| Editorial Preface | | BIB | PDF | 3-5 | |
| A Place for Presence. Understanding the Human Involvement in Mediated Interactive Environments | | BIBAK | PDF | 6-15 | |
| Anna Spagnolli; Luciano Gamberini | |||
| The focus of this paper is the connection between presence and place and the
strong belief that it can illuminate unexplored aspects of the human experience
in virtual and mixed environments. Action is identified as the crucial catalyst
for that connection, organizing the material and symbolic resources that
constitute a place and setting the terms of the agent's presence. Based on
recent contributions from ethnography, cultural psychology and human geography,
the perspective of a Presence-in-Place offers many advantages, including the
adoption of several investigative methodologies beyond self-reports, the
connections with the larger normative and cultural order and a unified approach
to any hybrid environment, whether it be Virtual, Real or Mixed. Keywords: place, action, presence, hybrid environments | |||
| Presence and Embodiment in Mobile Phone Communication | | BIBAK | PDF | 16-34 | |
| Ruth M. Rettie | |||
| This paper explores the temporal and spatial characteristics of mobile phone
communication, comparing the experience of presence in phone calls and in
virtual reality environments. It is argued that in phone communication
interactional affordances create an experience of presence and a degree of
embodiment. The theoretical framework adopted combines Goffman's frame analysis
with Gibson's affordance theory and a situated cognition perspective. The
concept of presence is clarified by an analysis of embodiment. The traditional
view of embodiment is criticised as assuming a Cartesian mind/body dualism. An
alternative view of embodiment is developed which challenges the dichotomies of
virtual and physical embodiment, and of virtual and physical environments. Keywords: presence, embodiment, situativity, mobile phone, virtual environment | |||
| Responsive Environments, Place and Presence | | BIBAK | PDF | 35-73 | |
| Rod McCall; Shaleph O'Neill; Fiona Carroll; David Benyon; Michael Smyth | |||
| This paper examines the effect that changing arena (i.e. an immersive CAVE
or head mounted display) and adding an augmented barrier has on the sense of
place and presence in two photo-realistic virtual environments. Twenty eight
subjects (17 male, 11 female) mainly undergraduate students or staff took part.
The paper summarises two experiments that used a range of data capture methods
including the place probe, semantic differentials, distance estimates and the
MEC Questionnaire. The results indicate that in non-interactive photo-realistic
environments the choice of arena has an impact on the perceived ability to
undertake actions, and hence sense of place and presence; with the CAVE
providing a lower sense of spatial presence for certain aspects than the HMD. Keywords: presence, place, CAVE, HMD | |||
| Spacing the Boundary: An Exploration of Perforated Virtual Spaces | | BIBAK | PDF | video 1 | video 2 | 74-89 | |
| Petra Gemeinboeck; Roland Blach | |||
| This paper discusses the performative boundary between real and virtual
spaces, as it constitutes itself based on the conditions, abilities, and
potentials of Virtual Reality (VR). In addressing specific issues of the users'
embodiment, the authors argue that one of the greatest challenges of VR is its
capability to connect the virtual and the real; a potential that is considered
as fundamentally spatial. The premises and conditions of the production of such
an interfacing space are explored in relation to its underlying generative
dynamic processes, the superimposition of real and virtual places, and their
inhabitation. Joining the fields of interactive art and computer science, the
authors' discussion unfolds based on two of their collaborative works: the CAVE
environment Uzume (2002) and the tele-immersive installation Ma?a-Veil of
Illusion (2004). Keywords: embodiment, inhabitation, interactive art, spacing, tele-immersion, Virtual
Reality | |||
| The Third Pole of the Sense of Presence: Comparing Virtual and Imagery Spaces | | BIBAK | PDF | 90-100 | |
| Rosa M. Banos; Cristina Botella; Belen Guerriero; Victor Liano; Mariano Alcaniz; Beatriz Rey | |||
| As Biocca pointed out, the "two poles model" of presence has only considered
the virtual and pyshical spaces, but not the imaginary spaces. This work is
aimed at comparing the sense of presence between virtual and imaginary
environments. 100 participants were randomly assigned to one of the two
conditions (imagined versus virtual spaces) and the subjective sense of
presence was measured in three moments (beginning, middle, and end). Results
indicate that the participants in "imagery" spaces indicated a decrease of
their sense of presence, whereas the opposite occurs in participants in
"virtual" spaces. Imagination seems not to be a long-lasting procedure to
elicit presence. However, VR helps users to stay there as time goes by. That
is, it provides a "physical" context in which the self can be placed. Keywords: presence, virtual reality, imagination, mental space | |||
| A Preliminary Study on the Use of an Adaptive Display for the Treatment of Emotional Disorders | | BIBAK | PDF | video | 101-112 | |
| Beatriz Rey; Javier Montesa; Mariano Alcaniz; Rosa Banos; Cristina Botella | |||
| A preliminary study on the use of an adaptive display for treating emotional
disorders is presented. The purpose of this study is twofold: to obtain a
virtual environment that adapts to the emotional states of the user at each
moment and to analyze the possibility of using it for the treatment of
emotional disorders. Until now, different types of adaptive displays have been
developed and studied, some of which try to react to affect states of the user
(Reynolds et al., 2004). The novelty of our system lies in the use of the
adaptive display for the treatment of emotional disorders. Keywords: adaptive displays, virtual space, transformation of virtual environments,
emotional disorders | |||
| Editorial Preface | | BIB | PDF | 116-117 | |
| A Review of How Space Affords Socio-Cognitive Processes during Collaboration | | BIBAK | PDF | 118-148 | |
| Nicolas Nova | |||
| This paper reviews the literature about social and cognitive functions of
spatial features used when collaborating in both physical and virtual settings.
Those concepts come from various fields like social, cognitive as well as
environmental psychology or CSCW (Computer Supported Collaborative Work). We
briefly summarize the social and cognitive affordances of spatial features like
distance, proxemics, co-presence, visibility or activity in the context of
physical and virtual space. This review aims at grounding in an explicit
framework the way human beings use space to support social interactions. This
review can be used as a starting point to design efficient applications that
take spatial context into account. Keywords: HCI, CSCW, collaboration, spatial features, space affordances | |||
| Presence, Place and the Virtual Spectacle | | BIBAK | PDF | 149-161 | |
| Shalep O'Neill | |||
| This article examines the concept of virtual learning community as a hybrid
learning place. It is argued that a hybrid place experience could provide a
conceptual vantage point to better understand the origins of virtual learning
communities in higher education context. With some empirical observations it is
demonstrated what may constitute students' experiences of hybridity during a
web-based university course. It suggested that the research on learning places
should include not only virtual but also physical environments, with
individually-focused ways. Finally, the role and the challenges of educational
design in optimising resources for virtual learning communities to develop are
discussed. Keywords: hybrid place, virtual learning community, higher education, educational
design, collaborative learning, computer-supported collaborative learning | |||
| Learning Together "There"-Hybrid "Place" as a Conceptual Vantage Point for Understanding Virtual Learning Communities in Higher Education Context | | BIBAK | PDF | 162-180 | |
| Johanna Poysa; Joost Lowyck; Paivi Hakkinen | |||
| This article examines the concept of virtual learning community as a hybrid
learning place. It is argued that a hybrid place experience could provide a
conceptual vantage point to better understand the origins of virtual learning
communities in higher education context. With some empirical observations it is
demonstrated what may constitute students' experiences of hybridity during a
web-based university course. It suggested that the research on learning places
should include not only virtual but also physical environments, with
individually-focused ways. Finally, the role and the challenges of educational
design in optimising resources for virtual learning communities to develop are
discussed. Keywords: hybrid place, virtual learning community, higher education, educational
design, collaborative learning, computer-supported collaborative learning | |||
| Presence and Mediated Spaces: A Review | | BIBAK | PDF | 181-199 | |
| Lucia A. Reno | |||
| The aim of this work is to present a review of presence in mediated spaces,
namely those spaces experienced through the use of technologies. First, a
distinction will be proposed between studies focused either on physical or
human space, single or multiple inhabitation. Then, the way in which spatial
issues are connected to presence will be described. Finally, some controversies
on the nature of Mediated Space (MS) will be briefly mentioned, and how they
are connected to the research areas previously identified. Keywords: mediated space, human space, physical space, spatial presence, place | |||
| Some Reflections on Learning and E-learning | | BIBAK | PDF | 200-222 | |
| Cristina Zucchermaglio; Francesca Alby | |||
| Educational technologies' designers always refer to a model, more or less
explicit, of the teaching/learning process. Even when not explicit there is
always an idea about how people learn behind the design of an e-learning
product as there is for every other formal or informal context of learning
(school, training classes, working places, etc.). At the same time there is an
implicit model of the role of technology: computers can be seen essentially as
a 'cognitive tool' which allows one access to a series of information and
contents to isolated users or as a 'social tool' which allows one to
communicate, share and negotiate competent practices, identities and meanings.
In this paper we outline an analysis of the most widespread educational
technologies by investigating the nature of such 'theories' that are 'behind'
their design and that supports - more or less - learning social practices.
Finally, we outline some principles to follow for the design of effective
educational technologies following a social and situated learning theory. Keywords: learning, e-learning, technology, virtual communities | |||
| Editorial Preface | | BIB | PDF | 226-227 | |
| Virtual enclaves or global networks? The role of Information and Communication Technologies in development cooperation | | BIBAK | PDF | 228-242 | |
| Iginio Gagliardone | |||
| This article investigates the evolution of the struggle for bridging the
digital divide in developing countries. Taking into account tendencies that
have been registered in disciplines other than development, such as urban
sociology and social psychology, the author demonstrates how a frequent
over-estimation of the potential of Information and Communication Technologies
(ICTs) has influenced the previsions about their impacts and led to results and
phenomena different from the expected ones. ICTs have been perceived more as a
black box that can produce the same effects everywhere, independent from
pre-existing cultural and socio-economic contexts, than as an open artifact,
capable of integrating local needs in their functioning mechanism and being
adapted according to different conditions of use. Nevertheless 10 years have
passed since the first pioneers launched their projects for reducing the
digital gap and new approaches have emerged since then. ICTs are more and more
at the heart of the strategies developed by international organizations for
providing a better future to new generations and a new consciousness has
emerged as a result of the many errors. The article describes some of the new
approaches in the fight against the digital divide, explaining how they have a
better chance to success and bring digital equity. Keywords: Digital divide, development cooperation, Africa, ICTs for development | |||
| Gender differences of the Internet-related Stereotypes in Russia | | BIBAK | PDF | 243-264 | |
| Olga V. Mitina; Alexander E. Voiskounsky | |||
| Gender stereotypes of Russians toward the Internet were investigated, using
multiple identification methodology. The questionnaire (45 items) catalogued
various types of Internet-related behaviors. The following characters were
evaluated: Typical Russian, Ideal Person, Internet User (all - female and
male), and Myself. Respondents (N = 95, 47/48 males/females, mean age 22.9,
s.d. 2.8) indicated the degree of likelihood that the characters conduct
behavior of each type. Eight scales of the Internet use were selected: (1)
profession and business, (2) education of children, (3) entertainment, (4)
realization of personal goals, (5) compensatory, (6) cognition, (7) advanced
work, (8) communication. Confirmatory factor analysis and nonlinear multiple
regression were used to handle data. Results show that men's and women's
self-stereotypes and gender stereotypes are close, especially on the
self-reported upper levels of competence in the Internet use. Keywords: gender divide, Internet use, Russia, gender, stereotypes, multiple
identification | |||
| Internet usage and gender digital divide in a Romanian students' sample | | BIBAK | PDF | 265-291 | |
| Ioana Codoban | |||
| Little data is available about East-European countries on Internet adoption
and gender digital divide issues. Romania is a good case study given its past
communist history and current developments, as well as Internet penetration.
Students are the focus of the present research as they might provide the basis
for further evolution trends. The results of a 275-subject research
questionnaire indicate a complex situation as regards Internet adoption and
usage: the digital divide is present as regards knowledge, ability and
experience. Based on the data, other indicators and demographic information are
evaluated and discussed. Gender differences seem limited for general access,
but are significant for aspects such as time spent on-line/per week and
knowledge (p<0,01). An overall impression of the positive impact of Internet
in various aspects of daily life is characteristic of the sample. Similarities
and divergences with studies from different realities are discussed, indicating
the qualitative differences of the divide. Keywords: Internet adoption, Gender digital divide, Romanian students, East-European
countries, Research questionnaire, Divide indicators | |||
| The Impact of Telepresence on Cultural Transmission through Bishoujo Games | | BIBAK | PDF | 292-311 | |
| Matthew T. Jones | |||
| Japanese bishoujo videogames take on the characteristics of highly detailed
"choose your own adventure" novels. The current case study seeks to present a
series of "classic" bishoujo videogames and explain how they function to orient
the Western player to the culture of modern Japan through the phenomenon of
telepresence. Aspects of telepresence that include transportation and immersion
are considered toward the end of offering the player a degree of access to some
aspects of modern Japanese culture. It is suggested that, by experiencing a
sense of telepresence through inhabiting a Japanese avatar, the non-Japanese
player has the potential to obtain a heightened level of competence in
negotiating Japanese culture. Keywords: Telepresence, Cultural Transmission, Videogames, Bishoujo | |||
| The effect of the Emotion-related Channel in 3D Virtual Communication Environments | | BIBAK | PDF | 312-327 | |
| Mikio Kamada; Mioko Ambe; Katsushige Hata; Eiju Yamada; Yuichi Fujimura | |||
| An emotion-related channel was combined with electronic chat in a 3D virtual
communication environment. Users can convey specific feelings by manipulating
the facial expressions and gestures of their 3D characters (avatars). To
examine the effects of the emotion-related channel, an experiment was carried
out in two elementary schools with fifty-five student participants. It was
found that the children were able to communicate more freely and effectively
than by simple electronic chat sessions. In addition, the emotion-related
channel also served to stimulate textual dialogue between partners. Our
findings indicate that text-based media communication environments could be
greatly enhanced with an emotion-related channel. Keywords: communication, emotion, avatar, gesture, facial expression, electronic chat | |||