Human-Computer Interaction
Sebastian Oberdörfer and Philipp Schaper as guests at Arbeit Bildung Zukunft
Listen to the new podcast episode #66 of Arbeit Bildung Zukunft (Work Education Future): From Serious Games to Social Robots to Horst the Frog - Potentials of New Technologies in the Learning and Teaching Context of the Future
Facebook's Metaverse - The next big thing?
The idea of a distributed artificial virtual world, in which participants can meet and interact with each other via different avatars, is anything but new.
Prof. Birgit Lugrin's Handbook on Socially Interactive Agents
The handbook on Socially Interactive Agents, edited by Birgit Lugrin, Catherine Pelachaud and David Traum, and published by ACM is out now.
Prof. Latoschik will be a Keynote Speaker at EuroXR 2021!
Prof. Latoschik will give a talk at the EuroXR conference on November 25, 2021. Free tickets are available!
Florian Kern will speak at the EdTech Festival 2021
Florian Kern will give a talk at the EdTech Festival 2021 on November 02, 2021 at 09:30. The title of the presentation is: ViLeArn - A Social XR Platform for Learners and Teachers Built with Reality Stack
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Open Positions

Student Worker for the ViTraS Project Wanted!
We have an open position for a motivated student worker in the ViTraS Project. In this project the possibilities of therapy for body perception disorders via VR and AR are explored.
Open Research and PhD Position (TVL E13 100%)
The HCI-group has an open position for a research assistant (and PhD candidate) in the general area of interactive systems and related research projects, e.g., VR, AR, avatars, or multimodal interfaces.
Student Worker for Public Relations Wanted!
We have an open position for a motivated student worker that is willing to contribute in increasing the public visibility of project results, successes, and opportunities at the HCI chair.
Student Worker for the ILAST project
We have an open position for a motivated student employee in a very interesting VR project!
Student Workers for the CoTeach Project
We are looking for student workers to help develop and investigate fully immersive learning environments
Student Worker for the XRoads Project
We have an open position for a motivated student that is willing to contribute in the XRoads Project.


Recent Publications

Sebastian Oberdörfer, David Schraudt, Marc Erich Latoschik, Embodied Gambling - Investigating the Influence of Level of Embodiment, Avatar Appearance, and Virtual Environment Design on an Online VR Slot Machine, In Frontiers in Virtual Reality. 2022.
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@article{oberdorfer2022embodied, author = {Sebastian Oberdörfer and David Schraudt and Marc Erich Latoschik}, journal = {Frontiers in Virtual Reality}, url = {https://www.frontiersin.org/articles/10.3389/frvir.2022.828553/full}, year = {2022}, title = {Embodied Gambling - Investigating the Influence of Level of Embodiment, Avatar Appearance, and Virtual Environment Design on an Online VR Slot Machine} }
Abstract:
Erik Wolf, Marie Luisa Fiedler, Nina Döllinger, Carolin Wienrich, Marc Erich Latoschik, Exploring Presence, Avatar Embodiment, and Body Perception with a Holographic Augmented Reality Mirror, In Proceedings of the 29th IEEE Virtual Reality Conference (VR '22). 2022.
[Download] [BibSonomy]
@inproceedings{wolf2022holographic, author = {Erik Wolf and Marie Luisa Fiedler and Nina Döllinger and Carolin Wienrich and Marc Erich Latoschik}, url = {https://downloads.hci.informatik.uni-wuerzburg.de/2022-ieeevr-hololens-embodiment-preprint.pdf}, year = {2022}, booktitle = {Proceedings of the 29th IEEE Virtual Reality Conference (VR '22)}, title = {Exploring Presence, Avatar Embodiment, and Body Perception with a Holographic Augmented Reality Mirror} }
Abstract: The embodiment of avatars in virtual reality (VR) is a promising tool for enhancing the user's mental health. A great example is the treatment of body image disturbances, where eliciting a full-body illusion can help identify, visualize, and modulate persisting misperceptions. Augmented reality (AR) could complement recent advances in the field by incorporating real elements, such as the therapist or the user's real body, into therapeutic scenarios. However, research on the use of AR in this context is very sparse. Therefore, we present a holographic AR mirror system based on an optical see-through (OST) device and markerless body tracking, collect valuable qualitative feedback regarding its user experience, and compare quantitative results regarding presence, embodiment, and body weight perception to similar systems using video see-through (VST) AR and VR. For our OST AR system, a total of 27 normal-weight female participants provided predominantly positive feedback on display properties (field of view, luminosity, and transparency of virtual objects), body tracking, and the perception of the avatar’s appearance and movements. In the quantitative comparison to the VST AR and VR systems, participants reported significantly lower feelings of presence, while they estimated the body weight of the generic avatar significantly higher when using our OST AR system. For virtual body ownership and agency, we found only partially significant differences. In summary, our study shows the general applicability of OST AR in the given context offering huge potential in future therapeutic scenarios. However, the comparative evaluation between OST AR, VST AR, and VR also revealed significant differences in relevant measures. Future work is mandatory to corroborate our findings and to classify the significance in a therapeutic context.
Christian Seufert, Sebastian Oberdörfer, Alice Roth, Silke Grafe, Jean-Luc Lugrin, Marc Erich Latoschik, Classroom management competency enhancement for student teachers using a fully immersive virtual classroom, In Computers & Education, p. 104410. 2021.
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@article{SEUFERT2021104410, author = {Christian Seufert and Sebastian Oberdörfer and Alice Roth and Silke Grafe and Jean-Luc Lugrin and Marc Erich Latoschik}, journal = {Computers & Education}, url = {https://www.sciencedirect.com/science/article/pii/S0360131521002876}, year = {2021}, pages = {104410}, title = {Classroom management competency enhancement for student teachers using a fully immersive virtual classroom} }
Abstract: The purpose of this study is to examine whether pre-service teachers studying classroom management (CM) in a virtual reality (VR)-supported setting enhance their CM competencies more than students do in a setting using conventional methods. With this aim in mind and to address a lack of available situations of practicing and reflecting CM competencies besides simply gaining theoretical knowledge about CM in education, we integrated a novel fully immersive VR application in selected CM courses. We evaluated the development of self-assessed and instructor-rated CM competencies and the learning quality in the different learning conditions. Additionally, we evaluated the presence, social presence, believability and utility of the VR application and the VR-assisted and video-assisted course. Participants were pre-service teachers (n = 55) of the university of XXX who participated in a quasi-experimental pre-test/post-test intervention. The students were randomly assigned to one of two intervention groups: the test group used ProjectName during the term (n = 39), and the comparison group's learning was video-assisted (n = 16). The instructor rating shows significant differences between the VR group and the video group, the two points of measurement and for the interaction between the condition and time of measurement. It demonstrates a highly significant improvement in CM competencies in the VR setting between the pre-test and post-test (p < 0.001, Cohen's d = 1.06) as compared to the video-based setting. The participants of the VR setting themselves rated their CM competencies in the post-test significantly higher than in the pre-test (p = 0.02, Cohen's d = 0.39). Interestingly, the video group also rated themselves better in the post-test (p = 0.02, Cohen's d = 0.67), which reveals that self-assessment and external assessment show different results. In addition, we observed that even if both groups gained similar theoretical knowledge, the CM competencies developed to a greater degree in the VR-based settings. The participants rated the CM training system a useful tool to evaluate and reflect on individual teacher actions. Its immersion contributes to a high presence and the simulation of realistic scenarios in a CM course. These findings suggest that VR-based settings can lead to a higher benefit in the enhancement of pre-service teachers' CM competencies.
J. Heß, P. Karageorgos, T. Richter, B. Müller, A. Riedmann, P. Schaper, B. Lugrin, Digitale Leseförderung: Konzeption und Evaluation der "Mobilen Leseförderung", In Round Table-Session präsentiert auf der Online-Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs). 2021.
[BibSonomy]
@conference{hess2021digitale, author = {J. Heß and P. Karageorgos and T. Richter and B. Müller and A. Riedmann and P. Schaper and B. Lugrin}, year = {2021}, booktitle = {Round Table-Session präsentiert auf der Online-Tagung der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs)}, title = {Digitale Leseförderung: Konzeption und Evaluation der "Mobilen Leseförderung"} }
Abstract:
Desirée Weber, Stephan Hertweck, Hisham Alwanni, Lukas D. J. Fiederer, Xi Wang, Fabian Unruh, Martin Fischbach, Marc Erich Latoschik, Tonio Ball, A Structured Approach to Test the Signal Quality of Electroencephalography Measurements During Use of Head-Mounted Displays for Virtual Reality Applications, In Frontiers in Neuroscience, Vol. 15, p. 1527. 2021.
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@article{weber2021structured, author = {Desirée Weber and Stephan Hertweck and Hisham Alwanni and Lukas D. J. Fiederer and Xi Wang and Fabian Unruh and Martin Fischbach and Marc Erich Latoschik and Tonio Ball}, journal = {Frontiers in Neuroscience}, url = {https://www.frontiersin.org/article/10.3389/fnins.2021.733673}, year = {2021}, pages = {1527}, title = {A Structured Approach to Test the Signal Quality of Electroencephalography Measurements During Use of Head-Mounted Displays for Virtual Reality Applications} }
Abstract: Joint applications of virtual reality (VR) systems and electroencephalography (EEG) offer numerous new possibilities ranging from behavioral science to therapy. VR systems allow for highly controlled experimental environments, while EEG offers a non-invasive window to brain activity with a millisecond-ranged temporal resolution. However, EEG measurements are highly susceptible to electromagnetic (EM) noise and the influence of EM noise of head-mounted-displays (HMDs) on EEG signal quality has not been conclusively investigated. In this paper, we propose a structured approach to test HMDs for EM noise potentially harmful to EEG measures. The approach verifies the impact of HMDs on the frequency- and time-domain of the EEG signal recorded in healthy subjects. The verification task includes a comparison of conditions with and without an HMD during (i) an eyes-open vs. eyes-closed task, and (ii) with respect to the sensory- evoked brain activity. The approach is developed and tested to derive potential effects of two commercial HMDs, the Oculus Rift and the HTC Vive Pro, on the quality of 64-channel EEG measurements. The results show that the HMDs consistently introduce artifacts, especially at the line hum of 50 Hz and the HMD refresh rate of 90 Hz, respectively, and their harmonics. The frequency range that is typically most important in non-invasive EEG research and applications (<50 Hz) however, remained largely unaffected. Hence, our findings demonstrate that high-quality EEG recordings, at least in the frequency range up to 50 Hz, can be obtained with the two tested HMDs. However, the number of commercially available HMDs is constantly rising. We strongly suggest to thoroughly test such devices upfront since each HMD will most likely have its own EM footprint and this article provides a structured approach to implement such tests with arbitrary devices.
Thomas Schröter, Jennifer Tiede, Silke Grafe, Marc Erich Latoschik, Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. Results from an Exploratory Study., In Theo Bastiaens (Eds.), Proceedings of Innovate Learning Summit 2021, p. 160–170. Online, United States: Association for the Advancement of Computing in Education (AACE), 2021.
[BibSonomy]
@inproceedings{SchrTiedGraf2021yx, author = {Thomas Schröter and Jennifer Tiede and Silke Grafe and Marc Erich Latoschik}, year = {2021}, booktitle = {Proceedings of Innovate Learning Summit 2021}, editor = {Theo Bastiaens}, publisher = {Association for the Advancement of Computing in Education (AACE)}, address = {Online, United States}, pages = {160–170}, title = {Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. Results from an Exploratory Study.} }
Abstract: This exploratory study presents the findings and implications of a three-hour further development workshop implemented with a convenience sample of six teacher educators from a German university. The workshop aimed at fostering the Teacher Educator Technology Competencies (TETCs)—with a special focus on virtual reality (VR)—while reverting to the didactic principle of action orientation. To test whether this didactic principle is suitable for fostering the media pedagogical competencies of the target group in and with VR and to identify further design principles, a mixed-methods approach was utilized. The data collection consisted of focus group interviews, which were analyzed via qualitative content analysis, and Teacher Educator Technology Surveys (TETS). The analysis revealed that action orientation is a valuable addition to established didactical models in higher education (HE). Also...
Thomas Schröter, Jennifer Tiede, Marc Erich Latoschik, Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. A Case Study, In T. Bastiaens (Eds.), Proceedings of EdMedia + Innovate Learning, pp. 617-629. Association for the Advancement of Computing in Education (AACE), 2021.
[BibSonomy]
@conference{schroter2021fostering, author = {Thomas Schröter and Jennifer Tiede and Marc Erich Latoschik}, year = {2021}, booktitle = {Proceedings of EdMedia + Innovate Learning}, editor = {T. Bastiaens}, publisher = {Association for the Advancement of Computing in Education (AACE)}, pages = {617-629}, title = {Fostering Teacher Educator Technology Competencies (TETCs) in and with Virtual Reality. A Case Study} }
Abstract:
Sebastian Keppler, Nina Döllinger, Carolin Wienrich, Marc Erich Latoschik, Johann Habakuk Israel, Self-Touch: An Immersive Interaction-Technique to Enhance Body Awareness.. 2021.
[BibSonomy]
@inproceedings{keppler2021selftouch, author = {Sebastian Keppler and Nina Döllinger and Carolin Wienrich and Marc Erich Latoschik and Johann Habakuk Israel}, year = {2021}, title = {Self-Touch: An Immersive Interaction-Technique to Enhance Body Awareness.} }
Abstract:
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