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'''Transformed social interaction''' ('''TSI''') is a research paradigm and theoretical framework related to [[social interaction]] in [[virtual environment]]s.<ref name="TSI">Bailenson, J.N., Beall, A.C., Loomis, J., Blascovich, J., & Turk, M. (2004). [http://www.stanford.edu/%7Ebailenso/papers/TSI.pdf Transformed Social Interaction: Decoupling Representation from Behavior and Form in Collaborative Virtual Environments.] ''PRESENCE: Teleoperators and Virtual Environments, 13(4), 428-441.''</ref><ref>Bailenson, J. N. (2006). [http://www.stanford.edu/%7Ebailenso/papers/Digital%20Media%20Chapter.pdf 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.</ref>
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Transformed Social Interaction (TSI) is a research paradigm and theoretical framework related to social interaction in virtual environments<ref name="TSI">Bailenson, J.N., Beall, A.C., Loomis, J., Blascovich, J., & Turk, M. (2004). [http://www.stanford.edu/%7Ebailenso/papers/TSI.pdf Transformed Social Interaction: Decoupling Representation from Behavior and Form in Collaborative Virtual Environments.] ''PRESENCE: Teleoperators and Virtual Environments, 13(4), 428-441.''</ref><ref>Bailenson, J. N. (2006). [http://www.stanford.edu/%7Ebailenso/papers/Digital%20Media%20Chapter.pdf 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.</ref>.


==Overview of TSI==
==Overview==


Virtual reality allows us to break normal rules of physical interaction because users do not actually have to share the same "reality". For example, in a [[Collaborative Virtual Environment]] (CVE), a presenter can program their digital [[avatar]] to maintain eye contact with every person in the audience at the same time<ref name="gaze">Bailenson, J.N., Beall., A.C., Blascovich, J., Loomis, J., & Turk, M. (2005). [http://www.stanford.edu/%7Ebailenso/papers/HCR,%20in%20press.pdf Transformed Social Interaction, Augmented Gaze, and Social Influence in Immersive Virtual Environments.] ''Human Communication Research'', 31, 511-537.</ref>. Because each member of the audience has their own view of the world, they would each think that the presenter was indeed looking at them all the time even though there are in fact many different versions of "reality" co-occurring at the same time. Three categories of TSI have been identified.
[[Virtual reality]] allows one to break normal rules of physical interaction because users do not actually have to share the same "reality". For example, in a [[collaborative virtual environment]] (CVE), a presenter can program their digital [[Avatar (computing)|avatar]] to maintain eye contact with every person in the audience at the same time.<ref name="gaze">Bailenson, J.N., Beall., A.C., Blascovich, J., Loomis, J., & Turk, M. (2005). [http://www.stanford.edu/%7Ebailenso/papers/HCR,%20in%20press.pdf Transformed Social Interaction, Augmented Gaze, and Social Influence in Immersive Virtual Environments.] ''Human Communication Research'', 31, 511–537.</ref> Because each member of the audience has their own view of the world, they would each think that the presenter was indeed looking at them all the time even though there are in fact many different versions of "reality" co-occurring at the same time. Three categories of TSI have been identified.


===Self-Representation TSIs===
===Self-representation TSIs===

{{main|Self-presentation}}


Dramatic and subtle changes to appearances or behaviors can be made to our avatars for social advantage. For example, a digital avatar could incorporate 20% or 40% of someone else's face. Studies have shown that both behavioral<ref name = "chameleons">Bailenson, J. N. & Yee, N. (2005). [http://www.stanford.edu/%7Ebailenso/papers/Digital%20Chameleons,%20in%20press.pdf Digital Chameleons: Automatic assimilation of nonverbal gestures in immersive virtual environments.] ''Psychological Science'', 16, 814-819.</ref> and visual mimicry<ref name="facesim">Bailenson, J.N., Garland , P., Iyengar, S., & Yee, N. (2006). [http://www.stanford.edu/%7Ebailenso/papers/Political%20Psycology%20in%20press.pdf Transformed Facial Similarity as a Political Cue: A Preliminary Investigation.] ''Political Psychology'', 27, 373-386.</ref> can make a person more persuasive.
Dramatic and subtle changes to appearances or behaviors can be made to our avatars for social advantage. For example, a digital avatar could incorporate 20% or 40% of someone else's face. Studies have shown that both behavioral<ref name = "chameleons">Bailenson, J. N. & Yee, N. (2005). [http://www.stanford.edu/%7Ebailenso/papers/Digital%20Chameleons,%20in%20press.pdf Digital Chameleons: Automatic assimilation of nonverbal gestures in immersive virtual environments.] ''Psychological Science'', 16, 814-819.</ref> and visual mimicry<ref name="facesim">Bailenson, J.N., Garland , P., Iyengar, S., & Yee, N. (2006). [http://www.stanford.edu/%7Ebailenso/papers/Political%20Psycology%20in%20press.pdf Transformed Facial Similarity as a Political Cue: A Preliminary Investigation.] ''Political Psychology'', 27, 373-386.</ref> can make a person more persuasive.


Changes in digital self-representation can also be used to modify a person's own attitudes and behaviors. For example, users in tall avatars became more aggressive in a negotiation task than users in short avatars<ref name="proteus">Yee, N. & Bailenson, J.N. (2007, in press). [http://www.stanford.edu/%7Ebailenso/papers/proteus%20effect.pdf The Proteus Effect: Self Transformations in Virtual Reality. Human Communication Research.]</ref>. And users placed in avatars of an elderly person held fewer negative stereotypes of the elderly in general<ref name="oldpeople">Yee, N., & Bailenson, J.N. (2006). [http://www.nickyee.com/pubs/Yee%20&%20Bailenson%20-%20Digital%20Shoes%20(2006).pdf 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 – 26, Cleveland , Ohio , USA''</ref>.
Changes in digital self-representation can also be used to modify a person's own attitudes and behaviors. For example, users in tall avatars became more aggressive in a negotiation task than users in short avatars.<ref name="proteus">Yee, N. & Bailenson, J.N. (2007, in press). [http://www.stanford.edu/%7Ebailenso/papers/proteus%20effect.pdf The Proteus Effect: Self Transformations in Virtual Reality. Human Communication Research.]</ref> And users placed in avatars of an elderly person held fewer negative stereotypes of the elderly in general.<ref name="oldpeople">Yee, N., & Bailenson, J.N. (2006). [http://www.nickyee.com/pubs/Yee%20&%20Bailenson%20-%20Digital%20Shoes%20(2006).pdf 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 – 26, Cleveland , Ohio , USA''</ref>


===Social Sensory Abilities===
===Social sensory abilities===


A virtual environment can provide information to a person that would be considered super-human powers in real life. For example, virtual classrooms could provide teachers with updated interest/boredom level of students by tracking their eye gaze patterns. Or it could alert teachers when they have not maintained eye contact with certain students in the virtual classroom for a long period of time.
A virtual environment can provide information to a person that would be considered super-human powers in real life. For example, virtual classrooms could enable teachers to monitor students' understanding by [[eye tracking|tracking their eye gaze patterns]] and other gestures.<ref>{{Cite book|last1=Schroeder|first1=Ralph|url=https://books.google.com/books?id=BiZUSwPZJjoC&dq=%22Transformed+social+interaction%22&pg=PR9|title=Avatars at Work and Play: Collaboration and Interaction in Shared Virtual Environments|last2=Axelsson|first2=Ann-Sofie|date=2006-02-06|publisher=Springer Science & Business Media|isbn=978-1-4020-3883-9|language=en}}</ref> Or it could alert teachers when they have not maintained eye contact with certain students in the virtual classroom for a long period of time.


===Environmental Transformations===
===Environmental transformations===


Because every user sees their own version of the virtual space, different users could be in different or exactly the same spatial setting. For example, in a virtual classroom, every student could be sitting right in front of the teacher. And because a digital environment can store information, students could also "rewind" to hear part of the material again.
Because every user sees their own version of the virtual space, different users could be in different or exactly the same spatial setting. For example, in a virtual classroom, every student could be sitting right in front of the teacher. And because a digital environment can store information, students could also "rewind" to hear part of the material again.


[[Image:candidate morphs.jpg|thumb|250px|right|An example of digital morphing of faces. In the top row, 40% of Bush's facial features are morphed into another man's face. In the bottom row, 40% of Kerry's facial features are morphed into a woman's face.]]
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== References ==
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[[Image:opauqe students2.jpg|thumb|250px|right|Teachers in virtual classrooms could gain "super-powers". For example, visual cues could help them spread their gaze among all students equally. Students who have not received gaze attention from the teacher could start to literally fade away to alert the teacher.]]
==Academic Articles about Transformed Social Interaction==


<!-- Deleted image removed: [[Image:nzsp.gif|thumb|250px|right|A schematic of a traditional and a virtual classroom. In the virtual classroom, every student can be sitting in front of the teacher. {{ffdc|1=Nzsp.gif|log=2015 June 17}}]] -->
Bailenson, J.N., Yee, N., Patel, K., & Beall, A.C. (2007, in press).
[http://www.stanford.edu/%7Ebailenso/papers/DDC.pdf Detecting Digital Chameleons. Computers in Human Behavior.]


Yee, N. & Bailenson, J.N. (2007, in press). [http://www.stanford.edu/%7Ebailenso/papers/proteus%20effect.pdf The Proteus Effect: Self Transformations in Virtual Reality. Human Communication Research.]


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==References==
Yee, N., & Bailenson, J.N. (2006). [http://www.nickyee.com/pubs/Yee%20&%20Bailenson%20-%20Digital%20Shoes%20(2006).pdf 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 – 26, Cleveland , Ohio , USA''
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<!--See [[Wikipedia:Footnotes]] for an explanation of how to generate footnotes using the <ref(erences/)> tags-->

{{Reflist|2}}
Bailenson, J. N. (2006). [http://www.stanford.edu/%7Ebailenso/papers/Digital%20Media%20Chapter.pdf 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.

Bailenson, J.N., Yee, N., Blascovich, J., & Guadagno, R.E. (2006, in press). Transformed Social Interaction in Mediated Interpersonal Communication. In Konijn, E., Tanis, M., Utz, S. & Linden, A. (Eds.), ''Mediated Interpersonal Communication'', Lawrence Erlbaum Associates.

Bailenson, J.N., Garland , P., Iyengar, S., & Yee, N. (2006). [http://www.stanford.edu/%7Ebailenso/papers/Political%20Psycology%20in%20press.pdf Transformed Facial Similarity as a Political Cue: A Preliminary Investigation.] ''Political Psychology'', 27, 373-386.

Bailenson, J.N. & Beall, A.C. (2006). [http://www.stanford.edu/%7Ebailenso/papers/TSI%20chapter.pdf 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., Beall., A.C., Blascovich, J., Loomis, J., & Turk, M. (2005). [http://www.stanford.edu/%7Ebailenso/papers/HCR,%20in%20press.pdf Transformed Social Interaction, Augmented Gaze, and Social Influence in Immersive Virtual Environments.] ''Human Communication Research'', 31, 511-537.

Bailenson, J. N. & Yee, N. (2005). [http://www.stanford.edu/%7Ebailenso/papers/Digital%20Chameleons,%20in%20press.pdf Digital Chameleons: Automatic assimilation of nonverbal gestures in immersive virtual environments.] ''Psychological Science'', 16, 814-819. (see [http://www.stanford.edu/group/vhil/movies/mimic.m1v video])

Bailenson, J.N., Beall, A.C., Loomis, J., Blascovich, J., & Turk, M. (2004). [http://www.stanford.edu/%7Ebailenso/papers/TSI.pdf Transformed Social Interaction: Decoupling Representation from Behavior and Form in Collaborative Virtual Environments.] ''PRESENCE: Teleoperators and Virtual Environments, 13(4), 428-441.''

Beall, A.C., Bailenson, J.N., Loomis, J., Blascovich, J., & Rex, C. (2003). [http://www.stanford.edu/%7Ebailenso/papers/nzsmg.pdf Non-Zero-Sum Mutual Gaze in Collaborative Virtual Environments.] ''Proceedings of HCI International, 2003, Crete.''


==External links==
Bailenson, J.N., Beall, A.C., Blascovich, J., Weisbuch, M., & Raimmundo, R. (2001). [http://www.stanford.edu/%7Ebailenso/papers/IVA_BailensonEtAl01.pdf Intelligent Agents Who Wear Your Face: Users' Reactions to the Virtual Self.] ''Lecture Notes in Artificial Intelligence, 2190, 86-99.''
* [http://vhil.stanford.edu Virtual Human Interaction Lab] - A research lab based at Stanford University that has an emphasis on experimental research in Transformed Social Interaction.
* [http://www.recveb.ucsb.edu Research Center for Virtual Environments and Behavior] - A research lab based at UCSB that also studies Transformed Social Interaction.


[[Category:Virtual reality]]
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{{Uncategorized|February 2007}}

Latest revision as of 19:38, 5 December 2021

Transformed social interaction (TSI) is a research paradigm and theoretical framework related to social interaction in virtual environments.[1][2]

Overview

[edit]

Virtual reality allows one to break normal rules of physical interaction because users do not actually have to share the same "reality". For example, in a collaborative virtual environment (CVE), a presenter can program their digital avatar to maintain eye contact with every person in the audience at the same time.[3] Because each member of the audience has their own view of the world, they would each think that the presenter was indeed looking at them all the time even though there are in fact many different versions of "reality" co-occurring at the same time. Three categories of TSI have been identified.

Self-representation TSIs

[edit]
Main article: Self-presentation

Dramatic and subtle changes to appearances or behaviors can be made to our avatars for social advantage. For example, a digital avatar could incorporate 20% or 40% of someone else's face. Studies have shown that both behavioral[4] and visual mimicry[5] can make a person more persuasive.

Changes in digital self-representation can also be used to modify a person's own attitudes and behaviors. For example, users in tall avatars became more aggressive in a negotiation task than users in short avatars.[6] And users placed in avatars of an elderly person held fewer negative stereotypes of the elderly in general.[7]

Social sensory abilities

[edit]

A virtual environment can provide information to a person that would be considered super-human powers in real life. For example, virtual classrooms could enable teachers to monitor students' understanding by tracking their eye gaze patterns and other gestures.[8] Or it could alert teachers when they have not maintained eye contact with certain students in the virtual classroom for a long period of time.

Environmental transformations

[edit]

Because every user sees their own version of the virtual space, different users could be in different or exactly the same spatial setting. For example, in a virtual classroom, every student could be sitting right in front of the teacher. And because a digital environment can store information, students could also "rewind" to hear part of the material again.

An example of digital morphing of faces. In the top row, 40% of Bush's facial features are morphed into another man's face. In the bottom row, 40% of Kerry's facial features are morphed into a woman's face.
Teachers in virtual classrooms could gain "super-powers". For example, visual cues could help them spread their gaze among all students equally. Students who have not received gaze attention from the teacher could start to literally fade away to alert the teacher.


References

[edit]
  1. ^ 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.
  2. ^ 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.
  3. ^ 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.
  4. ^ Bailenson, J. N. & Yee, N. (2005). Digital Chameleons: Automatic assimilation of nonverbal gestures in immersive virtual environments. Psychological Science, 16, 814-819.
  5. ^ 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.
  6. ^ Yee, N. & Bailenson, J.N. (2007, in press). The Proteus Effect: Self Transformations in Virtual Reality. Human Communication Research.
  7. ^ 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 – 26, Cleveland , Ohio , USA
  8. ^ Schroeder, Ralph; Axelsson, Ann-Sofie (2006-02-06). Avatars at Work and Play: Collaboration and Interaction in Shared Virtual Environments. Springer Science & Business Media. ISBN 978-1-4020-3883-9.
[edit]
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