FaceMe: An Augmented Reality Social Agent Game for Facilitating Children's Learning about Emotional Expressions

Li, Jiajia; Zheng, Zixia; Wei, Xiemin; Wang, Guanyun

doi:10.1145/3474349.3480216

Cited by 8 publications

(2 citation statements)

References 3 publications

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“…Most of the applications (n=4) aimed to teach facial or emotional expressions as a social skill, often focusing on the basic emotions (happiness, sadness, fear, disgust, surprise, and anger). For instance, in FaceMe [ 55 ], children play minigames in which players must remember virtual expressions, identify expressions, choose the right expression, and imitate expressions. Similarly, in Brain Power System (BPS) [ 54 ], children learn to identify facial expressions in a gamified environment by selecting the right emotional expression for a virtualized human, and in GameBook [ 51 ], the emotional expressions are picked for a fictional character.…”

Section: Resultsmentioning

confidence: 99%

Using Augmented Reality Toward Improving Social Skills: Scoping Review

Mittmann¹,

Zehetner²,

Hoehl³

et al. 2023

JMIR Serious Games

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Background Augmented reality (AR) has emerged as a promising technology in educational settings owing to its engaging nature. However, apart from applications aimed at the autism spectrum disorder population, the potential of AR in social-emotional learning has received less attention. Objective This scoping review aims to map the range of AR applications that improve social skills and map the characteristics of such applications. Methods In total, 2 independent researchers screened 2748 records derived from 3 databases in December 2021—PubMed, IEEE Xplore, and ACM Guide to Computing Literature. In addition, the reference lists of all the included records and existing reviews were screened. Records that had developed a prototype with the main outcome of improving social skills were included in the scoping review. Included records were narratively described for their content regarding AR and social skills, their target populations, and their outcomes. Evaluation studies were assessed for methodological quality. Results A total of 17 records met the inclusion criteria for this study. Overall, 10 records describe applications for children with autism, primarily teaching about reading emotions in facial expressions; 7 records describe applications for a general population, targeting both children and adults, with a diverse range of outcome goals. The methodological quality of evaluation studies was found to be weak. Conclusions Most applications are designed to be used alone, although AR is well suited to facilitating real-world interactions during a digital experience, including interactions with other people. Therefore, future AR applications could endorse social skills in a general population in more complex group settings.

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Section: Resultsmentioning

confidence: 99%

Using Augmented Reality Toward Improving Social Skills: Scoping Review

Mittmann¹,

Zehetner²,

Hoehl³

et al. 2023

JMIR Serious Games

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“…Frontiers in Virtual Reality frontiersin.org avatars as real social partners (Ali et al, 2020;Li et al, 2021). Therefore, to better meet the needs of all individuals participating in such studies, it is important for researchers to have access to diverse avatars that participants can comfortably interact with.…”

Section: Effect Of Avatar Racementioning

confidence: 99%

VALID: a perceptually validated Virtual Avatar Library for Inclusion and Diversity

Do,

Zelenty,

Gonzalez-Franco

et al. 2023

Front. Virtual Real.

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As consumer adoption of immersive technologies grows, virtual avatars will play a prominent role in the future of social computing. However, as people begin to interact more frequently through virtual avatars, it is important to ensure that the research community has validated tools to evaluate the effects and consequences of such technologies. We present the first iteration of a new, freely available 3D avatar library called the Virtual Avatar Library for Inclusion and Diversity (VALID), which includes 210 fully rigged avatars with a focus on advancing racial diversity and inclusion. We also provide a detailed process for creating, iterating, and validating avatars of diversity. Through a large online study (n = 132) with participants from 33 countries, we provide statistically validated labels for each avatar’s perceived race and gender. Through our validation study, we also advance knowledge pertaining to the perception of an avatar’s race. In particular, we found that avatars of some races were more accurately identified by participants of the same race.

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