Active listening is a communication technique where the listener listens to the speaker carefully and attentively by confirming or asking for more details about what they heard during a conversation. Active listening has proven to be a very useful technique in learning and extracting insightful information from the conversation and poses many challenges when emulating such behaviours in a virtual character. In this research, various active listening behaviours are explored according to context, so that these behaviours can be adopted by Embodied Conversational Agents (ECA’s) to be perceived as more believable humanistic characters. This publication describes those behaviours in-depth by gathering insights via expert Interviews. An experiment was carried out with 20 participants (12 men and 8 women) to identify the implemented behaviours and their overall effect during a generic conversation with the ECA. The results showed that the participants were able to identify most of the implemented active-listening behaviours like Interested/inquisitive, agreement/approval (head nod and corresponding sounds), and provided insights for further improvement of the interlocution. / Aktivt lyssnande är en kommunikationsteknik där lyssnaren lyssnar på talaren noggrant och uppmärksamt genom att bekräfta eller be om mer information om vad de hörde under ett samtal. Aktivt lyssnande har visat sig vara en mycket användbar teknik för att lära sig och extrahera insiktsfull information från konversationen och ställer till många utmaningar när man emulerar sådana beteenden i en virtuell karaktär. I denna forskning utforskas olika aktiva lyssnandebeteenden i enlighet med sammanhang, så att dessa beteenden kan antas av Embodied Conversational Agents (ECA) för att uppfattas som mer trovärdiga humanistiska karaktärer. Den här publikationen beskriver dessa beteenden på djupet genom att samla in insikter via expertintervjuer. Ett experiment genomfördes med 20 deltagare (12 män och 8 kvinnor) för att identifiera de implementerade beteendena och deras totala effekt under ett allmänt samtal med ECA. Resultaten visade att deltagarna kunde identifiera de flesta av de implementerade aktivt lyssnande beteendena som Intresserad/nyfiken, överenskommelse/godkännande (huvudnicka och motsvarande ljud), och gav insikter för ytterligare förbättring av samtalet.

This paper presents the reasoning behind and the results from usability testing of the user- and administrative side of FIPIC (Flexible Interactive Platform for Interviews with Children), a digital questionnaire tool for children. The user side was tested with 24 elementary school children between grades 1-6. They first chose which avatar and voice they preferred and then answered six questions using FIPIC while being timed on each question. The administrative side was tested with five researchers from different universities in Sweden using a scripted list of user tasks and the think-aloud method. The researchers would then answer some follow up questions after their test session. The results showed that the user side did not have any major issues that significantly affected the usability of FIPIC. The biggest issues were the non-clickable emoji’s under the slider function and having to scroll up and down. The solution is to make the emoji’s clickable and replace the drop down with a text field to avoid the scrolling. The results of the administrative side showed that most of the usability issues were present in the newer functionalities such as question groups and group connections. Functionalities that are not present in other common questionnaire tools. The suggested improvement is to make the design more intuitive. For example, the create question group button should be placed at the top of the questions page instead of having to first click the create question button. This makes hierarchical sense because a group is needed in order to create a question.

The purpose of this research study was to explore the impact of virtual character design on user emotional experience and user behavior in a simulated environment. With simulation training increasing in popularity as a tool for teaching social skills, it is essential that social interactions in virtual environments provide authentic opportunities for practice (Swartout et al., 2006). This study used Interactive Performance Theory (Wirth, 2012) to examine the effect of designing a virtual buddy character with ineffective traits instead of effective or expert traits. The sample population for this study (n = 145) consisted of first year university students enrolled in courses in the fall of 2013 at the University of Central Florida. Data on participant emotional experience and behavior were collected through questionnaires, researcher observations, and physiological signal recording that included participant heart rate and galvanic skin response. Data were analyzed using multivariate analysis of variances (MANOVA), Kruskal-Wallis one-way analysis of variance, and qualitative thematic coding of participant verbal behavior and written responses. Results of the analysis revealed that participants who interacted with an ineffective virtual buddy character had statistically significant higher averages of verbal statements to the antagonist in the simulated environment and statistically significant lower perceptions of antagonist amiability than participants who interacted with an effective virtual buddy. Additionally, participants who interacted with a virtual buddy of the opposite gender gave statistically significant higher ecological validity scores to the simulated environment than participants who interacted with a virtual buddy of the same gender. Qualitative analysis also revealed that participants tended to describe the female buddy character with more ineffective traits than the male buddy character even though effective and ineffective design conditions were equally divided for both groups. Further research should be conducted on the effect of virtual buddy character design in different types of simulation environments and with different target audiences.

In teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, & Smith, 2008). It has been posited that “practicing up” is not ethical in that novice teachers must attempt to teach with a limited knowledge of appropriate pedagogy and skill (Dieker et al., 2008). The new challenge becomes finding an effective mechanism that provides essential learning experiences and opportunities to refine teaching techniques to the highest standards of fidelity in a safely controlled and coordinated environment (Odom, 2009). Perhaps because of the ethical concerns in honing teacher skills on actual children, and despite the strong demand for professionals who are trained in discrete trial teaching (DTT), few studies have been published on training methodologies and fidelity of implementation (Fazzio, Martin, Arnal, & Yu, 2009). The training of teachers to implement evidence-based interventions such as DTT with fidelity while they are working with students with ASD cannot be over-emphasized in a teacher preparation program (Scheuermann, Webber, Boutot, & Goodwin, 2003; Simpson, 2004; 2005). The researcher utilized the TLE TeachLivE simulation classroom laboratory at the University of Central Florida as a mechanism to infuse cutting-edge technology and learning activities within program/project coursework. The TLE TeachLivE virtual classroom serves as a venue for pre-service and practicing teachers to safely gain proficiency and iv enhance fidelity of implementation of evidence-based practices. Participants experienced an immersive, real-time environment that featured interactions with Austin, an avatar that portrayed a student with autism. A trained interactor remotely controlled the behavior and responses of the avatar with which teachers engaged for practice sessions consisting of ten discrete trials. Between sessions, participants received individualized clinical coaching (ICC) on their performance. Upon termination of the intervention, two generalization probes were conducted to measure retention of fidelity over time within actual classroom settings. Results indicated that all five participants strongly benefited from learning DTT with ICC in the TLE TeachLivE learning platform. Across participants, the overall mean gain in fidelity from baseline phase (14%) to intervention phase (80%) was 66%. The fidelity means of participants in the generalization phase held to 90%, thus supporting the use of virtual environments for teacher preparation. Mean time among participants to attain higher than mastery level performance of 90% in intervention was 1.25 hours. This resulted in shorter training times than previously researched training programs (Arnal et al., 2007; Fazzio et al., 2009; Leblanc, & Luiselli, 2005; Thiessen et al., 2009). This investigation endeavored to reduce the potential of diminished pupil learning gains as a necessary consequence when honing skills in the appropriate delivery of instruction of discrete trial teaching.

It has been shown through several research investigations that users tend to underestimate distances in virtual reality (VR). Virtual objects that appear close to users wearing a Head-mounted display (HMD) might be located at a farther distance in reality. This discrepancy between the actual distance and the distance observed by users in VR was found to hinder users from benefiting from the full in-VR immersive experience, and several efforts have been directed toward finding the causes and developing tools that mitigate this phenomenon. One hypothesis that stands out in the field of spatial perception is the rest frame hypothesis (RFH), which states that visual frames of reference (RFs), defined as fixed reference points of view in a virtual environment (VE), contribute to minimizing sensory mismatch. RFs have been shown to promote better eye-gaze stability and focus, reduce VR sickness, and improve visual search, along with other benefits. However, their effect on distance perception in VEs has not been evaluated. To explore and better understand the potential effects that RFs can have on distance perception in VR, we used a blind walking task to explore the effect of three head-centric RFs (a mesh mask, a nose, and a hat) on egocentric distance estimation. We performed a mixed-design study where we compared the effect of each of our chosen RFs across different environmental conditions and target distances in different 3D environments. We found that at near and mid-field distances, certain RFs can improve the user's distance estimation accuracy and reduce distance underestimation. Additionally, we found that participants judged distance more accurately in cluttered environments compared to uncluttered environments. Our findings show that the characteristics of the 3D environment are important in distance estimation-dependent tasks in VR and that the addition of head-centric RFs, a simple avatar augmentation method, can lead to meaningful improvements in distance judgments, user experience, and task performance in VR.

For those with attention deficit hyperactivity disorder (ADHD), social interactions involving high levels of face-to-face interaction can raise stress levels and emotional dysregulation. Using animated avatar video models may mitigate potential emotional dysregulation while learning social skills in these populations. This study examined autonomic data of adolescents aged 7-13 diagnosed with attention deficit hyperactivity disorder (ADHD), n=5 during avatar animated video modeling (AAVM) of social and emotional skills. This was a replication study with the addition of biofeedback data collection and a change of population. Participants were given three Nearpod training modules with AAVM and multiple-choice quizzes on self-awareness, social awareness, and relationship skills. Using a multiple baseline design, we collected Social Emotional Learning (SEL) scores at baseline, and during each phase of intervention. During all phases, we collected heart rate and analyzed heart rate variability (HRV) metrics: standard deviation of N-N intervals (SDNN), high frequency (HF), low frequency (LF), and HF/LF ratio). We also collected real-time somatic data: muscle tension (EMG), skin conductance (SC), and skin temperature (temp). The somatic autonomic data were not analyzed as part of this thesis. Results suggest that persons with ADHD may benefit from avatar animated video modeling delivered instruction based on patterns in autonomic data, increases in scores on the targeted skills taught during instruction, and participant's expressions about this method of learning. In future research and practice the population for this content could be narrowed to age 8-12. Reliable but smaller and less obtrusive biofeedback devices are currently available, and having several accessible options is recommended.

The dynamic development of new technologies influences consumers in many different ways reaching far beyond the shift in consumption patterns, challenging the way consumers live their lives. The role of new information technologies is continually growing in our daily lives changing the way we see the self and the world around us. Consequently, the advent of the computer culture incites a radical rethinking of who we are and the nature of being human, which clearly illustrates the postmodern age. As a result, over the past decades consumer research has moved away from simply viewing consumers as information processors to consumers as socially conceptualized beings. This Consumer Culture Theory (CCT) movement views consumers and consumer behaviour as articulations of meanings and materiality within the productive of complex cultural milieu. This ethnographic thesis focuses on the three-dimensional virtual world of Second Life, which is a ¿Real Life¿ simulation and where the residents represent themselves through ¿avatars¿, creating a kind of virtual materiality. This raises interesting questions for consumer researchers, not just about how consumption is enacted, produced and articulated within this environment, but also in relation to theoretical and methodological issues. More specifically, this thesis critically examines the development of interpretive consumer research and the emergence of the Consumer Culture Theory framework in the context of the juxtaposition of reality and hyperreality and takes a position which goes beyond the 'body in the net/physical body' binary. Therefore, this thesis places the ¿avatar-as-consumer¿ at the centre of the research focus. The current thesis develops a theoretical framework which examines the role of consumption in resolving key paradoxes. Moreover, it extends the netnography framework from mainly text based research to the visual characteristics of virtual worlds so that it can be useful for the study of complex online environments and as a result, how the role of the researcher goes beyond netnography to virtualography is discussed.

Psykisk ohälsa har blivit alltmer vanligt förekommande och identifieras idag som ett globalt problem. Siffror för unga svenskar i åldersspannet 16-29 år som lider av psykiska problem visar oroväckande ökningar under de senaste 15 åren. Samtidigt som det sker en ökning av psykiska problem genomförs studier som belyser vikten av AI inom hälsosektorn. Dessa studier omfattar både fördelar och begränsningar, där ett återkommande tema är bristande acceptans från användarens sida. Syftet med denna studie är att undersöka acceptansen hos unga vuxna män och kvinnor i Sverige, i åldersspannet 16-29 år. Acceptansen undersöks genom en kvantitativ enkätundersökning baserad på TAM (technology acceptance model). Enkätundersökningen inkluderade totalt 73 respondenter. Vi vill dock påpeka att detta antal kan begränsa validiteten och möjligheten till generalisering.  För respektive chatbotar och avatarer har fem hypoteser definierats, varav samtliga gällande chatbotar accepteras medan fyra av fem gällande avatarer. Resultaten från studiens hypoteser visar tydliga relationer, med positiva korrelationer och signifikanta värden på en-procentsnivå (p < 0,01). Det framkommer klara samband mellan uppfattad användarvänlighet och uppfattad användbarhet, uppfattad användbarhet och attityd till användning, samt mellan attityd till användning och förmodad användning. Dessa resultat, baserade på insamlad data från studiens enkätundersökning, avslöjar en övergripande låg acceptans bland unga svenskar när det gäller AI-integrerad hälsorådgivning, och att det finns en viss oro och tveksamhet när det gället användningen av AI inom psykvården. / Mental health issues have become increasingly common and are now identified as a global problem. Figures for young Swedes aged 16-29 suffering from mental health problems show alarming increases over the past 15 years. Concurrently with the rise in mental health issues, studies highlighting the importance of AI in the healthcare sector are being conducted. These studies cover both advantages and limitations, with a recurring theme being a lack of acceptance from users. The purpose of this study is to examine the acceptance among young adults, both men and women, in Sweden, within the age range of 16-29 years. Acceptance is investigated through a quantitative survey based on the Technology Acceptance Model (TAM). The survey included a total of 73 respondents. However, we would like to point out that this number may limit the validity and generalizability of the findings. For both chatbots and avatars, five hypotheses have been defined, with all related to chatbots being accepted while four out of five related to avatars are accepted. The results of the study's hypotheses show clear relationships, with positive correlations and significant values at the one percent level (p < 0.01). There are clear connections between perceived ease of use and perceived usefulness, perceived usefulness and attitude toward use, as well as between attitude toward use and intended use. These results, based on collected data from the survey, reveal an overall low acceptance among young Swedes regarding AI-integrated health advice and indicate a certain level of concern and hesitation regarding the use of AI in mental healthcare

Digital games incorporate systems that allow players to customise and develop their controllable in-game representative (avatar) over the course of a game. Avatar customisation systems represent a point at which the goals and values of players interface with the intentions of the game developer forming a dynamic and complex relationship between system and user. With the proliferation of customisable avatars through digital games and the ongoing monetisation of customisation options through digital content delivery platforms it is important to understand the relationship between player and avatar in order to provide a better user experience and to develop an understanding of the cultural impact of the avatar. Previous research on avatar customisation has focused on the users of virtual worlds and massively multiplayer games, leaving single-player avatar experiences. These past studies have also typically focused on one particular aspect of avatar customisation and those that have looked at all factors involved in avatar customisation have done so with a very small sample. This research has aimed to address this gap in the literature by focusing primarily on avatar customisation features in single-player games, aiming to investigate the relationship between player and customisation systems from the perspective of the players of digital games. To fulfill the research aims and objectives, the qualitative approach of interpretative phenomenological analysis was adopted. Thirty participants were recruited using snowball and purposive sampling (the criteria being that participants had played games featuring customisable avatars) and accounts of their experiences were gathered through semi-structured interviews. Through this research, strategies of avatar customisation were explored in order to demonstrate how people use such systems. The shortcomings in game mechanics and user interfaces were highlighted so that future games can improve the avatar customisation experience.

The overall purpose of this mixed method study was to describe adolescents’ experiences of ease while enduring treatment for cancer. Specifically, the study used avatar image-guided story-sharing (AIGSS) to explore adolescent sense-of-self, experiences of feeling uneasy, descriptions of qualities of ease, and best places for finding ease during treatment. The innovative research approach used in this study incorporated avatar images representing ‘ease’ in typical environments. By testing a developmentally relevant approach, AIGSS, to explore ease for adolescents enduring cancer, this study addressed a pressing need for meaningful approaches to engage adolescents in health-related dialogue about what matters most. While 10 qualities captured adolescent ease (beauty, fun, safety, strength, connectedness, calmness, rest, comfort, independence, and familiarity), connectedness, strength, fun, rest, and safety were the most significant qualities of ease threaded throughout stories. Two themes of self-reflected identity emerged: (a) valued personal qualities (extrinsic/admired) and (b) infused unique demeanors. Three themes described adolescent uneasiness during cancer treatment: (a) persistent uncertainty, (b) fearful anticipation, and (c) disrupted self. While home was most conducive for ease, personal meaning was given to the hospital enabling finding ease. This new knowledge is foundational for nurses who support adolescents during cancer treatment. This research lays the groundwork to re-define ease as a relevant outcome of quality nursing care, focusing on positive outcomes rather than catastrophic ones such as infection and death. Advancing caring science with interactive participative research enhanced communication with adolescents, having implications for both clinical research and pediatric oncology nursing practice. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection