Non verbal communication in collaborative virtual environments

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Non verbal communication in collaborative virtual environments

Received Apr 19; Accepted Sep 3. This article has been cited by other articles in PMC. Abstract The scope of this research is to examine whether facial expression of the students is a tool for the lecturer to interpret comprehension level of students in virtual classroom and also to identify the impact of facial expressions during lecture and the level of comprehension shown by these expressions.

Experimentation was done through survey, which involves quantitative observations of the lecturers in the classroom in which the behaviours of students were recorded and statistically analyzed. The result shows that facial expression is the most frequently used nonverbal communication mode by the students in the virtual classroom and facial expressions of the students are significantly correlated to their emotions which helps to recognize their comprehension towards the lecture.

The achievements of digital communication lead learning communities into a new dimension. By means of communication technologies using different types of learning tools, spaces and forms of interaction virtual learning communities are emerging for many universities and colleges. Distance education enables many learners the opportunity to experience virtual learning environments.

As the World Wide Web becomes an increasingly more popular medium for instructional delivery of distance education, the vision of faculty and students working collaboratively in a virtual Non verbal communication in collaborative virtual environments community is becoming a reality.

The explosion of the knowledge age has changed the context of what is learnt and how it is learnt to the concept of virtual classrooms was a manifestation of this knowledge revolution. There is an increase in virtual schools worldwide Theonas et al. However, a major drawback of present virtual schools is the large number of drop out students.

Non verbal communication in collaborative virtual environments

In particular, different researchers suggest that the visual representation of the participant in a virtual environment, possibly in a virtual classroom, increases the potential for person-to-person collaboration and interaction.

This research specifically focused on the facial expressions of the students and the role they play during the virtual lecture. The aim was to identify the level of comprehension shown by these expressions which helps the virtual lecturer to improve their teaching style accordingly that keeps the students interested and enthusiastic during the virtual lectures.

Virtual classroom A virtual classroom Marco Van Der is the use of video, audio and other technology to simulate the traditional class and learning environment as closely as possible. Virtual Education Kurbel refers to instruction in a learning environment where teacher and student are separated by time or space, or both, and the teacher provides course content through course management applications, multimedia resources, the Internet, videoconferencing, etc.

Students receive the content and communicate with the teacher via the same technologies. The physical classroom is a physical room that must be visited at an appropriate time in order to participate in, while a virtual classroom is not physically accessed.

This difference makes a virtual classroom, available to many, adaptable and flexible because of its non- physical location Oakes Hence, the classroom communication in virtual classroom is analogous to the communication in real classroom. In virtual classrooms, synchronous communication is used for learning and teaching, it has been referred as a channel of communication, which learners use to communicate with fellow class members and their lecturer Burbles ; Huloria.

1 Introduction

Lecturers should be conscious of nonverbal communication in the classroom for two basic reasons: It is just as important for lecturers to be good nonverbal communication senders as it is for them to be good receivers. The impact due to communication of the face is so powerful in interaction.

Faces are rich in information about individual identity, and also about mood and mental state, being accessible windows into the mechanisms governing our emotions. Studies reveal that the most expressive way humans display emotions is through facial expressions.

All people thus certainly Lecturers and students use facial expressions to form impressions of another. A study had revealed that the facial expressions of the lecturers kept the students motivated and interested during the lectures Toby et al.

This helps the Lecturers to understand their own weakness and to change it. Lecturers should be highly skilled in understanding the emotions in order to identify the comprehension of the students from their facial expressions itself.

When students are feeling uncomfortable, they may have lowered brow, drawn together brow, horizontal or vertical forehead wrinkles, and have a hard time in maintaining eye contact.

To be a good receiver of student messages, a lecturer must be familiar to many of the subtle nonverbal cues that their students send. Detecting facial landmarks such as position of Forehead, eyes, nose, mouth, etc.

Recognition of emotions from facial expressions involves the task of categorizing active and spontaneous facial expressions to extract information about the underlying emotional states. In this study, the main hypothesis of the first step proposed that facial expression is the widely used nonverbal communication mode by the students in the classroom which in turn helps the lecturers to identify the comprehension of the students.

The second step proposed that the facial expressions through the action units Eyes, Mouth, Eyebrows and Forehead help the lecturers to identify the involvement and comprehension of the students in the classroom during the lecture.

The significance of the study was statistically interpreted.Non-verbal communication in human real-life interaction involves gestures, body movement, facial expressions and speech; Collaborative learning is effective if the group members engage in rich interactions (Dillenbourg, ).

Gaze and task performance in shared virtual environments. Authors. Jeremy N Gary Bente, Kai Vogeley, The Use of Virtual Characters to Assess and Train Non-Verbal Communication in High-Functioning Autism, Frontiers in Human and Transformed Social Interaction in Collaborative Virtual Environments, Presence: Teleoperators and.

In order to avoid a "high potential for misunderstanding" in communication, an ability to express non-verbal social cues is needed to: communicate an understanding of material discussed; signal a participant's turn to speak; and, obtain a better understanding of the material communicated by observing the speaker's non-verbal cues (Preece, ).

Meetings in a Distributed Group of Experts Comparing Face-to-Face, Chat and Collaborative Virtual Environments Report number: TRITA-NA-D, CID ISSN number: ISSN X via a computer the participants need to organise their communication to a higher level since the non-verbal signals are left out.

Sep 12,  · In this work, the effectiveness of a student’s facial expressions in non-verbal communication in a virtual pedagogical environment was investigated first.

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Next, the specific elements of learner’s behaviour for the different emotional states and the relevant facial expressions signaled by the action units were interpreted. The paper is concerned with the design of virtual environments for collaborative design (VECD) – a particular class of collaborative virtual environments (CVEs) that focus on supporting design activities.

VECD are becoming essential collaboration platforms for many designers and their clients, in a wide range of design domains including product, .

Designing a non-verbal language for expressive avatars