Interaction Design IV

Steuer, J. (1995). Defining visual reality: Dimensions determining telepresence. In F. Biocca and M. R. Levy (Eds.), Communication in the age of virtual reality (pp. 33-56). Hilldale, N.J.: Lawrence Erlbaum.

The author attempts at redefining the concept of Virtual Reality, emphasizing on the 'experiential' aspect of it rather than the technological definition, which limits definition of
1) unit of analysis
2) dimensions of VR
3) means for examining virtual reality in relation to other mediated experience.

Thus, the author defines it as
"Virtual Reality is defined as a real or simulated environment in which a perceiver experiences telepresence"

Communicator A <--> [virtual reality] <--> Communicator B

The concept of 'telepresence' refers to mediation perception (c.f. natural perception of presence), the extent to which on feels present in the mediated environment. This includes similar concept of teleoperation.

Dimensions of VR can be identified as
1. variables that induce the sense of telepresence (Sheridan, 1992)
Technological
a) extent of sensory information
b) control of sensors relative to environment
c) ability to modify the physical environment
task or context-based
d) task difficulty
e) degree fo automation
2. dimensions that define communication technolgies
a) vividness: breath and depth
depends on the breadth (the number of perceptual information available) and depth of sensory information availabe in each perceptual channel
b) interactivity:
refers to the degree to which users can participate in modifying the form and content of the mediated environment
depends on
b.1) speed
b.2) range (i.e. number of attributes in the mediated environment that can be manipulated)
b.3) mapping (i.e. which human actions are connected to actions within a mediated environment)



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Moreno, R., & Mayer, R. E. (2000). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 92, 4, 724-733.

Personalized message can induce
1. active engagement by learners
2. lowered cognitive load
3. better performance

Experimental manipulation presented instructions in personalized style or 1, 2, 3rd point of view.
Theoretical background
- cocktail party effect: people can easily detect personally relevant information while attentding to 2 conversations simultaneously
- self-referential effect: retention is facilitated when personally relevant information is presented


Assumptions were that self-referencing instruction will lead the learners to believe that they are the active participants of the learning process thereby promoting deep understanding of the material via increased elaboration of the material and less cognitive effort to process information. (interaction hypothesis c.f. transmission hypothesis)

The results show that while self-referencing effect manifest in better retention and transfer, it is not due to increased interest in the material. The paper fails to explain the mechanisms involved in the effect (the article goes as far as reducing processing effort and interaction with existing schema) but other hypothesis can also be suggested:
1. personalized message assists selective attention whereby personally relevant information is more easily attended to (and thus reducing mental effort)
2. implicit attention is increased due to induction of social context through informal, self-referencing message. the effect of social context on cognitive porcesses can be seen in social psychology literature.