This article reports the impact of the degree of personalization and individualization of users' avatars as well as the impact of the degree of immersion on typical psychophysical factors in embodied Virtual Environments. We investigated if and how virtual body ownership (including agency), presence, and emotional response are influenced depending on the specific look of users' avatars, which varied between (1) a generic hand-modeled version, (2) a generic scanned version, and (3) an individualized scanned version. The latter two were created using a state-of-the-art photogrammetry method providing a fast 3D-scan and post-process workflow. Users encountered their avatars in a virtual mirror metaphor using two VR setups that provided a varying degree of immersion, (a) a large screen surround projection (L-shape part of a CAVE) and (b) a head-mounted display (HMD). We found several significant as well as a number of notable effects. First, personalized avatars significantly increase body ownership, presence, and dominance compared to their generic counterparts, even if the latter were generated by the same photogrammetry process and hence could be valued as equal in terms of the degree of realism and graphical quality. Second, the degree of immersion significantly increases the body ownership, agency, as well as the feeling of presence. These results substantiate the value of personalized avatars resembling users' real-world appearances as well as the value of the deployed scanning process to generate avatars for VR-setups where the effect strength might be substantial, e.g., in social Virtual Reality (VR) or in medical VR-based therapies relying on embodied interfaces. Additionally, our results also strengthen the value of fully immersive setups which, today, are accessible for a variety of applications due to the widely available consumer HMDs.

This paper investigates the effect of avatar realism on embodiment and social interactions in Virtual Reality (VR). We compared abstract avatar representations based on a wooden mannequin with high fidelity avatars generated from photogrammetry 3D scan methods. Both avatar representations were alternately applied to participating users and to the virtual counterpart in dyadic social encounters to examine the impact of avatar realism on selfembodiment and social interaction quality. Users were immersed in a virtual room via a head mounted display (HMD). Their full-body movements were tracked and mapped to respective movements of Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s).

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Fig. 1. Factors addressed by the VEQ. Virtual body ownership (a) which refers to the perception of perceiving a virtual body as the own, as the source of all sensations; Agency (b), which refers to the perception of control over a virtual body, and through that, control over events in the environment; Change (c) which refers to the change in the perceived body schema due to the stimulation. The user is depicted in grey; the virtual avatar is depicted in orange. Abstract-User embodiment is important for many virtual reality (VR) applications, for example, in the context of social interaction, therapy, training, or entertainment. However, there is no data-driven and validated instrument to empirically measure the perceptual aspects of embodiment, necessary to reliably evaluate this important phenomenon. To provide a method to assess components of virtual embodiment in a reliable and consistent fashion, we constructed a Virtual Embodiment Questionnaire (VEQ). We reviewed previous literature to identify applicable constructs and questionnaire items, and performed a confirmatory factor analysis (CFA) on the data from three experiments (N = 196). The analysis confirmed three factors: (1) ownership of a virtual body, (2) agency over a virtual body, and (3) the perceived change in the body schema. A fourth study (N = 22) was conducted to confirm the reliability and validity of the scale, by investigating the impacts of latency and latency jitter present in the simulation. We present the proposed scale and study results and discuss resulting implications.

This article presents an immersive virtual reality (VR) system for training classroom management skills, with a specific focus on learning to manage disruptive student behavior in face-to-face, one-to-many teaching scenarios. The core of the system is a real-time 3D virtual simulation of a classroom populated by twenty-four semi-autonomous virtual students. The system has been designed as a companion tool for classroom management seminars in a syllabus for primary and secondary school teachers. This will allow lecturers to link theory with practice using the medium of VR. The system is therefore designed for two users: a trainee teacher and an instructor supervising the training session. The teacher is immersed in a real-time 3D simulation of a classroom by means of a head-mounted display and headphone. The instructor operates a graphical desktop console, which renders a view of the class and the teacher whose avatar movements are captured by a marker less tracking system. This console includes a 2D graphics menu with convenient behavior and feedback control mechanisms to provide human-guided training sessions. The system is built using low-cost consumer hardware and software. Its architecture and technical design are described in detail. A first evaluation confirms its conformance to critical usability requirements (i.e., safety and comfort, believability, simplicity, acceptability, extensibility, affordability, and mobility). Our initial results are promising and constitute the necessary first step toward a possible investigation of the efficiency and effectiveness of such a system in terms of learning outcomes and experience.