Modeling Emotions for Training in Immersive Simulations (METIS): A Cross-Platform Virtual Classroom Study

Abstract

Virtual training environments (VTEs) using immersive technology have been able to successfully provide training for technical skills. Combined with recent advances in virtual social agent technologies and in affective computing, VTEs can now also support the training of social skills. Research looking at the effects of different immersive technologies on users’ experience (UX) can provide important insights about their impact on user’s engagement with the technology, sense presence and co-presence. However, current studies do not address whether emotions displayed by virtual agents provide the same level of UX across different virtual reality (VR) platforms. In this study, we considered a virtual classroom simulator built for desktop computer, and adapted for an immersive VR platform (CAVE). Users interact with virtual animated disruptive students able to display facial expressions, to help them practice their classroom behavior management skills. We assessed effects of the VR platforms and of the display of facial expressions on presence, co-presence, engagement, and believability. Results indicate that users were engaged, found the virtual students believable and felt presence and co-presence for both VR platforms. We also observed an interaction effects of facial expressions and VR platforms for co-presence (p = .018 < .05).