Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application of knowledge. Educators, researchers, and practitioners can utilize the new model to enhance the application of career skills and enhance organizational objectives by providing just-in-time training. The new Web-based instructional model can be delivered through multiple platforms including computers, electronic devices, wireless devices and mobile devices. The application of knowledge was delivered through experiential role-play exercises delivered live to the comparison group and virtual, inside Second Life, to the treatment group. An Analysis of Co-Variance (ANCOVA) revealed a significant difference between groups with higher application scores for the students who received the role-play live compared to virtual. In addition, an analysis was conducted to explore factors to consider when examining the cost effectiveness of Web-based instructional content. Factors determined to be important were developmental costs, delivery costs, and reusability of the Web-based instruction.

This thesis investigates the possibility of communication with a PCI eXtensions for Instrumentation (PXI) system from inside of a container or a virtual machine (VM). While the usage of virtual environments with PCI have been established, it was unknown whether it is possible to have an application running inside of a virtual environment and have it communicate with a PXI system outside this environment. Should it be possible to have communication with a PXI system from inside of a virtual environment, this would make it possible to have a virtual environment prepared with all the necessary software for the PXI and this virtual environment could be transferred and installed into other computers without the need to change any of the software.The investigation was done by creating several different test environments to better understand how both the PXI drivers and the virtual environment work and to see how they interact with each other.While it turned out not to be possible to realize such a virtual environment using the equipment described in this thesis, it was learned that it was theoretically possible to make use of VM for communication with a PXI system, although doing this in practice is dependant on the specific PXI modules involved. / Denna avhandling undersöker möjligheten för kommunikation med ett PCI eXtensions for Instrumentation (PXI) system från inuti en container eller en virtuell maskin (VM). Medan användandet av virtuella miljöer med Peripheral Component Interconnect (PCI) är etablerat, det är i nuläget inte känt om det är möjligt att ha en applikation körandes inuti en virtuell miljö och ha den kommunicera med ett PXI system utanför denna miljö. Om det vore möjligt att ha kommunikation från inuti den virtuella miljö, skulle det vara möjligt att ha en virtuell miljö förbered med all nödvändig mjukvara för PXI som kan flyttas och installeras i nya fysiska platser utan att behöva göra ändringar i mjukvaran. Denna undersökningen gjordes genom att skapa flera olika test miljöer för att att ska en bättre förståelse för hur både PXI drivare och den virtuella miljön fungerar och hur de interagerar med varandra. Trots att det visade sig inte var möjligt med den utrustning som beskrivs i denna avhandling, det vissade sig dock vara teoretiskt möjligt att använda VM för kommunikation med PXI system, men det är då starkt beroende på vad för PXI moduler involverade.

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[ES] Comprender el comportamiento humano en situaciones de gestión, planificación y liderazgo dentro de organizaciones constituye un desafío tanto para los científicos como para la sociedad en general y los profesionales de los recursos humanos. Las tomas de decisión, la planificación de recursos, la gestión de equipos y el apoyo y acompañamiento del grupo, son factores que, desde perspectivas como la psicología, sociología, economía o liderazgo, han sido repetidamente estudiados dada su influencia directa en la eficacia final de una organización y de un equipo de trabajo. Actualmente no existe un consenso a la hora de definir el liderazgo. Este concepto, en cambio, se ha abordado desde diferentes perspectivas, por lo que los componentes que se han propuesto para explicar comportamientos de gestión son muy diversos. Una aproximación válida discrimina entre aquellos líderes que focalizan su ejecución en las tareas y en lograr objetivos en base a cumplir plazos y planificación, dando lugar a un liderazgo basado en tareas; y aquellos otros líderes que focalizan su ejecución en cuidar y mejorar las relaciones dentro del equipo, logrando los objetivos mediante la motivación y acompañamiento del grupo, dando lugar a un liderazgo basado en las relaciones. En los estilos de liderazgo basados en tareas y en relaciones se diferencian, por tanto, habilidades de planificación y gestión o hard skills y aspectos relacionales o soft skills, respetivamente. De la misma manera que la definición del estilo de liderazgo se ha abordado desde diferentes aproximaciones, su evaluación también se ha tratado desde diferentes puntos de vista y constituye, hoy en día, un desafío tanto para investigadores como para los profesionales del campo de los recursos humanos y la gestión en organizaciones. Sin embargo, no existe una medida validada para el estilo de liderazgo. La evaluación del liderazgo se ha realizado tradicionalmente mediante metodologías de comportamiento explícitas como cuestionarios o entrevistas, las cuales presentan limitaciones que sesgarían, en última instancia, la evaluación. La relevancia de nuevas técnicas de análisis de comportamiento implícitos, como técnicas ecológicas y basadas en el análisis de la actividad cerebral y ocular en situaciones reales, está despertando un nuevo interés para reconocer y discriminar los diferentes estilos de liderazgo en las organizaciones. De este modo, tareas experimentales y el análisis en laboratorio de conductas y competencias concretas surgen como una solución alternativa capaz de superar barreras interpretativas, pero del mismo modo presentan limitaciones de transferencia a situaciones reales. La realidad virtual surge como una alternativa prometedora para aportar entornos con una mayor transferencia a la vida real y que generen mayor nivel de implicación por parte de los usuarios que los entornos y métodos de evaluación tradicionales, permitiendo aportar medidas implícitas en contexto más reales. Esta propuesta está avalada por numerosos trabajos en el campo de la psicología aplicada, la neuroeconomía y la neurociencia organizacional, que apoyan el uso de la realidad virtual para la evaluación del comportamiento humano. El presente trabajo propone el uso combinado de realidad virtual y metodologías implícitas de la neurociencia organizacional, así como técnicas de análisis de machine learning, para estudiar los comportamientos vinculados al estilo de liderazgo. Partiendo de esta premisa, se describen dos estudios que investigan la sensibilidad de un paradigma pasivo, consistente en la visualización de videos emocionales, y un paradigma activo, consistente en la interacción con un juego serio de realidad virtual, ambos combinando variables implícitas comportamentales y cerebrales o fisiológicas, para determinar el estilo de liderazgo. Los resultados del paradigma pasivo evidenciaron diferencias en la sudoración de la piel, así como en la respuesta eléctrica del cerebro, entre aquellos participante / [CA] Comprendre el comportament humà en situacions de gestió, planificació i lideratge dins d'organitzacions constitueix un desafiament tant per als científics com per a la societat en general i per als professionals dels recursos humans. Les preses de decisió, la planificació de recursos, la gestió d'equips i el suport i acompanyament del grup, són factors que, des de perspectives com la psicologia, la sociologia, l'economia o el lideratge, han estat repetidament estudiats, atesa la seva influència directa en l'eficàcia final una organització i un equip de treball. Actualment no hi ha un consens a l'hora de definir el lideratge. Aquest concepte, en canvi, s'ha abordat des de diferents perspectives, i per això els components que s'han proposat per explicar comportaments de gestió són molt diversos. Una aproximació vàlida discrimina entre aquells líders que focalitzen la seua execució en les tasques i en assolir objectius sobre la base de complir terminis i planificació, donant lloc a un lideratge basat en tasques; i aquells altres líders que focalitzen la seua execució a cuidar i millorar les relacions dins de l'equip, aconseguint els objectius mitjançant la motivació i acompanyament del grup, donant lloc a un lideratge basat en les relacions. En els estils de lideratge basats en tasques i en relacions es diferencien, per tant, habilitats de planificació i gestió o hard skills i aspectes relacionals o soft skills, respectivament. De la mateixa manera que la definició de l'estil de lideratge s'ha abordat des de diferents aproximacions, la seua avaluació també s'ha tractat des de diferents punts de vista i constitueix actualment un desafiament tant per a investigadors com per als professionals del camp dels recursos humans i la gestió en organitzacions. No obstant això, no hi ha una mesura validada per a l'estil de lideratge. L'avaluació del lideratge s'ha realitzat tradicionalment mitjançant metodologies de comportament explícites com ara qüestionaris o entrevistes, les quals presenten limitacions que esbiaixarien, en última instància, l'avaluació. La rellevància de noves tècniques d'anàlisi de comportament implícits, com ara tècniques ecològiques i basades en l'anàlisi de l'activitat cerebral i ocular en situacions reals, està despertant un nou interès per reconèixer i discriminar els diferents estils de lideratge a les organitzacions. D'aquesta manera, tasques experimentals i l'anàlisi al laboratori de conductes i competències concretes sorgeixen com una solució alternativa capaç de superar barreres interpretatives, però de la mateixa manera presenten limitacions de transferència a situacions reals. La realitat virtual sorgeix com una alternativa prometedora per aportar entorns amb una transferència més gran a la vida real i que generen més nivell d'implicació per part dels usuaris que els entorns i mètodes d'avaluació tradicionals, permetent aportar mesures implícites en context més reals. Aquesta proposta està avalada per nombrosos treballs al camp de la psicologia aplicada, la neuroeconomia i la neurociència organitzacional, que donen suport a l'ús de la realitat virtual per a l'avaluació del comportament humà. Aquest treball proposa l'ús combinat de realitat virtual i metodologies implícites de la neurociència organitzacional, així com tècniques d'anàlisi de machine learning per estudiar els comportaments vinculats a l'estil de lideratge. Partint d¿aquesta premissa, es descriuen dos estudis que investiguen la sensibilitat d¿un paradigma passiu, consistent en la visualització de vídeos emocionals, i un paradigma actiu, consistent en la interacció amb un joc seriós de realitat virtual, ambdós combinant variables implícites comportamentals i cerebrals o fisiològiques, per tal de determinar l'estil de lideratge. Els resultats del paradigma passiu van evidenciar diferències en la sudoració de la pell, així com la resposta elèctrica del cervell, entre aquells participants amb estils de lideratge diferent. Els resultats del paradigma / [EN] Understanding human behavior in management, planning and leadership within organizations is a challenge for scientists, society and professionals of human resources. Decision-making, resource planning, team management and group support are factors that, from perspectives such as psychology, sociology, economics or leadership, have been repeatedly studied, motivated by their direct influence on final effectiveness of an organization. Currently, there is no consensus on defining leadership. This concept has been approached from different perspectives and, consequently, the components that have been proposed to explain management behavior are very diverse. An existing valid approach discriminates between those leaders who focus their execution on tasks and on achieving objectives based on meeting deadlines and planning, giving rise to task-oriented leadership; and those leaders who focus their execution on caring for and improving relationships within the team, achieving goals by motivating and accompanying the group, giving rise to relationship-oriented leadership. Task-oriented and relationship-oriented leadership involve, respectively, planning and management skills or hard skills, and relational aspects or soft skills. As for the definition of leadership styles, the evaluation of leadership has also been approached from different points of view and constitutes, today, a challenge for both researchers and professionals in the field of human resources and organizational management. However, there is no validated measure for leadership style. The evaluation of leadership has traditionally been carried out through explicit behavioral methodologies such as questionnaires or interviews, which have limitations that would ultimately bias the evaluation. The relevance of new implicit behavior analysis techniques, such as ecological techniques and those based on the analysis of brain and eye activity in real situations, is awakening a new interest in recognizing and discriminating between different leadership styles in organizations. In this way, experimental tasks and the laboratory analysis of specific behaviors and competencies emerge as an alternative solution capable of overcoming interpretive barriers, but present limitated transference to real situations. Virtual reality emerges as a promising alternative to provide environments with a greater transfer to real life and subjects with a higher level of involvement than traditional environments and evaluation methods, allowing implicit measures to be provided in more real context. This proposal is supported by numerous works in the field of applied psychology, neuroeconomics and organizational neuroscience, which support the use of virtual reality for the evaluation of human behavior. This thesis proposes the combined use of virtual reality and implicit methodologies of organizational neuroscience, as well as machine learning analysis techniques, to study behaviors linked to leadership style. Based on this premise, two studies are described that investigate the sensitivity of a passive paradigm, consisting of viewing emotional videos, and an active paradigm, consisting of interacting with a serious virtual reality-based game, both combining implicit behavioral and brain or physiological responses to determine the leadership style. The results of the passive paradigm showed differences in skin conductance, as well as in the electrical response of the brain, between those participants with different leadership styles. The results of the active paradigm also showed that participants with different leadership styles made different decisions and focused their attention, described by visual behavior variables, on different elements. The results obtained in this thesis, therefore, support the sensitivity of virtual environments and organizational neuroscience methodologies to identify leadership styles, which offers a potential ecological and non-invasive alternative for analyzing leaders / Parra Vargas, E. (2022). Entornos de realidad virtual y neurociencia organizacional para la evaluación de capacidades de liderazgo en organizaciones [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/186130 / TESIS

This dissertation provides empirical evidence for the effects of the fidelity of VR system components, and novel 3D interaction techniques for analyzing volume datasets. It provides domain-independent results based on an abstract task taxonomy for visual analysis of scientific datasets. Scientific data generated through various modalities e.g. computed tomography (CT), magnetic resonance imaging (MRI), etc. are in 3D spatial or volumetric format. Scientists from various domains e.g., geophysics, medical biology, etc. use visualizations to analyze data. This dissertation seeks to improve effectiveness of scientific visualizations. Traditional volume data analysis is performed on desktop computers with mouse and keyboard interfaces. Previous research and anecdotal experiences indicate improvements in volume data analysis in systems with very high fidelity of display and interaction (e.g., CAVE) over desktop environments. However, prior results are not generalizable beyond specific hardware platforms, or specific scientific domains and do not look into the effectiveness of 3D interaction techniques. We ran three controlled experiments to study the effects of a few components of VR system fidelity (field of regard, stereo and head tracking) on volume data analysis. We used volume data from paleontology, medical biology and biomechanics. Our results indicate that different components of system fidelity have different effects on the analysis of volume visualizations. One of our experiments provides evidence for validating the concept of Mixed Reality (MR) simulation. Our approach of controlled experimentation with MR simulation provides a methodology to generalize the effects of immersive virtual reality (VR) beyond individual systems. To generalize our (and other researchers') findings across disparate domains, we developed and evaluated a taxonomy of visual analysis tasks with volume visualizations. We report our empirical results tied to this taxonomy. We developed the Volume Cracker (VC) technique for improving the effectiveness of volume visualizations. This is a free-hand gesture-based novel 3D interaction (3DI) technique. We describe the design decisions in the development of the Volume Cracker (with a list of usability criteria), and provide the results from an evaluation study. Based on the results, we further demonstrate the design of a bare-hand version of the VC with the Leap Motion controller device. Our evaluations of the VC show the benefits of using 3DI over standard 2DI techniques. This body of work provides the building blocks for a three-way many-many-many mapping between the sets of VR system fidelity components, interaction techniques and visual analysis tasks with volume visualizations. Such a comprehensive mapping can inform the design of next-generation VR systems to improve the effectiveness of scientific data analysis. / Ph. D.

Darśana is an an interactive, multi-channel installation offering participants an artistic, somatic immersion in Hindu mythology. The exhibit interprets the Hindu concept of 'darśana'—a practice involving the experience and observance of a deity—through a contemporary lens. At the heart of the installation is Lord Kṛṣṇa, the beloved flutist deity celebrated for his wisdom and charm. Participants are immersed in a digital rendition of his native forested land, Vṛndāvana. Here, they are encouraged to move, dance, and interact with their surroundings. By presenting ancient stories through new media technologies, "Darśana" explores the potential of modern technology to reinterpret and revitalize traditional practices and beliefs for contemporary audiences, drawing their attention to their cultural heritage. / Master of Fine Arts / Darśana is an an interactive, multi-channel installation offering participants an artistic, somatic immersion in Hindu mythology. The exhibit interprets the Hindu concept of 'darśana'—a practice involving the experience and observance of a deity—through a contemporary lens. At the heart of the installation is Lord Kṛṣṇa, the beloved flutist deity celebrated for his wisdom and charm. Participants are immersed in a digital rendition of his native forested land, Vṛndāvana. Here, they are encouraged to move, dance, and interact with their surroundings. By presenting ancient stories through new media technologies, "Darśana" explores the potential of modern technology to reinterpret and revitalize traditional practices and beliefs for contemporary audiences, drawing their attention to their cultural heritage.

This dissertation presents a framework which supports a group-based exploratory approach to learning and integrates 3D gaming methods and technologies with an institutional learning environment. This provides learners with anytime-anywhere access to interactive learning materials, thereby supporting a self paced and personalised approach to learning. A simulation environment based on real world data has been developed, with a computer games methodology adopted as the means by which users are able to progress through the system. Within a virtual setting users, or groups of users, are faced with a series of dynamic challenges with which they engage until such time as they have shown a certain level of competence. Once a series of domain specific objectives have been met, users are able to progress forward to the next level of the simulation. Through the use of Internet and 3D visualisation technologies, an excavation simulator has been developed which provides the opportunity for students to engage in a virtual excavation project, applying their knowledge and reflecting on the outcomes of their decisions. The excavation simulator enhances the student learning experience by providing opportunities for students to engage with the archaeological excavation process in a customisable, virtual environment. Not only does this provide students with an opportunity to put some of the theories they are familiar with into practice, but it also allows for archaeology courses to place a greater emphasis on the practical application of knowledge that occurs during the excavation process. Laconia Acropolis Virtual Archaeology (LAVA) is a co-operative exploratory learning environment that addresses the need for students to engage with archaeological excavation scenarios. By leveraging the immersive nature of gaming technologies and 3D multi-user virtual environments (MUVEs), LAVA facilitates the adoption of exploratory learning practices in environments which have previously been inaccessible due to barriers of space, time or cost.

Η παρούσα διατριβή αναδεικνύει τα πλεονεκτήματα της διδακτικής στρατηγικής της Μάθησης Βασισμένης σε Προβλήματα (ΜΒΠ), αλλά και των περιορισμών που υπάρχουν στην εφαρμογή της στην εργαστηριακή εκπαίδευση. Τα Εικονικά Περιβάλλοντα Πολλών Χρηστών (Multi-User Virtual Environments - MUVEs) όπως το Second Life (SL) είναι τρισδιάστατα συνεργατικά εικονικά περιβάλλοντα τα οποία θα μπορούσαν να αποτελέσουν συμπληρωματικούς ή και εναλλακτικούς κόσμους για την υλοποίηση εργαστηριακών δραστηριοτήτων ΜΒΠ με χαμηλό κόστος, υψηλή διαθεσιμότητα και ασφάλεια. Ο στόχος της παρούσας διατριβής ήταν ο σχεδιασμός και η εμπειρική αξιολόγηση μιας απλής δραστηριότητας ΜΒΠ τόσο στον εικονικό όσο και στον πραγματικό κόσμο. Η εμπειρική αξιολόγηση περιλάμβανε μια περιγραφική (Ν=30) και μια ημι-πειραματική έρευνα (Ν=150) με φοιτητές Πανεπιστημίου. Τα αποτελέσματα υποδεικνύουν ότι δεν υπάρχουν στατιστικά σημαντικές διαφορές μεταξύ των περιβαλλόντων στο μαθησιακό αποτέλεσμα, την ευχρηστία, την ικανοποίηση από τη συνεργασία και την ευχαρίστηση από την εμπειρία. Ωστόσο υπάρχουν ενδείξεις ότι το SL εκλαμβάνεται ως πιο ευχάριστο και άτυπο περιβάλλον μάθησης. Η ικανοποίηση συσχετίζεται θετικά με την αίσθηση παρουσίας. Η δραστηριότητα διαρκεί περισσότερο στο SL λόγω των διαδικασιών χειρισμού και της μειωμένης μη λεκτικής επικοινωνίας, παράγοντες που φαίνεται να «επιβάλλουν» ένα πιο κατακερματισμένο μοτίβο ομιλίας. / This dissertation identifies the advantages of the Problem-Based Learning (PBL) instructional strategy and acknowledges the limitations of classic laboratory education to support it. Multi-User Virtual Environments (MUVEs) like Second Life (SL) are 3D collaborative virtual environments that could act as complementary or alternative worlds for the implementation of PBL activities offering low cost, safe and always available environments. The aim of this dissertation was to design and empirically evaluate a simple PBL activity in both the real and virtual worlds, by carrying out a descriptive study (N=30) and a quasi-experimental study (N=150) with University students. The results showed that the MUVE provided similar learning outcomes, engagement, usability and satisfaction to the real world condition. SL is perceived as more pleasurable and informal learning environment than reality. Satisfaction is positively correlated with presence. The PBL activity tends to last longer in SL that in real world, mainly due to control procedures and reduced nonverbal communication, that also “impose” a more fragmented pattern of verbal communication.