms of learning effectiveness, emotions, motivation, and cognitive load. 64 sixth-grade students from a German high school used one of the three conditions to learn about frog anatomy. We found no significant differences in learning effectiveness and cognitive load. The TAR condition elicited significantly higher positive emotions than the worksheet, but not the smartphone condition. Both digital learning environments elicited significantly higher motivation, in contrast to the worksheet. Thus, our results suggest that smartphone and TAR learning environments are equally beneficial for enhancing learning.}, author = {Oberdörfer, Sebastian and Elsässer, Anne and Grafe, Silke and Latoschik, Marc Erich}, booktitle = {2023 9th International Conference of the Immersive Learning Research Network (iLRN)}, keywords = {myown}, title = {Superfrog: Comparing Learning Outcomes and Potentials of a Worksheet, Smartphone, and Tangible AR Learning Environment}, year = 2023 }

  %0 Conference Paper %1 oberdorfer2023comparing %A Oberdörfer, Sebastian %A Elsässer, Anne %A Grafe, Silke %A Latoschik, Marc Erich %B 2023 9th International Conference of the Immersive Learning Research Network (iLRN) %D 2023 %T Superfrog: Comparing Learning Outcomes and Potentials of a Worksheet, Smartphone, and Tangible AR Learning Environment %U https://downloads.hci.informatik.uni-wuerzburg.de/2023-ilrn-horst-learning-preprint.pdf %X The widespread availability of smartphones facilitates the integration of digital, augmented reality (AR), and tangible augmented reality (TAR) learning environments into the classroom. A haptic aspect can enhance the user’s overall experience during a learning process. To investigate further benefits of using TAR for educational purposes, we compare a TAR and a smartphone learning environment with a traditional worksheet counterpart in terms of learning effectiveness, emotions, motivation, and cognitive load. 64 sixth-grade students from a German high school used one of the three conditions to learn about frog anatomy. We found no significant differences in learning effectiveness and cognitive load. The TAR condition elicited significantly higher positive emotions than the worksheet, but not the smartphone condition. Both digital learning environments elicited significantly higher motivation, in contrast to the worksheet. Thus, our results suggest that smartphone and TAR learning environments are equally beneficial for enhancing learning.
• An Approach to Investigate an Influence of Visual Angle Size on Emotional Activation During a Decision-Making Task. Oberdörfer, Sebastian; Birnstiel, Sandra; Steinhaeusser, Sophia C.; Latoschik, Marc Erich. In Virtual, Augmented and Mixed Reality (HCII 2023), von Lecture Notes in Computer Science, S. 649–664. Springer Nature Switzerland, Cham, 2023.
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  Decision-making is an important ability in our daily lives. Decision-making can be influenced by emotions. A virtual environment and objects in it might follow an emotional design, thus potentially influ- encing the mood of a user. A higher visual angle on a particular stimulus can lead to a higher emotional response to it. The use of immersive vir- tual reality (VR) surrounds a user visually with a virtual environment, as opposed to the partial immersion of using a normal computer screen. This higher immersion may result in a greater visual angle on a particu- lar stimulus and thus a stronger emotional response to it. In a between- subjects user study, we compare the results of a decision-making task in VR presented in three different visual angles. We used the Iowa Gambling Task (IGT) as task and to detect potential differences in decision-making. The IGT was displayed in one of three dimensions, thus yielding visual angles of 20◦, 35◦, and 50◦. Our results indicate no difference between the three conditions with respect to decision-making. Thus, our results possibly imply that a higher visual angle has no influence on a task that is influenced by emotions but is otherwise cognitive.

  @inproceedings{oberdorfer2023approach, abstract = {Decision-making is an important ability in our daily lives. Decision-making can be influenced by emotions. A virtual environment and objects in it might follow an emotional design, thus potentially influ- encing the mood of a user. A higher visual angle on a particular stimulus can lead to a higher emotional response to it. The use of immersive vir- tual reality (VR) surrounds a user visually with a virtual environment, as opposed to the partial immersion of using a normal computer screen. This higher immersion may result in a greater visual angle on a particu- lar stimulus and thus a stronger emotional response to it. In a between- subjects user study, we compare the results of a decision-making task in VR presented in three different visual angles. We used the Iowa Gambling Task (IGT) as task and to detect potential differences in decision-making. The IGT was displayed in one of three dimensions, thus yielding visual angles of 20◦, 35◦, and 50◦. Our results indicate no difference between the three conditions with respect to decision-making. Thus, our results possibly imply that a higher visual angle has no influence on a task that is influenced by emotions but is otherwise cognitive.}, address = {Cham}, author = {Oberdörfer, Sebastian and Birnstiel, Sandra and Steinhaeusser, Sophia C. and Latoschik, Marc Erich}, booktitle = {Virtual, Augmented and Mixed Reality (HCII 2023)}, keywords = {dark-sides-vr}, pages = {649–664}, publisher = {Springer Nature Switzerland}, series = {Lecture Notes in Computer Science}, title = {An Approach to Investigate an Influence of Visual Angle Size on Emotional Activation During a Decision-Making Task}, year = 2023 }

  %0 Conference Paper %1 oberdorfer2023approach %A Oberdörfer, Sebastian %A Birnstiel, Sandra %A Steinhaeusser, Sophia C. %A Latoschik, Marc Erich %B Virtual, Augmented and Mixed Reality (HCII 2023) %C Cham %D 2023 %I Springer Nature Switzerland %P 649--664 %R 10.1007/978-3-031-35634-6_47 %T An Approach to Investigate an Influence of Visual Angle Size on Emotional Activation During a Decision-Making Task %U http://downloads.hci.informatik.uni-wuerzburg.de/2023-hcii-igt-visual-angles-preprint.pdf %X Decision-making is an important ability in our daily lives. Decision-making can be influenced by emotions. A virtual environment and objects in it might follow an emotional design, thus potentially influ- encing the mood of a user. A higher visual angle on a particular stimulus can lead to a higher emotional response to it. The use of immersive vir- tual reality (VR) surrounds a user visually with a virtual environment, as opposed to the partial immersion of using a normal computer screen. This higher immersion may result in a greater visual angle on a particu- lar stimulus and thus a stronger emotional response to it. In a between- subjects user study, we compare the results of a decision-making task in VR presented in three different visual angles. We used the Iowa Gambling Task (IGT) as task and to detect potential differences in decision-making. The IGT was displayed in one of three dimensions, thus yielding visual angles of 20◦, 35◦, and 50◦. Our results indicate no difference between the three conditions with respect to decision-making. Thus, our results possibly imply that a higher visual angle has no influence on a task that is influenced by emotions but is otherwise cognitive.
• Traversing the Pass: Improving the Knowledge Retention of Serious Games Using a Pedagogical Agent. Krop, Philipp; Oberdörfer, Sebastian; Latoschik, Marc Erich. In Proceedings of the 23rd International Conference on Intelligent Virtual Agents (IVA). Association for Computing Machinery, New York, NY, USA, 2023.
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  Machine learning is an essential aspect of modern life that many educational institutions incorporate into their curricula. Often, students struggle to grasp how neural networks learn. Teaching these concepts could be assisted with pedagogical agents and serious games, which both have proven helpful for complex topics like engineering. We present "Traversing the Pass," a serious game that utilizes a mentor-like agent to explain the underlying machine learning concepts and provides feedback. We optimized the agent's design in a pre-study before evaluating its effectiveness compared to a text-only user interface with experts and students. Participants performed better in a second assessment two weeks later if they played the game using the agent. Although criticized as repetitive, the game created an understanding of basic machine learning concepts and achieved high flow values. Our results indicate that agents could be used to enhance the beneficial effects of serious games with improved knowledge retention.

  @inproceedings{krop2023traversing, abstract = {Machine learning is an essential aspect of modern life that many educational institutions incorporate into their curricula. Often, students struggle to grasp how neural networks learn. Teaching these concepts could be assisted with pedagogical agents and serious games, which both have proven helpful for complex topics like engineering. We present "Traversing the Pass," a serious game that utilizes a mentor-like agent to explain the underlying machine learning concepts and provides feedback. We optimized the agent's design in a pre-study before evaluating its effectiveness compared to a text-only user interface with experts and students. Participants performed better in a second assessment two weeks later if they played the game using the agent. Although criticized as repetitive, the game created an understanding of basic machine learning concepts and achieved high flow values. Our results indicate that agents could be used to enhance the beneficial effects of serious games with improved knowledge retention.}, address = {New York, NY, USA}, author = {Krop, Philipp and Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {Proceedings of the 23rd International Conference on Intelligent Virtual Agents (IVA)}, keywords = {myown}, publisher = {Association for Computing Machinery}, title = {Traversing the Pass: Improving the Knowledge Retention of Serious Games Using a Pedagogical Agent}, year = 2023 }

  %0 Conference Paper %1 krop2023traversing %A Krop, Philipp %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B Proceedings of the 23rd International Conference on Intelligent Virtual Agents (IVA) %C New York, NY, USA %D 2023 %I Association for Computing Machinery %R 10.1145/3570945.3607360 %T Traversing the Pass: Improving the Knowledge Retention of Serious Games Using a Pedagogical Agent %U http://downloads.hci.informatik.uni-wuerzburg.de/2023-iva-traversing-the-pass.pdf %X Machine learning is an essential aspect of modern life that many educational institutions incorporate into their curricula. Often, students struggle to grasp how neural networks learn. Teaching these concepts could be assisted with pedagogical agents and serious games, which both have proven helpful for complex topics like engineering. We present "Traversing the Pass," a serious game that utilizes a mentor-like agent to explain the underlying machine learning concepts and provides feedback. We optimized the agent's design in a pre-study before evaluating its effectiveness compared to a text-only user interface with experts and students. Participants performed better in a second assessment two weeks later if they played the game using the agent. Although criticized as repetitive, the game created an understanding of basic machine learning concepts and achieved high flow values. Our results indicate that agents could be used to enhance the beneficial effects of serious games with improved knowledge retention.
• Exploring Unimodal Notification Interaction and Display Methods in Augmented Reality. Plabst, Lucas; Raikwar, Aditya; Oberdörfer, Sebastian; Ortega, Francisco Raul; Niebling, Florian. In 29th ACM Symposium on Virtual Reality Software and Technology. Association for Computing Machinery, New York, NY, USA, 2023.
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  As we develop computing platforms for augmented reality (AR) head-mounted display (HMDs) technologies for social or workplace environments, understanding how users interact with notifications in immersive environments has become crucial. We researched effectiveness and user preferences of different interaction modalities for notifications, along with two types of notification display methods. In our study, participants were immersed in a simulated cooking environment using an AR-HMD, where they had to fulfill customer orders. During the cooking process, participants received notifications related to customer orders and ingredient updates. They were given three interaction modes for those notifications: voice commands, eye gaze and dwell, and hand gestures. To manage multiple notifications at once, we also researched two different notification list displays, one attached to the user’s hand and one in the world. Results indicate that participants preferred using their hands to interact with notifications and having the list of notifications attached to their hands. Voice and gaze interaction was perceived as having lower usability than touch.

  @inproceedings{plabst2023exploring, abstract = {As we develop computing platforms for augmented reality (AR) head-mounted display (HMDs) technologies for social or workplace environments, understanding how users interact with notifications in immersive environments has become crucial. We researched effectiveness and user preferences of different interaction modalities for notifications, along with two types of notification display methods. In our study, participants were immersed in a simulated cooking environment using an AR-HMD, where they had to fulfill customer orders. During the cooking process, participants received notifications related to customer orders and ingredient updates. They were given three interaction modes for those notifications: voice commands, eye gaze and dwell, and hand gestures. To manage multiple notifications at once, we also researched two different notification list displays, one attached to the user’s hand and one in the world. Results indicate that participants preferred using their hands to interact with notifications and having the list of notifications attached to their hands. Voice and gaze interaction was perceived as having lower usability than touch.}, address = {New York, NY, USA}, author = {Plabst, Lucas and Raikwar, Aditya and Oberdörfer, Sebastian and Ortega, Francisco Raul and Niebling, Florian}, booktitle = {29th ACM Symposium on Virtual Reality Software and Technology}, keywords = {myown}, publisher = {Association for Computing Machinery}, title = {Exploring Unimodal Notification Interaction and Display Methods in Augmented Reality}, year = 2023 }

  %0 Conference Paper %1 plabst2023exploring %A Plabst, Lucas %A Raikwar, Aditya %A Oberdörfer, Sebastian %A Ortega, Francisco Raul %A Niebling, Florian %B 29th ACM Symposium on Virtual Reality Software and Technology %C New York, NY, USA %D 2023 %I Association for Computing Machinery %R 10.1145/3611659.3615683 %T Exploring Unimodal Notification Interaction and Display Methods in Augmented Reality %U http://downloads.hci.informatik.uni-wuerzburg.de/2023-vrst-exploring-unimodal-notification-interaction.pdf %X As we develop computing platforms for augmented reality (AR) head-mounted display (HMDs) technologies for social or workplace environments, understanding how users interact with notifications in immersive environments has become crucial. We researched effectiveness and user preferences of different interaction modalities for notifications, along with two types of notification display methods. In our study, participants were immersed in a simulated cooking environment using an AR-HMD, where they had to fulfill customer orders. During the cooking process, participants received notifications related to customer orders and ingredient updates. They were given three interaction modes for those notifications: voice commands, eye gaze and dwell, and hand gestures. To manage multiple notifications at once, we also researched two different notification list displays, one attached to the user’s hand and one in the world. Results indicate that participants preferred using their hands to interact with notifications and having the list of notifications attached to their hands. Voice and gaze interaction was perceived as having lower usability than touch.

• Press the red button: A user study comparing notification placement with augmented and non-augmented tasks in AR. Plabst, Lucas; Oberdörfer, Sebastian; Ortega, Francisco; Niebling, Florian. In 2022 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct), S. 483–484. IEEE, 2022.
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  Visual notifications are omnipresent in applications ranging from smart phones to Virtual Reality (VR) and Augmented Reality (AR) systems. However notifications can cause disruptive effects on task performance and different notification placements have been shown to have an influence on response times, as well as e.g. on user perceived intrusiveness and disruptiveness. We investigated the effects and impacts of four visual notification types in AR environments where a card game task was performed in AR or the real world. In a user study, we interrupted the execution of the main task with one of the AR notification types.

  @inproceedings{plabst2022press, abstract = {Visual notifications are omnipresent in applications ranging from smart phones to Virtual Reality (VR) and Augmented Reality (AR) systems. However notifications can cause disruptive effects on task performance and different notification placements have been shown to have an influence on response times, as well as e.g. on user perceived intrusiveness and disruptiveness. We investigated the effects and impacts of four visual notification types in AR environments where a card game task was performed in AR or the real world. In a user study, we interrupted the execution of the main task with one of the AR notification types.}, author = {Plabst, Lucas and Oberdörfer, Sebastian and Ortega, Francisco and Niebling, Florian}, booktitle = {2022 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct)}, keywords = {myown}, month = 10, pages = {483-484}, publisher = {IEEE}, title = {Press the red button: A user study comparing notification placement with augmented and non-augmented tasks in AR}, year = 2022 }

  %0 Conference Paper %1 plabst2022press %A Plabst, Lucas %A Oberdörfer, Sebastian %A Ortega, Francisco %A Niebling, Florian %B 2022 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct) %D 2022 %I IEEE %P 483-484 %R 10.1109/ISMAR-Adjunct57072.2022.00101 %T Press the red button: A user study comparing notification placement with augmented and non-augmented tasks in AR %U http://downloads.hci.informatik.uni-wuerzburg.de/2022-push-the-red-button-poster-preprint.pdf %X Visual notifications are omnipresent in applications ranging from smart phones to Virtual Reality (VR) and Augmented Reality (AR) systems. However notifications can cause disruptive effects on task performance and different notification placements have been shown to have an influence on response times, as well as e.g. on user perceived intrusiveness and disruptiveness. We investigated the effects and impacts of four visual notification types in AR environments where a card game task was performed in AR or the real world. In a user study, we interrupted the execution of the main task with one of the AR notification types.
• Stay Safe! Safety Precautions for Walking on a Conventional Treadmill in VR. Birnstiel, Sandra; Oberdörfer, Sebastian; Latoschik, Marc Erich. In Proceedings of the 29th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR ’22), S. 732–733. IEEE, 2022.
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  Conventional treadmills are used in virtual reality (VR) applications, such as for rehabilitation training or gait studies. However, using the devices in VR poses risks of injury. Therefore, this study investigates safety precautions when using a conventional treadmill for a walking task. We designed a safety belt and displayed parts of the treadmill in VR. The safety belt was much appreciated by the participants and did not affect the walking behavior. However, the participants requested more visual cues in the user’s field of view.

  @inproceedings{birnstiel2022safety, abstract = {Conventional treadmills are used in virtual reality (VR) applications, such as for rehabilitation training or gait studies. However, using the devices in VR poses risks of injury. Therefore, this study investigates safety precautions when using a conventional treadmill for a walking task. We designed a safety belt and displayed parts of the treadmill in VR. The safety belt was much appreciated by the participants and did not affect the walking behavior. However, the participants requested more visual cues in the user’s field of view.}, author = {Birnstiel, Sandra and Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {Proceedings of the 29th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR '22)}, keywords = {myown}, organization = {IEEE}, pages = {732-733}, title = {Stay Safe! Safety Precautions for Walking on a Conventional Treadmill in VR}, year = 2022 }

  %0 Conference Paper %1 birnstiel2022safety %A Birnstiel, Sandra %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B Proceedings of the 29th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR '22) %D 2022 %P 732-733 %R 10.1109/VRW55335.2022.00217 %T Stay Safe! Safety Precautions for Walking on a Conventional Treadmill in VR %U https://downloads.hci.informatik.uni-wuerzburg.de/2022-ieeevr-stay-safe.pdf %X Conventional treadmills are used in virtual reality (VR) applications, such as for rehabilitation training or gait studies. However, using the devices in VR poses risks of injury. Therefore, this study investigates safety precautions when using a conventional treadmill for a walking task. We designed a safety belt and displayed parts of the treadmill in VR. The safety belt was much appreciated by the participants and did not affect the walking behavior. However, the participants requested more visual cues in the user’s field of view.
• Push the Red Button: Comparing Notification Placement with Augmented and Non-Augmented Tasks in AR. Plabst, Lucas; Oberdörfer, Sebastian; Ortega, Francisco Raul; Niebling, Florian. In Proceedings of the 10th Symposium on Spatial User Interaction (SUI ’22). ACM, New York, NY, USA, 2022.
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  Visual notifications are omnipresent in applications ranging from smart phones to Virtual Reality (VR) and Augmented Reality (AR) systems. They are especially useful in applications where users performing a primary task have to be interrupted to react to external events. However, these notifications can cause disruptive effects on the performance of users concerning their currently executed primary task. Also, different notification placements have been shown to have an influence on response times, as well as e.g. on user perceived intrusiveness and disruptiveness. We investigated the effects and impacts of four visual notification types in AR environments when the main task was performed (1) in AR and (2) the real world. We used subtitle, heads-up, world space, and user wrist as notification types. In a user study, we interrupted the execution of the main task with one of the AR notification types. When noticing a notification, users responded to it by completing a secondary task. We used a Memory card game as the main task and the pressing of a correctly colored button as the secondary task. Our findings suggest that notifications at a user’s wrist are most suitable when other AR elements are present. Notifications displayed in the World are quick to notice and understand if the view direction of a user is known. Heads-up notifications in the corner of the field-of-view, as they are primarily used in smart glasses, performed significantly worse, especially compared to Subtitle placement. Hence, we recommend to use different notification types depending on the overall structure of an AR system.

  @inproceedings{plabst2022press, abstract = {Visual notifications are omnipresent in applications ranging from smart phones to Virtual Reality (VR) and Augmented Reality (AR) systems. They are especially useful in applications where users performing a primary task have to be interrupted to react to external events. However, these notifications can cause disruptive effects on the performance of users concerning their currently executed primary task. Also, different notification placements have been shown to have an influence on response times, as well as e.g. on user perceived intrusiveness and disruptiveness. We investigated the effects and impacts of four visual notification types in AR environments when the main task was performed (1) in AR and (2) the real world. We used subtitle, heads-up, world space, and user wrist as notification types. In a user study, we interrupted the execution of the main task with one of the AR notification types. When noticing a notification, users responded to it by completing a secondary task. We used a Memory card game as the main task and the pressing of a correctly colored button as the secondary task. Our findings suggest that notifications at a user’s wrist are most suitable when other AR elements are present. Notifications displayed in the World are quick to notice and understand if the view direction of a user is known. Heads-up notifications in the corner of the field-of-view, as they are primarily used in smart glasses, performed significantly worse, especially compared to Subtitle placement. Hence, we recommend to use different notification types depending on the overall structure of an AR system.}, address = {New York, NY, USA}, author = {Plabst, Lucas and Oberdörfer, Sebastian and Ortega, Francisco Raul and Niebling, Florian}, booktitle = {Proceedings of the 10th Symposium on Spatial User Interaction (SUI '22)}, keywords = {myown}, month = 12, publisher = {ACM}, title = {Push the Red Button: Comparing Notification Placement with Augmented and Non-Augmented Tasks in AR}, year = 2022 }

  %0 Conference Paper %1 plabst2022press %A Plabst, Lucas %A Oberdörfer, Sebastian %A Ortega, Francisco Raul %A Niebling, Florian %B Proceedings of the 10th Symposium on Spatial User Interaction (SUI '22) %C New York, NY, USA %D 2022 %I ACM %R 10.1145/3565970.3567701 %T Push the Red Button: Comparing Notification Placement with Augmented and Non-Augmented Tasks in AR %U http://downloads.hci.informatik.uni-wuerzburg.de/2022-push-the-red-button-preprint.pdf %X Visual notifications are omnipresent in applications ranging from smart phones to Virtual Reality (VR) and Augmented Reality (AR) systems. They are especially useful in applications where users performing a primary task have to be interrupted to react to external events. However, these notifications can cause disruptive effects on the performance of users concerning their currently executed primary task. Also, different notification placements have been shown to have an influence on response times, as well as e.g. on user perceived intrusiveness and disruptiveness. We investigated the effects and impacts of four visual notification types in AR environments when the main task was performed (1) in AR and (2) the real world. We used subtitle, heads-up, world space, and user wrist as notification types. In a user study, we interrupted the execution of the main task with one of the AR notification types. When noticing a notification, users responded to it by completing a secondary task. We used a Memory card game as the main task and the pressing of a correctly colored button as the secondary task. Our findings suggest that notifications at a user’s wrist are most suitable when other AR elements are present. Notifications displayed in the World are quick to notice and understand if the view direction of a user is known. Heads-up notifications in the corner of the field-of-view, as they are primarily used in smart glasses, performed significantly worse, especially compared to Subtitle placement. Hence, we recommend to use different notification types depending on the overall structure of an AR system.
• Fly My Little Dragon: Using AR to Learn Geometry. Oberdörfer, Sebastian; Krop, Philipp; Straka, Samantha; Grafe, Silke; Latoschik, Marc Erich. In Proceedings of the IEEE Conference on Games (CoG ’22), S. 528–531. IEEE, 2022.
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  We present the gamified AR learning environment ARES. During the gameplay, learners guide the little dragon called ”Ares” through dungeons. Using AR, ARES threedimensionally integrates the dungeons in the real-world. Each dungeon represents a coordinate system with obstacles that ultimately create mathematical exercises, e.g. rotating a door to let the dragon fly through it. Overcoming such a challenge requires a learner to spatially analyze the exercise and apply the fundamental mathematical principles. ARES displays a debriefing screen at the end of a dungeon to further support the learning process. In a preliminary qualitative user study, preservice and in-service teachers saw great potential in ARES for providing further practical and motivating exercises to deepen the knowledge in the classroom and at home.

  @inproceedings{oberdorfer2022little, abstract = {We present the gamified AR learning environment ARES. During the gameplay, learners guide the little dragon called ”Ares” through dungeons. Using AR, ARES threedimensionally integrates the dungeons in the real-world. Each dungeon represents a coordinate system with obstacles that ultimately create mathematical exercises, e.g. rotating a door to let the dragon fly through it. Overcoming such a challenge requires a learner to spatially analyze the exercise and apply the fundamental mathematical principles. ARES displays a debriefing screen at the end of a dungeon to further support the learning process. In a preliminary qualitative user study, preservice and in-service teachers saw great potential in ARES for providing further practical and motivating exercises to deepen the knowledge in the classroom and at home.}, author = {Oberdörfer, Sebastian and Krop, Philipp and Straka, Samantha and Grafe, Silke and Latoschik, Marc Erich}, booktitle = {Proceedings of the IEEE Conference on Games (CoG '22)}, keywords = {myown}, month = {08}, pages = {528-531}, publisher = {IEEE}, title = {Fly My Little Dragon: Using AR to Learn Geometry}, year = 2022 }

  %0 Conference Paper %1 oberdorfer2022little %A Oberdörfer, Sebastian %A Krop, Philipp %A Straka, Samantha %A Grafe, Silke %A Latoschik, Marc Erich %B Proceedings of the IEEE Conference on Games (CoG '22) %D 2022 %I IEEE %P 528-531 %R 10.1109/CoG51982.2022.9893601 %T Fly My Little Dragon: Using AR to Learn Geometry %U https://downloads.hci.informatik.uni-wuerzburg.de/2022-fly-my-little-dragon-preprint.pdf %X We present the gamified AR learning environment ARES. During the gameplay, learners guide the little dragon called ”Ares” through dungeons. Using AR, ARES threedimensionally integrates the dungeons in the real-world. Each dungeon represents a coordinate system with obstacles that ultimately create mathematical exercises, e.g. rotating a door to let the dragon fly through it. Overcoming such a challenge requires a learner to spatially analyze the exercise and apply the fundamental mathematical principles. ARES displays a debriefing screen at the end of a dungeon to further support the learning process. In a preliminary qualitative user study, preservice and in-service teachers saw great potential in ARES for providing further practical and motivating exercises to deepen the knowledge in the classroom and at home.
• Addressing Waste Separation With a Persuasive Augmented Reality App. Schaper, Philipp; Riedmann, Anna; Oberdörfer, Sebastian; Lugrin, Birgit. In Proceedings of the 24th International Conference on Mobile Human-Computer Interaction (MobileHCI ’22). Association for Computing Machinery, New York, NY, USA, 2022.
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  Separating and recycling waste is an important topic to protect our environment and achieve a more sustainable future. However, recycling also is a complex process, as each type of waste needs a specific recycling method. This comes along with multiple recycling containers, each relevant for one specific type of waste. Ensuring a correct recycling process therefore not only requires specific infrastructure, but also a respective attitude and knowledge of the population. Stressing the need for an accessible educational opportunity addressing waste separation, we present a mobile Augmented Reality (AR) application that guides a user through a recycling process and hence scaffolds the learning of proper recycling of each type of waste. The app further provides a prototypical implementation of a product scanner, that identifies the waste type based on a marker and assists the recycling on a case-by-case decision. Using self-determination theory as a framework, we integrated gamification elements, aiming for enhanced need satisfaction, motivation and user experience. In a user study, we compared the gamified version to a control version, with both app versions yielding a high acceptance, user experience, and waste separation behavior. This indicates the importance of providing easy-to-use mobile apps allowing for a learning and assistance of proper recycling.

  @inproceedings{schaper2022addressing, abstract = {Separating and recycling waste is an important topic to protect our environment and achieve a more sustainable future. However, recycling also is a complex process, as each type of waste needs a specific recycling method. This comes along with multiple recycling containers, each relevant for one specific type of waste. Ensuring a correct recycling process therefore not only requires specific infrastructure, but also a respective attitude and knowledge of the population. Stressing the need for an accessible educational opportunity addressing waste separation, we present a mobile Augmented Reality (AR) application that guides a user through a recycling process and hence scaffolds the learning of proper recycling of each type of waste. The app further provides a prototypical implementation of a product scanner, that identifies the waste type based on a marker and assists the recycling on a case-by-case decision. Using self-determination theory as a framework, we integrated gamification elements, aiming for enhanced need satisfaction, motivation and user experience. In a user study, we compared the gamified version to a control version, with both app versions yielding a high acceptance, user experience, and waste separation behavior. This indicates the importance of providing easy-to-use mobile apps allowing for a learning and assistance of proper recycling.}, address = {New York, NY, USA}, author = {Schaper, Philipp and Riedmann, Anna and Oberdörfer, Sebastian and Lugrin, Birgit}, booktitle = {Proceedings of the 24th International Conference on Mobile Human-Computer Interaction (MobileHCI '22)}, keywords = {myown}, month = {09}, publisher = {Association for Computing Machinery}, title = {Addressing Waste Separation With a Persuasive Augmented Reality App}, year = 2022 }

  %0 Conference Paper %1 schaper2022addressing %A Schaper, Philipp %A Riedmann, Anna %A Oberdörfer, Sebastian %A Lugrin, Birgit %B Proceedings of the 24th International Conference on Mobile Human-Computer Interaction (MobileHCI '22) %C New York, NY, USA %D 2022 %I Association for Computing Machinery %R 10.1145/3546740 %T Addressing Waste Separation With a Persuasive Augmented Reality App %U https://downloads.hci.informatik.uni-wuerzburg.de/2022-addressing-waste-separation-preprint.pdf %X Separating and recycling waste is an important topic to protect our environment and achieve a more sustainable future. However, recycling also is a complex process, as each type of waste needs a specific recycling method. This comes along with multiple recycling containers, each relevant for one specific type of waste. Ensuring a correct recycling process therefore not only requires specific infrastructure, but also a respective attitude and knowledge of the population. Stressing the need for an accessible educational opportunity addressing waste separation, we present a mobile Augmented Reality (AR) application that guides a user through a recycling process and hence scaffolds the learning of proper recycling of each type of waste. The app further provides a prototypical implementation of a product scanner, that identifies the waste type based on a marker and assists the recycling on a case-by-case decision. Using self-determination theory as a framework, we integrated gamification elements, aiming for enhanced need satisfaction, motivation and user experience. In a user study, we compared the gamified version to a control version, with both app versions yielding a high acceptance, user experience, and waste separation behavior. This indicates the importance of providing easy-to-use mobile apps allowing for a learning and assistance of proper recycling.
• Towards Generating Labeled Property Graphs for Comprehending C#-based Software Projects. Heidrich, David; Schreiber, Andreas; Oberdörfer, Sebastian. In 37th IEEE/ACM International Conference on Automated Software Engineering (ASE ’22). Association for Computing Machinery, New York, NY, USA, 2022.
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  C# is the most widely used programming language among XR developers. However, only a limited number of graph-based data acquisition tools exist for C# software. XR development commonly relies on reusing existing software components to accelerate development. Graph-based visualization tools can facilitate this comprehension process, e.g., by providing an overview of relationships between components. This work describes a new tool called Src2Neo that generates labeled property graphs of C#-based software projects. The stored graph follows a simple C# naming scheme and — contrary to other solutions — maps each software entity to exactly one node. The resulting graph facilitates the comprehension process by providing an easy to read representation of software components. Additionally, the generated graphs can act as a data basis for more advanced software visualizations without the need for complex data requests.

  @inproceedings{heidrich2022towards, abstract = {C# is the most widely used programming language among XR developers. However, only a limited number of graph-based data acquisition tools exist for C# software. XR development commonly relies on reusing existing software components to accelerate development. Graph-based visualization tools can facilitate this comprehension process, e.g., by providing an overview of relationships between components. This work describes a new tool called Src2Neo that generates labeled property graphs of C#-based software projects. The stored graph follows a simple C# naming scheme and — contrary to other solutions — maps each software entity to exactly one node. The resulting graph facilitates the comprehension process by providing an easy to read representation of software components. Additionally, the generated graphs can act as a data basis for more advanced software visualizations without the need for complex data requests.}, address = {New York, NY, USA}, author = {Heidrich, David and Schreiber, Andreas and Oberdörfer, Sebastian}, booktitle = {37th IEEE/ACM International Conference on Automated Software Engineering (ASE '22)}, keywords = {myown}, month = 10, publisher = {Association for Computing Machinery}, title = {Towards Generating Labeled Property Graphs for Comprehending C#-based Software Projects}, year = 2022 }

  %0 Conference Paper %1 heidrich2022towards %A Heidrich, David %A Schreiber, Andreas %A Oberdörfer, Sebastian %B 37th IEEE/ACM International Conference on Automated Software Engineering (ASE '22) %C New York, NY, USA %D 2022 %I Association for Computing Machinery %R 10.1145/3551349.3560513 %T Towards Generating Labeled Property Graphs for Comprehending C#-based Software Projects %U https://downloads.hci.informatik.uni-wuerzburg.de/2022-towards-generating-labeled-property-graphs-preprint.pdf %X C# is the most widely used programming language among XR developers. However, only a limited number of graph-based data acquisition tools exist for C# software. XR development commonly relies on reusing existing software components to accelerate development. Graph-based visualization tools can facilitate this comprehension process, e.g., by providing an overview of relationships between components. This work describes a new tool called Src2Neo that generates labeled property graphs of C#-based software projects. The stored graph follows a simple C# naming scheme and — contrary to other solutions — maps each software entity to exactly one node. The resulting graph facilitates the comprehension process by providing an easy to read representation of software components. Additionally, the generated graphs can act as a data basis for more advanced software visualizations without the need for complex data requests.
• Classroom management competency enhancement for student teachers using a fully immersive virtual classroom. Seufert, Christian; Oberdörfer, Sebastian; Roth, Alice; Grafe, Silke; Lugrin, Jean-Luc; Latoschik, Marc Erich. In Computers & Education, 179, S. 104410. 2022.
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  The purpose of this study is to examine whether pre-service teachers studying classroom management (CM) in a virtual reality (VR)-supported setting enhance their CM competencies more than students do in a setting using conventional methods. With this aim in mind and to address a lack of available situations of practicing and reflecting CM competencies besides simply gaining theoretical knowledge about CM in education, we integrated a novel fully immersive VR application in selected CM courses. We evaluated the development of self-assessed and instructor-rated CM competencies and the learning quality in the different learning conditions. Additionally, we evaluated the presence, social presence, believability and utility of the VR application and the VR-assisted and video-assisted course. Participants were pre-service teachers (n = 55) of the University of Würzburg who participated in a quasi-experimental pre-test/post-test intervention. The students were randomly assigned to one of two intervention groups: the test group used the virtual classroom Breaking Bad Behaviors (BBB) during the term (n = 39), and the comparison group’s learning was video-assisted (n = 16). The instructor rating shows significant differences between the VR group and the video group, the two points of measurement and for the interaction between the condition and time of measurement. It demonstrates a highly significant improvement in CM competencies in the VR setting between the pre-test and post-test (p < 0.001, Cohen’s d = 1.06) as compared to the video-based setting. The participants of the VR setting themselves rated their CM competencies in the post-test significantly higher than in the pre-test (p = 0.02, Cohen’s d = 0.39). Interestingly, the video group also rated themselves better in the post-test (p = 0.02, Cohen’s d = 0.67), which reveals that self-assessment and external assessment show different results. In addition, we observed that even if both groups gained similar theoretical knowledge, the CM competencies developed to a greater degree in the VR-based settings. The participants rated the CM training system a useful tool to evaluate and reflect on individual teacher actions. Its immersion contributes to a high presence and the simulation of realistic scenarios in a CM course. These findings suggest that VR-based settings can lead to a higher benefit in the enhancement of pre-service teachers’ CM competencies.

  @article{seufert2022classroom, abstract = {The purpose of this study is to examine whether pre-service teachers studying classroom management (CM) in a virtual reality (VR)-supported setting enhance their CM competencies more than students do in a setting using conventional methods. With this aim in mind and to address a lack of available situations of practicing and reflecting CM competencies besides simply gaining theoretical knowledge about CM in education, we integrated a novel fully immersive VR application in selected CM courses. We evaluated the development of self-assessed and instructor-rated CM competencies and the learning quality in the different learning conditions. Additionally, we evaluated the presence, social presence, believability and utility of the VR application and the VR-assisted and video-assisted course. Participants were pre-service teachers (n = 55) of the University of Würzburg who participated in a quasi-experimental pre-test/post-test intervention. The students were randomly assigned to one of two intervention groups: the test group used the virtual classroom Breaking Bad Behaviors (BBB) during the term (n = 39), and the comparison group’s learning was video-assisted (n = 16). The instructor rating shows significant differences between the VR group and the video group, the two points of measurement and for the interaction between the condition and time of measurement. It demonstrates a highly significant improvement in CM competencies in the VR setting between the pre-test and post-test (p < 0.001, Cohen’s d = 1.06) as compared to the video-based setting. The participants of the VR setting themselves rated their CM competencies in the post-test significantly higher than in the pre-test (p = 0.02, Cohen’s d = 0.39). Interestingly, the video group also rated themselves better in the post-test (p = 0.02, Cohen’s d = 0.67), which reveals that self-assessment and external assessment show different results. In addition, we observed that even if both groups gained similar theoretical knowledge, the CM competencies developed to a greater degree in the VR-based settings. The participants rated the CM training system a useful tool to evaluate and reflect on individual teacher actions. Its immersion contributes to a high presence and the simulation of realistic scenarios in a CM course. These findings suggest that VR-based settings can lead to a higher benefit in the enhancement of pre-service teachers’ CM competencies.}, author = {Seufert, Christian and Oberdörfer, Sebastian and Roth, Alice and Grafe, Silke and Lugrin, Jean-Luc and Latoschik, Marc Erich}, journal = {Computers & Education}, keywords = {myown}, pages = 104410, title = {Classroom management competency enhancement for student teachers using a fully immersive virtual classroom}, volume = 179, year = 2022 }

  %0 Journal Article %1 seufert2022classroom %A Seufert, Christian %A Oberdörfer, Sebastian %A Roth, Alice %A Grafe, Silke %A Lugrin, Jean-Luc %A Latoschik, Marc Erich %D 2022 %J Computers & Education %P 104410 %R 10.1016/j.compedu.2021.104410 %T Classroom management competency enhancement for student teachers using a fully immersive virtual classroom %U https://www.sciencedirect.com/science/article/pii/S0360131521002876 %V 179 %X The purpose of this study is to examine whether pre-service teachers studying classroom management (CM) in a virtual reality (VR)-supported setting enhance their CM competencies more than students do in a setting using conventional methods. With this aim in mind and to address a lack of available situations of practicing and reflecting CM competencies besides simply gaining theoretical knowledge about CM in education, we integrated a novel fully immersive VR application in selected CM courses. We evaluated the development of self-assessed and instructor-rated CM competencies and the learning quality in the different learning conditions. Additionally, we evaluated the presence, social presence, believability and utility of the VR application and the VR-assisted and video-assisted course. Participants were pre-service teachers (n = 55) of the University of Würzburg who participated in a quasi-experimental pre-test/post-test intervention. The students were randomly assigned to one of two intervention groups: the test group used the virtual classroom Breaking Bad Behaviors (BBB) during the term (n = 39), and the comparison group’s learning was video-assisted (n = 16). The instructor rating shows significant differences between the VR group and the video group, the two points of measurement and for the interaction between the condition and time of measurement. It demonstrates a highly significant improvement in CM competencies in the VR setting between the pre-test and post-test (p < 0.001, Cohen’s d = 1.06) as compared to the video-based setting. The participants of the VR setting themselves rated their CM competencies in the post-test significantly higher than in the pre-test (p = 0.02, Cohen’s d = 0.39). Interestingly, the video group also rated themselves better in the post-test (p = 0.02, Cohen’s d = 0.67), which reveals that self-assessment and external assessment show different results. In addition, we observed that even if both groups gained similar theoretical knowledge, the CM competencies developed to a greater degree in the VR-based settings. The participants rated the CM training system a useful tool to evaluate and reflect on individual teacher actions. Its immersion contributes to a high presence and the simulation of realistic scenarios in a CM course. These findings suggest that VR-based settings can lead to a higher benefit in the enhancement of pre-service teachers’ CM competencies.
• Joyful Adventures and Frightening Places - Designing Emotion-Inducing Virtual Environments. Steinhaeusser, Sophia C; Oberdörfer, Sebastian; von Mammen, Sebastian; Latoschik, Marc Erich; Lugrin, Birgit. In Frontiers in Virtual Reality, 3. 2022.
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  Virtual environments (VEs) can evoke and support emotions, as experienced when playing emotionally arousing games. We theoretically approach the design of fear and joy evoking VEs based on a literature review of empirical studies on virtual and real environments as well as video games’ reviews and content analyses. We define the design space and identify central design elements that evoke specific positive and negative emotions. Based on that, we derive and present guidelines for emotion-inducing VE design with respect to design themes, colors and textures, and lighting configurations. To validate our guidelines in two user studies, we 1) expose participants to 360° videos of VEs designed following the individual guidelines and 2) immerse them in a neutral, positive and negative emotion-inducing VEs combining all respective guidelines in Virtual Reality. The results support our theoretically derived guidelines by revealing significant differences in terms of fear and joy induction.

  @article{steinhaeusser2022joyful, abstract = {Virtual environments (VEs) can evoke and support emotions, as experienced when playing emotionally arousing games. We theoretically approach the design of fear and joy evoking VEs based on a literature review of empirical studies on virtual and real environments as well as video games’ reviews and content analyses. We define the design space and identify central design elements that evoke specific positive and negative emotions. Based on that, we derive and present guidelines for emotion-inducing VE design with respect to design themes, colors and textures, and lighting configurations. To validate our guidelines in two user studies, we 1) expose participants to 360° videos of VEs designed following the individual guidelines and 2) immerse them in a neutral, positive and negative emotion-inducing VEs combining all respective guidelines in Virtual Reality. The results support our theoretically derived guidelines by revealing significant differences in terms of fear and joy induction.}, author = {Steinhaeusser, Sophia C and Oberdörfer, Sebastian and von Mammen, Sebastian and Latoschik, Marc Erich and Lugrin, Birgit}, journal = {Frontiers in Virtual Reality}, keywords = {dark-sides-vr}, title = {Joyful Adventures and Frightening Places - Designing Emotion-Inducing Virtual Environments}, volume = 3, year = 2022 }

  %0 Journal Article %1 steinhaeusser2022joyful %A Steinhaeusser, Sophia C %A Oberdörfer, Sebastian %A von Mammen, Sebastian %A Latoschik, Marc Erich %A Lugrin, Birgit %D 2022 %J Frontiers in Virtual Reality %R 10.3389/frvir.2022.919163 %T Joyful Adventures and Frightening Places - Designing Emotion-Inducing Virtual Environments %U https://www.frontiersin.org/articles/10.3389/frvir.2022.919163 %V 3 %X Virtual environments (VEs) can evoke and support emotions, as experienced when playing emotionally arousing games. We theoretically approach the design of fear and joy evoking VEs based on a literature review of empirical studies on virtual and real environments as well as video games’ reviews and content analyses. We define the design space and identify central design elements that evoke specific positive and negative emotions. Based on that, we derive and present guidelines for emotion-inducing VE design with respect to design themes, colors and textures, and lighting configurations. To validate our guidelines in two user studies, we 1) expose participants to 360° videos of VEs designed following the individual guidelines and 2) immerse them in a neutral, positive and negative emotion-inducing VEs combining all respective guidelines in Virtual Reality. The results support our theoretically derived guidelines by revealing significant differences in terms of fear and joy induction.
• Embodied Gambling - Investigating the Influence of Level of Embodiment, Avatar Appearance, and Virtual Environment Design on an Online VR Slot Machine. Oberdörfer, Sebastian; Schraudt, David; Latoschik, Marc Erich. In Frontiers in Virtual Reality, 3. 2022.
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  Slot machines are one of the most played games by players suffering from gambling disorder. New technologies like immersive Virtual Reality (VR) offer more possibilities to exploit erroneous beliefs in the context of gambling. Recent research indicates a higher risk potential when playing a slot machine in VR than on desktop. To continue this investigation, we evaluate the effects of providing different degrees of embodiment, i.e., minimal and full embodiment. The avatars used for the full embodiment further differ in their appearance, i.e., they elicit a high or a low socio-economic status. The virtual environment (VE) design can cause a potential influence on the overall gambling behavior. Thus, we also embed the slot machine in two different VEs that differ in their emotional design: a colorful underwater playground environment and a virtual counterpart of our lab. These design considerations resulted in four different versions of the same VR slot machine: 1) full embodiment with high socio-economic status, 2) full embodiment with low socio-economic status, 3) minimal embodiment playground VE, and 4) minimal embodiment laboratory VE. Both full embodiment versions also used the playground VE. We determine the risk potential by logging gambling frequency as well as stake size, and measuring harm-inducing factors, i.e., dissociation, urge to gamble, dark flow, and illusion of control, using questionnaires. Following a between groups experimental design, 82 participants played for 20 game rounds one of the four versions. We recruited our sample from the students enrolled at the University of Würzburg. Our safety protocol ensured that only participants without any recent gambling activity took part in the experiment. In this comparative user study, we found no effect of the embodiment nor VE design on neither the gambling frequency, stake sizes, nor risk potential. However, our results provide further support for the hypothesis of the higher visual angle on gambling stimuli and hence the increased emotional response being the true cause for the higher risk potential.

  @article{oberdorfer2022embodied, abstract = {Slot machines are one of the most played games by players suffering from gambling disorder. New technologies like immersive Virtual Reality (VR) offer more possibilities to exploit erroneous beliefs in the context of gambling. Recent research indicates a higher risk potential when playing a slot machine in VR than on desktop. To continue this investigation, we evaluate the effects of providing different degrees of embodiment, i.e., minimal and full embodiment. The avatars used for the full embodiment further differ in their appearance, i.e., they elicit a high or a low socio-economic status. The virtual environment (VE) design can cause a potential influence on the overall gambling behavior. Thus, we also embed the slot machine in two different VEs that differ in their emotional design: a colorful underwater playground environment and a virtual counterpart of our lab. These design considerations resulted in four different versions of the same VR slot machine: 1) full embodiment with high socio-economic status, 2) full embodiment with low socio-economic status, 3) minimal embodiment playground VE, and 4) minimal embodiment laboratory VE. Both full embodiment versions also used the playground VE. We determine the risk potential by logging gambling frequency as well as stake size, and measuring harm-inducing factors, i.e., dissociation, urge to gamble, dark flow, and illusion of control, using questionnaires. Following a between groups experimental design, 82 participants played for 20 game rounds one of the four versions. We recruited our sample from the students enrolled at the University of Würzburg. Our safety protocol ensured that only participants without any recent gambling activity took part in the experiment. In this comparative user study, we found no effect of the embodiment nor VE design on neither the gambling frequency, stake sizes, nor risk potential. However, our results provide further support for the hypothesis of the higher visual angle on gambling stimuli and hence the increased emotional response being the true cause for the higher risk potential.}, author = {Oberdörfer, Sebastian and Schraudt, David and Latoschik, Marc Erich}, journal = {Frontiers in Virtual Reality}, keywords = {dark-sides-vr}, title = {Embodied Gambling - Investigating the Influence of Level of Embodiment, Avatar Appearance, and Virtual Environment Design on an Online VR Slot Machine}, volume = 3, year = 2022 }

  %0 Journal Article %1 oberdorfer2022embodied %A Oberdörfer, Sebastian %A Schraudt, David %A Latoschik, Marc Erich %D 2022 %J Frontiers in Virtual Reality %R 10.3389/frvir.2022.828553 %T Embodied Gambling - Investigating the Influence of Level of Embodiment, Avatar Appearance, and Virtual Environment Design on an Online VR Slot Machine %U https://www.frontiersin.org/articles/10.3389/frvir.2022.828553 %V 3 %X Slot machines are one of the most played games by players suffering from gambling disorder. New technologies like immersive Virtual Reality (VR) offer more possibilities to exploit erroneous beliefs in the context of gambling. Recent research indicates a higher risk potential when playing a slot machine in VR than on desktop. To continue this investigation, we evaluate the effects of providing different degrees of embodiment, i.e., minimal and full embodiment. The avatars used for the full embodiment further differ in their appearance, i.e., they elicit a high or a low socio-economic status. The virtual environment (VE) design can cause a potential influence on the overall gambling behavior. Thus, we also embed the slot machine in two different VEs that differ in their emotional design: a colorful underwater playground environment and a virtual counterpart of our lab. These design considerations resulted in four different versions of the same VR slot machine: 1) full embodiment with high socio-economic status, 2) full embodiment with low socio-economic status, 3) minimal embodiment playground VE, and 4) minimal embodiment laboratory VE. Both full embodiment versions also used the playground VE. We determine the risk potential by logging gambling frequency as well as stake size, and measuring harm-inducing factors, i.e., dissociation, urge to gamble, dark flow, and illusion of control, using questionnaires. Following a between groups experimental design, 82 participants played for 20 game rounds one of the four versions. We recruited our sample from the students enrolled at the University of Würzburg. Our safety protocol ensured that only participants without any recent gambling activity took part in the experiment. In this comparative user study, we found no effect of the embodiment nor VE design on neither the gambling frequency, stake sizes, nor risk potential. However, our results provide further support for the hypothesis of the higher visual angle on gambling stimuli and hence the increased emotional response being the true cause for the higher risk potential.

• Visualisation Methods for Patient Monitoring in Anaesthetic Procedures Using Augmented Reality. Plabst, Lucas; Oberdörfer, Sebastian; Happel, Oliver; Niebling, Florian. In Proceedings of the 27th ACM Symposium on Virtual Reality Software and Technology (VRST ’21). Association for Computing Machinery, New York, NY, USA, 2021.
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  In health care, there are still many devices with poorly designed user interfaces that can lead to user errors. Especially in acute care, an error can lead to critical conditions in patients. Previous research has shown that the use of augmented reality can help to better monitor the condition of patients and better detect unforeseen events. The system created in this work is intended to aid in the detection of changes in patient and equipment-data in order to increase detection of critical conditions or errors.

  @inproceedings{plabst2021visualisation, abstract = {In health care, there are still many devices with poorly designed user interfaces that can lead to user errors. Especially in acute care, an error can lead to critical conditions in patients. Previous research has shown that the use of augmented reality can help to better monitor the condition of patients and better detect unforeseen events. The system created in this work is intended to aid in the detection of changes in patient and equipment-data in order to increase detection of critical conditions or errors.}, address = {New York, NY, USA}, author = {Plabst, Lucas and Oberdörfer, Sebastian and Happel, Oliver and Niebling, Florian}, booktitle = {Proceedings of the 27th ACM Symposium on Virtual Reality Software and Technology (VRST '21)}, keywords = {myown}, month = 12, publisher = {Association for Computing Machinery}, title = {Visualisation Methods for Patient Monitoring in Anaesthetic Procedures Using Augmented Reality}, year = 2021 }

  %0 Conference Paper %1 plabst2021visualisation %A Plabst, Lucas %A Oberdörfer, Sebastian %A Happel, Oliver %A Niebling, Florian %B Proceedings of the 27th ACM Symposium on Virtual Reality Software and Technology (VRST '21) %C New York, NY, USA %D 2021 %I Association for Computing Machinery %R 10.1145/3489849.3489908 %T Visualisation Methods for Patient Monitoring in Anaesthetic Procedures Using Augmented Reality %U https://downloads.hci.informatik.uni-wuerzburg.de/2021-vrst-visualization-methods-preprint.pdf %X In health care, there are still many devices with poorly designed user interfaces that can lead to user errors. Especially in acute care, an error can lead to critical conditions in patients. Previous research has shown that the use of augmented reality can help to better monitor the condition of patients and better detect unforeseen events. The system created in this work is intended to aid in the detection of changes in patient and equipment-data in order to increase detection of critical conditions or errors.
• Effects of Immersion and Visual Angle on Brand Placement Effectiveness. Oberdörfer, Sebastian; Straka, Samantha; Latoschik, Marc Erich. In Proceedings of the 28th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR ’21), S. 440–441. IEEE, 2021.
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  Typical inherent properties of immersive Virtual Reality (VR) such as felt presence might have an impact on how well brand placements are remembered. In this study, we exposed participants to brand placements in four conditions of varying degrees of immersion and visual angle on the stimulus. Placements appeared either as poster or as puzzle. We measured the recall and recognition of these placements. Our study revealed that neither immersion nor the visual angle had a significant impact on memory for brand placements.

  @inproceedings{oberdorfer2021effects, abstract = {Typical inherent properties of immersive Virtual Reality (VR) such as felt presence might have an impact on how well brand placements are remembered. In this study, we exposed participants to brand placements in four conditions of varying degrees of immersion and visual angle on the stimulus. Placements appeared either as poster or as puzzle. We measured the recall and recognition of these placements. Our study revealed that neither immersion nor the visual angle had a significant impact on memory for brand placements.}, author = {Oberdörfer, Sebastian and Straka, Samantha and Latoschik, Marc Erich}, booktitle = {Proceedings of the 28th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR '21)}, keywords = {myown}, month = {03}, organization = {IEEE}, pages = {440-441}, title = {Effects of Immersion and Visual Angle on Brand Placement Effectiveness}, year = 2021 }

  %0 Conference Paper %1 oberdorfer2021effects %A Oberdörfer, Sebastian %A Straka, Samantha %A Latoschik, Marc Erich %B Proceedings of the 28th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR '21) %D 2021 %P 440-441 %R 10.1109/VRW52623.2021.00102 %T Effects of Immersion and Visual Angle on Brand Placement Effectiveness %U https://downloads.hci.informatik.uni-wuerzburg.de/2021-ieeevr-advrtize-poster-preprint.pdf %X Typical inherent properties of immersive Virtual Reality (VR) such as felt presence might have an impact on how well brand placements are remembered. In this study, we exposed participants to brand placements in four conditions of varying degrees of immersion and visual angle on the stimulus. Placements appeared either as poster or as puzzle. We measured the recall and recognition of these placements. Our study revealed that neither immersion nor the visual angle had a significant impact on memory for brand placements.
• Enchanted by Your Surrounding? Measuring the Effects of Immersion and Design of Virtual Environments on Decision-Making. Oberdörfer, Sebastian; Heidrich, David; Birnstiel, Sandra; Latoschik, Marc Erich. In Frontiers in Virtual Reality, 2, S. 101. 2021.
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  Impaired decision-making leads to the inability to distinguish between advantageous and disadvantageous choices. The impairment of a person’s decision-making is a common goal of gambling games. Given the recent trend of gambling using immersive Virtual Reality it is crucial to investigate the effects of both immersion and the virtual environment (VE) on decision-making. In a novel user study, we measured decision-making using three virtual versions of the Iowa Gambling Task (IGT). The versions differed with regard to the degree of immersion and design of the virtual environment. While emotions affect decision-making, we further measured the positive and negative affect of participants. A higher visual angle on a stimulus leads to an increased emotional response. Thus, we kept the visual angle on the Iowa Gambling Task the same between our conditions. Our results revealed no significant impact of immersion or the VE on the IGT. We further found no significant difference between the conditions with regard to positive and negative affect. This suggests that neither the medium used nor the design of the VE causes an impairment of decision-making. However, in combination with a recent study, we provide first evidence that a higher visual angle on the IGT leads to an effect of impairment.

  @article{oberdorfer2021enchanted, abstract = {Impaired decision-making leads to the inability to distinguish between advantageous and disadvantageous choices. The impairment of a person’s decision-making is a common goal of gambling games. Given the recent trend of gambling using immersive Virtual Reality it is crucial to investigate the effects of both immersion and the virtual environment (VE) on decision-making. In a novel user study, we measured decision-making using three virtual versions of the Iowa Gambling Task (IGT). The versions differed with regard to the degree of immersion and design of the virtual environment. While emotions affect decision-making, we further measured the positive and negative affect of participants. A higher visual angle on a stimulus leads to an increased emotional response. Thus, we kept the visual angle on the Iowa Gambling Task the same between our conditions. Our results revealed no significant impact of immersion or the VE on the IGT. We further found no significant difference between the conditions with regard to positive and negative affect. This suggests that neither the medium used nor the design of the VE causes an impairment of decision-making. However, in combination with a recent study, we provide first evidence that a higher visual angle on the IGT leads to an effect of impairment.}, author = {Oberdörfer, Sebastian and Heidrich, David and Birnstiel, Sandra and Latoschik, Marc Erich}, journal = {Frontiers in Virtual Reality}, keywords = {dark-sides-vr}, pages = 101, title = {Enchanted by Your Surrounding? Measuring the Effects of Immersion and Design of Virtual Environments on Decision-Making}, volume = 2, year = 2021 }

  %0 Journal Article %1 oberdorfer2021enchanted %A Oberdörfer, Sebastian %A Heidrich, David %A Birnstiel, Sandra %A Latoschik, Marc Erich %D 2021 %J Frontiers in Virtual Reality %P 101 %R 10.3389/frvir.2021.679277 %T Enchanted by Your Surrounding? Measuring the Effects of Immersion and Design of Virtual Environments on Decision-Making %U https://www.frontiersin.org/articles/10.3389/frvir.2021.679277/full %V 2 %X Impaired decision-making leads to the inability to distinguish between advantageous and disadvantageous choices. The impairment of a person’s decision-making is a common goal of gambling games. Given the recent trend of gambling using immersive Virtual Reality it is crucial to investigate the effects of both immersion and the virtual environment (VE) on decision-making. In a novel user study, we measured decision-making using three virtual versions of the Iowa Gambling Task (IGT). The versions differed with regard to the degree of immersion and design of the virtual environment. While emotions affect decision-making, we further measured the positive and negative affect of participants. A higher visual angle on a stimulus leads to an increased emotional response. Thus, we kept the visual angle on the Iowa Gambling Task the same between our conditions. Our results revealed no significant impact of immersion or the VE on the IGT. We further found no significant difference between the conditions with regard to positive and negative affect. This suggests that neither the medium used nor the design of the VE causes an impairment of decision-making. However, in combination with a recent study, we provide first evidence that a higher visual angle on the IGT leads to an effect of impairment.
• The Influence of Avatar Embodiment on Time Perception - Towards VR for Time-Based Therapy. Unruh, Fabian; Landeck, Maximilian; Oberd{ö}rfer, Sebastian; Lugrin, Jean-Luc; Latoschik, Marc Erich. In Frontiers in Virtual Reality, 2, S. 71. 2021.
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  Psycho-pathological conditions, such as depression or schizophrenia, are often accompanied by a distorted perception of time. People suffering from this conditions often report that the passage of time slows down considerably and that they are ``stuck in time.'' Virtual Reality (VR) could potentially help to diagnose and maybe treat such mental conditions. However, the conditions in which a VR simulation could correctly diagnose a time perception deviation are still unknown. In this paper, we present an experiment investigating the difference in time experience with and without a virtual body in VR, also known as avatar. The process of substituting a person's body with a virtual body is called avatar embodiment. Numerous studies demonstrated interesting perceptual, emotional, behavioral, and psychological effects caused by avatar embodiment. However, the relations between time perception and avatar embodiment are still unclear. Whether or not the presence or absence of an avatar is already influencing time perception is still open to question. Therefore, we conducted a between-subjects design with and without avatar embodiment as well as a real condition (avatar vs. no-avatar vs. real). A group of 105 healthy subjects had to wait for seven and a half minutes in a room without any distractors (e.g., no window, magazine, people, decoration) or time indicators (e.g., clocks, sunlight). The virtual environment replicates the real physical environment. Participants were unaware that they will be asked to estimate their waiting time duration as well as describing their experience of the passage of time at a later stage. Our main finding shows that the presence of an avatar is leading to a significantly faster perceived passage of time. It seems to be promising to integrate avatar embodiment in future VR time-based therapy applications as they potentially could modulate a user's perception of the passage of time. We also found no significant difference in time perception between the real and the VR conditions (avatar, no-avatar), but further research is needed to better understand this outcome.

  @article{10.3389/frvir.2021.658509, abstract = {Psycho-pathological conditions, such as depression or schizophrenia, are often accompanied by a distorted perception of time. People suffering from this conditions often report that the passage of time slows down considerably and that they are ``stuck in time.'' Virtual Reality (VR) could potentially help to diagnose and maybe treat such mental conditions. However, the conditions in which a VR simulation could correctly diagnose a time perception deviation are still unknown. In this paper, we present an experiment investigating the difference in time experience with and without a virtual body in VR, also known as avatar. The process of substituting a person's body with a virtual body is called avatar embodiment. Numerous studies demonstrated interesting perceptual, emotional, behavioral, and psychological effects caused by avatar embodiment. However, the relations between time perception and avatar embodiment are still unclear. Whether or not the presence or absence of an avatar is already influencing time perception is still open to question. Therefore, we conducted a between-subjects design with and without avatar embodiment as well as a real condition (avatar vs. no-avatar vs. real). A group of 105 healthy subjects had to wait for seven and a half minutes in a room without any distractors (e.g., no window, magazine, people, decoration) or time indicators (e.g., clocks, sunlight). The virtual environment replicates the real physical environment. Participants were unaware that they will be asked to estimate their waiting time duration as well as describing their experience of the passage of time at a later stage. Our main finding shows that the presence of an avatar is leading to a significantly faster perceived passage of time. It seems to be promising to integrate avatar embodiment in future VR time-based therapy applications as they potentially could modulate a user's perception of the passage of time. We also found no significant difference in time perception between the real and the VR conditions (avatar, no-avatar), but further research is needed to better understand this outcome.}, author = {Unruh, Fabian and Landeck, Maximilian and Oberd{\"o}rfer, Sebastian and Lugrin, Jean-Luc and Latoschik, Marc Erich}, journal = {Frontiers in Virtual Reality}, keywords = {myown}, pages = 71, title = {The Influence of Avatar Embodiment on Time Perception - Towards VR for Time-Based Therapy}, volume = 2, year = 2021 }

  %0 Journal Article %1 10.3389/frvir.2021.658509 %A Unruh, Fabian %A Landeck, Maximilian %A Oberd{ö}rfer, Sebastian %A Lugrin, Jean-Luc %A Latoschik, Marc Erich %D 2021 %J Frontiers in Virtual Reality %P 71 %R 10.3389/frvir.2021.658509 %T The Influence of Avatar Embodiment on Time Perception - Towards VR for Time-Based Therapy %U https://www.frontiersin.org/article/10.3389/frvir.2021.658509 %V 2 %X Psycho-pathological conditions, such as depression or schizophrenia, are often accompanied by a distorted perception of time. People suffering from this conditions often report that the passage of time slows down considerably and that they are ``stuck in time.'' Virtual Reality (VR) could potentially help to diagnose and maybe treat such mental conditions. However, the conditions in which a VR simulation could correctly diagnose a time perception deviation are still unknown. In this paper, we present an experiment investigating the difference in time experience with and without a virtual body in VR, also known as avatar. The process of substituting a person's body with a virtual body is called avatar embodiment. Numerous studies demonstrated interesting perceptual, emotional, behavioral, and psychological effects caused by avatar embodiment. However, the relations between time perception and avatar embodiment are still unclear. Whether or not the presence or absence of an avatar is already influencing time perception is still open to question. Therefore, we conducted a between-subjects design with and without avatar embodiment as well as a real condition (avatar vs. no-avatar vs. real). A group of 105 healthy subjects had to wait for seven and a half minutes in a room without any distractors (e.g., no window, magazine, people, decoration) or time indicators (e.g., clocks, sunlight). The virtual environment replicates the real physical environment. Participants were unaware that they will be asked to estimate their waiting time duration as well as describing their experience of the passage of time at a later stage. Our main finding shows that the presence of an avatar is leading to a significantly faster perceived passage of time. It seems to be promising to integrate avatar embodiment in future VR time-based therapy applications as they potentially could modulate a user's perception of the passage of time. We also found no significant difference in time perception between the real and the VR conditions (avatar, no-avatar), but further research is needed to better understand this outcome.
• Recreating a Medieval Mill as a Virtual Learning Environment. Fernes, David; Oberdörfer, Sebastian; Latoschik, Marc Erich. In Proceedings of the 27th ACM Symposium on Virtual Reality Software and Technology (VRST ’21). Association for Computing Machinery, New York, NY, USA, 2021.
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  Historic buildings shown in open-air museums often lack a good accessibility and visitors rarely can interact with them as well as displayed tools to learn about processes. Providing these buildings in Virtual Reality could be a great supplement for museums to provide accessible and interactive offers. To investigate the effectiveness of this approach and to derive design guidelines, we developed an interactive virtual replicate of a medieval mill. We present the design of the mill and the results of a preliminary usability evaluation.

  @inproceedings{fernes2021recreating, abstract = {Historic buildings shown in open-air museums often lack a good accessibility and visitors rarely can interact with them as well as displayed tools to learn about processes. Providing these buildings in Virtual Reality could be a great supplement for museums to provide accessible and interactive offers. To investigate the effectiveness of this approach and to derive design guidelines, we developed an interactive virtual replicate of a medieval mill. We present the design of the mill and the results of a preliminary usability evaluation.}, address = {New York, NY, USA}, author = {Fernes, David and Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {Proceedings of the 27th ACM Symposium on Virtual Reality Software and Technology (VRST '21)}, keywords = {myown}, month = 12, publisher = {Association for Computing Machinery}, title = {Recreating a Medieval Mill as a Virtual Learning Environment}, year = 2021 }

  %0 Conference Paper %1 fernes2021recreating %A Fernes, David %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B Proceedings of the 27th ACM Symposium on Virtual Reality Software and Technology (VRST '21) %C New York, NY, USA %D 2021 %I Association for Computing Machinery %R 10.1145/3489849.3489899 %T Recreating a Medieval Mill as a Virtual Learning Environment %U https://downloads.hci.informatik.uni-wuerzburg.de/2021-vrst-medieval-mill-preprint.pdf %X Historic buildings shown in open-air museums often lack a good accessibility and visitors rarely can interact with them as well as displayed tools to learn about processes. Providing these buildings in Virtual Reality could be a great supplement for museums to provide accessible and interactive offers. To investigate the effectiveness of this approach and to derive design guidelines, we developed an interactive virtual replicate of a medieval mill. We present the design of the mill and the results of a preliminary usability evaluation.
• Better Learning with Gaming: Knowledge Encoding and Knowledge Learning Using Gamification. Technical Report (PhD dissertation), . Oberdörfer, Sebastian. PhD dissertation. University of Würzburg, 2021.
  • [ Abstract ]
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  Computer games are highly immersive, engaging, and motivating learning environments. By providing a tutorial at the start of a new game, players learn the basics of the game’s underlying principles as well as practice how to successfully play the game. During the actual gameplay, players repetitively apply this knowledge, thus improving it due to repetition. Computer games also challenge players with a constant stream of new challenges which increase in difficulty over time. As a result, computer games even require players to transfer their knowledge to master these new challenges. A computer game consists of several game mechanics. Game mechanics are the rules of a computer game and encode the game’s underlying principles. They create the virtual environments, generate a game’s challenges and allow players to interact with the game. Game mechanics also can encode real world knowledge. This knowledge may be acquired by players via gameplay. However, the actual process of knowledge encoding and knowledge learning using game mechanics has not been thoroughly defined, yet. This thesis therefore proposes a theoretical model to define the knowledge learning using game mechanics: the Gamified Knowledge Encoding. The model is applied to design a serious game for affine transformations, i.e., GEtiT, and to predict the learning outcome of playing a computer game that encodes orbital mechanics in its game mechanics, i.e., Kerbal Space Program. To assess the effects of different visualization technologies on the overall learning outcome, GEtiT visualizes the gameplay in desktop-3D and immersive virtual reality. The model’s applicability for effective game design as well as GEtiT’s overall design are evaluated in a usability study. The learning outcome of playing GEtiT and Kerbal Space Program is assessed in four additional user studies. The studies’ results validate the use of the Gamified Knowledge Encoding for the purpose of developing effective serious games and to predict the learning outcome of existing serious games. GEtiT and Kerbal Space Program yield a similar training effect but a higher motivation to tackle the assignments in comparison to a traditional learning method. In conclusion, this thesis expands the understanding of using game mechanics for an effective learning of knowledge. The presented results are of high importance for researches, educators, and developers as they also provide guidelines for the development of effective serious games.

  @phdthesis{oberdorfer2021better, abstract = {Computer games are highly immersive, engaging, and motivating learning environments. By providing a tutorial at the start of a new game, players learn the basics of the game’s underlying principles as well as practice how to successfully play the game. During the actual gameplay, players repetitively apply this knowledge, thus improving it due to repetition. Computer games also challenge players with a constant stream of new challenges which increase in difficulty over time. As a result, computer games even require players to transfer their knowledge to master these new challenges. A computer game consists of several game mechanics. Game mechanics are the rules of a computer game and encode the game’s underlying principles. They create the virtual environments, generate a game’s challenges and allow players to interact with the game. Game mechanics also can encode real world knowledge. This knowledge may be acquired by players via gameplay. However, the actual process of knowledge encoding and knowledge learning using game mechanics has not been thoroughly defined, yet. This thesis therefore proposes a theoretical model to define the knowledge learning using game mechanics: the Gamified Knowledge Encoding. The model is applied to design a serious game for affine transformations, i.e., GEtiT, and to predict the learning outcome of playing a computer game that encodes orbital mechanics in its game mechanics, i.e., Kerbal Space Program. To assess the effects of different visualization technologies on the overall learning outcome, GEtiT visualizes the gameplay in desktop-3D and immersive virtual reality. The model’s applicability for effective game design as well as GEtiT’s overall design are evaluated in a usability study. The learning outcome of playing GEtiT and Kerbal Space Program is assessed in four additional user studies. The studies’ results validate the use of the Gamified Knowledge Encoding for the purpose of developing effective serious games and to predict the learning outcome of existing serious games. GEtiT and Kerbal Space Program yield a similar training effect but a higher motivation to tackle the assignments in comparison to a traditional learning method. In conclusion, this thesis expands the understanding of using game mechanics for an effective learning of knowledge. The presented results are of high importance for researches, educators, and developers as they also provide guidelines for the development of effective serious games.}, author = {Oberdörfer, Sebastian}, keywords = {getit}, school = {University of Würzburg}, title = {Better Learning with Gaming: Knowledge Encoding and Knowledge Learning Using Gamification}, year = 2021 }

  %0 Thesis %1 oberdorfer2021better %A Oberdörfer, Sebastian %D 2021 %R 10.25972/OPUS-21970 %T Better Learning with Gaming: Knowledge Encoding and Knowledge Learning Using Gamification %U https://opus.bibliothek.uni-wuerzburg.de/frontdoor/index/index/docId/21970 %X Computer games are highly immersive, engaging, and motivating learning environments. By providing a tutorial at the start of a new game, players learn the basics of the game’s underlying principles as well as practice how to successfully play the game. During the actual gameplay, players repetitively apply this knowledge, thus improving it due to repetition. Computer games also challenge players with a constant stream of new challenges which increase in difficulty over time. As a result, computer games even require players to transfer their knowledge to master these new challenges. A computer game consists of several game mechanics. Game mechanics are the rules of a computer game and encode the game’s underlying principles. They create the virtual environments, generate a game’s challenges and allow players to interact with the game. Game mechanics also can encode real world knowledge. This knowledge may be acquired by players via gameplay. However, the actual process of knowledge encoding and knowledge learning using game mechanics has not been thoroughly defined, yet. This thesis therefore proposes a theoretical model to define the knowledge learning using game mechanics: the Gamified Knowledge Encoding. The model is applied to design a serious game for affine transformations, i.e., GEtiT, and to predict the learning outcome of playing a computer game that encodes orbital mechanics in its game mechanics, i.e., Kerbal Space Program. To assess the effects of different visualization technologies on the overall learning outcome, GEtiT visualizes the gameplay in desktop-3D and immersive virtual reality. The model’s applicability for effective game design as well as GEtiT’s overall design are evaluated in a usability study. The learning outcome of playing GEtiT and Kerbal Space Program is assessed in four additional user studies. The studies’ results validate the use of the Gamified Knowledge Encoding for the purpose of developing effective serious games and to predict the learning outcome of existing serious games. GEtiT and Kerbal Space Program yield a similar training effect but a higher motivation to tackle the assignments in comparison to a traditional learning method. In conclusion, this thesis expands the understanding of using game mechanics for an effective learning of knowledge. The presented results are of high importance for researches, educators, and developers as they also provide guidelines for the development of effective serious games.
• Measuring the Effects of Virtual Environment Design on Decision-Making. Oberdörfer, Sebastian; Heidrich, David; Birnstiel, Sandra; Latoschik, Marc Erich. In Proceedings of the 28th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR ’21), S. 442–443. IEEE, 2021.
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  Recent research indicates an impairment in decision-making in immersive Virtual Reality (VR) when completing the Iowa Gambling Task (IGT). There is a high potential for emotions to explain the IGT decision-making behavior. The design of a virtual environment (VE) can influence a user’s mood and hence potentially the decisionmaking. In a novel user study, we measure decision-making using three virtual versions of the IGT. The versions differ with regard to the degree of immersion and design of the VE. Our results revealed no significant impact of the VE on the IGT and hence on decision-making.

  @inproceedings{oberdorfer2021measuring, abstract = {Recent research indicates an impairment in decision-making in immersive Virtual Reality (VR) when completing the Iowa Gambling Task (IGT). There is a high potential for emotions to explain the IGT decision-making behavior. The design of a virtual environment (VE) can influence a user’s mood and hence potentially the decisionmaking. In a novel user study, we measure decision-making using three virtual versions of the IGT. The versions differ with regard to the degree of immersion and design of the VE. Our results revealed no significant impact of the VE on the IGT and hence on decision-making.}, author = {Oberdörfer, Sebastian and Heidrich, David and Birnstiel, Sandra and Latoschik, Marc Erich}, booktitle = {Proceedings of the 28th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR '21)}, keywords = {myown}, month = {03}, organization = {IEEE}, pages = {442-443}, title = {Measuring the Effects of Virtual Environment Design on Decision-Making}, year = 2021 }

  %0 Conference Paper %1 oberdorfer2021measuring %A Oberdörfer, Sebastian %A Heidrich, David %A Birnstiel, Sandra %A Latoschik, Marc Erich %B Proceedings of the 28th IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VR '21) %D 2021 %P 442-443 %R 10.1109/VRW52623.2021.00103 %T Measuring the Effects of Virtual Environment Design on Decision-Making %U http://downloads.hci.informatik.uni-wuerzburg.de/2021-ieeevr-iowa-gambling-task-2-preprint.pdf %X Recent research indicates an impairment in decision-making in immersive Virtual Reality (VR) when completing the Iowa Gambling Task (IGT). There is a high potential for emotions to explain the IGT decision-making behavior. The design of a virtual environment (VE) can influence a user’s mood and hence potentially the decisionmaking. In a novel user study, we measure decision-making using three virtual versions of the IGT. The versions differ with regard to the degree of immersion and design of the VE. Our results revealed no significant impact of the VE on the IGT and hence on decision-making.
• Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design. Oberdörfer, Sebastian; Birnstiel, Sandra; Latoschik, Marc Erich; Grafe, Silke. In Frontiers in Education, 6, S. 233. 2021.
  • [ Abstract ]
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  The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar.

  @article{oberdorfer2021mutual, abstract = {The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar.}, author = {Oberdörfer, Sebastian and Birnstiel, Sandra and Latoschik, Marc Erich and Grafe, Silke}, journal = {Frontiers in Education}, keywords = {myown}, pages = 233, title = {Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design}, volume = 6, year = 2021 }

  %0 Journal Article %1 oberdorfer2021mutual %A Oberdörfer, Sebastian %A Birnstiel, Sandra %A Latoschik, Marc Erich %A Grafe, Silke %D 2021 %J Frontiers in Education %P 233 %R 10.3389/feduc.2021.693012 %T Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design %U https://www.frontiersin.org/articles/10.3389/feduc.2021.693012/full %V 6 %X The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar.
• Grab the Frog: Comparing Intuitive Use and User Experience of a Smartphone-only, AR-only, and Tangible AR Learning Environment. Oberdörfer, Sebastian; Elsässer, Anne; Grafe, Silke; Latoschik, Marc Erich. In Proceedings of the 23rd International Conference on Mobile Human-Computer Interaction (MobileHCI ’21). Association for Computing Machinery, New York, NY, USA, 2021.
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  The integration of Augmented Reality (AR) in teaching concepts allows for the visualization of complex learning contents and can simultaneously enhance the learning motivation. By providing Tangible Augmented Reality (TAR), an AR learning environment receives a haptic aspect and allows for a direct manipulation of augmented learning materials. However, manipulating tangible objects while using handheld AR might reduce the intuitive use and hence user experience. Users need to simultaneously control the application and manipulate the tangible object. Therefore, we compare the differences in intuitive use and user experience evoked by varied technologies of knowledge presentation in an educational context. In particular, we compare a TAR learning environment targeting the learning of the anatomy of vertebrates to its smartphone-only and AR-only versions. The three versions of the learning environment only differ in their method of knowledge presentation. The three versions show a similar perceived intuitive use. The TAR version, however, yielded a significantly higher attractiveness and stimulation than AR-only and smartphone-only. This suggests a positive effect of TAR learning environments on the overall learning experience.

  @inproceedings{oberdorfer2021comparing, abstract = {The integration of Augmented Reality (AR) in teaching concepts allows for the visualization of complex learning contents and can simultaneously enhance the learning motivation. By providing Tangible Augmented Reality (TAR), an AR learning environment receives a haptic aspect and allows for a direct manipulation of augmented learning materials. However, manipulating tangible objects while using handheld AR might reduce the intuitive use and hence user experience. Users need to simultaneously control the application and manipulate the tangible object. Therefore, we compare the differences in intuitive use and user experience evoked by varied technologies of knowledge presentation in an educational context. In particular, we compare a TAR learning environment targeting the learning of the anatomy of vertebrates to its smartphone-only and AR-only versions. The three versions of the learning environment only differ in their method of knowledge presentation. The three versions show a similar perceived intuitive use. The TAR version, however, yielded a significantly higher attractiveness and stimulation than AR-only and smartphone-only. This suggests a positive effect of TAR learning environments on the overall learning experience.}, address = {New York, NY, USA}, author = {Oberdörfer, Sebastian and Elsässer, Anne and Grafe, Silke and Latoschik, Marc Erich}, booktitle = {Proceedings of the 23rd International Conference on Mobile Human-Computer Interaction (MobileHCI '21)}, keywords = {myown}, month = {09}, publisher = {Association for Computing Machinery}, title = {Grab the Frog: Comparing Intuitive Use and User Experience of a Smartphone-only, AR-only, and Tangible AR Learning Environment}, year = 2021 }

  %0 Conference Paper %1 oberdorfer2021comparing %A Oberdörfer, Sebastian %A Elsässer, Anne %A Grafe, Silke %A Latoschik, Marc Erich %B Proceedings of the 23rd International Conference on Mobile Human-Computer Interaction (MobileHCI '21) %C New York, NY, USA %D 2021 %I Association for Computing Machinery %R 10.1145/3447526.3472016 %T Grab the Frog: Comparing Intuitive Use and User Experience of a Smartphone-only, AR-only, and Tangible AR Learning Environment %U https://downloads.hci.informatik.uni-wuerzburg.de/2021-mhci-frog-preprint.pdf %X The integration of Augmented Reality (AR) in teaching concepts allows for the visualization of complex learning contents and can simultaneously enhance the learning motivation. By providing Tangible Augmented Reality (TAR), an AR learning environment receives a haptic aspect and allows for a direct manipulation of augmented learning materials. However, manipulating tangible objects while using handheld AR might reduce the intuitive use and hence user experience. Users need to simultaneously control the application and manipulate the tangible object. Therefore, we compare the differences in intuitive use and user experience evoked by varied technologies of knowledge presentation in an educational context. In particular, we compare a TAR learning environment targeting the learning of the anatomy of vertebrates to its smartphone-only and AR-only versions. The three versions of the learning environment only differ in their method of knowledge presentation. The three versions show a similar perceived intuitive use. The TAR version, however, yielded a significantly higher attractiveness and stimulation than AR-only and smartphone-only. This suggests a positive effect of TAR learning environments on the overall learning experience.

• Horst – The Teaching Frog: Learning the Anatomy of a Frog Using Tangible AR. Oberdörfer, Sebastian; Elsässer, Anne; Schraudt, David; Grafe, Silke; Latoschik, Marc Erich. In Proceedings of the 2020 Mensch und Computer Conference (MuC ’20), S. 303–307. Association for Computing Machinery, New York, NY, USA, 2020.
  • [ Abstract ]
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  Learning environments targeting Augmented Reality (AR) visualize complex facts, can increase a learner's motivation, and allow for the application of learning contents. When using tangible user interfaces, the learning process receives a physical aspect improving the overall intuitive use. We present a tangible AR system targeting the learning of a frog's anatomy. The learning environment is based on a plushfrog containing removable markers. Detecting the markers, replaces them with 3D models of the organs. By extracting individual organs, learners can inspect them up close and learn more about their functions. Our AR frog further includes a quiz for a self-assessment of the learning progress and a gamification system to raise the overall motivation.

  @inproceedings{oberdorfer2020horst, abstract = {Learning environments targeting Augmented Reality (AR) visualize complex facts, can increase a learner's motivation, and allow for the application of learning contents. When using tangible user interfaces, the learning process receives a physical aspect improving the overall intuitive use. We present a tangible AR system targeting the learning of a frog's anatomy. The learning environment is based on a plushfrog containing removable markers. Detecting the markers, replaces them with 3D models of the organs. By extracting individual organs, learners can inspect them up close and learn more about their functions. Our AR frog further includes a quiz for a self-assessment of the learning progress and a gamification system to raise the overall motivation.}, address = {New York, NY, USA}, author = {Oberdörfer, Sebastian and Elsässer, Anne and Schraudt, David and Grafe, Silke and Latoschik, Marc Erich}, booktitle = {Proceedings of the 2020 Mensch und Computer Conference (MuC '20)}, keywords = {myown}, month = {09}, pages = {303-307}, publisher = {Association for Computing Machinery}, title = {Horst – The Teaching Frog: Learning the Anatomy of a Frog Using Tangible AR}, year = 2020 }

  %0 Conference Paper %1 oberdorfer2020horst %A Oberdörfer, Sebastian %A Elsässer, Anne %A Schraudt, David %A Grafe, Silke %A Latoschik, Marc Erich %B Proceedings of the 2020 Mensch und Computer Conference (MuC '20) %C New York, NY, USA %D 2020 %I Association for Computing Machinery %P 303-307 %R 10.1145/3404983.3410007 %T Horst – The Teaching Frog: Learning the Anatomy of a Frog Using Tangible AR %U https://downloads.hci.informatik.uni-wuerzburg.de/2020-muc-frog-ar-preprint.pdf %X Learning environments targeting Augmented Reality (AR) visualize complex facts, can increase a learner's motivation, and allow for the application of learning contents. When using tangible user interfaces, the learning process receives a physical aspect improving the overall intuitive use. We present a tangible AR system targeting the learning of a frog's anatomy. The learning environment is based on a plushfrog containing removable markers. Detecting the markers, replaces them with 3D models of the organs. By extracting individual organs, learners can inspect them up close and learn more about their functions. Our AR frog further includes a quiz for a self-assessment of the learning progress and a gamification system to raise the overall motivation.
• Von Medienbeiträgen und Applikationen - ein interdisziplinäres Konzept zum Lehren und Lernen mit Augmented und Virtual Reality für die Hochschullehre. Bucher, Kristina; Oberdörfer, Sebastian; Grafe, Silke; Latoschik, Marc Erich. In Schnittstellen und Interfaces - Digitaler Wandel in Bildungseinrichtungen, Bd. 7, T. Knaus, O. Merz (Hrsg.), S. 225–238. kopaed, Munich, Germany, 2020.
  • [ Abstract ]
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  Augmented Reality (AR) und Virtual Reality (VR) finden zunehmend Eingang in die Bildungspraxis. Mit ihrem Einsatz sind sowohl Potentiale als auch mögliche Problemlagen für Lehr- und Lernprozesse verbunden. Daher ist es Aufgabe der Lehrerbildung, (angehenden) Lehrpersonen einen Kompetenzerwerb für die Einbindung von AR und VR in Lehr- und Lernprozesse zu ermöglichen. Vor diesem Hintergrund wurde ein interdisziplinäres Konzept für die Hochschullehre entwickelt und hinsichtlich der Zielerreichung empirisch evaluiert. Im Beitrag werden zunächst bedeutsame Gestaltungsaspekte des Konzepts sowie erste Befunde aus einer Pilotuntersuchung vorgestellt. Im Anschluss werden handlungspraktische Erfahrungen der interdisziplinären Zusammenarbeit reflektiert und diskutiert.

  @incollection{bucher2020medienbeitrgen, abstract = {Augmented Reality (AR) und Virtual Reality (VR) finden zunehmend Eingang in die Bildungspraxis. Mit ihrem Einsatz sind sowohl Potentiale als auch mögliche Problemlagen für Lehr- und Lernprozesse verbunden. Daher ist es Aufgabe der Lehrerbildung, (angehenden) Lehrpersonen einen Kompetenzerwerb für die Einbindung von AR und VR in Lehr- und Lernprozesse zu ermöglichen. Vor diesem Hintergrund wurde ein interdisziplinäres Konzept für die Hochschullehre entwickelt und hinsichtlich der Zielerreichung empirisch evaluiert. Im Beitrag werden zunächst bedeutsame Gestaltungsaspekte des Konzepts sowie erste Befunde aus einer Pilotuntersuchung vorgestellt. Im Anschluss werden handlungspraktische Erfahrungen der interdisziplinären Zusammenarbeit reflektiert und diskutiert.}, address = {Munich, Germany}, author = {Bucher, Kristina and Oberdörfer, Sebastian and Grafe, Silke and Latoschik, Marc Erich}, booktitle = {Schnittstellen und Interfaces - Digitaler Wandel in Bildungseinrichtungen}, editor = {Knaus, Thomas and Merz, Olga}, keywords = {myown}, pages = {225-238}, publisher = {kopaed}, series = {fraMediale}, title = {Von Medienbeiträgen und Applikationen - ein interdisziplinäres Konzept zum Lehren und Lernen mit Augmented und Virtual Reality für die Hochschullehre}, volume = 7, year = 2020 }

  %0 Book Section %1 bucher2020medienbeitrgen %A Bucher, Kristina %A Oberdörfer, Sebastian %A Grafe, Silke %A Latoschik, Marc Erich %B Schnittstellen und Interfaces - Digitaler Wandel in Bildungseinrichtungen %C Munich, Germany %D 2020 %E Knaus, Thomas %E Merz, Olga %I kopaed %P 225-238 %T Von Medienbeiträgen und Applikationen - ein interdisziplinäres Konzept zum Lehren und Lernen mit Augmented und Virtual Reality für die Hochschullehre %U http://downloads.hci.informatik.uni-wuerzburg.de/2020-framediale-medienbeitraege-preprint.pdf %V 7 %X Augmented Reality (AR) und Virtual Reality (VR) finden zunehmend Eingang in die Bildungspraxis. Mit ihrem Einsatz sind sowohl Potentiale als auch mögliche Problemlagen für Lehr- und Lernprozesse verbunden. Daher ist es Aufgabe der Lehrerbildung, (angehenden) Lehrpersonen einen Kompetenzerwerb für die Einbindung von AR und VR in Lehr- und Lernprozesse zu ermöglichen. Vor diesem Hintergrund wurde ein interdisziplinäres Konzept für die Hochschullehre entwickelt und hinsichtlich der Zielerreichung empirisch evaluiert. Im Beitrag werden zunächst bedeutsame Gestaltungsaspekte des Konzepts sowie erste Befunde aus einer Pilotuntersuchung vorgestellt. Im Anschluss werden handlungspraktische Erfahrungen der interdisziplinären Zusammenarbeit reflektiert und diskutiert.
• Think Twice: The Influence of Immersion on Decision Making during Gambling in Virtual Reality. Oberdörfer, Sebastian; Heidrich, David; Latoschik, Marc Erich. In Proceedings of the 27th IEEE Virtual Reality conference (VR ’20), S. 483–492. IEEE, Atlanta, USA, 2020.
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  Immersive Virtual Reality (VR) is increasingly being explored as an alternative medium for gambling games to attract players. Typically, gambling games try to impair a player’s decision making, usually for the disadvantage of the players’ financial outcome. An impaired decision making results in the inability to differentiate between advantageous and disadvantageous options. We investigated if and how immersion impacts decision making using a VR-based realization of the Iowa Gambling Task (IGT) to pinpoint potential risks and effects of gambling in VR. During the IGT, subjects are challenged to draw cards from four different decks of which two are advantageous. The selections made serve as a measure of a participant’s decision making during the task. In a novel user study, we compared the effects of immersion on decision making between a low-immersive desktop-3D-based IGT realization and a high immersive VR version. Our results revealed significantly more disadvantageous decisions when playing the immersive VR version. This indicates an impairing effect of immersion on simulated real life decision making and provides empirical evidence for a high risk potential of gambling games targeting immersive VR.

  @inproceedings{oberdorfer2020think, abstract = {Immersive Virtual Reality (VR) is increasingly being explored as an alternative medium for gambling games to attract players. Typically, gambling games try to impair a player’s decision making, usually for the disadvantage of the players’ financial outcome. An impaired decision making results in the inability to differentiate between advantageous and disadvantageous options. We investigated if and how immersion impacts decision making using a VR-based realization of the Iowa Gambling Task (IGT) to pinpoint potential risks and effects of gambling in VR. During the IGT, subjects are challenged to draw cards from four different decks of which two are advantageous. The selections made serve as a measure of a participant’s decision making during the task. In a novel user study, we compared the effects of immersion on decision making between a low-immersive desktop-3D-based IGT realization and a high immersive VR version. Our results revealed significantly more disadvantageous decisions when playing the immersive VR version. This indicates an impairing effect of immersion on simulated real life decision making and provides empirical evidence for a high risk potential of gambling games targeting immersive VR.}, address = {Atlanta, USA}, author = {Oberdörfer, Sebastian and Heidrich, David and Latoschik, Marc Erich}, booktitle = {Proceedings of the 27th IEEE Virtual Reality conference (VR '20)}, keywords = {myown}, month = {03}, organization = {IEEE}, pages = {483-492}, title = {Think Twice: The Influence of Immersion on Decision Making during Gambling in Virtual Reality}, year = 2020 }

  %0 Conference Paper %1 oberdorfer2020think %A Oberdörfer, Sebastian %A Heidrich, David %A Latoschik, Marc Erich %B Proceedings of the 27th IEEE Virtual Reality conference (VR '20) %C Atlanta, USA %D 2020 %P 483-492 %R 10.1109/VR46266.2020.00069 %T Think Twice: The Influence of Immersion on Decision Making during Gambling in Virtual Reality %U http://downloads.hci.informatik.uni-wuerzburg.de/2020-ieeevr-oberdoerfer-think-twice.pdf %X Immersive Virtual Reality (VR) is increasingly being explored as an alternative medium for gambling games to attract players. Typically, gambling games try to impair a player’s decision making, usually for the disadvantage of the players’ financial outcome. An impaired decision making results in the inability to differentiate between advantageous and disadvantageous options. We investigated if and how immersion impacts decision making using a VR-based realization of the Iowa Gambling Task (IGT) to pinpoint potential risks and effects of gambling in VR. During the IGT, subjects are challenged to draw cards from four different decks of which two are advantageous. The selections made serve as a measure of a participant’s decision making during the task. In a novel user study, we compared the effects of immersion on decision making between a low-immersive desktop-3D-based IGT realization and a high immersive VR version. Our results revealed significantly more disadvantageous decisions when playing the immersive VR version. This indicates an impairing effect of immersion on simulated real life decision making and provides empirical evidence for a high risk potential of gambling games targeting immersive VR.

• Predicting Learning Effects of Computer Games Using the Gamified Knowledge Encoding Model. Oberdörfer, Sebastian; Latoschik, Marc Erich. In Entertainment Computing, 32, M. Rauterberg; F. Liarokapis (Hrsg.). 2019.
  • [ Abstract ]
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  Game mechanics encode a computer game’s underlying principles as their internal rules. These game rules consist of information relevant to a specific learning content in the case of a serious game. This paper describes an approach to predict the learning effect of computer games by analyzing the structure of the provided game mechanics. In particular, we utilize the Gamified Knowledge Encoding model to predict the learning effects of playing the computer game Kerbal Space Program (KSP). We tested the correctness of the prediction in a user study evaluating the learning effects of playing KSP. Participants achieved a significant increase in knowledge about orbital mechanics during their first gameplay hours. In the second phase of the study, we assessed KSP’s applicability as an educational tool and compared it to a traditional learning method in respect to the learning outcome. The results indicate a highly motivating and effective knowledge learning. Also, participants used KSP to validate complex theoretical spaceflight concepts.

  @article{oberdorfer2019predicting, abstract = {Game mechanics encode a computer game’s underlying principles as their internal rules. These game rules consist of information relevant to a specific learning content in the case of a serious game. This paper describes an approach to predict the learning effect of computer games by analyzing the structure of the provided game mechanics. In particular, we utilize the Gamified Knowledge Encoding model to predict the learning effects of playing the computer game Kerbal Space Program (KSP). We tested the correctness of the prediction in a user study evaluating the learning effects of playing KSP. Participants achieved a significant increase in knowledge about orbital mechanics during their first gameplay hours. In the second phase of the study, we assessed KSP’s applicability as an educational tool and compared it to a traditional learning method in respect to the learning outcome. The results indicate a highly motivating and effective knowledge learning. Also, participants used KSP to validate complex theoretical spaceflight concepts.}, author = {Oberdörfer, Sebastian and Latoschik, Marc Erich}, editor = {Rauterberg, Matthias and Liarokapis, Fotis}, journal = {Entertainment Computing}, keywords = {myown}, title = {Predicting Learning Effects of Computer Games Using the Gamified Knowledge Encoding Model}, volume = 32, year = 2019 }

  %0 Journal Article %1 oberdorfer2019predicting %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %D 2019 %E Rauterberg, Matthias %E Liarokapis, Fotis %J Entertainment Computing %R 10.1016/j.entcom.2019.100315 %T Predicting Learning Effects of Computer Games Using the Gamified Knowledge Encoding Model %U https://www.sciencedirect.com/science/article/abs/pii/S1875952119300059 %V 32 %X Game mechanics encode a computer game’s underlying principles as their internal rules. These game rules consist of information relevant to a specific learning content in the case of a serious game. This paper describes an approach to predict the learning effect of computer games by analyzing the structure of the provided game mechanics. In particular, we utilize the Gamified Knowledge Encoding model to predict the learning effects of playing the computer game Kerbal Space Program (KSP). We tested the correctness of the prediction in a user study evaluating the learning effects of playing KSP. Participants achieved a significant increase in knowledge about orbital mechanics during their first gameplay hours. In the second phase of the study, we assessed KSP’s applicability as an educational tool and compared it to a traditional learning method in respect to the learning outcome. The results indicate a highly motivating and effective knowledge learning. Also, participants used KSP to validate complex theoretical spaceflight concepts.
• Knowledge Encoding in Game Mechanics: Transfer-Oriented Knowledge Learning in Desktop-3D and VR. Oberdörfer, Sebastian; Latoschik, Marc Erich. In International Journal of Computer Games Technology, 2019. 2019.
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  Affine Transformations (ATs) are a complex and abstract learning content. Encoding the AT knowledge in GameMechanics (GMs) achieves a repetitive knowledge application and audiovisual demonstration. Playing a serious game providing these GMs leads to motivating and effective knowledge learning. Using immersive Virtual Reality (VR) has the potential to even further increase the serious game’s learning outcome and learning quality.This paper compares the effectiveness and efficiency of desktop-3D and VR in respect to the achieved learning outcome. Also, the present study analyzes the effectiveness of an enhanced audiovisual knowledge encoding and the provision of a debriefing system. The results validate the effectiveness of the knowledge encoding in GMs to achieve knowledge learning. The study also indicates that VR is beneficial for the overall learning quality and that an enhanced audiovisual encoding has only a limited effect on the learning outcome.

  @article{oberdorfer2019knowledge, abstract = {Affine Transformations (ATs) are a complex and abstract learning content. Encoding the AT knowledge in GameMechanics (GMs) achieves a repetitive knowledge application and audiovisual demonstration. Playing a serious game providing these GMs leads to motivating and effective knowledge learning. Using immersive Virtual Reality (VR) has the potential to even further increase the serious game’s learning outcome and learning quality.This paper compares the effectiveness and efficiency of desktop-3D and VR in respect to the achieved learning outcome. Also, the present study analyzes the effectiveness of an enhanced audiovisual knowledge encoding and the provision of a debriefing system. The results validate the effectiveness of the knowledge encoding in GMs to achieve knowledge learning. The study also indicates that VR is beneficial for the overall learning quality and that an enhanced audiovisual encoding has only a limited effect on the learning outcome.}, author = {Oberdörfer, Sebastian and Latoschik, Marc Erich}, journal = {International Journal of Computer Games Technology}, keywords = {getit}, title = {Knowledge Encoding in Game Mechanics: Transfer-Oriented Knowledge Learning in Desktop-3D and VR}, volume = 2019, year = 2019 }

  %0 Journal Article %1 oberdorfer2019knowledge %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %D 2019 %J International Journal of Computer Games Technology %R 10.1155/2019/7626349 %T Knowledge Encoding in Game Mechanics: Transfer-Oriented Knowledge Learning in Desktop-3D and VR %U https://www.hindawi.com/journals/ijcgt/2019/7626349/ %V 2019 %X Affine Transformations (ATs) are a complex and abstract learning content. Encoding the AT knowledge in GameMechanics (GMs) achieves a repetitive knowledge application and audiovisual demonstration. Playing a serious game providing these GMs leads to motivating and effective knowledge learning. Using immersive Virtual Reality (VR) has the potential to even further increase the serious game’s learning outcome and learning quality.This paper compares the effectiveness and efficiency of desktop-3D and VR in respect to the achieved learning outcome. Also, the present study analyzes the effectiveness of an enhanced audiovisual knowledge encoding and the provision of a debriefing system. The results validate the effectiveness of the knowledge encoding in GMs to achieve knowledge learning. The study also indicates that VR is beneficial for the overall learning quality and that an enhanced audiovisual encoding has only a limited effect on the learning outcome.
• Usability of Gamified Knowledge Learning in VR and Desktop-3D. Oberdörfer, Sebastian; Heidrich, David; Latoschik, Marc Erich. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (CHI ’19), S. 175:1–175:13. Association for Computing Machinery, New York, NY, USA, 2019.
  • [ Abstract ]
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  Affine Transformations (ATs) often escape an intuitive approach due to their high complexity. Therefore, we developed GEtiT that directly encodes ATs in its game mechanics and scales the knowledge's level of abstraction. This results in an intuitive application as well as audiovisual presentation of ATs and hence in a knowledge learning. We also developed a specific Virtual Reality (VR) version to explore the effects of immersive VR on the learning outcomes. This paper presents our approach of directly encoding abstract knowledge in game mechanics, the conceptual design of GEtiT and its technical implementation. Both versions are compared in regard to their usability in a user study. The results show that both GEtiT versions induce a high degree of flow and elicit a good intuitive use. They validate the effectiveness of the design and the resulting knowledge application requirements. Participants favored GEtiT VR thus showing a potentially higher learning quality when using VR.

  @inproceedings{oberdorfertobepublishedusability, abstract = {Affine Transformations (ATs) often escape an intuitive approach due to their high complexity. Therefore, we developed GEtiT that directly encodes ATs in its game mechanics and scales the knowledge's level of abstraction. This results in an intuitive application as well as audiovisual presentation of ATs and hence in a knowledge learning. We also developed a specific Virtual Reality (VR) version to explore the effects of immersive VR on the learning outcomes. This paper presents our approach of directly encoding abstract knowledge in game mechanics, the conceptual design of GEtiT and its technical implementation. Both versions are compared in regard to their usability in a user study. The results show that both GEtiT versions induce a high degree of flow and elicit a good intuitive use. They validate the effectiveness of the design and the resulting knowledge application requirements. Participants favored GEtiT VR thus showing a potentially higher learning quality when using VR.}, address = {New York, NY, USA}, author = {Oberdörfer, Sebastian and Heidrich, David and Latoschik, Marc Erich}, booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (CHI '19)}, keywords = {getit}, month = {05}, pages = {175:1-175:13}, publisher = {Association for Computing Machinery}, title = {Usability of Gamified Knowledge Learning in VR and Desktop-3D}, year = 2019 }

  %0 Conference Paper %1 oberdorfertobepublishedusability %A Oberdörfer, Sebastian %A Heidrich, David %A Latoschik, Marc Erich %B Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (CHI '19) %C New York, NY, USA %D 2019 %I Association for Computing Machinery %P 175:1-175:13 %R 10.1145/3290605.3300405 %T Usability of Gamified Knowledge Learning in VR and Desktop-3D %U https://downloads.hci.informatik.uni-wuerzburg.de/2019-chi-getit-usability-preprint.pdf %X Affine Transformations (ATs) often escape an intuitive approach due to their high complexity. Therefore, we developed GEtiT that directly encodes ATs in its game mechanics and scales the knowledge's level of abstraction. This results in an intuitive application as well as audiovisual presentation of ATs and hence in a knowledge learning. We also developed a specific Virtual Reality (VR) version to explore the effects of immersive VR on the learning outcomes. This paper presents our approach of directly encoding abstract knowledge in game mechanics, the conceptual design of GEtiT and its technical implementation. Both versions are compared in regard to their usability in a user study. The results show that both GEtiT versions induce a high degree of flow and elicit a good intuitive use. They validate the effectiveness of the design and the resulting knowledge application requirements. Participants favored GEtiT VR thus showing a potentially higher learning quality when using VR.
• The Effects of Immersion on Harm-Inducing Factors in Virtual Slot Machines. Heidrich, David; Oberdörfer, Sebastian; Latoschik, Marc Erich. In Proceedings of the 26th IEEE Virtual Reality conference (VR ’19), S. 793–801. IEEE, 2019.
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  Slot machines are one of the most played games by pathological gamblers. New technologies, e.g. immersive Virtual Reality (VR), offer more possibilities to exploit erroneous beliefs in the context of gambling. However, the risk potential of VR-based gambling has not been researched, yet. A higher immersion might increase harmful aspects, thus making VR realizations more dangerous. Measuring harm-inducing factors reveals the risk potential of virtual gambling. In a user study, we analyze a slot machine realized as a desktop 3D and as an immersive VR version. Both versions are compared in respect to effects on dissociation, urge to gamble, dark flow, and illusion of control. Our study shows significantly higher values of dissociation, dark flow, and urge to gamble in the VR version. Presence significantly correlates with all measured harm-inducing factors. We demonstrate that VR-based gambling has a higher risk potential. This creates the importance of regulating VR-based gambling.

  @inproceedings{heidrichtobepublishedeffects, abstract = {Slot machines are one of the most played games by pathological gamblers. New technologies, e.g. immersive Virtual Reality (VR), offer more possibilities to exploit erroneous beliefs in the context of gambling. However, the risk potential of VR-based gambling has not been researched, yet. A higher immersion might increase harmful aspects, thus making VR realizations more dangerous. Measuring harm-inducing factors reveals the risk potential of virtual gambling. In a user study, we analyze a slot machine realized as a desktop 3D and as an immersive VR version. Both versions are compared in respect to effects on dissociation, urge to gamble, dark flow, and illusion of control. Our study shows significantly higher values of dissociation, dark flow, and urge to gamble in the VR version. Presence significantly correlates with all measured harm-inducing factors. We demonstrate that VR-based gambling has a higher risk potential. This creates the importance of regulating VR-based gambling.}, author = {Heidrich, David and Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {Proceedings of the 26th IEEE Virtual Reality conference (VR '19)}, keywords = {myown}, month = {03}, organization = {IEEE}, pages = {793-801}, title = {The Effects of Immersion on Harm-Inducing Factors in Virtual Slot Machines}, year = 2019 }

  %0 Conference Paper %1 heidrichtobepublishedeffects %A Heidrich, David %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B Proceedings of the 26th IEEE Virtual Reality conference (VR '19) %D 2019 %P 793-801 %R 10.1109/VR.2019.8798021 %T The Effects of Immersion on Harm-Inducing Factors in Virtual Slot Machines %U https://downloads.hci.informatik.uni-wuerzburg.de/2019-ieeevr-gambling-vr-preprint.pdf %X Slot machines are one of the most played games by pathological gamblers. New technologies, e.g. immersive Virtual Reality (VR), offer more possibilities to exploit erroneous beliefs in the context of gambling. However, the risk potential of VR-based gambling has not been researched, yet. A higher immersion might increase harmful aspects, thus making VR realizations more dangerous. Measuring harm-inducing factors reveals the risk potential of virtual gambling. In a user study, we analyze a slot machine realized as a desktop 3D and as an immersive VR version. Both versions are compared in respect to effects on dissociation, urge to gamble, dark flow, and illusion of control. Our study shows significantly higher values of dissociation, dark flow, and urge to gamble in the VR version. Presence significantly correlates with all measured harm-inducing factors. We demonstrate that VR-based gambling has a higher risk potential. This creates the importance of regulating VR-based gambling.
• Fancy Fruits - An Augmented Reality Application for Special Needs Education. Steinhaeusser, Sophia C; Riedmann, Anna; Haller, Max; Oberdörfer, Sebastian; Bucher, Kristina; Latoschik, Marc Erich. In Proceedings of the 11th International Conference on Virtual Worlds and Games for Serious Applications (VS Games 2019), S. 1–4. IEEE, 2019.
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  Augmented Reality (AR) allows for a connection between real and virtual worlds, thus providing a high potential for Special Needs Education (SNE). We developed an educational application called Fancy Fruits to teach disabled children the components of regional fruits and vegetables. The app includes marker-based AR elements connecting the real situation with virtual information. To evaluate the application, a field study was conducted. Eleven children with mental disabilities took part in the study. The results show a high enjoyment of the participants. The study also validated the app's child-friendly design.

  @inproceedings{steinhaeusser2019fancy, abstract = {Augmented Reality (AR) allows for a connection between real and virtual worlds, thus providing a high potential for Special Needs Education (SNE). We developed an educational application called Fancy Fruits to teach disabled children the components of regional fruits and vegetables. The app includes marker-based AR elements connecting the real situation with virtual information. To evaluate the application, a field study was conducted. Eleven children with mental disabilities took part in the study. The results show a high enjoyment of the participants. The study also validated the app's child-friendly design.}, author = {Steinhaeusser, Sophia C and Riedmann, Anna and Haller, Max and Oberdörfer, Sebastian and Bucher, Kristina and Latoschik, Marc Erich}, booktitle = {Proceedings of the 11th International Conference on Virtual Worlds and Games for Serious Applications (VS Games 2019)}, keywords = {myown}, month = {09}, organization = {IEEE}, pages = {1-4}, title = {Fancy Fruits - An Augmented Reality Application for Special Needs Education}, year = 2019 }

  %0 Conference Paper %1 steinhaeusser2019fancy %A Steinhaeusser, Sophia C %A Riedmann, Anna %A Haller, Max %A Oberdörfer, Sebastian %A Bucher, Kristina %A Latoschik, Marc Erich %B Proceedings of the 11th International Conference on Virtual Worlds and Games for Serious Applications (VS Games 2019) %D 2019 %P 1-4 %R 10.1109/VS-Games.2019.8864547 %T Fancy Fruits - An Augmented Reality Application for Special Needs Education %U https://downloads.hci.informatik.uni-wuerzburg.de/2019-vsgames-fancy-fruits-preprint.pdf %X Augmented Reality (AR) allows for a connection between real and virtual worlds, thus providing a high potential for Special Needs Education (SNE). We developed an educational application called Fancy Fruits to teach disabled children the components of regional fruits and vegetables. The app includes marker-based AR elements connecting the real situation with virtual information. To evaluate the application, a field study was conducted. Eleven children with mental disabilities took part in the study. The results show a high enjoyment of the participants. The study also validated the app's child-friendly design.

• Effective Orbital Mechanics Knowledge Training Using Game Mechanics. Oberdörfer, Sebastian; Latoschik, Marc Erich. In Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games ’18), S. 1–8. IEEE, 2018.
  • [ Abstract ]
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  Computer games consist of game mechanics (GMs) that encode a game's rules, principles and overall knowledge thus structuring the gameplay. These knowledge rules can also consist of information relevant to a specific learning content. This knowledge then is required and trained by periodically executing the GMs during the gameplay. Simultaneously, GMs demonstrate the encoded knowledge in an audiovisual way. Hence, GMs create learning affordances for the learning content thus requiring its application and informing about the underlying principles. However, it is still unclear how knowledge can directly be encoded and trained using GMs. Therefore, this paper analyzes the GMs used in the computer game Kerbal Space Program (KSP) to identify the encoded knowledge and to predict their training effects. Also, we report the results of a study testing the training effects of KSP when played as a regular game and when used as a specific training environment. The results indicate a highly motivating and effective knowledge training using the identified GMs.

  @inproceedings{oberdorfer2018effective, abstract = {Computer games consist of game mechanics (GMs) that encode a game's rules, principles and overall knowledge thus structuring the gameplay. These knowledge rules can also consist of information relevant to a specific learning content. This knowledge then is required and trained by periodically executing the GMs during the gameplay. Simultaneously, GMs demonstrate the encoded knowledge in an audiovisual way. Hence, GMs create learning affordances for the learning content thus requiring its application and informing about the underlying principles. However, it is still unclear how knowledge can directly be encoded and trained using GMs. Therefore, this paper analyzes the GMs used in the computer game Kerbal Space Program (KSP) to identify the encoded knowledge and to predict their training effects. Also, we report the results of a study testing the training effects of KSP when played as a regular game and when used as a specific training environment. The results indicate a highly motivating and effective knowledge training using the identified GMs.}, author = {Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games '18)}, keywords = {myown}, month = {09}, organization = {IEEE}, pages = {1-8}, title = {Effective Orbital Mechanics Knowledge Training Using Game Mechanics}, year = 2018 }

  %0 Conference Paper %1 oberdorfer2018effective %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games '18) %D 2018 %P 1-8 %R 10.1109/VS-Games.2018.8493417 %T Effective Orbital Mechanics Knowledge Training Using Game Mechanics %U https://downloads.hci.informatik.uni-wuerzburg.de/2018-vsgames-ksp-preprint.pdf %X Computer games consist of game mechanics (GMs) that encode a game's rules, principles and overall knowledge thus structuring the gameplay. These knowledge rules can also consist of information relevant to a specific learning content. This knowledge then is required and trained by periodically executing the GMs during the gameplay. Simultaneously, GMs demonstrate the encoded knowledge in an audiovisual way. Hence, GMs create learning affordances for the learning content thus requiring its application and informing about the underlying principles. However, it is still unclear how knowledge can directly be encoded and trained using GMs. Therefore, this paper analyzes the GMs used in the computer game Kerbal Space Program (KSP) to identify the encoded knowledge and to predict their training effects. Also, we report the results of a study testing the training effects of KSP when played as a regular game and when used as a specific training environment. The results indicate a highly motivating and effective knowledge training using the identified GMs.
• Effects of VE Transition Techniques on Presence, IVBO, Efficiency, and Naturalness. Oberdörfer, Sebastian; Fischbach, Martin; Latoschik, Marc Erich. In Proceedings of the 6th Symposium on Spatial User Interaction (SUI ’18), S. 89–99. Association for Computing Machinery, New York, NY, USA, 2018.
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  Several transition techniques (TTs) exist for Virtual Reality (VR) that allow users to travel to a new target location in the vicinity of their current position. To overcome a greater distance or even move to a different Virtual Environment (VE) other TTs are required that allow for an immediate, quick, and believable change of location. Such TTs are especially relevant for VR user studies and storytelling in VR, yet their effect on the experienced presence, illusion of virtual body ownership (IVBO), and naturalness as well as their efficiency is largely unexplored. In this paper we thus identify and compare three metaphors for transitioning between VEs with respect to those qualities: an in-VR head-mounted display metaphor, a turn around metaphor, and a simulated blink metaphor. Surprisingly, the results show that the tested metaphors did not affect the experienced presence and IVBO. This is especially important for researchers and game designers who want to build more natural VEs.

  @inproceedings{oberdorfer2018effects, abstract = {Several transition techniques (TTs) exist for Virtual Reality (VR) that allow users to travel to a new target location in the vicinity of their current position. To overcome a greater distance or even move to a different Virtual Environment (VE) other TTs are required that allow for an immediate, quick, and believable change of location. Such TTs are especially relevant for VR user studies and storytelling in VR, yet their effect on the experienced presence, illusion of virtual body ownership (IVBO), and naturalness as well as their efficiency is largely unexplored. In this paper we thus identify and compare three metaphors for transitioning between VEs with respect to those qualities: an in-VR head-mounted display metaphor, a turn around metaphor, and a simulated blink metaphor. Surprisingly, the results show that the tested metaphors did not affect the experienced presence and IVBO. This is especially important for researchers and game designers who want to build more natural VEs.}, address = {New York, NY, USA}, author = {Oberdörfer, Sebastian and Fischbach, Martin and Latoschik, Marc Erich}, booktitle = {Proceedings of the 6th Symposium on Spatial User Interaction (SUI '18)}, keywords = {myown}, month = 10, pages = {89-99}, publisher = {Association for Computing Machinery}, title = {Effects of VE Transition Techniques on Presence, IVBO, Efficiency, and Naturalness}, year = 2018 }

  %0 Conference Paper %1 oberdorfer2018effects %A Oberdörfer, Sebastian %A Fischbach, Martin %A Latoschik, Marc Erich %B Proceedings of the 6th Symposium on Spatial User Interaction (SUI '18) %C New York, NY, USA %D 2018 %I Association for Computing Machinery %P 89-99 %R 10.1145/3267782.3267787 %T Effects of VE Transition Techniques on Presence, IVBO, Efficiency, and Naturalness %U https://downloads.hci.informatik.uni-wuerzburg.de/2018-sui-comp-of-vr-transition-techniques-preprint.pdf %X Several transition techniques (TTs) exist for Virtual Reality (VR) that allow users to travel to a new target location in the vicinity of their current position. To overcome a greater distance or even move to a different Virtual Environment (VE) other TTs are required that allow for an immediate, quick, and believable change of location. Such TTs are especially relevant for VR user studies and storytelling in VR, yet their effect on the experienced presence, illusion of virtual body ownership (IVBO), and naturalness as well as their efficiency is largely unexplored. In this paper we thus identify and compare three metaphors for transitioning between VEs with respect to those qualities: an in-VR head-mounted display metaphor, a turn around metaphor, and a simulated blink metaphor. Surprisingly, the results show that the tested metaphors did not affect the experienced presence and IVBO. This is especially important for researchers and game designers who want to build more natural VEs.
• Effectivity of Affine Transformation Knowledge Training Using Game Mechanics. Oberdörfer, Sebastian; Latoschik, Marc Erich. In Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games ’18), S. 1–8. IEEE, 2018.
  • [ Abstract ]
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  The Gamified Training Environment for Affine Transformation (GEtiT) was developed as a demonstrator for the Gamified Knowledge Encoding model (GKE). The GKE is a novel framework that defines knowledge training using game mechanics (GMs). It describes the process of directly encoding learning contents in GMs to allow for an engaging and effective transfer-oriented knowledge training. Overall, GEtiT is developed to facilitate the training process of the complex and abstract Affine Transformation (AT) knowledge. The complexity of the AT makes it hard to demonstrate this learning content thus learners frequently experience issues when trying to develop an understanding for its application. During the gameplay, the application of the AT's mathematical grounded aspects is required and information about the underlying principles are provided. In this article, a short overview over GEtiT's structure and the knowledge encoding process is given. Also, this article presents the results of a study measuring the training effectivity and motivational aspects of GEtiT. The results indicate a training outcome similar to a traditional paper-based training method but a higher motivation of the GEtiT players. Hence, GEtiT yields a higher learning quality.

  @inproceedings{oberdorfer2018effectivity, abstract = {The Gamified Training Environment for Affine Transformation (GEtiT) was developed as a demonstrator for the Gamified Knowledge Encoding model (GKE). The GKE is a novel framework that defines knowledge training using game mechanics (GMs). It describes the process of directly encoding learning contents in GMs to allow for an engaging and effective transfer-oriented knowledge training. Overall, GEtiT is developed to facilitate the training process of the complex and abstract Affine Transformation (AT) knowledge. The complexity of the AT makes it hard to demonstrate this learning content thus learners frequently experience issues when trying to develop an understanding for its application. During the gameplay, the application of the AT's mathematical grounded aspects is required and information about the underlying principles are provided. In this article, a short overview over GEtiT's structure and the knowledge encoding process is given. Also, this article presents the results of a study measuring the training effectivity and motivational aspects of GEtiT. The results indicate a training outcome similar to a traditional paper-based training method but a higher motivation of the GEtiT players. Hence, GEtiT yields a higher learning quality.}, author = {Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games '18)}, keywords = {getit}, month = {09}, organization = {IEEE}, pages = {1-8}, title = {Effectivity of Affine Transformation Knowledge Training Using Game Mechanics}, year = 2018 }

  %0 Conference Paper %1 oberdorfer2018effectivity %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games '18) %D 2018 %P 1-8 %R 10.1109/VS-Games.2018.8493418 %T Effectivity of Affine Transformation Knowledge Training Using Game Mechanics %U https://downloads.hci.informatik.uni-wuerzburg.de/2018-vsgames-getit1-preprint.pdf %X The Gamified Training Environment for Affine Transformation (GEtiT) was developed as a demonstrator for the Gamified Knowledge Encoding model (GKE). The GKE is a novel framework that defines knowledge training using game mechanics (GMs). It describes the process of directly encoding learning contents in GMs to allow for an engaging and effective transfer-oriented knowledge training. Overall, GEtiT is developed to facilitate the training process of the complex and abstract Affine Transformation (AT) knowledge. The complexity of the AT makes it hard to demonstrate this learning content thus learners frequently experience issues when trying to develop an understanding for its application. During the gameplay, the application of the AT's mathematical grounded aspects is required and information about the underlying principles are provided. In this article, a short overview over GEtiT's structure and the knowledge encoding process is given. Also, this article presents the results of a study measuring the training effectivity and motivational aspects of GEtiT. The results indicate a training outcome similar to a traditional paper-based training method but a higher motivation of the GEtiT players. Hence, GEtiT yields a higher learning quality.
• VR-Assisted vs Video-Assisted Teacher Training. Lugrin, Jean-Luc; Oberdörfer, Sebastian; Latoschik, Marc Erich; Wittmann, Alice; Seufert, Christian; Grafe, Silke. In Proceedings of the 25th IEEE Virtual Reality conference (VR ’18), S. 625–626. IEEE, 2018.
  • [ Abstract ]
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  This paper compares teacher training in Virtual Reality (VR) to traditional approaches based on videos analysis and reflections. Our VR-assisted teacher training targets classroom management (CM) skills, using a low cost collaborative immersive VR platform. First results reveal a significant improvement using the VR approach.

  @inproceedings{lugrin2018vrassisted, abstract = {This paper compares teacher training in Virtual Reality (VR) to traditional approaches based on videos analysis and reflections. Our VR-assisted teacher training targets classroom management (CM) skills, using a low cost collaborative immersive VR platform. First results reveal a significant improvement using the VR approach.}, author = {Lugrin, Jean-Luc and Oberdörfer, Sebastian and Latoschik, Marc Erich and Wittmann, Alice and Seufert, Christian and Grafe, Silke}, booktitle = {Proceedings of the 25th IEEE Virtual Reality conference (VR '18)}, keywords = {myown}, organization = {IEEE}, pages = {625-626}, title = {VR-Assisted vs Video-Assisted Teacher Training}, year = 2018 }

  %0 Conference Paper %1 lugrin2018vrassisted %A Lugrin, Jean-Luc %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %A Wittmann, Alice %A Seufert, Christian %A Grafe, Silke %B Proceedings of the 25th IEEE Virtual Reality conference (VR '18) %D 2018 %P 625-626 %R 10.1109/VR.2018.8446312 %T VR-Assisted vs Video-Assisted Teacher Training %U https://downloads.hci.informatik.uni-wuerzburg.de/2018-ieeevr-lugrin-vr-teacher-training-poster-preprint.pdf %X This paper compares teacher training in Virtual Reality (VR) to traditional approaches based on videos analysis and reflections. Our VR-assisted teacher training targets classroom management (CM) skills, using a low cost collaborative immersive VR platform. First results reveal a significant improvement using the VR approach.
• Benchmark Framework for Virtual Students’ Behaviours. Lugrin, Jean-Luc; Charles, Fred; Habel, Michael; Dudaczy, Henrik; Oberdörfer, Sebastian; Matthews, Jamie; Porteous, Julie; Wittmann, Alice; Seufert, Christian; Grafe, Silke; Latoschik, Marc Erich. In Proceedings of the 17th International Conference on Autonomous Agents, Multiagent Systems (AAMAS ’18), von AAMAS ’18, S. 2236–2238. International Foundation for Autonomous Agents and Multiagent Systems, Richland, SC, 2018.
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  This paper demonstrates the integration and evaluation of different atmosphere models into Virtual Reality (VR) training for teacher education. We developed three behaviour models to simulate different levels of class discipline. We evaluated their performances using a combination of objective and subjective measurements. Our initial results suggest that the more believable and distinguishable classroom atmospheres are produced by creating more consistent behaviours across virtual students. Our results confirm the importance of similar behaviours to elicit a particular atmosphere.

  @inproceedings{lugrin2018benchmark, abstract = {This paper demonstrates the integration and evaluation of different atmosphere models into Virtual Reality (VR) training for teacher education. We developed three behaviour models to simulate different levels of class discipline. We evaluated their performances using a combination of objective and subjective measurements. Our initial results suggest that the more believable and distinguishable classroom atmospheres are produced by creating more consistent behaviours across virtual students. Our results confirm the importance of similar behaviours to elicit a particular atmosphere.}, address = {Richland, SC}, author = {Lugrin, Jean-Luc and Charles, Fred and Habel, Michael and Dudaczy, Henrik and Oberdörfer, Sebastian and Matthews, Jamie and Porteous, Julie and Wittmann, Alice and Seufert, Christian and Grafe, Silke and Latoschik, Marc Erich}, booktitle = {Proceedings of the 17th International Conference on Autonomous Agents, Multiagent Systems (AAMAS '18)}, keywords = {myown}, pages = {2236-2238}, publisher = {International Foundation for Autonomous Agents and Multiagent Systems}, series = {AAMAS '18}, title = {Benchmark Framework for Virtual Students’ Behaviours}, year = 2018 }

  %0 Conference Paper %1 lugrin2018benchmark %A Lugrin, Jean-Luc %A Charles, Fred %A Habel, Michael %A Dudaczy, Henrik %A Oberdörfer, Sebastian %A Matthews, Jamie %A Porteous, Julie %A Wittmann, Alice %A Seufert, Christian %A Grafe, Silke %A Latoschik, Marc Erich %B Proceedings of the 17th International Conference on Autonomous Agents, Multiagent Systems (AAMAS '18) %C Richland, SC %D 2018 %I International Foundation for Autonomous Agents and Multiagent Systems %P 2236-2238 %T Benchmark Framework for Virtual Students’ Behaviours %U https://downloads.hci.informatik.uni-wuerzburg.de/2018-acm-aamas-lugrin-preprint.pdf %X This paper demonstrates the integration and evaluation of different atmosphere models into Virtual Reality (VR) training for teacher education. We developed three behaviour models to simulate different levels of class discipline. We evaluated their performances using a combination of objective and subjective measurements. Our initial results suggest that the more believable and distinguishable classroom atmospheres are produced by creating more consistent behaviours across virtual students. Our results confirm the importance of similar behaviours to elicit a particular atmosphere.
• Gamified Knowledge Encoding: Knowledge Training Using Game Mechanics. Oberdörfer, Sebastian; Latoschik, Marc Erich. In Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games ’18), S. 1–2. IEEE, 2018.
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  Game mechanics (GMs) encode a game’s rules, underlying principles and overall knowledge. During the gameplay, players practice this knowledge due to repetition and compile mental models for it. Mental models allow for a training transfer from a training context to a different context. Hence, as GMs can encode any knowledge, they can also encode specific learning contents as their rules and be used for an effective transfer-oriented knowledge training. In this article, we propose the Gamified Knowledge Encoding model (GKE) that not only describes a direct knowledge encoding of a specific learning content in GMs, but also defines their training effects. Ultimately, the GKE can be used as an underlying guideline to develop well-tailored game-based training environments.

  @inproceedings{oberdorfer2018gamified, abstract = {Game mechanics (GMs) encode a game’s rules, underlying principles and overall knowledge. During the gameplay, players practice this knowledge due to repetition and compile mental models for it. Mental models allow for a training transfer from a training context to a different context. Hence, as GMs can encode any knowledge, they can also encode specific learning contents as their rules and be used for an effective transfer-oriented knowledge training. In this article, we propose the Gamified Knowledge Encoding model (GKE) that not only describes a direct knowledge encoding of a specific learning content in GMs, but also defines their training effects. Ultimately, the GKE can be used as an underlying guideline to develop well-tailored game-based training environments.}, author = {Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games '18)}, keywords = {myown}, month = {09}, note = {Best Poster Award 🏆}, organization = {IEEE}, pages = {1-2}, title = {Gamified Knowledge Encoding: Knowledge Training Using Game Mechanics}, year = 2018 }

  %0 Conference Paper %1 oberdorfer2018gamified %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B Proceedings of the 10th International Conference on Virtual Worlds and Games for Serious Applications (VS Games '18) %D 2018 %P 1-2 %R 10.1109/VS-Games.2018.8493425 %T Gamified Knowledge Encoding: Knowledge Training Using Game Mechanics %U https://downloads.hci.informatik.uni-wuerzburg.de/2018-vsgames-gke-preprint.pdf %X Game mechanics (GMs) encode a game’s rules, underlying principles and overall knowledge. During the gameplay, players practice this knowledge due to repetition and compile mental models for it. Mental models allow for a training transfer from a training context to a different context. Hence, as GMs can encode any knowledge, they can also encode specific learning contents as their rules and be used for an effective transfer-oriented knowledge training. In this article, we propose the Gamified Knowledge Encoding model (GKE) that not only describes a direct knowledge encoding of a specific learning content in GMs, but also defines their training effects. Ultimately, the GKE can be used as an underlying guideline to develop well-tailored game-based training environments.

• Interactive Gamified Virtual Reality Training of Affine Transformation. Oberdörfer, Sebastian; Heidrich, David; Latoschik, Marc Erich. In Proceedings of DeLFI and GMW Workshops 2017, C. Ullrich, M. Wessner (Hrsg.). Chemnitz, Germany, 2017.
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  Affine transformations which are used in many engineering areas often escape an intuitive approach due to their high level of complexity and abstractness. Learners not only need to understand the basic rules of matrix algebra but are also challenged to understand how the theoretically grounded aspects result in object transformations. Therefore, we developed the Gamified Training Environment for Affine Transformation that directly encodes this abstract learning content in its game mechanics. By intuitively presenting and demanding the application of affine transformations in a virtual gamified training environment, learners train the application of the knowledge due to repetition while receiving immediate and highly immersive visual feedback about the outcomes of their inputs. Also, by providing a flow-inducing gameplay, users are highly motivated to practice their knowledge thus experiencing a higher learning quality. As the immersion, presence and spatial knowledge presentation can have a positive effect on the training outcome, GEtiT explores the effectivity of different visual immersion levels by providing a desktop and a VR version. This article presents our approach of directly encoding the abstract learning content in game mechanics, describes the conceptual design as well as technical implementation and discusses the design differences between the two GEtiT versions.

  @inproceedings{oberdorfer2017interactive, abstract = {Affine transformations which are used in many engineering areas often escape an intuitive approach due to their high level of complexity and abstractness. Learners not only need to understand the basic rules of matrix algebra but are also challenged to understand how the theoretically grounded aspects result in object transformations. Therefore, we developed the Gamified Training Environment for Affine Transformation that directly encodes this abstract learning content in its game mechanics. By intuitively presenting and demanding the application of affine transformations in a virtual gamified training environment, learners train the application of the knowledge due to repetition while receiving immediate and highly immersive visual feedback about the outcomes of their inputs. Also, by providing a flow-inducing gameplay, users are highly motivated to practice their knowledge thus experiencing a higher learning quality. As the immersion, presence and spatial knowledge presentation can have a positive effect on the training outcome, GEtiT explores the effectivity of different visual immersion levels by providing a desktop and a VR version. This article presents our approach of directly encoding the abstract learning content in game mechanics, describes the conceptual design as well as technical implementation and discusses the design differences between the two GEtiT versions.}, address = {Chemnitz, Germany}, author = {Oberdörfer, Sebastian and Heidrich, David and Latoschik, Marc Erich}, booktitle = {Proceedings of DeLFI and GMW Workshops 2017}, editor = {Ullrich, Carsten and Wessner, Martin}, keywords = {getit}, title = {Interactive Gamified Virtual Reality Training of Affine Transformation}, year = 2017 }

  %0 Conference Paper %1 oberdorfer2017interactive %A Oberdörfer, Sebastian %A Heidrich, David %A Latoschik, Marc Erich %B Proceedings of DeLFI and GMW Workshops 2017 %C Chemnitz, Germany %D 2017 %E Ullrich, Carsten %E Wessner, Martin %T Interactive Gamified Virtual Reality Training of Affine Transformation %U https://downloads.hci.informatik.uni-wuerzburg.de/2017-vrar-learning-getit-vr.pdf %X Affine transformations which are used in many engineering areas often escape an intuitive approach due to their high level of complexity and abstractness. Learners not only need to understand the basic rules of matrix algebra but are also challenged to understand how the theoretically grounded aspects result in object transformations. Therefore, we developed the Gamified Training Environment for Affine Transformation that directly encodes this abstract learning content in its game mechanics. By intuitively presenting and demanding the application of affine transformations in a virtual gamified training environment, learners train the application of the knowledge due to repetition while receiving immediate and highly immersive visual feedback about the outcomes of their inputs. Also, by providing a flow-inducing gameplay, users are highly motivated to practice their knowledge thus experiencing a higher learning quality. As the immersion, presence and spatial knowledge presentation can have a positive effect on the training outcome, GEtiT explores the effectivity of different visual immersion levels by providing a desktop and a VR version. This article presents our approach of directly encoding the abstract learning content in game mechanics, describes the conceptual design as well as technical implementation and discusses the design differences between the two GEtiT versions.

• Interactive Gamified 3D-Training of Affine Transformations. Oberdörfer, Sebastian; Latoschik, Marc Erich. In Proceedings of the 22nd ACM Conference on Virtual Reality Software and Technology (VRST ’16), S. 343–344. Association for Computing Machinery, New York, NY, USA, 2016.
  • [ Abstract ]
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  This article presents the Gamified Training Environment for Affine Transformations (GEtiT). GEtiT uses a 3D environment to visualize the effects of object rotation, translation, scaling, reflection, and shearing in 3D space. It encodes the abstract knowledge about homogeneous transformations and their order of application using specific game mechanics encoding 3D movements on different levels of abstraction. Progress in the game requires mastering of the game mechanics of a certain level of abstraction to modify objects in 3D space to a desired goal position and/or shape. Each level increases the abstraction of the representation towards a final 4 \texttimes{} 4 homogeneous matrix representation. Executing the game mechanics during the gameplay results in an effective training of knowledge due to a constant repetition. Evaluation showed a learning effect that is equal to a traditional training method while it achieved a higher enjoyment of use indicating that the learning quality was superior to the traditional training method.

  @inproceedings{oberdorfer2016interactive, abstract = {This article presents the Gamified Training Environment for Affine Transformations (GEtiT). GEtiT uses a 3D environment to visualize the effects of object rotation, translation, scaling, reflection, and shearing in 3D space. It encodes the abstract knowledge about homogeneous transformations and their order of application using specific game mechanics encoding 3D movements on different levels of abstraction. Progress in the game requires mastering of the game mechanics of a certain level of abstraction to modify objects in 3D space to a desired goal position and/or shape. Each level increases the abstraction of the representation towards a final 4 \texttimes{} 4 homogeneous matrix representation. Executing the game mechanics during the gameplay results in an effective training of knowledge due to a constant repetition. Evaluation showed a learning effect that is equal to a traditional training method while it achieved a higher enjoyment of use indicating that the learning quality was superior to the traditional training method.}, address = {New York, NY, USA}, author = {Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {Proceedings of the 22nd ACM Conference on Virtual Reality Software and Technology (VRST '16)}, keywords = {getit}, pages = {343-344}, publisher = {Association for Computing Machinery}, title = {Interactive Gamified 3D-Training of Affine Transformations}, year = 2016 }

  %0 Conference Paper %1 oberdorfer2016interactive %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B Proceedings of the 22nd ACM Conference on Virtual Reality Software and Technology (VRST '16) %C New York, NY, USA %D 2016 %I Association for Computing Machinery %P 343-344 %R 10.1145/2993369.2996314 %T Interactive Gamified 3D-Training of Affine Transformations %U https://downloads.hci.informatik.uni-wuerzburg.de/2016-interactive-gamified-3d-training-of-affine-transformations.pdf %X This article presents the Gamified Training Environment for Affine Transformations (GEtiT). GEtiT uses a 3D environment to visualize the effects of object rotation, translation, scaling, reflection, and shearing in 3D space. It encodes the abstract knowledge about homogeneous transformations and their order of application using specific game mechanics encoding 3D movements on different levels of abstraction. Progress in the game requires mastering of the game mechanics of a certain level of abstraction to modify objects in 3D space to a desired goal position and/or shape. Each level increases the abstraction of the representation towards a final 4 \texttimes{} 4 homogeneous matrix representation. Executing the game mechanics during the gameplay results in an effective training of knowledge due to a constant repetition. Evaluation showed a learning effect that is equal to a traditional training method while it achieved a higher enjoyment of use indicating that the learning quality was superior to the traditional training method.

• Develop your strengths by gaming: Towards an inventory of gamificationable skills. Oberdörfer, Sebastian; Latoschik, Marc Erich. In Informatik 2013 - Informatik angepasst an Mensch, Organisation und Umwelt, M. Horbach (Hrsg.), S. 2346–2357. Gesellschaft für Informatik e.V., Koblenz, Germany, 2013.
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  This paper analyses existing gamification approaches to build a mapping between game genres and potential human skills required by and potentially trained by the specific genres. This mapping is then applied during an expert review of two typical game scenarios: an action- and reaction-oriented mini game and a collaborative group raid implemented in World of Warcraft. Both scenarios undergo an individual and detailed analysis to identify specific skill-related aspects. Relevant aspects characterizing each type are listed as a basis for a skill-mapping based on specific game mechanics utilized by each type. That is, the identified specific game mechanics require gaming skills which are then mapped to general physiological as well as cognitive and social human skills. This detailed game-mechanics-based skill-mapping is a first step towards a gamification index. Used in reverse order, from human skills to game mechanics, such an index will support the design of edutainment applications using gamification as a means to enhance skills required in real-world scenarios. The article concludes with a description of future work in the area of gamified skills as motivated by the work presented here.

  @inproceedings{oberdorfer2013develop, abstract = {This paper analyses existing gamification approaches to build a mapping between game genres and potential human skills required by and potentially trained by the specific genres. This mapping is then applied during an expert review of two typical game scenarios: an action- and reaction-oriented mini game and a collaborative group raid implemented in World of Warcraft. Both scenarios undergo an individual and detailed analysis to identify specific skill-related aspects. Relevant aspects characterizing each type are listed as a basis for a skill-mapping based on specific game mechanics utilized by each type. That is, the identified specific game mechanics require gaming skills which are then mapped to general physiological as well as cognitive and social human skills. This detailed game-mechanics-based skill-mapping is a first step towards a gamification index. Used in reverse order, from human skills to game mechanics, such an index will support the design of edutainment applications using gamification as a means to enhance skills required in real-world scenarios. The article concludes with a description of future work in the area of gamified skills as motivated by the work presented here.}, address = {Koblenz, Germany}, author = {Oberdörfer, Sebastian and Latoschik, Marc Erich}, booktitle = {Informatik 2013 - Informatik angepasst an Mensch, Organisation und Umwelt}, editor = {Horbach, Matthias}, keywords = {myown}, month = {09}, pages = {2346-2357}, publisher = {Gesellschaft für Informatik e.V.}, title = {Develop your strengths by gaming: Towards an inventory of gamificationable skills}, year = 2013 }

  %0 Conference Paper %1 oberdorfer2013develop %A Oberdörfer, Sebastian %A Latoschik, Marc Erich %B Informatik 2013 - Informatik angepasst an Mensch, Organisation und Umwelt %C Koblenz, Germany %D 2013 %E Horbach, Matthias %I Gesellschaft für Informatik e.V. %P 2346-2357 %T Develop your strengths by gaming: Towards an inventory of gamificationable skills %U https://downloads.hci.informatik.uni-wuerzburg.de/2013-develop-your-strengths-by-gaming.pdf %X This paper analyses existing gamification approaches to build a mapping between game genres and potential human skills required by and potentially trained by the specific genres. This mapping is then applied during an expert review of two typical game scenarios: an action- and reaction-oriented mini game and a collaborative group raid implemented in World of Warcraft. Both scenarios undergo an individual and detailed analysis to identify specific skill-related aspects. Relevant aspects characterizing each type are listed as a basis for a skill-mapping based on specific game mechanics utilized by each type. That is, the identified specific game mechanics require gaming skills which are then mapped to general physiological as well as cognitive and social human skills. This detailed game-mechanics-based skill-mapping is a first step towards a gamification index. Used in reverse order, from human skills to game mechanics, such an index will support the design of edutainment applications using gamification as a means to enhance skills required in real-world scenarios. The article concludes with a description of future work in the area of gamified skills as motivated by the work presented here.