155
Views
0
CrossRef citations to date
0
Altmetric
Research Report

Exploring Social Learning in Collaborative Augmented Reality With Pedagogical Agents as Learning Companions

, , , , , , & show all
Received 03 Oct 2023, Accepted 21 Feb 2024, Published online: 11 Mar 2024

References

  • Adamo, G. (2003). Simulated and standardized patients in OSCEs: Achievements and challenges 1992-2003. Medical Teacher, 25(3), 262–270. https://doi.org/10.1080/0142159031000100300
  • Apple Inc. (2024). Apple Vision Pro. https://www.apple.com/apple-vision-pro/?afid=p238%7CsNAYbcLD2-dc_mtid_%5Btracker_id%5D_pcrid_664829837725_pgrid_150826791276_pexid__&cid=wwa-us-kwgo-VisionPro-slid–-productid–Brand-Avalanche-announceBrand
  • Arena, F., Collotta, M., Pau, G., & Termine, F. (2022). An overview of augmented reality. Computers, 11(2), 28. https://doi.org/10.3390/computers11020028
  • Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75–78. https://doi.org/10.1111/1467-8721.00064
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
  • Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology, 51(2), 269–290. https://doi.org/10.1111/1464-0597.00092
  • Bandura, A., Freeman, W. H., & Lightsey, R. (1997). Self-efficacy: The exercise of control. Journal of Cognitive Psychotherapy, 13, 158–166. https://doi.org/10.1891/0889-8391.13.2.158
  • Battegazzorre, E., Bottino, A., & Lamberti, F. (2020, December). Training medical communication skills with virtual patients: Literature review and directions for future research. In N. Shaghaghi, F. Lamberti, B. Beams, R. Shariatmadari, & A. Amer (Eds.), International Conference on Intelligent Technologies for Interactive Entertainment (pp. 207–226). Springer International Publishing.
  • Baylor, A., & Ryu, J. (2003). The API (Agent Persona Instrument) for assessing pedagogical agent persona. In D. Lassner & C. McNaught (Eds.), EdMedia + innovate learning (pp. 448–451). Association for the Advancement of Computing in Education (AACE).
  • Beck, D., Morgado, L., & O'Shea, P. (2024). Educational practices and strategies with immersive learning environments: Mapping of reviews for using the metaverse. IEEE Transactions on Learning Technologies, 17, 319–341. https://doi.org/10.1109/TLT.2023.3243946
  • Berg, K., Blatt, B., Lopreiato, J., Jung, J., Schaeffer, A., Heil, D., Owens, T., Carter-Nolan, P., Berg, D., Veloski, J., Darby, E., & Hojat, M. (2015). Standardized patient assessment of medical student empathy. Academic Medicine: Journal of the Association of American Medical Colleges, 90(1), 105–111. https://doi.org/10.1097/acm.0000000000000529
  • Berman, A. C., & Chutka, D. S. (2016). Assessing effective physician-patient communication skills: “Are you listening to me, doc?” Korean Journal of Medical Education, 28(2), 243–249. https://doi.org/10.3946/kjme.2016.21
  • Berman, N. B., Durning, S. J., Fischer, M. R., Huwendiek, S., & Triola, M. M. (2016). The role for virtual patients in the future of medical education. Academic Medicine: Journal of the Association of American Medical Colleges, 91(9), 1217–1222. https://doi.org/10.1097/ACM.0000000000001146
  • Bozkurt, A. (2023). Generative artificial intelligence (AI) powered conversational educational agents: The inevitable paradigm shift. Asian Journal of Distance Education, 18(1), 198–204. https://doi.org/10.5281/zenodo.7716416
  • Byrne, R. W., & Russon, A. E. (1998). Learning by imitation: A hierarchical approach. The Behavioral and Brain Sciences, 21(5), 667–684. https://doi.org/10.1017/s0140525x98001745
  • Campbell, K., Lancaster, K., Averett, P., Tumin, D., & Bright, C. (2020). Characteristics of medical school applicants: A single-institution study. Family Medicine, 52(10), 752–756. https://doi.org/10.22454/FamMed.2020.615345
  • Cao, J., Lam, K. Y., Lee, L. H., Liu, X., Hui, P., & Su, X. (2023). Mobile augmented reality: User interfaces, frameworks, and intelligence. ACM Computing Surveys, 55(9), 1–36. https://doi.org/10.1145/3557999
  • Cazañas, A., Miguel, A., & Parra, E. (2017). Estimating sample size for usability testing. Enfoque UTE, 8(1), 172–185. https://doi.org/10.29019/enfoqueute.v8n1.126
  • Chang, H. Y., Binali, T., Liang, J. C., Chiou, G. L., Cheng, K. H., Lee, S. W. Y., & Tsai, C. C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact. Computers & Education, 191, 104641. https://doi.org/10.1016/j.compedu.2022.104641
  • Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. Organizational Research Methods, 4(1), 62–83. https://doi.org/10.1177/109442810141004
  • Chen, L., Liu, Y., Li, Y., Yu, L., Gao, B., Caon, M., Yue, Y., & Liang, H. N. (2021, November). Effect of visual cues on pointing tasks in co-located augmented reality collaboration. In F. Ortega, R. Teather, G. Bruder, T. Piumsomboon, B. Weyers, A. U. Batmaz, K. Johnsen, & C. Borst (Eds.), Proceedings of the 2021 ACM Symposium on Spatial User Interaction (pp. 1–12). Association for Computing Machinery. https://doi.org/10.1145/3485279.3485297
  • Coussi-Korbel, S., & Fragaszy, D. M. (1995). On the relation between social dynamics and social learning. Animal Behaviour, 50(6), 1441–1453. https://doi.org/10.1016/0003-3472(95)80001-8
  • Craig, S., Zakhidov, D., Rege, R., Pyle, H., & Zielke, M. (Under review). Augmented reality medical training with virtual human colleagues impacts student perceptions, self-efficacy, and learning.
  • Curran, V. R., Xu, X., Aydin, M. Y., & Meruvia-Pastor, O. (2023). Use of extended reality in medical education: An integrative review. Medical Science Educator, 33(1), 275–286. https://doi.org/10.1007/s40670-022-01698-4
  • Dearnley, C. (2005). A reflection on the use of semi-structured interviews. Nurse Researcher, 13(1), 19–28. https://doi.org/10.7748/nr2005.07.13.1.19.c5997
  • Dempsey, P. (2023). The teardown: Meta quest pro VR headset. Engineering & Technology, 18(1), 70–71. https://doi.org/10.1049/et.2023.0126
  • Dhar, P., Rocks, T., Samarasinghe, R. M., Stephenson, G., & Smith, C. (2021). Augmented reality in medical education: Students’ experiences and learning outcomes. Medical Education Online, 26(1), 1953953. https://doi.org/10.1080/10872981.2021.1953953
  • Diegmann, P., Schmidt-Kraepelin, M., Eynden, S., & Basten, D. (2015). Benefits of augmented reality in educational environments-A systematic literature review. Wirtschaftsinformatik Proceedings, 103, 1542–1556.
  • Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7–22. https://doi.org/10.1007/s10956-008-9119-1
  • Egger, J., Gsaxner, C., Chen, X., Bian, J., Kleesiek, J., & Puladi, B. (2023). Apple Vision Pro for healthcare: “The ultimate display.” arXiv preprint arXiv:2308.04313. https://doi.org/10.48550/arXiv.2308.04313
  • Eswaran, M., & Bahubalendruni, M. R. (2022). Challenges and opportunities on AR/VR technologies for manufacturing systems in the context of industry 4.0: A state of the art review. Journal of Manufacturing Systems, 65, 260–278. https://doi.org/10.1016/j.jmsy.2022.09.016
  • Faceware Technologies Analyzer Introduction. (n.d.). Introduction to Faceware Analyzer. http://support.facewaretech.com/analyzer-intro
  • Feldman, M. W., Aoki, K., & Kumm, J. (1996). Individual versus social learning: Evolutionary analysis in a fluctuating environment. Anthropological Science, 104(3), 209–231. https://doi.org/10.1537/ase.104.209
  • Garg, R., Aggarwal, K., & Arora, A. (2023, May). Applications of augmented reality in medical training. In M. Sahni, J. M. Merigó, W. Hussain, E. León-Castro, R. K. Verma, & R. Sahni (Eds.), Mathematical Modeling, Computational Intelligence Techniques and Renewable Energy: Proceedings of the Third International Conference, MMCITRE 2022 (pp. 215–228). Springer Nature.
  • Grivokostopoulou, F., Kovas, K., & Perikos, I. (2020). The effectiveness of embodied pedagogical agents and their impact on students’ learning in virtual worlds. Applied Sciences, 10(5), 1739. https://doi.org/10.3390/app10051739
  • Guetterman, T. C., Sakakibara, R., Baireddy, S., Kron, F. W., Scerbo, M. W., Cleary, J. F., & Fetters, M. D. (2019). Medical students’ experiences and outcomes using a virtual human simulation to improve communication skills: A mixed methods study. Journal of Medical Internet Research, 21(11), e15459. https://doi.org/10.2196/15459
  • Hamza-Lup, F. G., Rolland, J. P., & Hughes, C. (2018). A distributed augmented reality system for medical training and simulation. arXiv preprint arXiv:1811.12815.
  • Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1–27). Lawrence Erlbaum Associates, Inc.
  • Jaramillo, J. A. (1996). Vygotsky’s sociocultural theory and contributions to the development of constructivist curricula. Education, 117(1), 133–141.
  • Jeong, H., & Chi, M. T. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35(4), 287–315. https://doi.org/10.1007/s11251-006-9008-z
  • Kaliisa, R., Rienties, B., Mørch, A. I., & Kluge, A. (2022). Social learning analytics in computer-supported collaborative learning environments: A systematic review of empirical studies. Computers and Education Open, 3, 100073. https://doi.org/10.1016/j.caeo.2022.100073
  • Karras, T., Aila, T., Laine, S., Herva, A., & Lehtinen, J. (2017). Audio-driven facial animation by joint end-to-end learning of pose and emotion. ACM Transactions on Graphics, 36(4), 1–12. https://doi.org/10.1145/3072959.3073658
  • Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030
  • Kim, Y. (2004). Pedagogical agents as learning companions: The effects of agent affect and gender on learning, interest, self-efficacy, and agent persona. [thesis dissertation]
  • Kim, Y., & Baylor, A. L. (2006). A social-cognitive framework for pedagogical agents as learning companions. Educational Technology Research and Development, 54(6), 569–596. https://doi.org/10.1007/s11423-006-0637-3
  • Kim, Y., Baylor, A. L., & Pals Group (2006). Pedagogical agents as learning companions: The role of agent competency and type of interaction. Educational Technology Research and Development, 54(3), 223–243. https://doi.org/10.1007/s11423-006-8805-z
  • Kocaballi, A. B., Sezgin, E., Clark, L., Carroll, J. M., Huang, Y., Huh-Yoo, J., Kim, J., Kocielnik, R., Lee, Y.-C., Mamykina, L., Mitchell, E. G., Moore, R. J., Murali, P., Mynatt, E. D., Park, S. Y., Pasta, A., Richards, D., Silva, L. M., Smriti, D., … Zubatiy, T. (2022). Design and evaluation challenges of conversational agents in health care and well-being: Selective review study. Journal of Medical Internet Research, 24(11), e38525. https://doi.org/10.2196/38525
  • Koenig, T. W., Parrish, S. K., Terregino, C. A., Williams, J. P., Dunleavy, D. M., & Volsch, J. M. (2013). Core personal competencies important to entering students’ success in medical school: What are they and how could they be assessed early in the admission process? Academic Medicine: Journal of the Association of American Medical Colleges, 88(5), 603–613. https://doi.org/10.1097/ACM.0b013e31828b3389
  • Krüger, J. M., Palzer, K., & Bodemer, D. (2022). Learning with augmented reality: Impact of dimensionality and spatial abilities. Computers and Education Open, 3, 100065. https://doi.org/10.1016/j.caeo.2021.100065
  • Laland, K. N. (2004). Social learning strategies. Learning & Behavior, 32(1), 4–14. https://doi.org/10.3758/bf03196002
  • Lan, Z., Chen, M., Goodman, S., Gimpel, K., Sharma, P., & Soricut, R. (2019). Albert: A lite BERT for self-supervised learning of language representations. arXiv preprint arXiv:1909.11942. https://doi.org/10.48550/arXiv.1909.11942
  • Lee, J., Kim, H., Kim, K. H., Jung, D., Jowsey, T., & Webster, C. S. (2020). Effective simulators for medical communication training: A systematic review. Medical Education, 54(9), 786–795. https://doi.org/10.1111/medu.14152
  • Levine, A. I., & Swartz, M. H. (2008). Standardized patients: The “other” simulation. Journal of Critical Care, 23(2), 179–184. https://doi.org/10.1016/j.jcrc.2007.12.001
  • Lin, Y., & Yu, Z. (2023). A meta‐analysis of the effects of augmented reality technologies in interactive learning environments (2012–2022). Computer Applications in Engineering Education, 31(4), 1111–1131. https://doi.org/10.1002/cae.22628
  • Lungu, A. J., Swinkels, W., Claesen, L., Tu, P., Egger, J., & Chen, X. (2021). A review on the applications of virtual reality, augmented reality, and mixed reality in surgical simulation: An extension to different kinds of surgery. Expert Review of Medical Devices, 18(1), 47–62. https://doi.org/10.1080/17434440.2021.1860750
  • Martha, A. S. D., Santoso, H. B., Junus, K., & Suhartanto, H. (2019, October). A scaffolding design for pedagogical agents within the higher-education context. In D. Freitas, M. Barajas, F. Paas, & A. Coelho (Eds.), Proceedings of the 11th International Conference on Education Technology and Computers (pp. 139–143). ADSF. https://doi.org/10.1145/3369255.3369267
  • Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51(Part B), 752–761. https://doi.org/10.1016/j.chb.2014.11.093
  • May, W., Park, J. H., & Lee, J. P. (2009). A ten-year review of the literature on the use of standardized patients in teaching and learning: 1996–2005. Medical Teacher, 31(6), 487–492. https://doi.org/10.1080/01421590802530898
  • Meta. (n.d.). Quest pro. https://www.meta.com/quest/quest-pro/
  • Microsoft. (2022). World locking and spatial anchors in unity. https://learn.microsoft.com/en-us/windows/mixed-reality/develop/unity/spatial-anchors-in-unity?tabs=wlt
  • Miller, M. R., Jun, H., Herrera, F., Yu Villa, J., Welch, G., & Bailenson, J. N. (2019). Social interaction in augmented reality. PLoS One, 14(5), e0216290. https://doi.org/10.1371/journal.pone.0216290
  • Minaee, S., Liang, X., & Yan, S. (2022). Modern augmented reality: Applications, trends, and future directions. arXiv preprint arXiv:2202.09450. https://doi.org/10.48550/arXiv.2202.09450
  • Morimoto, T., Kobayashi, T., Hirata, H., Otani, K., Sugimoto, M., Tsukamoto, M., Yoshihara, T., Ueno, M., & Mawatari, M. (2022). XR (extended reality: Virtual reality, augmented reality, mixed reality) technology in spine medicine: Status quo and quo vadis. Journal of Clinical Medicine, 11(2), 470. https://doi.org/10.3390/jcm11020470
  • Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486–497. https://doi.org/10.3390/encyclopedia2010031
  • Mystakidis, S., Christopoulos, A., & Pellas, N. (2022). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies, 27(2), 1883–1927. https://doi.org/10.1007/s10639-021-10682-1
  • Nor’a, M. N. A., & Ismail, A. W. (2019). Integrating virtual reality and augmented reality in a collaborative user interface. International Journal of Innovative Computing, 9(2), 59–64. https://doi.org/10.11113/ijic.v9n2.242
  • Rajpurkar, P., Jia, R., & Liang, P. (2018). Know what you don’t know: Unanswerable questions for SQuAD. arXiv preprint arXiv:1806.03822. https://doi.org/10.48550/arXiv.1806.03822
  • Redmond, B. F. (2010). Self-efficacy theory: Do I think that I can succeed in my work? Work attitudes & motivations The Pennsylvania State University; World Campus.
  • Richard, A., Lea, C., Ma, S., Gall, J., De la Torre, F., Sheikh, Y. (2021). Audio-and gaze-driven facial animation of codec avatars. In E. Mortensen & M. Masson (Eds.), Proceedings of the IEEE/CVF Winter Conference on Applications of Computer Vision (pp. 41–50). The Computer Vision Foundation.
  • Scavarelli, A., Arya, A., & Teather, R. J. (2021). Virtual reality and augmented reality in social learning spaces: A literature review. Virtual Reality, 25(1), 257–277. https://doi.org/10.1007/s10055-020-00444-8
  • Schroeder, N. L., Romine, W. L., & Craig, S. D. (2017). Measuring pedagogical agent persona and the influence of agent persona on learning. Computers & Education, 109, 176–186. https://doi.org/10.1016/j.compedu.2017.02.015
  • Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. Self-Efficacy Beliefs of Adolescents, 5(1), 71–96.
  • Seals, S. M., & Shalin, V. L. (2023). Discourse over discourse: The need for an expanded pragmatic focus in conversational AI. arXiv preprint arXiv:2304.14543. https://doi.org/10.48550/arXiv.2304.14543
  • Shin, D. (2019). How does immersion work in augmented reality games? A user-centric view of immersion and engagement. Information, Communication & Society, 22(9), 1212–1229. https://doi.org/10.1080/1369118X.2017.1411519
  • Sikström, P., Valentini, C., Sivunen, A., & Kärkkäinen, T. (2022). How pedagogical agents communicate with students: A two-phase systematic review. Computers & Education, 188, 104564. https://doi.org/10.1016/j.compedu.2022.104564
  • Siminoff, L. A., Rogers, H. L., Waller, A. C., Harris-Haywood, S., Esptein, R. M., Carrio, F. B., Gliva-McConvey, G., & Longo, D. R. (2011). The advantages and challenges of unannounced standardized patient methodology to assess healthcare communication. Patient Education and Counseling, 82(3), 318–324. https://doi.org/10.1016/j.pec.2011.01.021
  • Sisman, B., Yamagishi, J., King, S., & Li, H. (2021). An overview of voice conversion and its challenges: From statistical modeling to deep learning. IEEE/ACM Transactions on Audio, Speech, and Language Processing, 29, 132–157. https://doi.org/10.1109/TASLP.2020.3038524
  • Stidwill, D. (1997). Epidemiology of strabismus. Ophthalmic and Physiological Optics, 17(6), 536–539. https://doi.org/10.1111/j.1475-1313.1997.tb00094.x
  • Stowers, K., Brady, L. L., MacLellan, C., Wohleber, R., & Salas, E. (2021). Improving teamwork competencies in human-machine teams: Perspectives from team science. Frontiers in Psychology, 12, 590290. https://doi.org/10.3389/fpsyg.2021.590290
  • Tan, T. F., Li, Y., Lim, J. S., Gunasekeran, D. V., Teo, Z. L., Ng, W. Y., & Ting, D. S. (2022). Metaverse and virtual health care in ophthalmology: Opportunities and challenges. Asia-Pacific Journal of Ophthalmology, 11(3), 237–246. https://doi.org/10.1097/APO.0000000000000537
  • Tang, K. S., Cheng, D. L., Mi, E., & Greenberg, P. B. (2020). Augmented reality in medical education: A systematic review. Canadian Medical Education Journal, 11(1), e81–e96. https://doi.org/10.36834/cmej.61705
  • Tao, Y., Zhang, G., Zhang, D., Wang, F., Zhou, Y., & Xu, T. (2022). Exploring persona characteristics in learning: A review study of pedagogical agents. Procedia Computer Science, 201, 87–94. https://doi.org/10.1016/j.procs.2022.03.014
  • Taylor, S., Kim, T., Yue, Y., Mahler, M., Krahe, J., Rodriguez, A. G., Hodgins, J., & Matthews, I. (2017). A deep learning approach for generalized speech animation. ACM Transactions on Graphics, 36(4), 1–11. https://doi.org/10.1145/3072959.3073699
  • Tisserand, Y., Aylett, R., Mortillaro, M., & Rudrauf, D. (2020, October). Real-time simulation of virtual humans’ emotional facial expressions, harnessing autonomic physiological and musculoskeletal control. In S. Marsella & R. Jack (Eds.), Proceedings of the 20th ACM International Conference on Intelligent Virtual Agents (pp. 1–8). Association for Computing Machinery. https://doi.org/10.1145/3383652.3423904
  • Tiwari, I., Solankar, D., & Khande, R. (2023). Virtual and augmented realms: The evolution of video games with VR and AR technology. Vidhyayana-An International Multidisciplinary Peer-Reviewed E-Journal, 8(si7), 547–563.
  • Tudge, J. R., & Winterhoff, P. A. (1993). Vygotsky, Piaget, and Bandura: Perspectives on the relations between the social world and cognitive development. Human Development, 36(2), 61–81. https://doi.org/10.1159/000277297
  • Venkatesan, M., Mohan, H., Ryan, J. R., Schürch, C. M., Nolan, G. P., Frakes, D. H., & Coskun, A. F. (2021). Virtual and augmented reality for biomedical applications. Cell Reports. Medicine, 2(7), 100348. https://doi.org/10.1016/j.xcrm.2021.100348
  • Vodilka, A., Kočiško, M., Konečná, S., & Pollák, M. (2023). Designing a workplace in virtual and mixed reality using the meta quest VR headset. In V. Ivanov, J. Trojanowska, I. Pavlenko, E. Rauch, & J. Pite’ (Eds.), Design, simulation, manufacturing: The innovation exchange (pp. 71–80). Springer Nature.
  • Waisberg, E., Ong, J., Masalkhi, M., Zaman, N., Sarker, P., Lee, A. G., & Tavakkoli, A. (2023). The future of ophthalmology and vision science with the Apple Vision Pro. Eye, 38(2), 242–243. https://doi.org/10.1038/s41433-023-02688-5
  • Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–23. https://doi.org/10.1007/BF02504682
  • Wen, Y. (2021). Augmented reality enhanced cognitive engagement: Designing classroom-based collaborative learning activities for young language learners. Educational Technology Research and Development, 69(2), 843–860. https://doi.org/10.1007/s11423-020-09893-z
  • Yuliono, T., Sarwanto, S., & Rintayati, P. (2018). The promising roles of augmented reality in educational setting: A review of the literature. International Journal of Educational Methodology, 4(3), 125–132. https://doi.org/10.12973/ijem.4.3.125
  • Zhang, L., Luczak, T., Smith, E., & Burch, R. F. (2019). Using Microsoft HoloLens to improve memory recall in anatomy and physiology: A pilot study to examine the efficacy of using augmented reality in education. Journal of Educational Technology Development and Exchange, 12(1), 2. https://doi.org/10.18785/jetde.1201.02
  • Zhou, S., & Bickmore, T. (2021, May). Automating cancer genetic counseling with an adaptive pedagogical agent. In Y. Kitamura, A. Quigley, K. Isbister, & T. Igarashi (Eds.), Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1–7). Association for Computing Machinery. https://doi.org/10.1145/3411763.3451675
  • Zhou, Y., Xu, Z., Landreth, C., Kalogerakis, E., Maji, S., & Singh, K. (2018). Visemenet: Audio-driven animator-centric speech animation. ACM Transactions on Graphics,), 37(4), 1–10. https://doi.org/10.1145/3197517.3201292
  • Zielke, M. A., Zakhidov, D., Hardee, G., Evans, L., Lenox, S., Orr, N., Fino, D., & Mathialagan, G. (2017, April). Developing Virtual Patients with VR/AR for a natural user interface in medical teaching. In D. Duque, N. Dias, & S. de Freitas (Eds.), 2017 IEEE 5th International Conference on Serious Games and Applications for Health (SeGAH) (pp. 1–8). IEEE. https://doi.org/10.1109/SeGAH.2017.7939285
  • Zielke, M. A., Zakhidov, D., Jacob, D., & Hardee, G. (2016, May). Beyond fun and games: Toward an adaptive and emergent learning platform for pre-med students with the UT TIME portal. In D. Duque, N. F. Rodriguez, & R. McDaniel (Eds.), 2016 IEEE International Conference on Serious Games and Applications for Health (SeGAH) (pp. 1–8). IEEE. https://doi.org/10.1109/SeGAH.2016.7586270
  • Zielke, M. A., Zakhidov, D., Hardee, G. M., Pradeep, J., Evans, L., Lodhi, Z., Zimmer, K., & Ward, E. (2018, May). Exploring medical cyberlearning for work at the human/technology frontier with the mixed-reality emotive virtual human system platform. In D. Duque, J. L. Vilaça, & T. Grechenig (Eds.), 2018 IEEE 6th International Conference on Serious Games and Applications for Health (SeGAH) (pp. 1–8). IEEE. https://doi.org/10.1109/SeGAH.2018.8401366

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.