Wyssenbach, Thomas
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Exploring the effects of segmentation when learning with Virtual Reality and 2D displays: a study with airport security officers
Validation of Driving Simulation in a Virtual Reality Setting: The Effects of Age, Sex and Simulation Technology on Driving Behavior
Rapid progress in virtual reality technology empowers immersive and naturalistic driving simulations also for low budget. The technology enables researcher with the means to test different variables in road traffic riskless and reproducible. In real traffic scenarios, differences in driving behavior and safety related-perception can be observed. The object of our study was to develop a low-budget driving simulation environment and to enable a riskless testing of future traffic scenarios.
Simulationsunterstützte soziotechnische Optimierung von Luftsicherheitskontrollstellen
Segmentierung beeinflusst das Lernen: Eine Studie zur Wissensvermittlung durch Virtual Reality und 2D-Bildschirmen mit Flughafensicherheitspersonal
Nonverbales Verhalten von Interviewenden beeinflusst die Kompetenzbewertung von Bewerbenden in Einstellungsinterviews. Eine Studie zu sozialer Beeinflussung mit 360-Grad Videos - mit Virtual Reality und 2D Bildschirmen
Einführung zu Virtual Reality
Einführung zu Virtual Reality: Abgrenzung zu anderen immersiven Technologien, Wahrnehmung des Menschen, Hard- und Software, Anwendungen in der Praxis, Zukunft und Metaverse
Nonverbal behavior of interviewers influences the competence ratings of observers in recruitment interviews: a study investigating social influence using 360‑degree videos with virtual reality and 2D screen displays
This study examined whether an interviewer’s nonverbal behavior influences observers’ competence ratings in a recruitment interview using 360-degree videos experienced with immersive virtual reality (VR-cardboard) and 2D screen displays. Participants (n = 110) observed a recruitment interview and assessed three competences of the applicant (behavior in a team, customer care, and sales skill). We used a 2 × 2 design with the nonverbal behavior (positive vs. negative) of the interviewer and display type (VR-cardboard vs. 2D screen display) as between-subjects factors. After observing interview sequences and providing competence ratings, participants also rated different aspects of immersion using the augmented reality immersion questionnaire (ARI; Georgiou and Kyza in Int J Hum Comput Stud 98: 24–37, 2017) and their overall satisfaction with the experience. For two of the three competences (customer care and behavior in a team), we found that observers gave higher competence ratings when the interviewer’s nonverbal behavior was positive compared to when it was negative. This social influence effect was similar for 360-degree videos experienced with immersive VR and 2D screen displays. VR resulted in higher immersion than 2D screen displays regarding the dimensions of flow and presence. Our results suggest that the ARI questionnaire can be used to reliably assess 360-degree videos experienced with immersive VR and 2D screen displays.