Exploring an Affective and Responsive Virtual Environment to Improve Remote Learning
Exploring an Affective and Responsive Virtual Environment to Improve Remote Learning
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DOI：
10.3390/virtualworlds2010004
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发表时间：
2023-03
期刊：
影响因子：
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通讯作者：
Jianing Qi;Hao Tang;Zhigang Zhu
中科院分区：
文献类型：
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作者：
Jianing Qi;Hao Tang;Zhigang Zhu
在线课程通常使用视频会议软件进行，如Zoom、Microsoft Teams和Google Meet。研究已经发现了在线学习的弊端，比如以分心和缺乏参与度为特征的“变焦疲劳”。这项研究介绍了CUNY情感和响应虚拟环境(CUVE)中心，这是一个新型的虚拟现实中心，它使用面部情感分类模型来生成3D虚拟教室环境中情感和非正式响应交互的表情符号。基于网络的机器学习模型被用于面部情绪分类，使学生能够在虚拟教室中通过自动网络摄像头捕获实时交流四种基本情绪，而无需激活摄像头。实验在本科生班级上进行，调查结果表明，与Zoom相比，学生对虚拟课堂中的互动有积极的看法。自动表情符号和互动之间的相关性也被观察到。这项研究讨论了改善互动的可能解释，包括当学生不露面时，他们的压力减少了。此外，传统远程教室中的视频面板可能对交流有用，但对互动没有帮助。学生更喜欢虚拟现实中的功能，如空间音频和四处移动的能力，协作被认为是最有帮助的功能。
Online classes are typically conducted by using video conferencing software such as Zoom, Microsoft Teams, and Google Meet. Research has identified drawbacks of online learning, such as “Zoom fatigue”, characterized by distractions and lack of engagement. This study presents the CUNY Affective and Responsive Virtual Environment (CARVE) Hub, a novel virtual reality hub that uses a facial emotion classification model to generate emojis for affective and informal responsive interaction in a 3D virtual classroom setting. A web-based machine learning model is employed for facial emotion classification, enabling students to communicate four basic emotions live through automated web camera capture in a virtual classroom without activating their cameras. The experiment is conducted in undergraduate classes on both Zoom and CARVE, and the results of a survey indicate that students have a positive perception of interactions in the proposed virtual classroom compared with Zoom. Correlations between automated emojis and interactions are also observed. This study discusses potential explanations for the improved interactions, including a decrease in pressure on students when they are not showing faces. In addition, video panels in traditional remote classrooms may be useful for communication but not for interaction. Students favor features in virtual reality, such as spatial audio and the ability to move around, with collaboration being identified as the most helpful feature.