| 1. |
- Fauville, Geraldine, et al.
(författare)
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Impression Formation From Video Conference Screenshots: The Role of Gaze, Camera Distance, and Angle
- 2022
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Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:1
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Tidskriftsartikel (refereegranskat)abstract
- This preregistered experiment examines the impact of three nonverbal cues displayed through video conference screenshots (i.e., gaze direction, distance between the face and the camera, camera angle) on impression formation. Actors in video conference screenshots each portrayed one of 18 nonverbal cue configurations that manipulated gaze (at the camera, on-screen, or off-screen), camera distance (close or far), and camera angle (high, eye-level, or low). Study participants (N = 3,982) rated the actors on nine interpersonal dimensions (e.g., likeability). Findings showed significant effects of gaze and camera angle on impression formation, with gaze on-camera positively associated with likeability, social presence and interpersonal attraction, and with high camera angles increased interpersonal attraction and decreased threat perceptions compared to low angles. Although the actors’ distance in relation to the camera did not affect impression formation, the interaction between distance and gaze was positively associated with threat judgment and social presence such that faces closer to the camera and maintaining direct gaze were rated as more socially present and threatening than the other three conditions. Finally, participants’ gender also played an important role as women, regardless of actors’ nonverbal behaviors and demographics, reported higher likeability judgment and lower threat judgments than men. These results contribute to the body of knowledge concerning nonverbal behavior in video conferences and how these compare and differ from face-to-face interaction. Moreover, through the use of video conference screenshots, these results inform video conference users concerning how their nonverbal behaviors might impact how they are perceived by others.
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| 2. |
- Fauville, Geraldine, et al.
(författare)
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Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men
- 2021
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Ingår i: SSRN Electronic Journal. - : SSRN. - 1556-5068.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- There is little data on Zoom Fatigue, the exhaustion that follows video conference meetings. This paper administers the Zoom Exhaustion & Fatigue scale to 10,591 participants from a convenience sample and tests the associations between five theoretical nonverbal mechanisms and Zoom Fatigue – mirror anxiety, being physically trapped, hyper gaze from a grid of staring faces, and the cognitive load from producing and interpreting nonverbal cues. First, we show that daily usage predicts the amount of fatigue, and that women have longer meetings and shorter breaks between meetings than men. Second, we show that women have greater Zoom fatigue than men. Third, we show that the five nonverbal mechanisms for fatigue predict Zoom fatigue. Fourth, we confirm that mirror anxiety mediates the difference in fatigue across gender. Exploratory research shows that race, age, and personality relate to fatigue. We discuss avenues for future research and strategies to decrease Zoom fatigue.
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| 3. |
- Fauville, Geraldine, et al.
(författare)
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Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community
- 2020
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871.
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Tidskriftsartikel (refereegranskat)abstract
- © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Ocean Acidification (OA) is an emerging environmental issue that is still largely unknown to the public and in its infancy in terms of educational strategies. OA teaching material should address the specific challenges that educators face while building learners’ understanding of OA. The objective of this study is two-fold. First, we identified the barriers to teaching OA as experienced by formal and informal marine educators. Second, we provided educators an opportunity to experience virtual reality and discuss how it could serve as a tool for face-to-face and distance learning to address the identified challenges. The findings shed light on four overarching themes of challenges to teaching OA: lack of science literacy, unprepared education field, complex and invisible nature of OA and lack of personal connection with the ocean. Marine educators consider empowerment, perspective-taking and visualization as the three principal avenues through which virtual reality may contribute to mitigating the challenges to teaching OA.
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| 4. |
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| 5. |
- Fauville, Geraldine, et al.
(författare)
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Zoom Exhaustion & Fatigue Scale
- 2021
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Ingår i: Computers in Human Behavior Reports. - : Elsevier BV. - 2451-9588. ; 4
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Tidskriftsartikel (refereegranskat)abstract
- In 2020, video conferencing went from a novelty to a necessity, and usage skyrocketed due to shelter-in-place throughout the world. However, there is a scarcity of academic research on the psychological effects and mechanisms of video conferencing, and scholars need tools to understand this drastically scaled usage. The current paper presents the development and validation of the Zoom Exhaustion & Fatigue Scale (ZEF Scale). In one qualitative study, we developed a set of interview prompts based on previous work on media use. Those interviews resulted in the creation of 49 survey items that spanned several dimensions. We administered those items in a survey of 395 respondents and used factor analyses to reduce the number of items from 49 to 15, revealing five dimensions of fatigue: general, social, emotional, visual, and motivational fatigue. Finally, in a scale validation study based on 2724 respondents, we showed the reliability of the overall scale and the five factors and demonstrated scale validity in two ways. First, frequency, duration, and burstiness of Zoom meetings were associated with a higher level of fatigue. Second, fatigue was associated with negative attitudes towards the Zoom meetings. We discuss future directions for validation and expansion of the scale.
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| 6. |
- Mado, Marijn, et al.
(författare)
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Accessibility of Educational Virtual Reality for Children During the COVID-19 Pandemic
- 2022
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Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:1
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Tidskriftsartikel (refereegranskat)abstract
- This article provides an exploratory inquiry into children’s use of educational virtual reality (VR) at home, thereby complementing prior experimental research about the effects of VR on children. In order to assess the potentially innovative role that VR can play in remote instruction, this study collected data from parents and legal guardians reporting on their children’s VR use at home during the first wave of the shelter-in-place measures resulting from the coronavirus disease (COVID-19) pandemic. From April to July 2020, parents and legal guardians who own VR devices participated in a survey (n = 311), longitudinal follow-up surveys (n = 60), and in-depth interviews (n = 20). The results indicate how VR can function as an innovative tool for socioemotional learning in a situation of remote instruction by (a) enhancing school materials and (b) sparking conversations about current affairs. Additionally, the results highlight two main barriers obstructing children’s learning with VR. First, VR technology is gendered and may hinder the usage of both women and girls. Second, educational content is hard to find and lacks contextualizing complementary materials. With regard to the first barrier, the authors argue that the gender issue should be addressed in order to make VR more accessible to all children. This article addresses the second barrier by providing a database of educational VR applications. Ultimately, educational VR applications should be complemented with contextualizing materials to reach VR’s potential as an innovative learning tool.
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| 7. |
- Queiroz, Anna Carolina, et al.
(författare)
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Do Students Learn Better With Immersive Virtual Reality Videos Than Conventional Videos? A Comparison of Media Effects With Middle School Girls
- 2022
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Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:3, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- This article presents two studies comparing the effects of educational immersive virtual reality (IVR) versus traditional videos on conceptual knowledge and self-efficacy. Learning was measured through multiple-choice questions assessing conceptual knowledge and open-ended questions assessing knowledge understanding, knowledge application, and knowledge creation, based on Bloom’s taxonomy of learning objectives. In Experiment 1, 53 eighth-grade students from an all-girls school learned about humans’ impact on the ocean through either 360° videos, using a virtual reality (VR) headset, or through traditional videos, using a computer monitor. Measures were taken before and right after treatment. In Experiment 2, 139 sixth-to-eighth grade students from the same school used the same instructional material and equipment from Experiment 1, and measures were taken four times (before treatment, right after two treatment sessions, and 5 weeks after treatment). Also, we measured learning agency and investigated its mediation role between condition and self-efficacy. The groups did not differ on the multiple-choice scores assessing conceptual knowledge in Experiment 1. In Experiment 2, participants in the IVR group scored higher for knowledge creation than participants in the desktop group, but not knowledge understanding or knowledge application. The IVR group scored higher on self-efficacy than the desktop group in Experiment 1, but not in Experiment 2. Finally, learning agency mediated the relationship between condition and self-efficacy in Experiment 2, indicating a possible mechanism underlying immersion effects on self-efficacy. Results are discussed in light of cognitive sciences and their implication for learning in immersive virtual reality.
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| 8. |
- Queiroz, Anna C.M., et al.
(författare)
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Too tired to connect: Understanding the associations between video-conferencing, social connection and well-being through the lens of zoom fatigue
- 2023
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Ingår i: Computers in Human Behavior. - 0747-5632 .- 1873-7692. ; 149
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Tidskriftsartikel (refereegranskat)abstract
- Video-conferencing use has increased significantly in recent years, highlighting the need to understand its impact on individuals' psychological experiences. We conducted two large survey studies (total N = 3920) to examine the relationship between video-conferencing, video-conference fatigue (Zoom fatigue), and individuals' feelings of social connection, social skills, and life satisfaction. Study 1 showed that people tended to feel more connected to others when video-conference meetings were frequent, brief and conducted with small groups, compared to long meetings with many participants. As meetings became longer and more frequent, people felt less socially connected and reported increased video-conference fatigue. Feeling cognitively or emotionally exhausted from engaging in video-conferencing may limit the ability to meaningfully engage with others in the call. In Study 2, mediation analyses indicated that increased video-conferencing could undermine life satisfaction by increasing video-conference fatigue. Furthermore, we compared participants’ perceptions of their social skills between in-person and video-conferencing meetings, and found people consistently felt less skilled in video-conferences than during in-person meetings. We discuss these findings in the context of widespread remote work and the need to protect well-being in this digital era.
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| 9. |
- Queiroz, Anna Carolina Muller, et al.
(författare)
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Tradução, validação e aplicação da Escala ZEF (ZEF Scale) para avaliação da Fadiga Zoom na população brasileira
- 2021
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Ingår i: SSRN Electronic Journal. - : SSRN. - 1556-5068.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- O uso de videoconferências vem aumentando consideravelmente. Em 2021, a Escala ZEF (Zoom Fatigue and Exhaustion Scale) foi desenvolvida e validada para avaliar a fadiga decorrente do uso de videoconferência em 5 domínios (geral, visual, social, motivacional e emocional). Este estudo apresenta a tradução da Escala ZEF para o português, a validação transcultural para o Brasil e a validação contextual da Escala ZEF nos contextos educacional e empresarial. Os resultados da análise fatorial confirmatória, dos testes de confiabilidade e de validação, considerando uma amostra de 633 participantes do Brasil, indicaram que a tradução e a validação transcultural foram realizadas com sucesso e a versão em português da Escala ZEF é adequada para ser utilizada com a população brasileira. Uma análise fatorial multigrupo indicou que a configuração e os parâmetros da Escala ZEF são semelhantes nos contextos educacional e empresarial, validando sua aplicação para esses contextos. Além disso, o presente estudo mostrou uma replicação dos resultados de estudos anteriores sobre as associações entre o uso de videoconferência (duração, frequência e proximidade entre as sessões) e a pontuação na Escala ZEF, e também dos efeitos de gênero na fadiga, sendo que as mulheres relataram níveis de fadiga em média 20,6% maior do que os homens. Identificou-se também a replicação de resultados de estudos anteriores quanto a associação entre os níveis de fadiga e a idade, com uma redução da fadiga com o aumento da idade. Finalmente, os resultados mostraram que os participantes que usam videoconferências principalmente para fins de estudo relataram níveis de fadiga em média 16,7% mais elevados do que os participantes que usam videoconferências para o trabalho. A escala está disponível em: https://vhil.stanford.edu/zef/
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| 10. |
- Queiroz, Anna, et al.
(författare)
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The Efficacy of Virtual Reality in Climate Change Education Increases with Amount of Body Movement and Message Specificity
- 2023
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 15:7
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Tidskriftsartikel (refereegranskat)abstract
- Climate change impacts are felt globally, and the impacts are increasing in severity and intensity. Developing new interventions to encourage behaviors that address climate change is crucial. This pre-registered field study investigated how the design of a virtual reality (VR) experience about ocean acidification could impact participants’ learning, behavior, and perceptions about climate change through the manipulation of the experience message framing, the sex of voice-over and the pace of the experience, and the amount of participants’ body movement. The study was run in 17 locations such as museums, aquariums, and arcades in the U.S., Canada, the U.K., and Denmark. The amount of body movement was a causal mechanism, eliciting higher feelings of self-efficacy while hindering learning. Moreover, linking the VR narrative about ocean acidification linguistically to climate change impaired learning compared to a message framing that did not make the connection. As participants learned more about the experience, they perceived the risks associated with ocean acidification as higher, and they were more likely to engage in pro-climate behavior. The results shed light on the mechanisms behind how VR can teach about ocean acidification and influence climate change behavior.
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