当行动比言语大声说话时:探索双向协作VR中的非语言和副语言特征
Dennis Osei Tutu1,2, Sepideh Habibiabad1, Wim Van den Noortgate2
1imec-mict-UGent, Department of Communication Sciences, Ghent University, Miriam Makebaplein 1, 9000 Ghent, Belgium.
Sensors (Basel, Switzerland)
|September 13, 2025
概括
虚拟现实 (VR) 培训可以通过分析协作期间的非语言和准语言行为来客观地评估软技能. 虚拟现实中的任务设计影响了沟通模式,为技能发展提供了数据驱动的洞察力.
科学领域:
- 人与计算机的交互
- 认知科学 认知科学
- 教育技术的教育技术
背景情况:
- 沟通和协作等软技能至关重要,但训练和客观评估具有挑战性.
- 传统的方法,如角色扮演,遭受主观的评估和时间密集的分析.
- 虚拟现实 (VR) 为沉浸式训练和客观行为数据捕获提供了一个可扩展的解决方案.
研究的目的:
- 调查虚拟现实环境中的不同任务设计如何影响二极合作期间的非语言和准语言行为.
- 将共享视觉访问和动态手势操作的VR任务与需要通过分离和轮番进行口头协调的VR任务之间的行为差异进行比较
- 探索VR在以数据为导向的协作技能评估中的潜力.
主要方法:
- 参与者在虚拟现实环境中参与了两个不同的协作拼图任务.
- 收集了多模式跟踪数据,包括目光,手势,面部表情和语音.
- 使用集群分析来区分两种任务设计中的行为概况.
主要成果:
- 一个更受约束的VR任务 (任务2) 导致了对个别工作空间的视觉关注,减少了对合作伙伴的关注.
- 在具有共享视觉访问 (任务1) 的任务中,手势频率更高.
- 在强制轮换条件下 (任务2) 语音持续时间和语音结构增加,口头描述改善了联合注意力.
结论:
- 虚拟现实任务设计在协作过程中显著塑造非语言和副语言沟通行为.
- 虚拟现实提供了一个强大的工具,可以引起特定的软技能相关的行为,从而实现客观的,数据驱动的评估.
- 结果支持开发可扩展的基于VR的评估框架,用于培训,适应性代理和人类-AI合作.
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