Notices tagged with presence

Notices

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    # # # ----- Means-end analysis of consumers’ perceptions of virtual world affordances for e-commerce Tran, Minh Quang; Minocha, Shailey; Roberts, David and Laing, Angus (2011). Means-end analysis of consumers’ perceptions of virtual world affordances for e-commerce. In: INTERACT 2011 13th IFIP TC13 Conference on Human-Computer Interaction, 05 - 09 Sep 2011, Lisbon, Portugal (forthcoming). (Request Copy from OU Author) URL: http://interact2011.org/index.php?q=technical-prog... Google Scholar Look up in Google Scholar Abstract Virtual worlds are three-dimensional (3D) persistent multi-user online environments where users interact through avatars. The affordances of virtual worlds can be useful for business-to-consumer e-commerce. Moreover, affordances of virtual worlds can complement affordances of websites to provide consumers with an enhanced e-commerce experience. We investigated which affordances of virtual worlds can enhance consumers‟ experiences on e-commerce websites. We conducted laddering interviews with 30 virtual world consumers to understand their perceptions of virtual world affordances. A means-end analysis was then applied to the interview data. The results suggest co-presence, product discovery, 3D product experience, greater interactivity with products and sociability are some of the key virtual world affordances for consumers. We discuss theoretical implications of the research using dimensions from the Technology Acceptance Model. We also discuss practical implications, such as how virtual world affordances can be incorporated into the design of e-commerce websites. Item Type: Conference Item Copyright Holders: 2011 Not known Funders: Faculty of Mathematics, Computing and Technology Keywords: consumer experience; e-commerce; interaction design; laddering interviews; means-end analysis; qualitative research; user experience; virtual worlds Academic Unit/Department: Mathematics, Computing and Technology Mathematics, Computing and Technology > Computing Open University Business School Interdisciplinary Research Centre: Centre for Research in Computing (CRC) Related URLs: http://interact2011.org/(Other) http://mcs.open.ac.uk/sm577(Author Website) http://oro.open.ac.uk/21267(ORO Item) http://oro.open.ac.uk/28484(ORO Item) http://oro.open.ac.uk/21368(ORO Item) http://oro.open.ac.uk/25134(ORO Item) Item ID: 29076 Depositing User: Shailey Minocha Date Deposited: 11 Jul 2011 09:17 Last Modified: 11 Jul 2011 09:17 URI: http://oro.open.ac.uk/id/eprint/29076

    about 7 months ago from web
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    # # ----- Computers & Education Article in Press, Accepted Manuscript - Note to users doi:10.1016/j.compedu.2011.06.015 | How to Cite or Link Using DOI Permissions & Reprints Teacher perceptions of learning affordances of multi-user virtual environments Purchase $ 24.95 Vimani Gamagea, , Alexei Tretiakov, a, and Barbara Crumpa, a School of Management, Massey University, Tennent Drive, Palmerston North 4474, New Zealand Received 26 September 2010; revised 27 June 2011; accepted 28 June 2011. Available online 5 July 2011. Abstract While the affordances of multi-user virtual environments (MUVEs) for teaching and learning are a subject of numerous experience reports, there is little research on educators' perceptions of various MUVE affordances claimed in the literature. We investigate the educators' perceptions of claimed MUVE affordances for learning by conducting in-depth semistructured interviews with 22 educators (11 with experience in using MUVEs for teaching, and 11 with no MUVE experience). We analyse the resulting data by using the constant comparative method. Findings indicate that the perceptions of MUVE affordances for learning by educators with no experience in using MUVEs are similar to the perceptions of early adopters, and are overall positive, suggesting a positive outlook for eventual wider MUVE adoption. The rich descriptions of teacher beliefs and perceptions given in the article will be of interest to education managers and teachers considering MUVE adoption. Keywords: interactive learning environments; virtual reality; pedagogical issues ----- http://www.sciencedirect.com/science/article/pii/S0360131511001448

    about 8 months ago from web
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    # # # # # ----- Scholar Alert: [ "Second Life" co-presence ] ClearSpace: Mixed Reality Virtual Teamrooms A Hill, M Bonner… - Virtual and Mixed Reality-Systems and Applications, 2011 ... cumbersome. Presence disparity refers to the feeling of co-presence that exists between collaborators. ... regard. Some virtual environments such as Second Life do not enforce a linkage between user embodiment and viewpoint. ... http://www.springerlink.com/index/B2GH422U13548621.pdf ---------- [PDF] Understanding the potential of virtual environments for improving C2 performance K Hudson… ----- ... The simulated crossing, also developed in Second Life, accurately recreates a border checkpoint, and each student in the class is given ... the identification of self with avatar within the environment (presence), and the sense of sharing that environment with others (co-presence). ... http://www.nps.edu/Academics/Centers/CEP/docs/2011/ICCRTS_2011_paper_028_Hudson-Nissen.pdf

    about 8 months ago from web
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    # # ----- Dear Colleagues, Just a quick self-promotional email to say that my new book, 'Ethnographies of the Videogame', is now out in print with Ashgate! For those of us who have been arguing that a longitudinal analysis of videogames is needed for game studies, and those of us interested in the lived and embodied engagements with (new) media - here is a starting point (hopefully!) best wishes, Helen Thornham promotional blurb below: Now available from Ashgate Publishing... Ethnographies of the Videogame: Gender, Narrative and Praxis Helen Thornham, City University London, UK ‘Helen Thornham’s excellent exploration of video gaming decisively shifts the terrain of game studies. From the solitary screen experience to play in the living room, in Thornham’s work gaming becomes an embodied techno-social relation accounted for in narrative terms. A rich and sustained ethnographic study that also re-theorizes the relation between games and those who play them.’ – Caroline Bassett, University of Sussex, UK ’A welcome corrective to the view that videogaming is dangerously antisocial. Thornham persuasively demonstrates that videogaming is a physical, embodied activity, deeply embedded in everyday domestic routines and relationships. Her theoretical approach reveals important insights into gender relations, and challenges stereotyped concepts of gaming behaviours. Gamers and non-gamers alike, as well as scholars interested in these new, important leisure activities, will find this book of considerable interest.’ – Máire Messenger Davies, University of Ulster, UK Ethnographies of the Videogame uses the medium of the videogame to explore wider significant sociological issues around new media, interaction, identity, performance, memory and mediation. The book is particularly concerned with issues of agency and power, identifying strong correlations between perceptions of gaming and actual gaming practices, as well as the reinforcement, through gaming, of established power relationships within households. Thornham provides pertinent and reflexive commentary highlighting the relationships of gender and power in gaming practice. Contents: Introductions: videogames, gender, ethnography; Constructing a gendered gaming identity; Articulating pleasure: gender, technology and power; The practices of gameplay; Bodies and action; Pleasure and the imagined gamer; Conclusions: towards a theory of domestic videogaming; Appendices Sample pages for published titles are available to view online at: http://www.ashgate.com To order, please visit: www.ashgate.com All online orders receive a discount Alternatively, contact our distributor: Bookpoint Ltd, Ashgate Publishing Direct Sales, 130 Milton Park, Abingdon, Oxon, OX14 4SB, UK Tel: +44 (0)1235 827730 Fax: +44 (0)1235 400454 Email: ashgate@bookpoint.co.uk July 2011 218 pages Hardback 978-0-7546-7978-3 £55.00 http://www.ashgate.com/ isbn/9780754679783 Dr. Helen Thornham D618 Sociology Dept Social Sciences Building Northampton Square EC1V 0HB 020 70404445

    about 8 months ago from web
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    # # # # # ----- Jin, Seung-A. Annie. "It Feels Right. Therefore, I Feel Present and Enjoy": The Effects of Regulatory Fit and the Mediating Roles of Social Presence and Self-Presence in Avatar-Based 3D Virtual Environments." Presence: Teleoperators & Virtual Environments 20.2 (2011): 105-116. Academic Search Premier. EBSCO. Web. 14 June 2011. ----- "It Feels Right. Therefore, I Feel Present and Enjoy": The Effects of Regulatory Fit and the Mediating Roles of Social Presence and Self-Presence in Avatar-Based 3D Virtual Environments. Authors: Jin, Seung-A. Annie Source: Presence: Teleoperators & Virtual Environments; Apr2011, Vol. 20 Issue 2, p105-116, 12p, 3 Diagrams Document Type: Article Subject Terms: *VIRTUAL reality *HUMAN-computer interaction *INTERPERSONAL relations *ELECTRONICS *COMPUTER networks *GROUP identity SECOND Life (Game) NAICS/Industry Codes: 334419 Other Electronic Component Manufacturing 811219 Other Electronic and Precision Equipment Repair and Maintenance ISSN: 10547460 Accession Number: 61029642 Database: Academic Search Premier

    about 8 months ago from web
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    # # # # # ----- Jin, Seung-A. Annie. "It Feels Right. Therefore, I Feel Present and Enjoy": The Effects of Regulatory Fit and the Mediating Roles of Social Presence and Self-Presence in Avatar-Based 3D Virtual Environments." Presence: Teleoperators & Virtual Environments 20.2 (2011): 105-116. Academic Search Premier. EBSCO. Web. 14 June 2011. ----- "It Feels Right. Therefore, I Feel Present and Enjoy": The Effects of Regulatory Fit and the Mediating Roles of Social Presence and Self-Presence in Avatar-Based 3D Virtual Environments. Authors: Jin, Seung-A. Annie Source: Presence: Teleoperators & Virtual Environments; Apr2011, Vol. 20 Issue 2, p105-116, 12p, 3 Diagrams Document Type: Article Subject Terms: *VIRTUAL reality *HUMAN-computer interaction *INTERPERSONAL relations *ELECTRONICS *COMPUTER networks *GROUP identity SECOND Life (Game) NAICS/Industry Codes: 334419 Other Electronic Component Manufacturing 811219 Other Electronic and Precision Equipment Repair and Maintenance ISSN: 10547460 Accession Number: 61029642 Database: Academic Search Premier

    about 8 months ago from web
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    # # ----- Cram, A., Hedberg, J. & Gosper, M. (2011). Beyond Immersion – Meaningful Involvement in Virtual Worlds. In S. Barton et al. (Eds.), Proceedings of Global Learn Asia Pacific 2011 (pp. 1548-1557). AACE. ---- Andrew Cram, John Hedberg, Maree Gosper, Macquarie University, Australia Abstract Immersive experiences are argued to be one of the main advantages for using virtual worlds for educational simulation, however further research is required to understand how learners become immersed and how to encourage this immersion. Meaningful involvement in a simulation is argued to be one factor determining immersion. In this study, nine users’ experiences of immersion within a virtual world role play simulation are described through categorisation of six modalities of involvement. The results demonstrate that user involvement is an important factor in determining immersion, and that users may become involved through any of the six modalities. ---- Retrieved from http://www.editlib.org/p/37371.

    about 9 months ago from web
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    # # ----- About Presence: Teleoperators and Virtual Environments The first academic journal for serious investigators of teleoperators and virtual environments, Presence is filled with stimulating material applicable to these advanced electromechanical and computer devices. Incorporating perspectives from physics to philosophy, Presence appeals to a wide audience - particularly mechanical and electrical engineers concerned with teleoperators; those interested in virtual environments, including computer scientists, high-tech artists, and media people; and psychologists involved in the study of human-machine interfaces and sensorimotor/cognitive behavior. ----- http://www.mitpressjournals.org/toc/pres/current

    about 9 months ago from web
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    # # # ----- Presence in nursing: Its antecedents, defining attributes and consequences by Mohnkern, Susanne Mayre, Ph.D., The University of Texas at Austin, 1992, 240 pages; AAT 9225674 Abstract (Summary) The phenomenon of presence has recently become more recognized in nursing; however, it has not yet been clearly described. This qualitative study describes presence through identification of antecedents, defining attributes and consequences of the phenomenon as related by practicing nurses. The guiding conceptual framework is provided by the researcher's concept analysis of presence, and symbolic interactionism serves as the sensitizing framework (Blumer, 1960). Fifteen subjects were interviewed, and the data were analyzed using latent content analysis. The antecedents to presence are a patient who is in need and who develops trust in the nurse. The nurse has a sense of mission, a desire to help the patient, altruism, and an affinity for the patient. The nurse also demonstrates a personal instinct, insight and intuition about the patient's situation. The will and strength to be vulnerable to the patient's situation are also necessary antecedents as the nurse uses herself as a reference point in care decisions. Finally, the nurse is mature and self-confident. Defining attributes to the experience of presence include initial physical closeness between nurse and patient with the development of a metaphysical connection and exchange between the nurse and patient. The nurse enters the experience of the patient's needs as companion and uses a broad range of skills to facilitate the patient's experience. These experiences create a significant effect on the patient; however, there is great variability in the characteristics of the experiences. As a consequence of presence all aspects of the patient's experience progress in a positive manner--whether that is improved psycho-social-spiritual functioning, improved physical functioning, or death. The patient desires more contact with the nurse and the nurse continues to be available. Nurses having experienced presence with a patient learn more about the patient, tend to function as a surrogate for the patient, and experience significant emotions. Personal and professional development is promoted for the nurse as she feels affirmed in her role and manner of practice. Criticism of the nurse's use of presence by other health care providers is a possibility. Indexing (document details) Advisor: Rew, Lynn School: The University of Texas at Austin School Location: United States -- Texas Keyword(s): nursing attributes, patient care Source: DAI-B 53/04, p. 1787, Oct 1992 Source type: Dissertation Subjects: Nursing, Qualitative research Publication Number: AAT 9225674 Document URL: http://proquest.umi.com/pqdlink?did=746969961&Fmt=7&clientId =15045&RQT=309&VName=PQD ProQuest document ID: 746969961

    about 9 months ago from web
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    # # ----- CALL FOR PAPERS - Please distribute widely ISPR 2011 International Society for Presence Research Annual Conference Edinburgh, Scotland October 26-28, 2011 SUBMISSION DEADLINE extended to: JUNE 5, 2011 Academics and practitioners interested in presence (short for telepresence) are invited to participate in the Annual International Conference on Presence, to be held in Edinburgh on October 26- 28, 2011. The presence community comprises researchers in communication, computer science, psychology, entertainment, philosophy, the arts, education and other fields. Presence exists in two overlapping flavours - social presence and spatial presence. Social presence is the sense, the feeling and the experience of being with other people mediated by technologies such as teleconferencing, collaborative virtual environments, social networking, mobile communications and so on. In contrast, spatial presence is the sense, the feeling and the experience of being in another place by way of technologies such as immersive and non-immersive virtual reality, movies, games, mixed reality systems and books. ISPR 2011 follows a series of 12 successful PRESENCE conferences and provides an ideal forum for presentation of presence scholarship and applications that allow attendees to join together in synthesizing and expanding our collective knowledge and visions for the future regarding this compelling topic. ISPR 2011 is co-organized by the International Society for Presence Research and the Centre for Interaction Design at Edinburgh Napier University. Topics Issues of prominent interest include (but are not limited to): o Mobile & ubiquitous presence o Philosophical perspectives on presence o Presence applications o Measures of presence o Presence in entertainment o Presence in games o Presence in medicine and therapy o Presence in the arts and humanities o Presence in mixed reality o Presence technologies o Presence theory o Psychological perspectives on presence o Neuropsychology of presence o Educational aspects of presence o The ethics of presence o Presence in the next 25 years We seek original, high quality papers that make substantial contributions to the field. All accepted papers will be collected in the official conference proceedings (with ISBN) and will also be permanently available for download on the ISPR conference archive on the ISPR web site (http://ispr.info). We expect to have all accepted papers included in the ACM Digital Library. Conference Format ISPR 2011 will have an interactive format in which all participants (attendees, presenters, invited speakers) attend each of the sessions as well as social events, allowing participants to exchange ideas and build knowledge together as the conference progresses. The language of the conference is English. Venue The conference will be hosted by Edinburgh Napier University. The conference events will take place at Craighouse Campus which is a fine example of the Scottish Baronial. Craighouse is only 2 miles (3km) and a short bus ride from Edinburgh´s medieval Old Town and Georgian New Town both of which are UNESCO World Heritage Sites. Accommodations A free online booking facility will be provided via a link on the conference web site; delegates will be able to view information on each of several local hotels with rates from approximately £50 to £150 and book their room, receiving an automatic email confirmation. Registration Registration will open July 1, 2011. Fees include lunch and refreshments for 3 days, an opening evening reception, a conference dinner with wine at a traditional Scottish restaurant in Edinburgh´s old town on the evening of day 2, conference proceedings and more. Fees are in British Pounds - you can use the converter at http://www.xe.com/ucc to check other currencies. Until September 15, 2011 o Standard - 325 £ o Student - 250 £ o Standard + ISPR annual membership - 300 £ o Student + ISPR annual membership - 230 £ From September 16, 2011 o Standard - 375 £ o Student - 275 £ o Standard + ISPR annual membership - 350 £ o Student + ISPR annual membership - 255 £ Submissions We invite researchers and practitioners to submit work in the following categories: PAPERS: Comprehensive descriptions of research or design work and/or theoretical investigation within the scope of the conference. Papers must relate to existing literature on presence and make an original contribution to it. Papers may be up to 10 pages in length including references in the ISPR 2011 template format available on the conference web site (http://ispr.info). All accepted papers will be included in the Proceedings and will be allocated time for oral presentation. SHORT PAPERS: Short papers may be up to just 4 pages in the ISPR 2011 template format. Accepted papers will be included in the Proceedings and will be allocated time for oral presentation. PANELS: Sets of presentations on a single theme or topic within the scope of the conference. Submitters are encouraged to be creative regarding both the topic or theme and the format for panel proposals (formats that encourage guided discussion are particularly welcome). Panel proposals must identify and provide contact information for all proposed participants and be a maximum of 10 pages in length. Accepted panels will be included in the Proceedings. POSTERS: Visual display presentations. Poster proposals are limited to 4 pages including references in the ISPR 2011 template format. Accepted poster proposals will be published in the conference proceedings. Posters will be displayed on an approximately 70×40 cm board during a dedicated session of the conference and will be allocated a 2 minute oral preview. DEMONSTRATIONS/EXHIBITIONS: Step-by-step audiovisual demonstrations and/or hands-on experiences of non-commercial work within the scope of the conference. Proposals for demonstrations/exhibitions are limited to 4 pages in the ISPR 2011 template format. Accepted demonstration/exhibition proposals will be included in the conference proceedings and will be presented during a dedicated session of the conference. For the exhibitions of commercial products, please contact ISPR (ispr@ispr.info) for sponsorship terms and opportunities. All submissions will be made through the EasyChair conference online submission system (at the url below) and will undergo a double-blind peer-review process by at least two selected reviewers. Submission url: https://www.easychair.org/account/signin.cgi?conf=ispr2011 Important Dates June 5, 2011 - Submissions due July 1, 2011 - Early registration opens August 15, 2011 - Notification of acceptance decisions September 15, 2011 - Finished, camera-ready papers due September 15, 2011 - Early registration closes October 26 -28, 2011 - Conference Conference Committee Conference Chair: Phil Turner (Edinburgh Napier University) Programme Co-Chairs: David Benyon (Edinburgh Napier University) Susan Turner (Edinburgh Napier University) Matthew Lombard (Temple University) For More Information Conference web site: http://sct.temple.edu/blogs/ispr/presence-conferences/ispr2011/ Conference questions: ispr@ispr.info -- Matthew Lombard, Ph.D. Temple University President International Society for Presence Research (ISPR) lombard@temple.edu http://matthewlombard.com http://ispr.info _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org Join the Association of Internet Researchers: http://www.aoir.org/

    about 10 months ago from web
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    # # ----- An Examination of a Theory of Embodied Social Presence in Virtual Worlds. Authors: Mennecke, Brian E.1 mennecke@iastate.edu Triplett, Janea L.1 mennecke@iastate.edu Hassall, Lesya M.2 lesya@iastate.edu Conde, Zayira Jordán3 ZJordan@pupr.edu Heer, Rex2 rex@iastate.edu Source: Decision Sciences; May2011, Vol. 42 Issue 2, p413-450, 38p Document Type: Article Abstract: In this article, we discuss and empirically examine the importance of embodiment, context, and spatial proximity as they pertain to collaborative interaction and task completion in virtual environments. Specifically, we introduce the embodied social presence (ESP) theory as a framework to account for a higher level of perceptual engagement that users experience as they engage in activity-based social interaction in virtual environments. The ESP theory builds on the analysis of reflection data from Second Life users to explain the process by which perceptions of ESP are realized. We proceed to describe implications of ESP for collaboration and other organizational functions. [ABSTRACT FROM AUTHOR] Copyright of Decision Sciences is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) Author Affiliations: 1Supply Chain and Information Systems, College of Business, Iowa State University, Ames, IA 50011, e-mail: , 2Center for Excellence in Learning and Teaching, Iowa State University, Ames, IA 50011, e-mail: 3Department of Electrical and Computer Engineering and Computer Science, Polytechnic University of Puerto Rico, San Juan, PR 00919, e-mail: ISSN: 0011-7315 DOI: 10.1111/j.1540-5915.2011.00317.x Accession Number: 60188035 Database: Business Source Premier ----- http://ezproxy.gardner-webb.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=60188035&site=ehost-live

    about 10 months ago from web
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    # # # # ----- Binding the pair: making a historical case for avicentric self-expression within 3D virtual communities Author: Steve DiPaola, Jeremy Turner, Penny Leong Browne Address: School of Interactive Arts and Technology, Simon Fraser University, 250 – 13450 – 102nd Avenue, Surrey, British Columbia V3T 0A3, Canada. ' School of Interactive Arts and Technology, Simon Fraser University, 250 – 13450 – 102nd Avenue, Surrey, British Columbia V3T 0A3, Canada. ' School of Interactive Arts and Technology, Simon Fraser University, 250 – 13450 – 102nd Avenue, Surrey, British Columbia V3T 0A3, Canada Journal: International Journal of Web Based Communities 2011 - Vol. 7, No.2 pp. 157 - 173 Abstract: This paper situates the historical relationship of Traveler, a 3D online virtual community with over ten years of continuous community use, in terms of avicentric expression as the creative protocol. Situated within the framework of contemporary virtual worlds, this paper aims to provide insight into the possibility of Traveler's potential influence on next-generation virtual communities. Specifically, we look at how Second Life's indigenous prosumer culture unconsciously reflects upon Traveler's creation of 3D objects and architectural environments as expressive extensions of identity and social space that together create a blurred boundary between individual avicentrism and community. Retrospectively, beyond Second Life and its infrastructural cousins, the avicentric design affordances of Traveler revolved around an integrated fusion of both oral transmission protocols and concentrated facial communication by head-shaped avatars for the purpose of embodied story-telling. We call this fusion 'binding the pair': the unification of the remote user and the corresponding avatar in the mind of the local viewer. Keywords: virtual communities; avicentric self-expression; digitalspace traveller; Second Life; emergent mythology; embodiment; distributed self; tele-presence; avatars; facial expressions; interactive narrative; end-user experience; web based communities; online communities. DOI: 10.1504/IJWBC.2011.039508

    about 10 months ago from web
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    # # # # # # # ----- This from Garrett Lynch, an artist who deals with networks, from his website: his work, "Yoshikaze “Up-in-the-air” Second Life Residency took place between 1st December 2010 - 31st January 2011. The residency continued [his] on going exploration of identity within Second Life however now connected that with its relation to or representation of ‘real’ place. As such emphasis was for the duration of the residency focused particularly on the specifics of place and how it can inform/influence identity. [he asks] How does place, our ‘real’ location and our ability to simultaneously represent ourselves within a ‘virtual’ world, define what becomes a new facet of our total identity? How can a singular dispersed identity (as opposed to a dualistic identity) enhance our cumulative experience of both ‘real’ and ‘virtual’ places?" Awesome work here!! ----- Lynch's profile: http://www.asquare.org/profile and the site of course http://www.asquare.org/

    about a year ago from web
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    # # # # ----- Bailenson, Jeremy. Publications linked since 2008 inclusive. Blascovich, J., & Bailenson, J. N (2011, in press). Infinite Reality - Avatars, Eternal Life, New Worlds, and the Dawn of the Virtual Revolution. New York: William Morrow. Ahn, S. J., Fox, J., & Bailenson, J. N (2011, in press). Avatars. In Bainbridge, W. S. (Ed.), Leadership in Science and Technology: A Reference Handbook. SAGE Publications. Ahn, S. J., & Bailenson, J. N. (2011, in press). Self-endorsing versus other-endorsing in virtual environments: The effect on brand attitude and purchase intention. Journal of Advertising. Yee, N., Harris, H., Jabon, M., Bailenson, J.N. (2011, in press). The Expression of Personality in Virtual Worlds. Social Psychology and Personality Science. Jabon, M.E., Bailenson J.N., Pontikakis, E.D., Takayama, L., & Nass, C. (2011, in press). Facial Expression Analysis for Predicting Unsafe Driving Behavior. IEEE Pervasive Computing Jabon, M.E., Ahn, S.J., & Bailenson, J.N. (2011, in press). Predicting performance on a repetitive task through automatic analysis of facial feature movements. IEEE Journal of Intelligent Systems. 2010 Janssen, J.H., Bailenson J.N., IJsselsteijn, W.A., & Westerink, J.H.D.M. (2010). Intimate heartbeats: Opportunities for affective communication technology. IEEE Transactions on Affective Computing, 1 (2), 72-80. Fox, J., & Bailenson, J.N. (2010). The use of doppelgängers to promote health behavior change. CyberTherapy & Rehabilitation, 3 (2), 16-17. Leonetti, C., & Bailenson, J.N. (2010). High-Tech view: The use of immersive virtual environments in jury trials. 93 (3) Marquette Law Review, 1073. Ahn, S.J., Bailenson, J.N., Fox. J, & Jabon, M.E. (2010). Using Automated Facial Expression Analysis for Emotion and Behavior Prediction. in Doeveling, K., von Scheve, C., & Konjin, E. A. (Eds.), Handbook of Emotions and Mass Media (349-369). London/New York: Routledge. Van Vugt, H., Bailenson, J.N., Konijn, E., & Hoorn, J. (2010). Effects of facial similarity on user responses to embodied agents. ACM Transactions on Computer Human Interaction, 17 (2), 7:1-27. Bailenson, J.N. & Segovia, K.Y. (2010). Virtual doppelgangers: Psychological effects of avatars who ignore their owners. In W. S. Bainbridge (Ed.), Online worlds: Convergence of the real and the virtual (175-186). Springer: New York. 2009 Fox, J., Arena, D., & Bailenson, J.N. (2009). Virtual Reality: A survival guide for the social scientist. Journal of Media Psychology, 21 (3), 95-113. McCall, C., Bailenson, J.N., Blascovich, J., & Beall, A. C. (2009). Leveraging collaborative virtual environment technology for inter-population research on persuasion in a classroom setting. PRESENCE: Teleoperators & Virtual Environments, 18 (5), 361-369. Harris, H., Bailenson, J.N., Nielsen A. & Yee, N. (2009). The evolution of social behavior over time in Second Life. PRESENCE: Teleoperators & Virtual Environments, 18 (6), 294-303. Segovia, K.Y. & Bailenson, J.N. (2009). Virtually true: Children's acquisition of false memories in virtual reality. Media Psychology, 12, 371-393. Fox, J., Bailenson, J.N., & Binney, J. (2009). Virtual experiences, physical behaviors: The effect of presence on imitation of an eating avatar. PRESENCE: Teleoperators & Virtual Environments, 18(4), 294-303. Fox, J., & Bailenson, J.N. (2009). Virtual self-modeling: The effects of vicarious reinforcement and identification on exercise behaviors. Media Psychology, 12, 1-25. Yee, N. & Bailenson, J.N. (2009). The difference between being and seeing: The relative contribution of self perception and priming to behavioral changes via digital self-representation. Media Psychology, 12(2), 195-209. Yee, N., Bailenson, J.N., & Ducheneaut, N. (2009). The Proteus Effect: Implications of transformed digital self-representation on online and offline behavior. Communication Research, 36 (2), 285-312. Segovia, K.Y., Bailenson, J.N., Monin, B. (2009). Morality in tele-immersive environments. Proceedings of the International Conference on Immersive Telecommunications (IMMERSCOM), May 27 - 29, Berkeley, CA, USA. Fox, J., & Bailenson, J.N. (2009). Virtual virgins and vamps: The effects of exposure to female characters' sexualized appearance and gaze in an immersive virtual environment. Sex Roles, 61 (3-4), 147-157. Groom, V., Bailenson, J.N., & Nass, C. (2009). The influence of racial embodiment on racial bias in immersive virtual environments. Social Influence, 4(1), 1-18. 2008 Bailenson, J.N., Iyengar, S., Yee, N., & Collins, N. (2008). Facial similarity between voters and candidates causes influence. Public Opinion Quarterly, 72 (5), 935-961. Bailenson, J.N., Yee, N., Blascovich, J., Beall, A.C., Lundblad, N., & Jin, M. (2008). The use of immersive virtual reality in the learning sciences: Digital transformations of teachers, students, and social context. The Journal of the Learning Sciences, 17, 102-141. Bailenson, J.N., Yee, N., Blascovich, J., & Guadagno, R.E. (2008). Transformed social interaction in mediated interpersonal communication. In Konijn, E., Tanis, M., Utz, S. & Linden, A. (Eds.), Mediated Interpersonal Communication (pp. 77-99). Lawrence Erlbaum Associates. Ersner-Hershfield, H., Bailenson, J., & Carstensen, L.L. (2008). Feeling more connected to your future self: Using immersive virtual reality to increase retirement saving. Poster presented at the Association for Psychological Science Annual Convention, Chicago, IL. Yee, N., Bailenson, J.N. (2008). A method for longitudinal behavioral data collection in Second Life, PRESENCE: Teleoperators and Virtual Environments. 17(6), 594-596. Bailenson, J.N., Patel, K., Nielsen, A., Bajcsy, R., Jung, S., & Kurillo, G. (2008). The Effect of interactivity on learning physical actions in virtual reality. Media Psychology, 11, 354–376. Loomis, J.M., Kelly, J.W., Pusch, M., Bailenson, J.N., & Beall, A.C. (2008). Psychophysics of perceiving eye and head direction with peripheral vision: Implications for the dynamics of eye gaze behavior. Perception (PDF), 37, 1443-1457. Ahn, S.J., Jabon, M.E., & Bailenson, J.N. (2008). Facial expressions as predictors of online buying intention. Proceedings of the 58th Annual International Communication Association Conference. May 22-26, Montreal, Canada. Bailenson, J.N., Pontikakis, E.D., Mauss, I.B., Gross, J.J., Jabon, M.E., Hutcherson, C.A., Nass, C., & John, O. (2008). Real-time classification of evoked emotions using facial feature tracking and physiological responses. International Journal of Human Machine Studies, 66, 303-317. Bailenson, J.N., Blascovich, J., & Guadagno, R.E. (2008). Self representations in immersive virtual environments. Journal of Applied Social Psychology, 38, 11, pp. 2673-2690. Bailenson, J.N., Davies, A., Beall. A.C., Blascovich, J., Guadagno, R.E., & McCall, C. (2008). The effects of witness viewpoint distance, angle, and choice on eyewitness accuracy in police lineups conducted in immersive virtual environments. PRESENCE: Teleoperators and Virtual Environments, 17(3), 242-255. ----- http://vhil.stanford.edu/pubs/

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    # # # # ----- Bailenson, Jeremy. Jeremy Bailenson is founding director of Stanford University's Virtual Human Interaction Lab and an associate professor in the Department of Communication at Stanford. He earned a B.A. cum laude from the University of Michigan in 1994 and a Ph.D. in cognitive psychology from Northwestern University in 1999. After receiving his doctorate, he spent four years at the Research Center for Virtual Environments and Behavior at the University of California, Santa Barbara as a Post-Doctoral Fellow and then an Assistant Research Professor. Bailenson's main area of interest is the phenomenon of digital human representation, especially in the context of immersive virtual reality. He explores the manner in which people are able to represent themselves when the physical constraints of body and veridically-rendered behaviors are removed. Furthermore, he designs and studies collaborative virtual reality systems that allow physically remote individuals to meet in virtual space, and explores the manner in which these systems change the nature of verbal and nonverbal interaction. ----- http://www.stanford.edu/~bailenso/

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    # # # # ----- Bailenson, Jeremy. Publications linked between 2007 and 2001 inclusive. 2007 Bailenson, J.N., & Yee, N. (2007). Virtual interpersonal touch and digital chameleons. Journal of Nonverbal Behavior, 31, 225-242. Bailenson, J.N., Yee, N., Patel, K., & Beall, A.C. (2007). Detecting digital chameleons. Computers in Human Behavior, 24, 66-87. Yee, N. & Bailenson, J.N. (2007). The Proteus Effect: Self transformations in virtual reality. Human Communication Research, 33, 271-290. Bailenson, J.N. & Yee, N. (2007). Virtual interpersonal touch: Haptic interaction and copresence in collaborative virtual environments. International Journal of Multimedia Tools and Applications, 37(1), 5-14. Okita, S.Y., Bailenson, J., Schwartz, D. L. (2007). The mere belief of social interaction improves learning, In Proceedings of the Twenty-ninth Meeting of the Cognitive Science Society. August, Nashville, USA. Bailenson, J.N., Yee, N., Kim, A., & Tecarro, J (2007). Sciencepunk: The influence of informed science fiction on virtual reality research. In, Margret Grebowicz, ed. The Joy of SF: Essays in Science and Technology Studies (pp. 147-164). Open Court Publishing. Bailenson, J.N., Yee, N., Brave, S., Merget, D., & Koslow, D. (2007). Virtual interpersonal touch: Expressing and recognizing emotions through haptic devices. Human-Computer Interaction, 22, 325-353. Yee, N., Bailenson, J.N., Rickertsen, K. (2007). A meta-analysis of the impact of the inclusion and realism of human-like faces on user experiences in interfaces. Nominated for Best Paper Award in Proceedings of the Conference on Computer-Human Interaction (CHI). April 28 - May 3, California, USA. Guadagno, R.E., Blascovich, J., Bailenson, J.N., McCall, C. (2007). Virtual humans and persuasion: The effects of agency and behavioral realism. Media Psychology, 10, 1-22. Yee, N., Bailenson, J.N., Urbanek, M., Chang, F., & Merget, D. (2007). The unbearable likeness of being digital; The persistence of nonverbal social norms in online virtual environments. Cyberpsychology and Behavior, 10, 115-121. 2006 Bailenson, J.N. (2006). Transformed social interaction in collaborative virtual environments. In Messaris, P. and Humphreys, L. (Ed.) Digital Media: Transformations in Human Communication. 255-264. New York: Peter Lang. Yee, N., & Bailenson, J.N. (2006). Walk a mile in digital shoes: The impact of embodied perspective-taking on the reduction of negative stereotyping in immersive virtual environments. Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 &ndash 26, Cleveland, Ohio, USA. Bailenson, J.N., Garland , P., Iyengar, S., & Yee, N. (2006). Transformed facial similarity as a political cue: A preliminary investigation. Political Psychology, 27, 373-386. Bailenson, J.N. & Beall, A.C. (2006). Transformed social interaction: Exploring the digital plasticity of avatars. In Schroeder, R. & Axelsson, A.'s (Eds.), Avatars at Work and Play: Collaboration and Interaction in Shared Virtual Environments, Springer-Verlag, 1-16. Bailenson, J.N., Yee, N., Merget, D., & Schroeder, R. (2006). The effect of behavioral realism and form realism of real-time avatar faces on verbal disclosure, nonverbal disclosure, emotion recognition, and copresence in dyadic interaction. PRESENCE: Teleoperators and Virtual Environments, 15, 359-372. Bailenson, J.N., & Yee, N. (2006). A longitudinal study of task performance, head movements, subjective report, simulator sickness, and transformed social interaction in collaborative virtual environments. PRESENCE: Teleoperators and Virtual Environments, 15(6). Patel, K., Bailenson, J.N., Hack-Jung, S., Diankov , R., & Bajcsy , R. (2006). The effects of fully immersive virtual reality on the learning of physical tasks. Proceedings of PRESENCE 2006: The 9th Annual International Workshop on Presence. August 24 – 26, Cleveland, Ohio, USA. Deng, Z., Bailenson, J.N., Lewis J.P., & Neumann, U. (2006). Perceiving visual emotions with speech. Proceedings of the 6th International Conference on Intelligent Virtual Agents. California , USA . 21-23 August. Ducheneaut, N., Yee, N., Nickell, E., Moore, R. (2006). Building an MMO with mass appeal: A look at gameplay in World of Warcraft. Games and Culture, 1, 281-317. Yee, N (2006). Motivations of play in online games. CyberPsychology and Behavior, 9, 772-775. Williams, D., Ducheneaut, N., Li, X., Zhang, Y., Yee, N., Nickell, E. (2006). From tree house to barracks: The social life of guilds in World of Warcraft. Games and Culture, 1, 338-361. Ducheneaut, N., Yee, N., Nickell, E., and Moore, R.J. (2006). "Alone together? Exploring the social dynamics of massively multiplayer games." In conference proceedings on human factors in computing systems CHI 2006, pp.407-416. April 22-27, Montreal, PQ, Canada. Yee, N. (2006). The labor of fun: How video games blur the boundaries of work and play. Games and Culture, 1, 68-71. Yee, N. (2006). The demographics, motivations and derived experiences of users of massively-multiuser online graphical environments. PRESENCE: Teleoperators and Virtual Environments, 15, 309-329. Yee, N. (2006). The psychology of MMORPGs: Emotional investment, motivations, relationship formation, and problematic usage. In R. Schroeder & A. Axelsson (Eds.), Avatars at Work and Play: Collaboration and Interaction in Shared Virtual Environments (pp. 187-207). London: Springer-Verlag. Bailenson, J.N., Blascovich, J., Beall, A.C., & Noveck, B. (2006). Courtroom applications of virtual environments, immersive virtual environments, and collaborative virtual environments. Law and Policy, 28(2), 249-270. Blascovich, J., & Bailenson, J. (2006). Immersive Virtual Environments and Education Simulations. In Cohen, Portney, Rehberger, Thorsen (Eds.) Virtual Decisions: Digital Simulations for Teaching Reasoning in the Social Sciences and Humanities. Mahwah , New Jersey: Lawrence Earlbaum Associates, Inc. 2005 Bailenson, J.N., Beall., A.C., Blascovich, J., Loomis, J., & Turk, M. (2005). Transformed social interaction, augmented gaze, and social influence in immersive virtual environments. Human Communication Research, 31, 511-537. Bailenson, J.N. & Yee, N. (2005). Digital Chameleons: Automatic assimilation of nonverbal gestures in immersive virtual environments. Psychological Science, 16, 814-819. VIDEO Bailenson, J.N., Swinth, K. R., Hoyt, C. L., Persky, S., Dimov, A., and Blascovich, J. (2005). The independent and interactive effects of embodied agent appearance and behavior on self-report, cognitive, and behavioral markers of copresence in immersive virtual environments. PRESENCE: Teleoperators and Virtual Environments, 14, 379-393. Turk, M., Bailenson, J.N., Beall, A.C., Blascovich, J., Guadagno, R. (2004). Multimodal transformed social interaction. Proceedings of the ACM Sixth International Conference on Multimodal Interfaces (ICMI), October 14 - 15, State College, PA, USA. Bailenson, J.N., Beall, A.C., Loomis, J., Blascovich, J., & Turk, M. (2004). Transformed social interaction: Decoupling representation from behavior and form in collaborative virtual environments. PRESENCE: Teleoperators and Virtual Environments, 13(4), 428-441. Bailenson, J.N., Aharoni, E. Beall, A.C., Guadagno, R.E., Dimov, A., & Blascovich, J. (2004). Comparing behavioral and self-report measures of embodied agents' social presence in immersive virtual environments. Proceedings of the 7th Annual International Workshop on PRESENCE ( Valencia , Spain ). Bailenson, J.N., & Blascovich, J. (2004) Avatars. Encyclopedia of Human-Computer Interaction, Berkshire Publishing Group, 64-68. Bailenson, J.N., Beall, A.C., Blascovich, J., & Rex, C. (2004). Examining virtual busts: Are photogrammetrically-generated head models effective for person identification? PRESENCE: Teleoperators and Virtual Environments, 13(4), 416-427. Beall, A.C., Bailenson, J.N., Loomis, J., Blascovich, J., & Rex, C. (2003). Non-zero-sum mutual gaze in collaborative virtual environments. Proceedings of HCI International, 2003, Crete. Bailenson, J.N., Blascovich, J.,Beall, A.C., & Loomis, J.M., (2003). Interpersonal distance in immersive virtual environments. Personality and Social Psychology Bulletin, 29. 1-15. Bailenson, J.N., Beall, A.C., & Blascovich, J. (2003). Using virtual heads for person identification: An empirical study comparing photographs to photogrammetrically-generated models. Journal of Forensic Identification, 53 (6), 722-728. Bailenson, J.N., Beall. A.C., & Blascovich, J. (2002). Mutual gaze and task performance in shared virtual environments. Journal of Visualization and Computer Animation, 13, 1-8. Blascovich, J., Loomis, J., Beall, A., Swinth, K., Hoyt, C., & Bailenson, J.N. (2002). Immersive virtual environment technology as a methodological tool for social psychology. Psychological Inquiry, 13, 103-124. Blascovich, J., Loomis, J., Beall, A., Swinth, K., Hoyt, C., & Bailenson, J. (2002). Immersive virtual environment technology: Not just another research tool for social psychology. Psychological Inquiry, 13, 146-149. Bailenson, J.N., Beall, A.C., Blascovich, J., Weisbuch, M., & Raimmundo, R. (2001). Intelligent agents who wear your face: Users' reactions to the virtual self. Lecture Notes in Artificial Intelligence, 2190, 86-99. Bailenson, J.N., Blascovich, J., Beall, A.C., & Loomis, J.M. (2001). Equilibrium revisited: Mutual gaze and personal space in virtual environments. PRESENCE: Teleoperators and Virtual Environments, 10. 583-598. ----- http://vhil.stanford.edu/pubs/

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    # # # ----- Mixed Reality Users Community Group. Part of the Immersive Education Initiative. Immersive Education Initiative Immersive Education is freely available through the Immersive Education Initiative. The Immersive Education Initiative is an international collaboration of universities, colleges, research institutes, consortia and companies that are working together to define and develop open standards, best practices, platforms, and communities of support for virtual reality and game-based learning and training systems. Thousands of faculty, researchers, staff, administrators and students are members of the Immersive Education Initiative, which is growing at the rate of approximately 100 new members every month. Initiative members have early access to the Education Grid, where they can conduct classes and meetings within a growing collection of virtual worlds. Initiative members can also use the Education Grid to build custom virtual learning worlds, simulations, and learning games. The Immersive Education Initiative is an official activity of the international Media Grid standards group. The Media Grid standards group actively applies open standards to specific problem spaces, such as distance education, digital libraries, and the impact of digital media on culture and society. Media Grid members and Immersive Education Initiative participants include faculty, staff, administrators and students from a range of organizations. Immersive Education and the Media Grid were recently recognized with a prestigious national award by Computerworld for being “innovative, promising technologies which hold the potential to significantly affect society in the near future”. The Immersive Education Initiative is a merit-based, not-for-profit initiative of the Media Grid international standards group. Membership is free (no fee) and open to the public but restricted to organizations and individuals that have experience using virtual worlds, simulations, or game-based learning technologies. To learn more read the Immersive Education Talking Points document. ----- http://members.immersiveeducation.org/forum/57

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    # # # # # ----- Academetron, automaton, phantom: uncanny digital pedagogies. By: Bayne, Sian. London Review of Education, Mar2010, Vol. 8 Issue 1, p5-13, 9p; Abstract: This paper explores the possibility of an uncanny digital pedagogy. Drawing on theories of the uncanny from psychoanalysis, cultural studies and educational philosophy, it considers how being online defamiliarises teaching, asking us to question and consider anew established academic practices and conventions. It touches on recent thinking on higher education as troublesome, anxiety-inducing and 'strange', viewing online learning and teaching practices through the lens of an uncanny which is productively disruptive in its challenging of the 'certainties' of place, body, time and text. Uncanny pedagogies are seen as a generative way of working with the new ontologies of the digital. [ABSTRACT FROM AUTHOR]; DOI: 10.1080/14748460903557589; (AN 48400434) http://ezproxy.gardner-webb.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=48400434&site=ehost-live&scope=site

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    # # # ----- Being online: a critical view of identity and subjectivity in new virtual learning spaces. By: Hughes, Gwyneth; Oliver, Martin. London Review of Education, Mar2010, Vol. 8 Issue 1, p1-4, 4p; Abstract: An introduction to the journal is presented in which the editor discusses an article on the processes of identity formation online, an article on online social presence, another on Web 2.0.; DOI: 10.1080/14748460903574410; (AN 48400435) http://ezproxy.gardner-webb.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=48400435&site=ehost-live&scope=site

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    # # ----- Article: The measurement of social presence in an online learning environment. Article from:International Journal on ELearning Article date:April 1, 2002 Author:Tu, Chih-Hsiung Copyright Related articles Ads by Google Where adults learn best Western International University. 30 degree programs. Request info. www.west.edu Total eLearning Solutions Soup to nuts eLearning solutions Less jargon; more service! www.omniplex.biz Distance Learning Online Distance Learning Anywhere/Anytime from Real PhD Educated Professors www.TUIU.edu Several studies have accentuated the significance of examining social factors that impact communication and learning in online learning environments (Feenberg, 1989; Hackman & Walker, 1990; Lea, 1992; Sanders & Wiseman, 1990; Walther, 1992, 1996). Online education serves a multicultural cross section of students. McIsaac and Gunawardena (1996) have suggested that future research should explore the relationship between media and the socio-cultural construction of knowledge. Further, the cultural effects of technology and courseware transfer in distance education should be examined. Social presence is the degree of person-to- person awareness, which occurs in the computer environment. Social presence is an important key to understanding person-to-person telecommunication (Short, Williams, & Christie, 1976). Some studies (Dillon & Walsh, 1992; Garrison, Anderson, & Archer, 2000; Rice, 1984, 1993; Spears & Lea, 1992) have postulated that social presence possesses potential for future study. Gunawardena (1995) arg ues that social presence is necessary to enhance and improve effective instruction in both traditional and technology-based classrooms. When the level of social presence is low, interaction is also low (Garramone, Harris, & Anderson, 1986). A lack of social presence will lead to a high level of frustration, an attitude critical of the instructor's effectiveness and a lower level of affective learning (Rifkind, 1992). OVERVIEW OF THE PROBLEM Current instruments are unable to measure the complicated issue of online social presence. Literature review reveals that most studies adopted the four items proposed by Short et al. (1976) to measure social presence, personal-impersonal, sensitive-insensitive, warm-cold and sociable-unsociable, and applied a semantic differential technique (Osgood, Suci, & Tannenbaum, 1957), except Gunawardena and Zittle (1997). There are several difficulties encountered in the use of Short et al.'s (1976) social presence instrument. First, these four items are too general to measure the computer-mediated communication (CMC) user's perception of social presence. Social presence in a CMC learning environment is a complicated human perception and is, obviously, more complicated than just these four items. Many different variables are cited in the literature (Tu, 2000) that may contribute to the degree of social presence, such as the recipients, topics, privacy, task and so forth. Second, the semantic differential technique may be faulty in that respondents tend to ascribe different definitions and meanings to the keywords. Third, Gunawardena and Zittle (1997) created a new social presence instrument that is still unable to capture a thorough perception of social presence. This is so because it doesn't consider several important variables of social presence, privacy, recipients and topics, and some of the questions are created for specific groups of students. Social presence theory was not originally designed to explain CMC. In fact, it was initially studied in face-to-face (FTF), audio and closed-circuit television encounters. Unlike traditional media, CMC provides very different characteristics, such as multiple identities, anonymity and so forth. To provide discipline for the instructional design of distance education, these questions must be examined and answered. And, an appropriate instrument must be created for the measurement of level of social presence. The current CMC application of social presence has not been clearly defined (Rafaeli, 1988; Svenning & Ruchinskas, 1984; Walther, 1992). The pervasive application of CMC as an educational communication tool requires that social presence be redefined. A clear understanding of social presence is necessary to direct research and to provide practitioners with clear guidelines for instructional design for distance education. LITERATURE REVIEW Social Presence Social presence is a significant factor in improving instructional effectiveness. Therefore, it is one of the most significant factors in distance education. Hackman and Walker (1990) investigated the effects of conveyance system design and social presence in the form of teacher immediacy behavior on perceived student learning and satisfaction in the televised classroom. They conclude that system design and teacher immediacy behavior strongly impact student learning and satisfaction. Gunawardena and Zittle (1997) report similar findings in a CMC system. Social presence is a strong predictor of satisfaction within a CMC environment. Also, it is considered to be an element of interpersonal communication in an online learning environment. Perse, Burton, Kovner, Lears and Sen (1992) studied college students' utilization of e-mail, and concluded that students used CMC more when they felt that e-mail conveyed more of an interpersonal presence. Social presence is based on user's perception and the attributes of media. The users are asked to judge the degree of social presence (Perse et al., 1992; Walther & Burgoon, 1992). Lack of non-verbal cues in CMC causes an impersonal feeling, doubted to be inherent to the system (Walther & Burgoon, 1992; Walther, 1996). Recent studies show that online users have perceived CMC as a high social-presence medium (Gunawardena, 1995; Gunawardena & Zittle, 1997; Perse et al., 1992). Therefore, social presence can be cultured by teleconference users and leaders, or encouraged by initial learning sessions ( Johansen, Vallee, & Spangler, 1988). Gunawardena (1995) suggested that by successfully "inculturating" themselves within CMC, learners promote their levels of social presence and allow themselves an opportunity for greater participation. In spite of the characteristics of the medium, student perceptions of the social and human qualities of CMC will depend on the social presence created by the instructors/moderators and the online community (Gunawardena, 1995; Gunawardena & Zittle, 1997). Therefore, the instructor or the moderator must utilize their interaction skills and techniques, rather than that of the medium. This will enhance students' perceptions of social presence on CMC. Online Privacy Unlike conventional privacy, online privacy has not been clearly defined. In fact, different researchers propose conflicting theories. Feeling of Privacy The feeling of privacy is one of the factors affecting the social psychology of online communication (Champness, 1973; Christie & Holloway, 1975). In Champnesss (1972b) study, public-private factor is one of distinctions from different communication media. The closed-circuit television conversations were rated as less private than either the audio or the face-to-face conversations. It was found that video teleconferencing reminds the user of the whole area of electronic eavesdropping and produces consequent negative reactions. Tu (2000) agreed that greater depth in future research must be conducted. Online communications exist with varying degree of perceived privacy. People with low perceived privacy usually can be approached for permission without disturbing the interactions to be observed (King, 1996). Their communications are more personal. Vice versa, when one has the high in perceived privacy, less personal messages are produced. In other words, a decreased interactive communication environment is created. Illusion of privacy Convenience may override privacy risk because users are unable to visualize the negative impacts, although less private environments may decrease user's tendency of online interaction. This is called Illusion of Privacy (Neumann, 1995). Oftentimes, users don't have cues around them about who else is there, especially in online environments where there are lurkers -- people who only observing activities and never participate in them. It is difficult for some users to consider negative consequences that they cant actually see in their minds, and the sharing of information about them is hard to visualize. Therefore, people do not ask themselves what bad things could happen to them as a result of people knowing all these things about them. Consequently, the illusion is created that users think they are much more private than they really are. In other words, certain users think that they are invisible if they participate the online activities. Online users continue to say things that they wouldn't say in regular c ommunication settings, even … Read all of this article with a FREE trial ----- http://www.highbeam.com/doc/1G1-90933922.html

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