Random slides, 23.5. Verbal and nonverbal communication Transformed social interaction Different forms of immersion Etc.

1. VR in Education
Random slides 23.5.2019
Osku Torro

2. VR in education
Basic principle: do not replicate real
world - create something different!
Sosial virtual reality (SVR) has a
potential to dramatically change how
individuals interact online
1.Due to sensory immersion, ”brain
treats it as real”
2.You can go back in time
3.You can turn physics on and off
4.You can become a different person
(see The Proteus Effect)
Readings:
Bailenson (2018). Experience on Demand: What Virtual Reality Is, How
It Works, and What It Can Do.
Bailenson, Jeremy N., et al. "Transformed social interaction: Decoupling
representation from behavior and form in collaborative virtual
environments." Presence: Teleoperators & Virtual Environments 13.4
(2004): 428-441.
VR in education
Basic principle: do not replicate real
world - create something different!
Sosial virtual reality (SVR) has a
potential to dramatically change how
individuals interact online
1.Due to sensory immersion, ”brain
treats it as real”
2.You can go back in time
3.You can turn physics on and off
4.You can become a different person
(see The Proteus Effect)
Readings:
Bailenson (2018). Experience on Demand: What Virtual Reality Is, How
It Works, and What It Can Do.
Bailenson, Jeremy N., et al. "Transformed social interaction: Decoupling
representation from behavior and form in collaborative virtual
environments." Presence: Teleoperators & Virtual Environments 13.4
(2004): 428-441.

3. VR in education: prior research on topic
Social virtual reality (SVR) is not widely studied - we do not
know what is social in VR (i.e. interacting well with others)
-However, there is a lot of empirical research of avatar-
based interaction in VR (e.g. see Jeremy Bailenson from
Stanford)
-Physical characteristics of virtual reality are well known
(avatars, virtual space, virtual objects, verbal and non-
verbal communication)
-Principles of using VR in education are well known (Dede
et al., 2017; Dede, 2009)… but creating VR software
based on these principles is both complex and
expensive
Readings:
Dede, Christopher J., Jeffrey Jacobson, and John Richards. "Introduction: virtual, augmented, and mixed
realities in education." Virtual, Augmented, and Mixed Realities in Education. Springer, Singapore, 2017. 1-
16.
Dede, Chris. "Immersive interfaces for engagement and learning." Science 323.5910 (2009): 66-69.
VR in education: prior research on topic
Social virtual reality (SVR) is not widely studied - we do not
know what is social in VR (i.e. interacting well with others)
-However, there is a lot of empirical research of avatar-
based interaction in VR (e.g. see Jeremy Bailenson from
Stanford)
-Physical characteristics of virtual reality are well known
(avatars, virtual space, virtual objects, verbal and non-
verbal communication)
-Principles of using VR in education are well known (Dede
et al., 2017; Dede, 2009)… but creating VR software
based on these principles is both complex and
expensive
Readings:
Dede, Christopher J., Jeffrey Jacobson, and John Richards. "Introduction: virtual, augmented, and mixed
realities in education." Virtual, Augmented, and Mixed Realities in Education. Springer, Singapore, 2017. 1-
16.
Dede, Chris. "Immersive interfaces for engagement and learning." Science 323.5910 (2009): 66-69.

4. 23.05.19 4
AVATARS
Form realism (looks), behavioral
realism (behavior)
Avatar customization
Sensorimotor actions
Self-presence
You can become a different person
(The Proteus Effect)
Readings:
The Proteus Effect: Implications of Transformed Digital Self-
Representation on Online and Offline Behavior (Yee and Bailenson,
2009)
AVATARS
Form realism (looks), behavioral
realism (behavior)
Avatar customization
Sensorimotor actions
Self-presence
You can become a different person
(The Proteus Effect)
Readings:
The Proteus Effect: Implications of Transformed Digital Self-
Representation on Online and Offline Behavior (Yee and Bailenson,
2009)

5. 23.05.19 5
VIRTUAL SPACE
Spatial navigation, “six degrees of
freedom”, spatial sound
VR space can be “an atom or an
universe” (Foreman, 2010)
Place Illusion in SVR is a result of
immersion, which is facilitated by the
sensorimotor actions supported by
technology; “illusion of being in a
distant place, that is, being there”
(Torro, 20xx)
Readings:
Virtual reality in Psychology (Foreman, 2010)
VIRTUAL SPACE
Spatial navigation, “six degrees of
freedom”, spatial sound
VR space can be “an atom or an
universe” (Foreman, 2010)
Place Illusion in SVR is a result of
immersion, which is facilitated by the
sensorimotor actions supported by
technology; “illusion of being in a
distant place, that is, being there”
(Torro, 20xx)
Readings:
Virtual reality in Psychology (Foreman, 2010)

6. VIRTUAL REALITY IN SOCIAL
SCIENCES – manipulating time
(and space)
•“VEs enable manipulations of the context of
the interaction including time and space;
participants may choose to “re- wind” a
conversation to hear part of it again, or “pause”
while they collect their thoughts.”
Readings:
Virtual Reality: A Survival Guide for the Social Scientist (Fox et al., 2009)

7. 23.05.19 7
VERBAL
COMMUNICATION
Speech, text-based
interaction
Spatial sound in VR >
videoconferencing
Rich real-time interaction
(dialogue, presentations,
problem solving..)
Asynchronous interaction via
annotating 3D-objects, etc.
VERBAL
COMMUNICATION
Speech, text-based
interaction
Spatial sound in VR >
videoconferencing
Rich real-time interaction
(dialogue, presentations,
problem solving..)
Asynchronous interaction via
annotating 3D-objects, etc.

8. Verbal communication
• Speech, text-based interaction
• Spatial sound in VR > videoconferencing
• Synchronous communication via dialogue
and presentation
• Asynchronous interaction via annotating 3D-
objects, etc.
23.05.19 8

9. 23.05.19 9
NONVERBAL
COMMUNICATION
E.g. facial expressions, gestures,
posture, tone of voice, eye
tracking, emoticons…
What is the most important
feature?
Behavioral realism > photographic
realism
Important features: mimicry (see
The Chameleon Effect), gaze, eye
tracking and facial recognition in
the future…
NONVERBAL
COMMUNICATION
E.g. facial expressions, gestures,
posture, tone of voice, eye
tracking, emoticons…
What is the most important
feature?
Behavioral realism > photographic
realism
Important features: mimicry (see
The Chameleon Effect), gaze, eye
tracking and facial recognition in
the future…

10. Nonverbal communication –
in context of social VR?
- ”Nonverbal communication is largely a
function of its three component variables:
movement realism (postures, gestures,
facial expressions, etc.), anthropometric
realism (recognizable quality of human body
parts) and photographic realism (how much
these representations look like an actual
human)” (Blascovich and Bailenson, 2018)
Readings:
Blascovich and Bailenson (2018). Infinite Reality

11. Nonverbal communication –
movement realism
• ”Movement realism: how well virtual body
parts move. Nearly all social transmissions
require movement. (waving hand for ”hello”,
or vibrating vocal cords to produce speech).
When movements are realistic, people are
more likely to be influenced by a virtual
representation” (Blascovich and Bailenson,
2018)

12. Nonverbal communiction –
anthropometric realism
• ”Anthropometric realism: the presence of
body parts that typically are used for
communication. As a virtual represenation
comes to resemble an actual human, its
potential to communicate increases
exponentially once an avatar has eyes, a
mouth, hands so that it can wink, scowl, give
a thumbs up, etc.” (Blascovich and
Bailenson, 2018)

13. Nonverbal communiction –
photographic realism
• ”Photographic realism (last important): virtual
representation depicted in high definition may look good
during a sporting event, but these extra pixels don’t
contribute much to social influence. Cartoons
demonstrate that movement realism and anthropometric
realism are important (they present a lot of
communicative cues). Photorealism lags behind in
necessity. Individuals can be recognized from
caricatures as well.” (Blascovich and Bailenson, 2018)

14. Nonverbal communication:
mimicry (the chameleon
effect)
• “Previous research demonstrated social influence resulting
from mimicry (the chameleon effect); a confederate who
mimicked participants was more highly regarded than a
confederate who did not, despite the fact that participants did
not explicitly notice the mimicry” (Bailenson and Yee, 2005)
Readings:
Digital Chameleons (Bailenson and Yee, 2005)
23.05.19 14

15. Nonverbal communication:
mimicry (the chameleon
effect)
• “Behavioral Mimicry (people mimic speech patterns and
posture. Deliberately mimicking can lead more
favourable responses from them.”
• Tested in experimental setting
Readings:
The Proteus Effect: Implications of Transformed Digital Self-Representation on Online and Offline Behavior (Yee and Bailenson, 2009)
23.05.19 15

16. Mimicry – more persuasive
and more positive trait
ratings
• “A simulated person programmed to mimic the head
movements of a participant (with a 4-second delay) while
presenting an argument was found to be more
persuasive and received more positive trait ratings
from the participant than a non-mimicking character”
(Foreman, 2010)
Readings:
Virtual Reality in Psychology (Foreman, 2010)
23.05.19 16

17. Mimicry – creates empathy
• “A virtual human representing an outgroup member (a Palestinian)
interacted with 60 Jewish Israeli participants in an experimental
study.”
• “Mimicry increased empathy toward the Palestinians, irrespective
of participants' feelings toward the Palestinians prior to the
experiment.”
• “Mimicked participants who reported a priori negative feelings
toward Palestinians expressed more sympathy toward their
Palestinian virtual interaction partner, rated themselves as closer
to him, and perceived the interaction as more harmonious
compared to participants in a counter-mimicry condition.”
Virtual Peacemakers: Mimicry Increases Empathy in Simulated Contact with Virtual Outgroup
Members, Hasler et al. (2014)

18. Nonverbal interaction: gaze
• Gaze is one of the most thoroughly studied
nonverbal gestures in research on social
interaction
• Direct eye gaze can provide cues for
intimacy, agreement, and interest
• Gaze can enhance learning during
instruction as well as memory for
information

19. Gaze and communication
performance
• “Head movements, like eye movements, are highly
correlated with an individual’s focus of attention”
• Also “useful and valuable cue for detecting the
attentional focus of an individual in one’s far
periphery.”
• “Head movements can contribute is symbolic
information, as in indicating agreement,
disagreement and many other semantic
messages”
Readings:
Gaze and task performance in shared virtual environments (Bailenson et al., 2002)

20. Gaze and learning
• “College students had higher performance on a learning
task when the instructor gazed at them than when the
instructor did not” (Bailenson, 2002)
• “- when students are able to return the gaze to the
instructor, they participate more in the instruction than
when they are not able to gaze at the instructor”
(Bailenson, 2002)
• “Situations that foster mutual gaze are especially preferred
by interactants during cooperation tasks when multiple
individuals are working towards a goal.”
• “Task needs to be interactive”
Readings:
Gaze and task performance in shared virtual environments (Bailenson et al., 2002)

21. Companies use VR for
collecting nonverbal data
• ”With VR, in addition to recording personal
data regarding people’s location, social ties,
verbal communication, search queries, and
product preferences, technology companies
will also collect nonverbal behavior—for
example, users’ posture, eye gaze, gestures,
facial expres- sions, and interpersonal
distance.”
Readings:
Protecting Nonverbal Data Tracked in Virtual reality (Bailenson, 2018)

22. Huge amount of data
available from nonverbal
behavior in VR
• “In 2018, commercial systems typically track
body movements 90 times per second to
display the scene appropriately, and high-end
systems record 18 types of movements
across the head and hands. Consequently,
spending 20 minutes in a VR simulation
leaves just under 2 million unique recordings
of body language”
Readings:
Protecting Nonverbal Data Tracked in Virtual reality (Bailenson, 2018)

23. Behavioral data in VR opens up completely new
possibilities for clinical research (and this is not a new
thing anymore)
• “Psychologists have never, in the decades of
studying nonverbal behavior, had data sets of
this magnitude, given the labor involved in
hand-coding movements from recorded
video.”
• ”Clinical researchers have used VR tracking
data for assessment for more than a decade.”
Readings:
Protecting Nonverbal Data Tracked in Virtual reality (Bailenson, 2018)

24. Nonverbal behavior is
largely automatic
• ”Nonverbal behavior is largely automatic.
Although people can regulate what images
and text they post via social media, very
fewpeople can consistently regulate subtle
micromovements and gestures such as
sidelong glances or genuine smiles. In this
sense, nonverbal data are uniquely telling.”
Readings:
Protecting Nonverbal Data Tracked in Virtual reality (Bailenson, 2018)

25. A study: predicting
attention-
deficit/hyperactivity disorder
• “The amount of head, arm, and leg
movements were higher for children who
received a diagnosis of attention-
deficit/hyperactivity disorder compared with
those who did not.“
Protecting Nonverbal Data Tracked in Virtual reality (Bailenson, 2018)

26. A study: predicting autism
• “Students who received a diagnosis of
higher-functioning autism spectrum disorder
looked less frequently toward virtual
classmates during conversation compared
with undiagnosed children.”
Protecting Nonverbal Data Tracked in Virtual reality (Bailenson, 2018)

27. A study: predicting learning
• “The body language of teachers and learners
during instruction accurately determined the
subsequent test score of the student.”
Protecting Nonverbal Data Tracked in Virtual reality (Bailenson, 2018)

28. A study: predicting emotions
• “- body posture measured with the use of a
physical chair determined a person’s emotion
while that person was learning from a
desktop computer”
Protecting Nonverbal Data Tracked in Virtual reality (Bailenson, 2018)

29. Predictive models from
behavior data?
• ” Some argue that the true value of online tracking data is
its influence in setting parameters in predictive models”
• “Indeed, the current business models of social media
companies revolve around using tracking data to tailor
advertisements. Nonverbal data will augment this strategy;
a recent study showed that head movements measured in
VR scenes can reveal how positively a viewer rates the
content in the scene”
Protecting Nonverbal Data Tracked in Virtual reality (Bailenson, 2018)

30. Predictive models from behavior data –
useful in predicting ”real life” behavior
as well?
• “These algorithms will likely have value
outside of VR because it is fairly simple, even
using older technology, to capture and
categorize body movements in the real world
using computer vision.”
Protecting Nonverbal Data Tracked in Virtual reality (Bailenson, 2018)

31. Transformed social
interactions (TSI)
• “The categories of TSI include: self
representations (i.e., avatars), sensory
capabilities, and contextual situation”
• Bailenson et al., 2004. Transformed social interaction: Decoupling representation from behavior and form
in collaborative virtual environments

32. TSI and self representation:
gaze
• “In face-to-face conversation, mutual gaze is zero-sum”
• “In other words, if interactant A maintains eye contact with interactant B
for 70 percent of the time, it is not possi- ble for A to maintain eye
contact with interactant C for more than 30 percent of the time.”
• “However, interaction in CVEs is not bound by this constraint. With
digital avatars, A can be made to appear to maintain mutual gaze with
both B and C for a majority of the conversation.”
• “The interactants respond to the artificial gaze as if it were actual gaze
(Beall, Bailenson, Loomis, Blascovich, & Rex, 2003)”
– Beall, A. C., Bailenson, J. N., Loomis, J., Blascovich, J., & Rex, C.
(2003). Non-zero-sum mutual gaze in immersive virtual environments.
Proceedings ofHCIInternational 2003.
• Bailenson et al., 2004

33. TSI and self representation:
gaze
• “The leader can render herself looking at her
shoes, or perhaps at member B in the CVE,
while in reality she is watching member A’s
every move.”
• Bailenson et al., 2004

34. TSI and self representation: the
chameleon effect (mimicry)
• Using algorightms to create “artificial” chameleon
effect?
• “This ‘chameleon effect’ could be extremely effective
in CVEs (collaborative virtual environment). The
leader (or the system operator) can use algorithms
to detect motions of the other interac- tants at
varying levels of detail and coordinate the
animations of her avatar to be a blended
combination of her own and those of the others.”
• Bailenson et al., (2004)

35. TSI and self representation:
the chameleon effect
(mimicry)
• “A second form of avatar transformation
arises from the ability to selectively decouple
and reconstruct rendered behavior in CVEs.”
• “In other words, not only can interactants
render nonverbal behaviors different from the
nonverbal behaviors that they actually
perform, but, similarly to the discussion
above, they can render those behaviors
idiosyncratically for each of the other
interactants.”

36. TSI and transforming
sensory capabilities:
filtering nonverbal signals
• “Another transformation involves filtering or
degrading certain signals or nonverbal
behaviors. There are some visual nonverbal
behaviors that tend to distract interactants.”
• Bailenson et al., 2004

37. TSI and transforming
sensory capabilities:
filtering nonverbal signals
• “The speaker can filter the behavior on the transmitting
end”
– “If people know that they have difficulty suppressing
certain nonverbal behaviors that tend to be perceived
in a negative manner, such as a nervous tick, they
can activate a filter that prevents the behavior from
being rendered.”
• “Interactants can filter behaviors on the receiving end”
– “If a speaker’s hand motions are distracting, then a
listener can simply choose to not render that
interactant’s hand movements.”
• Bailenson et al., 2004

38. TSI and transforming
sensory capabilities:
attention spotting
• ”Producing a visual indicator regarding where
each interactant’s attention currently lies as
revealed by their eye direction”
• Bailenson et al., 2004
• OR e.g. “finger lazer pointers” like in Nvidia
Holodeck

39. TSI and transforming
sensory capabilities: avatar
profiles
• “We render the interactants’ names over their heads on floating
billboards for the experimenter to read. In this manner the
experimenter can refer to people by name more easily.”
• “There are many other ways to use these floating billboards to
assist interactants, for example, reminders about the
interactant’s preferences or personality (e.g., “doesn’t respond
well to prolonged mutual gaze”).”
• Or many other information (e.g. quasi-experiment: the
peripheral route for trust building!)
• Bailenson et al., 2004

40. TSI and transforming
sensory capabilities: ”virtual
ghosts”• “One of the most useful forms of transforming sensory
capabilities may be to enlist one or more human con- sultants
who are rendered to only one member in a CVE (i.e., virtual
ghosts).”
• “- informed human consultants who are free to wander around
the virtual meeting space, to scrutinize the actions of other
interactants, to conduct online research and sidebar meetings
in order to provide key interactants with additional information,
and to generally provide support for the interactants.”
• “Alternatively, the leader herself can go into “ghost mode” and
explore the virtual world with her team while her avatar remains
seated, and is even controlled by yet another member of her
team.”
• Bailenson et al., 2004

41. TSI and transforming the
situation (context)
• “CVE interactants can also use algorithms to transform
their general spatial or temporal situations”
• “There is no reason that the details and arrangements of
that virtual space need to be constant for all the
interactants in the CVE”
• E.g. “seeing oneself from through the eyes of another
may allow one to develop a more informed set of internal
beliefs about others (Baumeister, 1998)”
• Bailenson et al., 2004

42. TSI and transforming the
situation: manipulating time
• ”A second situational transformation involves partially
recording the interaction and adjusting temporal properties or
sequences in real time”
– Accelerating and/or decelerating perceived flow of time…
– E.g. student may go back to “confusing part” of
presentation and then catch up with 2x faster playback
– In a CVE, the temporally absent member has an option to
more deeply involve herself in the interaction.
• Bailenson et al., 2004

43. VR in education: immersion 1/2
1. Actional immersion
-Action that have “novel, intriquing consequences”
-Example: baby learning to walk
-In VR: valid sensorimotor actions, interactivity
2. Symbolic/narrative immersion
-“Triggering semantic associations via the content of
an experience”
-“Example: reading a horror novel at midnight in a
strange house”
-Narrative based learning?
3. Sensory immersion
-Occurs when the student employs Head-mounted
displays (HMDs)
-Technical quality of VR (resolution, frame rate, field of
view, etc.)
4. Social immersion
-Rich interactions among participants (features that
support verbal and nonverbal interactions)
Psychological immersion
-Combination of something above
-What to build in VR and why?
VR in education: immersion 1/2
1. Actional immersion
-Action that have “novel, intriquing consequences”
-Example: baby learning to walk
-In VR: valid sensorimotor actions, interactivity
2. Symbolic/narrative immersion
-“Triggering semantic associations via the content of
an experience”
-“Example: reading a horror novel at midnight in a
strange house”
-Narrative based learning?
3. Sensory immersion
-Occurs when the student employs Head-mounted
displays (HMDs)
-Technical quality of VR (resolution, frame rate, field of
view, etc.)
4. Social immersion
-Rich interactions among participants (features that
support verbal and nonverbal interactions)
Psychological immersion
-Combination of something above
-What to build in VR and why?

44. VR in education: immersion 2/2
“In mastering complex knowledge and
sophisticated skills, students learn well in a
Plan, Act, Reflect cycle (PAR)”
“Immersion is great for the Act part of the cycle,
but unless used carefully can interfere with the
Plan and the Reflect parts of the cycle.”
“This—and numerous other factors—make
effective instructional design for immersive
learning complex.”
Introduction: Virtual, Augmented, and Mixed Realities in Education (Dede et
al., 2017)
VR in education: immersion 2/2
“In mastering complex knowledge and
sophisticated skills, students learn well in a
Plan, Act, Reflect cycle (PAR)”
“Immersion is great for the Act part of the cycle,
but unless used carefully can interfere with the
Plan and the Reflect parts of the cycle.”
“This—and numerous other factors—make
effective instructional design for immersive
learning complex.”
Introduction: Virtual, Augmented, and Mixed Realities in Education (Dede et
al., 2017)

45. VR in learning - egocentric
and exocentric perspectives
• A major advantage of egocentric perspectives is that they enable
participants’ actional immersion and motivation through embodied,
concrete learning
– Examples: doing a surgery, a laboratory experiment, experiencing a
historical narrative, etc.
• Exocentric perspectives foster more abstract, symbolic insights
gained from distancing oneself from the context (seeing forest rather
than the trees).
– Examples: city planning, ecosystem and weather simulations, etc.
Readings:
Immersive Interfaces for Engagement and Learning (Dede, 2009)
23.05.19 45

46. VR in learning – Situated
Learning and Transfer
• “Situated Learning takes place in the same or a
similar context to that in which it is later applied,
and the setting itself fosters tacit skills through
experience and modeling”
• Example: “a medical internship, both the
configuration and the coordinated team activities in
a hospital surgical operating room provide
embedded knowledge.”
• Introduction: Virtual, Augmented, and Mixed
Realities in Education (Dede et al., 2017)

47. VR in learning – Situated
Learning
• “Situated learning requires authentic contexts, activities, and
assessment coupled with guidance from expert modeling, mentoring,
and “legitimate peripheral participation” (Wenger, 1998).
– “As an example of legitimate peripheral participation, graduate students work
within the laboratories of expert researchers, who model the practice of
scholarship.”
– “These students interact with experts in research as well as with other members
of the research team who understand the complex processes of scholarship to
varying degrees.”
– “While in these laboratories, students gradually move from novice researchers to
more advanced roles, with the skills and expectations for them evolving.”
• “Potentially quite powerful, situated learning is seldom used in formal
instruction because creating tacit, relatively unstructured learning in complex
real-world settings is difficult.”
• Situated learning is important in part because of the crucial issue of
transfer.
• Introduction: Virtual, Augmented, and Mixed Realities in Education (Dede et al., 2017)

48. VR in learning – Transfer
• “Transfer is the application of knowledge learned in one
situation to another situation, demonstrated if instruction on
a learning task leads to improved performance on a transfer
task, typically a skilled performance in a real-world setting.”
– “For example, statistical reasoning learned in a classroom can
potentially aid with purchasing insurance, or with gambling.”
• “A major criticism of instruction today is the low rate of transfer
generated by conventional instruction”
– “Situated learning addresses this challenge by making the
setting in which learning takes place similar to the real-world
context for performance in work or personal life.”
Readings:
Introduction: Virtual, Augmented, and Mixed Realities in Education (Dede et al., 2017)

49. VR in education: communication
performance via ICT
High synchronicity medium for
convergence processes
Real time discussions and dialogue
Information processing
Especially between unfamiliar people
and unfamiliar topic
Low synchronicity medium for
conveyance processes
Asynchronous communication
(emails, blogs, etc.)
Information transferring
Conveying large amount of “raw”
information
Social virtual reality (SVR) is a
communication platform for both… and
much more (because both design of VR and
interaction processes in VR are not bind by laws
of physics)
VR in education: communication
performance via ICT
High synchronicity medium for
convergence processes
Real time discussions and dialogue
Information processing
Especially between unfamiliar people
and unfamiliar topic
Low synchronicity medium for
conveyance processes
Asynchronous communication
(emails, blogs, etc.)
Information transferring
Conveying large amount of “raw”
information
Social virtual reality (SVR) is a
communication platform for both… and
much more (because both design of VR and
interaction processes in VR are not bind by laws
of physics)

50. VR examples
Facebook Spaces (Social VR) (1:23):
https://www.youtube.com/watch?v=QtiM_DaBtLE
Resident Evil 7 (VR gaming) (4:14):
https://www.youtube.com/watch?v=qQqkubYobhI
VR examples
Facebook Spaces (Social VR) (1:23):
https://www.youtube.com/watch?v=QtiM_DaBtLE
Resident Evil 7 (VR gaming) (4:14):
https://www.youtube.com/watch?v=qQqkubYobhI
Ok, let’s discuss!Ok, let’s discuss!