Pub Date : 2021-11-04DOI: 10.1109/icgi54032.2021.9655292
{"title":"[Copyright notice]","authors":"","doi":"10.1109/icgi54032.2021.9655292","DOIUrl":"https://doi.org/10.1109/icgi54032.2021.9655292","url":null,"abstract":"","PeriodicalId":117837,"journal":{"name":"2021 International Conference on Graphics and Interaction (ICGI)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116832655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1109/icgi54032.2021.9655291
Filipa Castanheira, João Moreira, Daniel Mendes, Daniel Gonçalves
Visualizations for Streaming Big Data convey high volumes of information in real-time, making it challenging for people to grasp significant data changes. One solution could be having visualizations that change themselves according to the incoming data. However, these changes would need to be effectively conveyed. In this work, we propose a set of transitions between different pairs of visual idioms, aiming to aid users in keeping track of the information in real-time and notice relevant changes. We target transitions between Line charts, Heat maps, and Stream graphs. We conceived seven transitions that modify different properties of the visual elements for each pair of visual idioms, following a novel taxonomy for their conceptualization. To assess the performance of the transitions, we conducted an online user study with 100 participants. Results suggest that animations are indeed better to change between different visualization idioms than abrupt transitions. We also suggest transition techniques for each visualization pair, between those proposed, according to participants' preferences. Lastly, we identify which concepts of our taxonomy were more present in our suggested transitions.
{"title":"Evaluating Transitions for Streaming Big Data","authors":"Filipa Castanheira, João Moreira, Daniel Mendes, Daniel Gonçalves","doi":"10.1109/icgi54032.2021.9655291","DOIUrl":"https://doi.org/10.1109/icgi54032.2021.9655291","url":null,"abstract":"Visualizations for Streaming Big Data convey high volumes of information in real-time, making it challenging for people to grasp significant data changes. One solution could be having visualizations that change themselves according to the incoming data. However, these changes would need to be effectively conveyed. In this work, we propose a set of transitions between different pairs of visual idioms, aiming to aid users in keeping track of the information in real-time and notice relevant changes. We target transitions between Line charts, Heat maps, and Stream graphs. We conceived seven transitions that modify different properties of the visual elements for each pair of visual idioms, following a novel taxonomy for their conceptualization. To assess the performance of the transitions, we conducted an online user study with 100 participants. Results suggest that animations are indeed better to change between different visualization idioms than abrupt transitions. We also suggest transition techniques for each visualization pair, between those proposed, according to participants' preferences. Lastly, we identify which concepts of our taxonomy were more present in our suggested transitions.","PeriodicalId":117837,"journal":{"name":"2021 International Conference on Graphics and Interaction (ICGI)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128446503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1109/icgi54032.2021.9655273
José Eduardo da Silva Santos, Luís Magalhães
Augmented Reality (AR) is a technology whose interest and number of applications has grown constantly in several areas, having great popularity in entertainment, whose advantages benefit areas such as education, namely in the gamification component. Although several attempts have been made in applying Game-based Learning (GBL) in the classroom context to keep students motivated, there are some essential advantages that can be obtained from AR and a location-based component, such as social relationships, cooperation, and physical activity. This paper proposes a system composed of a location-based AR game for mobile devices named “QuizHuntAR”, heavily inspired by the game Pokémon GO, with education as its theme. In this game, players must physically move to hotspots indicated on the map and perform tasks (solving exercises) in a treasure hunting logic.
{"title":"QuizHuntAR: A location-based Augmented Reality game for education","authors":"José Eduardo da Silva Santos, Luís Magalhães","doi":"10.1109/icgi54032.2021.9655273","DOIUrl":"https://doi.org/10.1109/icgi54032.2021.9655273","url":null,"abstract":"Augmented Reality (AR) is a technology whose interest and number of applications has grown constantly in several areas, having great popularity in entertainment, whose advantages benefit areas such as education, namely in the gamification component. Although several attempts have been made in applying Game-based Learning (GBL) in the classroom context to keep students motivated, there are some essential advantages that can be obtained from AR and a location-based component, such as social relationships, cooperation, and physical activity. This paper proposes a system composed of a location-based AR game for mobile devices named “QuizHuntAR”, heavily inspired by the game Pokémon GO, with education as its theme. In this game, players must physically move to hotspots indicated on the map and perform tasks (solving exercises) in a treasure hunting logic.","PeriodicalId":117837,"journal":{"name":"2021 International Conference on Graphics and Interaction (ICGI)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130232596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1109/icgi54032.2021.9655281
Miguel Melo, Guilherme Gonçalves, David Narciso, M. Bessa
Several factors have been identified to contribute to the sense of presence and cybersickness, including the preponderance users have in the virtual environments (VE) and their gender. This work focuses on studying the Role Type and gender in a VE and their impact on the sense of presence and cybersickness when immersive Virtual Reality (VR) setups are used. For this, a set of psychophysical experiments were conducted to evaluate a VR scenario with three Role Types: Viewer, Explorer, and Searcher. Results revealed statistically significant differences in Spatial Presence, Cybersickness, Nausea, Oculomotor Discomfort, and Disorientation for Role Type. In the evaluated scenario, it was observed that a more dominant Role Type on the VE leads to a higher reported spatial presence (sense of physically being present in the VE) and higher cybersickness scores. We conclude that a higher relevance of the Role Type makes the users more sensitive to the stimuli present in the VE regarding the coherency of the interaction/simulation and, consequently, more prone to develop cybersickness symptoms. No differences were found between the genders.
{"title":"Impact of Different Role Types and Gender on Presence and Cybersickness in Immersive Virtual Reality Setups","authors":"Miguel Melo, Guilherme Gonçalves, David Narciso, M. Bessa","doi":"10.1109/icgi54032.2021.9655281","DOIUrl":"https://doi.org/10.1109/icgi54032.2021.9655281","url":null,"abstract":"Several factors have been identified to contribute to the sense of presence and cybersickness, including the preponderance users have in the virtual environments (VE) and their gender. This work focuses on studying the Role Type and gender in a VE and their impact on the sense of presence and cybersickness when immersive Virtual Reality (VR) setups are used. For this, a set of psychophysical experiments were conducted to evaluate a VR scenario with three Role Types: Viewer, Explorer, and Searcher. Results revealed statistically significant differences in Spatial Presence, Cybersickness, Nausea, Oculomotor Discomfort, and Disorientation for Role Type. In the evaluated scenario, it was observed that a more dominant Role Type on the VE leads to a higher reported spatial presence (sense of physically being present in the VE) and higher cybersickness scores. We conclude that a higher relevance of the Role Type makes the users more sensitive to the stimuli present in the VE regarding the coherency of the interaction/simulation and, consequently, more prone to develop cybersickness symptoms. No differences were found between the genders.","PeriodicalId":117837,"journal":{"name":"2021 International Conference on Graphics and Interaction (ICGI)","volume":"88 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116255634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1109/icgi54032.2021.9655286
R. Pinto, Pedro Monteiro, Miguel Melo, Luciana Cabral, M. Bessa
Previous works have shown the great potential of Virtual Reality (VR) in the area of Education. This paper studies if users can learn a second language when using a gamified VR application through an English learning test and how learning influences user satisfaction, sense of presence, cybersickness, and quality of experience through questionnaires. For this purpose, the VirtualeaRn game was developed. 20 Portuguese participants were exposed to the application, and the learning test was used before and after using the application. Result analysis shows an increase in learning results after using the VR gamified application, indicating the technology's efficacy in learning a second language. A positive user satisfaction, sense of presence, and quality of experience were also found. Some cases of cybersickness were reported. The outcomes are promising and provide enough information to show the potential of the gamification of VR technology for the area of learning a second language.
{"title":"Does gamification in virtual reality improve second language learning?","authors":"R. Pinto, Pedro Monteiro, Miguel Melo, Luciana Cabral, M. Bessa","doi":"10.1109/icgi54032.2021.9655286","DOIUrl":"https://doi.org/10.1109/icgi54032.2021.9655286","url":null,"abstract":"Previous works have shown the great potential of Virtual Reality (VR) in the area of Education. This paper studies if users can learn a second language when using a gamified VR application through an English learning test and how learning influences user satisfaction, sense of presence, cybersickness, and quality of experience through questionnaires. For this purpose, the VirtualeaRn game was developed. 20 Portuguese participants were exposed to the application, and the learning test was used before and after using the application. Result analysis shows an increase in learning results after using the VR gamified application, indicating the technology's efficacy in learning a second language. A positive user satisfaction, sense of presence, and quality of experience were also found. Some cases of cybersickness were reported. The outcomes are promising and provide enough information to show the potential of the gamification of VR technology for the area of learning a second language.","PeriodicalId":117837,"journal":{"name":"2021 International Conference on Graphics and Interaction (ICGI)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121015609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1109/icgi54032.2021.9655280
Francisco Pinho, Rui Nóbrega, R. Rodrigues
Immersive Interactive 360° videos, experienced through Head-Mounted Displays (HMD), constitute a particular case of VR applications for which it is relatively easy to record content nowadays, and that can be explored as a game format. We therefore explore the idea of using live action 360° videos as the basis for immersive adventure games. In particular, we explore possible interactions in immersive adventure games based on 360° videos, in terms of game elements and mechanics, and the player's interface with those. To support this, we developed a browser-based framework for creating such games, and conducted a user study with a game created specifically for that purpose. The results obtained indicate a high level of satisfaction with the chosen control schemes and game mechanics, and suggest that the framework can be used to create this kind of experience.
{"title":"Immersive Adventure Games Development using 360-degree video","authors":"Francisco Pinho, Rui Nóbrega, R. Rodrigues","doi":"10.1109/icgi54032.2021.9655280","DOIUrl":"https://doi.org/10.1109/icgi54032.2021.9655280","url":null,"abstract":"Immersive Interactive 360° videos, experienced through Head-Mounted Displays (HMD), constitute a particular case of VR applications for which it is relatively easy to record content nowadays, and that can be explored as a game format. We therefore explore the idea of using live action 360° videos as the basis for immersive adventure games. In particular, we explore possible interactions in immersive adventure games based on 360° videos, in terms of game elements and mechanics, and the player's interface with those. To support this, we developed a browser-based framework for creating such games, and conducted a user study with a game created specifically for that purpose. The results obtained indicate a high level of satisfaction with the chosen control schemes and game mechanics, and suggest that the framework can be used to create this kind of experience.","PeriodicalId":117837,"journal":{"name":"2021 International Conference on Graphics and Interaction (ICGI)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114093490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1109/icgi54032.2021.9655275
Ana Nogueira, A. Nabizadeh, D. Gonçalves
Gamification is the usage of game elements in non-game contexts, such as education, where it can increase student's engagement and motivation. Multimedia Content Production (MCP) is a gamified MSc course taking place at Instituto Superior Técnico, resorting to GameCourse, a web application that was solely built for the course. However, there was a need for providing easier and more efficient mechanisms for customizing the gamification elements, ultimately allowing GameCourse to be used in other courses as well. To achieve our goals, the GameRules rule system was integrated with our architecture and a UI was developed to facilitate the rule editing process. This paper presents DynaGame, a user-friendly rule editor that can be easily used by non-programmers to generate and manage existing rules.
游戏化是指在非游戏环境中使用游戏元素，如教育，这可以提高学生的参与度和积极性。多媒体内容制作(MCP)是一门游戏化的硕士课程，发生在Instituto Superior tsamicnico，诉诸gameccourse，一个专门为该课程构建的web应用程序。然而，我们需要提供更简单、更有效的机制来定制游戏化元素，最终让gameccourse也能用于其他课程。为了实现我们的目标，我们将gamerrules规则系统与我们的架构集成在一起，并开发了一个UI来促进规则编辑过程。本文介绍了DynaGame，一个用户友好的规则编辑器，非程序员可以很容易地使用它来生成和管理现有的规则。
{"title":"DynaGame: a rule editor for gamified education","authors":"Ana Nogueira, A. Nabizadeh, D. Gonçalves","doi":"10.1109/icgi54032.2021.9655275","DOIUrl":"https://doi.org/10.1109/icgi54032.2021.9655275","url":null,"abstract":"Gamification is the usage of game elements in non-game contexts, such as education, where it can increase student's engagement and motivation. Multimedia Content Production (MCP) is a gamified MSc course taking place at Instituto Superior Técnico, resorting to GameCourse, a web application that was solely built for the course. However, there was a need for providing easier and more efficient mechanisms for customizing the gamification elements, ultimately allowing GameCourse to be used in other courses as well. To achieve our goals, the GameRules rule system was integrated with our architecture and a UI was developed to facilitate the rule editing process. This paper presents DynaGame, a user-friendly rule editor that can be easily used by non-programmers to generate and manage existing rules.","PeriodicalId":117837,"journal":{"name":"2021 International Conference on Graphics and Interaction (ICGI)","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125918701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1109/icgi54032.2021.9655289
João Nogueira, Tomás Alves, Hugo Nicolau
An uprising trend of Personal Informatics has leveraged mobile applications to help users track their wellbeing; however, these digital solutions focus on quantitative data, lacking the insights provided by qualitative data in paper notebooks. We propose to digitally augment a paper diary to allow both analogue and digital data, bridging the gap between qualitative and quantitative data tracking practices to support better awareness and reflection on health data. As a first case-study, we designed a self-tracking tool to help college students manage their wellbeing by increasing self-awareness and easing help-seeking behaviours. Next, we conducted a longitudinal study to validate the tool's effectiveness and analyse its acceptability. Results show that our approach helped students by allowing moments of self-reflection and self-awareness. Additionally, our findings suggest that qualitative data is most useful when important events and abrupt changes to wellbeing occur. Preference for paper or digital diaries is highly user-dependent; however, most participants favoured a digital-only tool with notetaking capabilities.
{"title":"DAN & Danny: Combining Analog and Digital Self-Tracking Data to Manage Wellbeing","authors":"João Nogueira, Tomás Alves, Hugo Nicolau","doi":"10.1109/icgi54032.2021.9655289","DOIUrl":"https://doi.org/10.1109/icgi54032.2021.9655289","url":null,"abstract":"An uprising trend of Personal Informatics has leveraged mobile applications to help users track their wellbeing; however, these digital solutions focus on quantitative data, lacking the insights provided by qualitative data in paper notebooks. We propose to digitally augment a paper diary to allow both analogue and digital data, bridging the gap between qualitative and quantitative data tracking practices to support better awareness and reflection on health data. As a first case-study, we designed a self-tracking tool to help college students manage their wellbeing by increasing self-awareness and easing help-seeking behaviours. Next, we conducted a longitudinal study to validate the tool's effectiveness and analyse its acceptability. Results show that our approach helped students by allowing moments of self-reflection and self-awareness. Additionally, our findings suggest that qualitative data is most useful when important events and abrupt changes to wellbeing occur. Preference for paper or digital diaries is highly user-dependent; however, most participants favoured a digital-only tool with notetaking capabilities.","PeriodicalId":117837,"journal":{"name":"2021 International Conference on Graphics and Interaction (ICGI)","volume":"111 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120904470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1109/icgi54032.2021.9655278
Rafael Silva, D. Duque, Miguel Melo, J. M. Moura
This paper presents a literature review of the importance of virtual technology for rehabilitation for people with ASD (Autism Spectrum Disorder). ASD is diagnosed as a neurological disability characterized by a range of physical and mental disorders and whose first symptoms appear during early childhood. People with autism deal with issues with social communication, behavior, and attention skills. As a sensitive disturbance, adapted technology allows to re-learn skills stimulating procedures about how to proceed, communicate or behave without difficulties in unexpected environments. The use of technology in educational contexts, home or at school, helps prevent and teach younger people with ASD. Considering different technologies as more appropriate methods, Virtual Reality (VR) applications and personalized environments provide better simulation and comfortable environments. As the main advantage of VR, complete immersion and interactive experience promotes constant learning for people with autism. This systematic review details the benefits of VR studies and compares the benefits of different interactive technologies according to the deficits of several individuals. The use of technology versus the traditional path on therapies helps obtain better and faster results over time. Finally, it explains how VR can be recognized as a tool to help develop cognitive, verbal and nonverbal skills and recognizes technology as a good ally to face fears or reactions by ASD people.
{"title":"The Benefits of Virtual Reality Technology for Rehabilitation of Children with Autism: A Systematic Review","authors":"Rafael Silva, D. Duque, Miguel Melo, J. M. Moura","doi":"10.1109/icgi54032.2021.9655278","DOIUrl":"https://doi.org/10.1109/icgi54032.2021.9655278","url":null,"abstract":"This paper presents a literature review of the importance of virtual technology for rehabilitation for people with ASD (Autism Spectrum Disorder). ASD is diagnosed as a neurological disability characterized by a range of physical and mental disorders and whose first symptoms appear during early childhood. People with autism deal with issues with social communication, behavior, and attention skills. As a sensitive disturbance, adapted technology allows to re-learn skills stimulating procedures about how to proceed, communicate or behave without difficulties in unexpected environments. The use of technology in educational contexts, home or at school, helps prevent and teach younger people with ASD. Considering different technologies as more appropriate methods, Virtual Reality (VR) applications and personalized environments provide better simulation and comfortable environments. As the main advantage of VR, complete immersion and interactive experience promotes constant learning for people with autism. This systematic review details the benefits of VR studies and compares the benefits of different interactive technologies according to the deficits of several individuals. The use of technology versus the traditional path on therapies helps obtain better and faster results over time. Finally, it explains how VR can be recognized as a tool to help develop cognitive, verbal and nonverbal skills and recognizes technology as a good ally to face fears or reactions by ASD people.","PeriodicalId":117837,"journal":{"name":"2021 International Conference on Graphics and Interaction (ICGI)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129946923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-04DOI: 10.1109/icgi54032.2021.9655283
Bruno Peixoto, Miguel Melo, Luciana Cabral, M. Bessa
Virtual Reality (VR) has been showing potential in new and diverse areas, notably in education. However, there is a lack of studies in the Foreign Language Teaching and Learning field, particularly in listening comprehension. Therefore, this study investigated the effects of avatar animations and lip synchronization, and user interaction; features deemed relevant in this broader area. A sociodemographic, a quick CEFR - Common European Framework of Reference for Languages - 15-minute English test, and questionnaire were used to evaluate the participants' Presence, Quality of Experience, Cybersickness and Knowledge Retention. Results show that, overall, the use of avatars with realistic animations and movements, and featuring lip synchronization have a positive influence on the users' sense of presence, knowledge retention and a more enjoyable overall quality of experience. The same can be said for the use of object interaction and navigation in the cultural representative environment, which had an overall positive impact.
{"title":"Evaluation of Animation and Lip-Sync of Avatars, and User Interaction in Immersive Virtual Reality Learning Environments","authors":"Bruno Peixoto, Miguel Melo, Luciana Cabral, M. Bessa","doi":"10.1109/icgi54032.2021.9655283","DOIUrl":"https://doi.org/10.1109/icgi54032.2021.9655283","url":null,"abstract":"Virtual Reality (VR) has been showing potential in new and diverse areas, notably in education. However, there is a lack of studies in the Foreign Language Teaching and Learning field, particularly in listening comprehension. Therefore, this study investigated the effects of avatar animations and lip synchronization, and user interaction; features deemed relevant in this broader area. A sociodemographic, a quick CEFR - Common European Framework of Reference for Languages - 15-minute English test, and questionnaire were used to evaluate the participants' Presence, Quality of Experience, Cybersickness and Knowledge Retention. Results show that, overall, the use of avatars with realistic animations and movements, and featuring lip synchronization have a positive influence on the users' sense of presence, knowledge retention and a more enjoyable overall quality of experience. The same can be said for the use of object interaction and navigation in the cultural representative environment, which had an overall positive impact.","PeriodicalId":117837,"journal":{"name":"2021 International Conference on Graphics and Interaction (ICGI)","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116573841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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