As the variety of possible interactions with virtual reality (VR) continues to expand, researchers need a way to relate these interactions to users' needs and goals in ways that advance understanding. Existing efforts have focused mainly on the symmetric use of technology, which excludes a rising form of interaction known as asymmetric VR, in which co-located participants use different interfaces to interact with a shared environment. There must be a clear path to creating asymmetric VR systems that are rooted in previous work from several fields, as these systems have use cases in education, hybrid reality teams (using VR and other technologies to interact online and face to face), accessibility, as well as entertainment. Currently, there is no systematic way to characterize 1) how a system may be asymmetric, 2) how the different mediation technology and affordances within asymmetric VR support (or do not support) users' goals, and 3) the relationships and collaborative capabilities between users of these different technologies. In this paper, the authors use a scoping review to explore relevant conceptual frameworks for asymmetric interaction, mediation technology, and computer supported cooperative work to clarify the dimensions of asymmetry and synthesize the literature into a Composite framework for Asymmetric VR (CAVR). The paper concludes with suggestions of ways to test and expand the framework in order to guide future research as it identifies the most-beneficial interaction paradigms for co-located asymmetric VR. 

Technology is often framed in terms of space and time of use, such that a mobile phone is used to either send asynchronous messages or host synchronous conversations with remote others, while a classroom smartboard supports co-located, synchronous learning. As the technology becomes more immersive, the applicability of frameworks such as the time/place matrix becomes less clear. This study attempts to provide clarity by applying the Composite framework for Asymmetric VR (CAVR) to online forum descriptions of the use of immersive virtual reality (VR) in co-located groups. A related framework, Roles of Technology, is also explored; however, the authors argue the framework must be expanded before application of it beyond mobile technology. To better understand one possible solution to co-located VR’s isolation problem, a directed content analysis was conducted, exploring the discussion of co-located and asymmetric VR use on various subreddits. As a result, 11 patterns of co-located use of VR, including 8 which specify asymmetric VR designs, are identified. The researchers update the dimensions of CAVR according to these results, compare CAVR to another nascent framework, and offer suggestions for future work and applicability to practice. This work is intended to help guide future creation and research of asymmetric VR experiences through the deconstruction of existing asymmetric VR experiences to their key parts via the application of CAVR.

This paper describes the development and evaluation of an Intelligent Team Tutoring System (ITTS) for pairs of learners working collaboratively to monitor an area. In the Surveillance Team Tutor (STT), learners performed a surveillance task in a virtual environment, communicating to track hostile moving soldiers. This collaborative problem solving task required significant communication to achieve the common goal of perfect surveillance. In a pilot evaluation, 16 twoperson teams performed the task within one of three feedback conditions (Individual, Team, or None) across four trials each. The STT used a unique approach to filtering feedback so that teams in both individual and team conditions received a similar amount of feedback. In one performance measure, Team condition participants made fewer errors in one task than those in other conditions, though at a potential cost of mental workload. Feedback condition also significantly affected participants' subjective rating of both their own performance and their teammate's. This ITTS is one of the first automated team tutoring systems that provided real-time feedback during task execution. Recommendations are offered for the design of the optimal team task for future ITTSs that offer tutoring for small teams performing collaborative problem solving.

Research has pointed to the potential of extended reality (XR), including virtual, mixed, and augmented reality, for broadly impactful benefits, including learning, physical activity and health, and psychosocial aspects such as increased empathy and reduced loneliness. More research is needed to evaluate the outcomes of XR in new populations of users, including older adults. The purpose of this systematic review is to summarize the extant literature that centers on older adult use of XR in order to identify key themes, as well as identified benefits and barriers to XR use. In total, 17 studies from 2015 to 2019 met the inclusion criteria, namely that the study collected data from a sample of adults at least 60 years of age interacting with a 3D virtual environment. Through qualitative analysis of the corpus, six thematic areas were identified: Socialization, Physical Rehabilitation, Driving Simulation, Cognitive Training, Reminiscence, and Assessment. Furthermore, the unique contexts and outcomes of XR use, preferences for XR use, and reported occurrences of cybersickness in older adults are highlighted. Research after 2019 is also noted. This review is intended to guide future research supporting deployment of XR with older adults, emphasizing the psychosocial impacts of the technology.Systematic Review Registration: (website), identifier (registration number)

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