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Abstract: The embodiment of avatars in virtual reality (VR) is a promising tool for enhancing the user's mental health. A great example is the treatment of body image disturbances, where eliciting a full-body illusion can help identify, visualize, and modulate persisting misperceptions. Augmented reality (AR) could complement recent advances in the field by incorporating real elements, such as the therapist or the user's real body, into therapeutic scenarios. However, research on the use of AR in this context is very sparse. Therefore, we present a holographic AR mirror system based on an optical see-through (OST) device and markerless body tracking, collect valuable qualitative feedback regarding its user experience, and compare quantitative results regarding presence, embodiment, and body weight perception to similar systems using video see-through (VST) AR and VR. For our OST AR system, a total of 27 normal-weight female participants provided predominantly positive feedback on display properties (field of view, luminosity, and transparency of virtual objects), body tracking, and the perception of the avatar’s appearance and movements. In the quantitative comparison to the VST AR and VR systems, participants reported significantly lower feelings of presence, while they estimated the body weight of the generic avatar significantly higher when using our OST AR system. For virtual body ownership and agency, we found only partially significant differences. In summary, our study shows the general applicability of OST AR in the given context offering huge potential in future therapeutic scenarios. However, the comparative evaluation between OST AR, VST AR, and VR also revealed significant differences in relevant measures. Future work is mandatory to corroborate our findings and to classify the significance in a therapeutic context.

Abstract: The purpose of this study is to examine whether pre-service teachers studying classroom management (CM) in a virtual reality (VR)-supported setting enhance their CM competencies more than students do in a setting using conventional methods. With this aim in mind and to address a lack of available situations of practicing and reflecting CM competencies besides simply gaining theoretical knowledge about CM in education, we integrated a novel fully immersive VR application in selected CM courses. We evaluated the development of self-assessed and instructor-rated CM competencies and the learning quality in the different learning conditions. Additionally, we evaluated the presence, social presence, believability and utility of the VR application and the VR-assisted and video-assisted course. Participants were pre-service teachers (n = 55) of the university of XXX who participated in a quasi-experimental pre-test/post-test intervention. The students were randomly assigned to one of two intervention groups: the test group used ProjectName during the term (n = 39), and the comparison group's learning was video-assisted (n = 16). The instructor rating shows significant differences between the VR group and the video group, the two points of measurement and for the interaction between the condition and time of measurement. It demonstrates a highly significant improvement in CM competencies in the VR setting between the pre-test and post-test (p < 0.001, Cohen's d = 1.06) as compared to the video-based setting. The participants of the VR setting themselves rated their CM competencies in the post-test significantly higher than in the pre-test (p = 0.02, Cohen's d = 0.39). Interestingly, the video group also rated themselves better in the post-test (p = 0.02, Cohen's d = 0.67), which reveals that self-assessment and external assessment show different results. In addition, we observed that even if both groups gained similar theoretical knowledge, the CM competencies developed to a greater degree in the VR-based settings. The participants rated the CM training system a useful tool to evaluate and reflect on individual teacher actions. Its immersion contributes to a high presence and the simulation of realistic scenarios in a CM course. These findings suggest that VR-based settings can lead to a higher benefit in the enhancement of pre-service teachers' CM competencies.

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Abstract: Joint applications of virtual reality (VR) systems and electroencephalography (EEG) offer numerous new possibilities ranging from behavioral science to therapy. VR systems allow for highly controlled experimental environments, while EEG offers a non-invasive window to brain activity with a millisecond-ranged temporal resolution. However, EEG measurements are highly susceptible to electromagnetic (EM) noise and the influence of EM noise of head-mounted-displays (HMDs) on EEG signal quality has not been conclusively investigated. In this paper, we propose a structured approach to test HMDs for EM noise potentially harmful to EEG measures. The approach verifies the impact of HMDs on the frequency- and time-domain of the EEG signal recorded in healthy subjects. The verification task includes a comparison of conditions with and without an HMD during (i) an eyes-open vs. eyes-closed task, and (ii) with respect to the sensory- evoked brain activity. The approach is developed and tested to derive potential effects of two commercial HMDs, the Oculus Rift and the HTC Vive Pro, on the quality of 64-channel EEG measurements. The results show that the HMDs consistently introduce artifacts, especially at the line hum of 50 Hz and the HMD refresh rate of 90 Hz, respectively, and their harmonics. The frequency range that is typically most important in non-invasive EEG research and applications (<50 Hz) however, remained largely unaffected. Hence, our findings demonstrate that high-quality EEG recordings, at least in the frequency range up to 50 Hz, can be obtained with the two tested HMDs. However, the number of commercially available HMDs is constantly rising. We strongly suggest to thoroughly test such devices upfront since each HMD will most likely have its own EM footprint and this article provides a structured approach to implement such tests with arbitrary devices.

Abstract: This exploratory study presents the findings and implications of a three-hour further development workshop implemented with a convenience sample of six teacher educators from a German university. The workshop aimed at fostering the Teacher Educator Technology Competencies (TETCs)—with a special focus on virtual reality (VR)—while reverting to the didactic principle of action orientation. To test whether this didactic principle is suitable for fostering the media pedagogical competencies of the target group in and with VR and to identify further design principles, a mixed-methods approach was utilized. The data collection consisted of focus group interviews, which were analyzed via qualitative content analysis, and Teacher Educator Technology Surveys (TETS). The analysis revealed that action orientation is a valuable addition to established didactical models in higher education (HE). Also...

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