Course Materials
Meeting time: Tuesdays and Thursdays 2:00 - 3:20 PM
Meeting place: Tuttleman 1A
Professor: Matthew Lombard
Office: Annenberg Hall/Tomlinson Theater 220
Phone: 215.204.7182
Email:
lombard@temple.edu
Office hours: Tuesdays and Thursdays 3:20 - 4:30 or by appointment
PREREQUISITES
For graduate students: To take this course you need to have have taken and passed BTMM 5011 (Introduction to Communication Concepts) and BTMM 5114 )Communication Research Methods) or equivalent courses; if you haven't completed these prerequisite and still wish to take this course, please see the instructor.
For undergraduate students: To take this course you need to be a Junior or Senior and have taken and passed BTMM 1011 (Introduction to Media Theory) and BTMM 1021 (Media and Society) or equivalent courses; if you haven't completed these prerequisites and still wish to take this course, please see the instructor.
READINGS
There is no assigned book for the class; course readings from a variety of sources will be provided.
COURSE DESCRIPTION
This course is about how people process information from mass and personal media, including both traditional media (radio, television, film, newspapers, books, magazines, telephone) and emerging media (e.g., computers, e-mail, the Internet, smartphones, tablets, simulation rides, and virtual and augmented reality). We're interested in what happens in people's minds and bodies before, after, and especially during, media use. A better understanding of these processes not only is interesting for its own sake but allows us to better understand and predict media uses and gratifications, the effects of media use on consumers, and the likely future characteristics of a number of different media; it also suggests ways to design "better" media environments and experiences. After an introdution to some key ideas and phenomena in the area of psychological processing of media we'll focus on a particular subset of those phenomena labelled telepresence (or presence for short), how and why they occur and their many implications.
Class meetings will consist of some lecture material, brief video presentations, and a considerable amount of focused but informal discussion. We'll also take at least one "field trip" during the semester and bring media experiences into the classroom. Grading will be based on the total points earned on a series of required and optional assignments and participation; there are no exams. We'll also interact between class meetings via a course listserv (BTMM346-ML@listserv.temple.edu; more details on this during the first class).
COURSE OBJECTIVES
- To introduce students to an important Communication perspective concerning the media - the psychological perspective - and to review some key concepts and findings from that perspective.
- To reinforce and apply students' knowledge of research methods used in Communication and to help students become critical consumers of research in general.
- To allow students to become experts concerning one important psychological process related to media use.
- To help students develop the skills required to conduct and report research.
- To encourage students to consider and discuss ideas thoughtfully and critically.
- To allow and encourage students to have fun while learning.
INSTRUCTOR'S TEACHING/LEARNING PHILOSOPHY
I believe students are more likely to benefit from a class when the subject matter is interesting and the class meetings are pleasant and diverting. I think the material in this class is extremely interesting (much of it motivated me to study Communication in the first place) and I'll do my best to make it interesting to you. Making this class enjoyable requires work on both our parts. Your enthusiasm, participation in discussions, office hour visits, e-mail messages, and suggestions, questions, and feedback are all essential to the success of this class!!
You're encouraged to provide your feedback using the form below at any time, anonymously or not:
-- Removed after course due to spam --
COURSE GRADING
The course grades will be based on a point system in which students complete required and optional assignments to accumulate points and earn grades on the traditional scale:
93 = A
90 = A-
87 = B+
83 = B
80 = B-
77 = C+
73 = C
70 = C-
(etc.)
Each assignment can be completed and turned in at any time but not later than the date indicated in the course schedule below. An A on an assignment will add the number of points listed below to the student's total; an A-, B+ or B on an assignment will add a correspondingly lower number of points; an assignment that doesn't represent at least B work won't add any points to the total.
The latest tally of grades for the class [FRIDAY May 11] is available in an Excel spreadsheet here.
The course assignments are:
| # | Points | Deadline | Assignment details |
| Required assignments (65 points possible) | |||
#1 |
3 |
TU 1/24 |
Subscribe to ISPR Presence News Just go here and subscribe to (and hopefully read) this free online publication. No credit unless you stay subscribed through the semester. |
#2 |
12 |
one week prior to date reading is scheduled |
Reading summary Select a reading from the syllabus (we'll do this together at the beginning of the semester) and write a maximum 2-page summary of what it says for distribution to the class - e-mail it to the instructor at least 1 week before the class in which the reading is assigned and 'talk us through it' during the class discussion. If the summary isn't adequate (thorough, accurate, grammatically correct, plagiarism-free, etc.), be prepared to revise and resubmit it. |
#3 |
12 |
TH 2/23 |
Observing attention and memory exercise Observe and and write a short (3 page) report on the attention and memory patterns of a television viewer. Full details are here. |
#4 |
20 |
TU 4/17 |
Topic paper Write a paper on any topic covered in or related to the course; it must center on a psychological process involving the media, properly cite and include references for at least 5 scholarly sources (which can include assigned readings), be grammatically correct and plagiarism-free, and be approximately 6 pages (double spaced). You can turn in a draft for feedback any time up to a week before the final due date. |
#5 |
15 |
TH 4/26 |
Class research project: Tracking presence experiences Contribute your ideas as we together build and analyze an online dataset containing
the reported patterns of people's telepresence experiences.
Details about this will be provided in class. Our 'Tracking Telepresence' form is at http://bit.ly/tupresence; the PowerPoint summary of our results is here. |
#6 |
10 |
-- |
Participation Come to class; don't come in late, fall asleep or leave early; share your questions/comments/ideas in (and out of) class; turn things in on time; be nice; get involved! |
| Optional assignments (60+ possible points) | |||
#7 |
3 each (up to 2 sub-misions) |
SUN 5/6 |
Presence products Find a product for sale that is designed in part to evoke a kind of telepresence, as in the collection here; type the url and a copy of the product description (which must make clear why presence is involved) and turn it in. Note that the product can't be too similar to one already in the collection; the instructor makes the final call. |
#8 |
3 each (up to 2 sub-misions) |
SUN 5/6 |
ISPR Presence News items Find a news story suitable for ISPR Presence News; e-mail the url and item to the instructor. Note that the item has to be recent and not duplicate an earlier story already on the site; the instructor makes the final call. |
#9 |
10 |
SUN 5/6 |
Telepresence portrayal project Read about the Telepresence in Popular Culture study and contribute to the growing database by watching or reading a film, TV episode or novel that portrays people experiencing telepresence and describing the work by filling in the online form (you'll need to e-mail me first to get access to the system, and then again after you fill in the form so I know you've done it). Note that the description has to be complete and thoughtful to get credit. |
#10 |
12 |
TH 3/20 |
Subliminal/supraliminal messages excercise Examine an hours' worth of media content for sub- and supraliminal messages and consider their possible effects in a short (3 page) report. Full details are here. |
#11 |
12 |
SUN 5/6 |
Future of media exercise Apply information from the course and elsewhere to predict the nature of media experiences that will exist 20 years from now in a short (3 page) report. Full details are here. |
#12 |
15 |
SUN 5/6 |
Telepresence creativity Create a high quality graphic or video on the theme of presence and telepresence; see instructor with ideas and questions. For good examples:
|
#13 |
6 |
TH 4/26 |
Music and telepresence exercise Review the materials on "Telepresence and Music" and identify a single song (any genre, any vintage, but just one song) that you believe will evoke high levels of telepresence not just in you (e.g., because of some special association you have with it) but in most listeners. Consider the performance and recording characteristics associated with high levels of telepresence in the materials we cover in class (e.g., concerning location, equalization, and use of overdubbing and reverb; a list is in the Word file here) as well as any additional ones you think important. In a 1 to 2 page Word document, identify the song and explain the characteristics you believe will evoke presence in listeners. E-mail your paper and if you have it, an mp3 or other digital version of the song, to the instructor (if you don't have or don't want to send a digital version you can bring a CD, etc. to class). On April 26, we'll listen to the songs of those who complete this assignment and vote on which song evokes the strongest sense of presence, with its nominator earning a gift certificate for Amazon.com |
#14 |
?? |
SUN 5/6 |
Project A more ambitious project such as 1) an extensive review of the academic and popular literature on a topic, followed by a proposed explicit and detailed model of the relevant psychological process(es), 2) a brief review of the academic and popular literature on a topic followed by a description of a small study conducted by the student(s) (including research question, methods, results, and interpretation) completed with the instructor's approval and guidance (this could also supplant some of the required assignments) or 3) something you propose. See the instructor for details if you're interested. |
#15 |
1 each (up to 3) |
SUN 5/6 |
Comment on ISPR Presence News items Submit a *thoughtful* comment on any "Presence in the News" posting on the ISPR Presence News blog - the comment should refer or be related to telepresence in some way; the instructor makes the final call regarding credit. |
GRADING STANDARDS
This course is open to both upper division undergraduate students and graduate students (see prerequisites above). Grading assignments, standards and expectations for undergraduate and graduate students are different. Graduate students are expected to produce written work of greater depth and substance than undergraduate students, which must be reflected in the number and breadth of reference materials cited, the length of assignments, and the degree of creative synthesis of materials. Graduate students will also be expected to work with and assist one or more undergraduate classmates, complete additional and more advanced reading assignments, and meet separately with the instructor on some occasions.
"Incompletes" are strongly discouraged and will only be given if the student makes specific arrangements with the instructor, including completing the necesary Temple University paperwork, before the end of the semester.
ACADEMIC HONESTY AND PLAGIARISM [IMPORTANT!!]
Penalties for violation of the Temple University policies below (from the "Statement on Academic Honesty for Students in Undergraduate Courses") can result in a failing grade for an assignment or the entire course, and even expulsion from Temple.
Plagiarism is the unacknowledged use of another person's labor: another person's ideas, words, or assistance.
There are many forms of plagiarism: repeating another person's sentence as your own, adopting a particularly apt phrase as your own, paraphrasing someone else's argument as your own, or even presenting someone else's line of thinking in the development of a thesis as though it were your own. . . . It is perfectly acceptable to [use the ideas and words of other people], but we must never submit someone else's work as if it were our own, without giving appropriate credit to the originator.
[Here are some specific guidelines to follow:]
(a) Quotations. Whenever you use a phrase, sentence, or longer passage written (or spoken) by someone else, you must enclose the words in quotation marks and indicate the exact source of the material. This applies also to quotations you have altered.
(b) Paraphrasing another's language. Avoid closely paraphrasing another's words: substituting an occasional synonym, leaving out or adding an occasional modifier, rearranging the grammar slightly, just changing the tenses of verbs, and so on. Either quote the material directly, using quotation marks, or put the ideas completely in your own words. In either case, acknowledgment is necessary. Remember: expressing someone else's ideas in your own way does not make them yours.
(c) Facts. In a paper, you will often use facts that you have gotten from a lecture, a written work, or some other source. If the facts are well known, it is usually not necessary to provide a source. (In a paper on American history, for example, it would not ordinarily be necessary to give a source for the statement that the Civil War began in 1861 after the inauguration of Abraham Lincoln.) But if the facts are not widely known or if the facts were developed or presented by a specific source, then you should identify the source for the facts.
(d) Ideas. If you use an idea or ideas that you learned from a lecture, written work, or some other source, then you should identify the source. You should identify the source for an idea whether or not you agree with the idea. It does not become your original idea just because you agree with it.
In general, all sources must be identified as clearly, accurately, and thoroughly as possible. When in doubt about whether to identify a source, either cite the source or consult your instructor.
DISABILITY ACCOMMODATIONS
Any student who needs accommodation based on the impact of a disability should contact the instructor privately to discuss the specific situation as soon as possible. Contact Disability Resources and Services (215.204-1280; 100 Ritter Annex) for further information.
CALENDAR (subject to change - last updated on May 1, 2012)
| Week/Day/Date | Topics, readings, deadlines |
1. Tuesday January 17 |
Introduction to course |
1. Thursday January 19 |
Defining psychological processing of media Lombard, M. (1992). Introduction to the study of psychological processing of media. Unpublished manuscript. Available here. |
2. Tuesday January 24 |
Researching psychological processing of media Reeves, B., & Geiger, S. (1994). Designing experiments that assess psychological responses. In A. Lang (Ed.), Measuring Psychological Responses to Media, pp. 165-180. Hillsdale, NJ: Lawrence Erlbaum. Available here. READING SUMMARY: James NEWS
ARTICLE:
Eye-tracking: Is it Worth It? (UX Matters) VIDEO: It's Not Mind-Reading, but Scientists Exploring How Brains Perceive the World (PBS NewsHour) Deadline for Assignment #1 - Subscribe to ISPR Presence News |
2. Thursday January 26 |
Information processing and other models Bryant, J., & Rockwell, S. C. (1991). Evolving cognitive models in mass communication reception processes. In Bryant, J., & Zillmann, D. (eds.) Responding to the Screen: Reception and Reaction Processes, pp. 217-226. Hillsdale, NJ: Lawrence Erlbaum. Available here. READING SUMMARY: Patrick IMAGES:
Humans are like computers VIDEO / NEWS ARTICLE: A Drug That Wakes the Near Dead (NY Times) VIDEO: A Magazine is an iPad that does not work NEWS ARTICLE: What is 4K? Next-Generation Resolution Explained (CNET) |
3. Tuesday January 31 |
Attention Anderson, D. R., & Kirkorian, H. L.. (2006). Attention and television. In Jennings Bryant and Peter Vorderer (eds.), Psychology of Entertainment, pp. 35-54. Routledge. Available here. READING SUMMARY: Tim NEWS ARTICLE: The Mystery Behind Anesthesia (Technology Review) NEWS ARTICLE: Man Accidentally Shoots Nail Into His Brain, Doesn't Notice (Geek-O-System) VIDEO: Attention/awareness Test ONLINE RESOURCE: Avoid the Pitfalls of Computer-Generated Heat Maps |
3. Thursday February 2 |
Memory Harris, R. J., Cady, E. T., & Tran, T. Q. (2006). Comprehension and memory. In Jennings Bryant and Peter Vorderer (Editors), Psychology of Entertainment, pp. 71-84. Routledge. Available here. READING SUMMARY: Gino VIDEO: Contemporary Phineas Gage (source?) VIDEO: Mihaly Csikszentmihalyi - Flow (source?) |
4. Tuesday February 7 |
Memory (continued) NEWS ARTICLE: Corpse Sits in Gamer Cafe for 9 Hours (MSNBC) ONLINE RESOURCE: The Gift of Endless Memory (60 Minutes) ONLINE RESOURCE: Endel Tulvang, world authority on human memory function (Science.ca) NEWS ARTICLE: Sleep helps reduce errors in memory, MSU research suggests (Michigan State U. News) |
4. Thursday February 9 |
Physiology and emotion Zillmann, D. (2006). Dramaturgy for emotions from fictional narration. In Jennings Bryant and Peter Vorderer (Editors), Psychology of Entertainment, pp. 215-238. Routledge. [specifically pp. 221-end] Available here. READING SUMMARY: Drew ONLINE RESOURCE: 7 Edge of Your Seat Thrillers (7 Films) ONLINE RESOURCE: The 15 Greatest Movie Car Chases of All Time (Time) |
5. Tuesday February 14 |
Physiology and emotion (continued) Cantor, J. (2008). Fright reactions to mass media. In Jennings Bryant and Mary Beth Oliver (eds.), Media Effects: Advances in Theory and Research, pp. 287-306. Routledge. Available here. READING SUMMARY: Kaitlin NEWS ARTICLE: Chipotle Ad Upstages Some Grammy Performances (Advertising Age) IMAGES: Emotion and physiology |
5. Thursday February 16 |
Evaluation and behavior Littlejohn, S. W. (2001). Theories of human communication. Belmont, CA: Wadsworth. ["Theories of Message Reception and Processing" pp. 117-143] Available here. READING SUMMARY: Liudi VIDEO: We're
All Predictably Irrational - Dan Ariely (12:16-18:26) |
6. Tuesday February 21 |
Evaluation and behavior (contd); other topics: Watching reruns; ad repetition; multi-tasking. Unconscious (subliminal) processing Moore, T. E. (1996). Subliminal perception: Facts and fallacies. Skeptical Inquirer, 16(3). Available here. Bargh, J. A. (2002). Losing consciousness: Automatic influences on
consumer judgment, behavior, and motivation. READING SUMMARY: Jia VIDEO: CCTV (automatic id of facial emotions; start at 1:09; source?) (from HK) VIDEO: Telenovelas: Are Spanish-Language Soap Operas Good for Your Health? (PBS NewsHour) ONLINE RESOURCE: Serious Game Classification VIDEO: Subliminal Messages Busted IMAGES: Unconscious (subliminal) processing ONLINE RESOURCE: Kameraflage Images Only Visible Through a Digital Camera |
6. Thursday February 23 |
Intro to topic focus: Telepresence Lombard, M., & Ditton, T. B. (1997). At the heart of it all: The concept of presence. Journal of Computer-Mediated Communication, 3(2). Available: http://jcmc.indiana.edu/vol3/issue2/lombard.html READING SUMMARY: Matt M. POWERPOINT PRESENTATION: When Media Aren't Media: The Concept of Telepresence VIDEO: Stargate Studios Virtual Backlot Reel 2009 Deadline for Assignment #3 - Observing attention and memory exercise |
7. Tuesday February 28 |
Defining telepresence and related concepts Lombard, M., & Jones, M. T. (in press). Defining presence. In
F. Biocca, W.A. Ijsselsteijn, J. Freeman, & M. Lombard (Editors), Immersed
in Media: Telepresence Theory, Measurement and Technology. New
York: Routledge. READING SUMMARY: Griffin |
7. Thursday March 1 |
Measuring telepresence Lombard, M., Ditton, T. B., & Weinstein, L. (2009, November). Measuring (tele)presence: The Temple Presence Inventory. Presented at the Twelfth International Workshop on Presence, Los Angeles, California, USA. Available here. READING SUMMARY: -- ONLINE RESOURCE: Hollywood movies follow a mathematical formula ONLINE RESOURCE: 95% of Brain Activity is Beyond Our Conscious Awareness (Simplifying Interfaces) VIDEO: USA Network Character Approved - Kathryn Bigelow ONLINE RESOURCE: NeuroSky Brain-Computer Interface VIDEO:
"Paradoxymoron" by Patrick Hughes ONLINE RESOURCES: Peter Frary, Alexa Mead (1) (2) ONLINE RESOURCES: Panasonic Touch the Future Tour (some pictures are here) |
Week of March 4-11 |
Spring break |
8. Tuesday March 13 |
After-break review Human Productivity Lab web site International Society for Presence Research (ISPR) web site Peach (Presence Research in Action) web site READING SUMMARY: -- |
8. Thursday March 15 |
Unpacking telepresence: Presence theories Nunez, D. (2007). A capacity limited, cognitive constructive model of virtual presence. Dissertation. Chapter 3: A critical review of current significant models of presence, pp. 50-105, available here. Chapter 4: The capacity limited, cognitive constructionist model of presence (CLCC), pp. 106-133, available here. READING SUMMARY: Matt D. |
9. Tuesday March 20 |
Telepresence and... entertainment Hartmann, T., Klimmt, C., & Vorderer, P. (2009). Presence and media enjoyment. In C. Bracken & P. Skalski (Editors), Immersed in Media: Telepresence in Everyday Life. New York: Routledge. Available here. READING SUMMARY: Timur [related to previous topics: VIDEO: Face blindness (60 Minutes)] ONLINE RESOURCE: Life 2.0 documentary VIDEO: Pranav Mistry at TED; The Sixth Sense (especially beginning at 4:14) Deadline for Assignment #10 - Subliminal/supraliminal messages exercise (optional) |
9. Thursday March 22 |
Telepresence and music Klotz, J., & Lombard, M. (2006, August). Demonstration: Presence considerations in music production. Presented at the Ninth International Workshop on Presence, Cleveland, Ohio, USA. Available here (pdf). READING SUMMARY: Eric POWERPOINT PRESENTATION: Presence Considerations in Music Production (w/o music) ONLINE RESOURCE: Triumph of the Cyborg Composer VIDEO: Ellen's Auto-tuning monologue ONLINE RESOURCE: Hail the Villain virtual reality web site ONLINE RESOURCE: Factors affecting telepresence with music (Word) |
10. Tuesday March 27 |
Telepresence and... memory and social judgment Ditton, T. B. (1997). The unitentional blending of direct experience and mediated experience: The role of enhanced versus limited television presentations in inducing source-monitoring errors. Dissertation Abstracts International, 58(06), 1972A. Abridged version available here. READING SUMMARY: Alison |
10. Thursday March 29 |
Telepresence and... health and medicine Hardy, C. L., Fabregas, J. J., & Monguet, J. M. (2006). Applications of multimedia technologies to mental health: Review. Cyberpsychology & Behavior, 9(6), 680-680. Available within the document here. Brown, W., Basil, M., & Bocarnea, M. (2003). The influence of famous athletes on health beliefs and practices: Mark McGwire, child abuse prevention, and Androstenedione. Journal of Health Communication, 8(1, January/February), 41-57. Available here. Christen, P., LaPointe, E., Kato, P. M., Marin-Bowling, V. M., & Cole, S. (2006). Model for developing and evaluating video games or other technology-based solutions to improve the health and quality of life of young people with cancer or other chronic illnesses. Cyberpsychology & Behavior, 9(6), 665-665. [Available within the document here.] READING SUMMARY: HK VIDEO: Remote care in Australia (News Ten) VIDEO: da Vinci Surgical System VIDEO: Telesurgery - "Lindbergh Operation" VIDEO: Videogame helps burnt patients (Snoworld) VIDEO: Not a game: Inside Virtual Iraq |
11. Tuesday April 3 |
Telepresence and... business and commerce Fortin, D. R., & Dholakia, R. R. (2005). Interactivity and vividness effects on social presence and involvement with a web-based advertisement. Journal of Business Research, 58(3), 387-396. Available here. READING SUMMARY: Starsha ONLINE RESOURCE: Is it true that we use only 10% of our brains? (Ask Marilyn) |
11. Thursday April 5 |
Telepresence and... education and skills training Selverian, M. M., & Hwang, H. S. (2003). In search of presence: A systematic evaluation of evolving VLEs. Presence-Teleoperators and Virtual Environments, 12(5), 512-522. Available here. READING SUMMARY: Zeba VIDEO: Duke University School of Nursing in Second Life VIDEO: absolute-North Introduction to Corporate Training and Development in Second Life |
12. Tuesday April 10 |
Telepresence and... art; comics, graphic novels and adaptations to film Saltz, D. Z. (2001). The collaborative subject: Telerobotic performance and identity (Focus on the use of cyborg and tele-presence technologies in interactive and performance art). Performance Research, 6(3), 70-83. Available here. Jones, M. T. (2009). Found in Translation: Structural and Cognitive Aspects of the Adaptation of Comic Art to Film. VDM Publishing. Abstract and Chapter 4 available here. READING SUMMARY: Bi VIDEO: Breaking the Ice 1 and Breaking the Ice 2 ONLINE RESOURCE: Telephone Arm Wrestling ONLINE RESOURCE: MetaHuman.org and Project Paradise (Cyborg Adam and Eve) ONLINE RESOURCE: Will Pappenheimer's Here for You |
12. Thursday April 12 |
Telepresence and... sexuality Lombard, M., & Jones, M. T. (2004, October). Presence and sexuality. Submitted. Available here. READING SUMMARY: Meghan POWERPOINT PRESENTATION: Presence and Sexuality |
13. Tuesday April 17 |
Telepresence and... death and bereavement Lombard, M., & Selverian, M. E. (2008). Telepresence after death. Presence: Teleoperators and Virtual Environments, 17(3), 310-325. Available: here. READING SUMMARY: Kavita ONLINE RESOURCE: Jules' Weblog ONLINE RESOURCE: Virtual Memorials ONLINE RESOURCE: Mourners turn to mobile phones to remember deceased (The Digital Beyond) ONLINE
RESOURCE: Perpetual Pet (gallery) [Earlier and other topics: VIDEO: Futurama - Don't Date Robots (from Tim M.) VIDEO: Toy Toyota (from Liudi) VIDEO: Alive Inside video (power of music) (Kotke.org) ONLINE RESOURCE: Titanic photos and reality/fiction (Kotke.org) ONLINE RESOURCE: That sinking feeling: Audience are treated to Titanic experience (UK Mail) (from Griffin) ONLINE RESOURCE: Robotic rings for wearable robot interaction (from Bi) ] Deadline for Assignment #4 - Topic paper |
13. Thursday April 19 |
Telepresence and... philosophy and the meaning of life Jones, M. T., Lombard, M., & Jasak, J. (in press). (Tele)Presence and Simulation: Questions of Epistemology, Religion, Morality, and Mortality. PsychNology Journal. Available here. The Simulation Argument web site VIDEO: Through the Wormhole with Morgan Freeman ONLINE RESOURCES: Simulation Hypothesis READING SUMMARY: Rachel |
14. Tuesday April 24 |
Field trip to the Virtual Environment and Postural Orientation (VEPO) Laboratory in Pearson Hall ONLINE RESOURCES: Temple Lab uses 3-D to Study Balance (The Philadelphia Business Journal) |
14. Thursday April 26 |
Follow up to VEPO Lab trip: VIDEO: iCube - a user with a tracker walks around a 3D environment that includes the floor VIDEO: Walking through a CAVE - an optical sensor lets a user (represented by a 'dummy head' in the video) walk through hallways in a virtual environment VIDEO: CyberWalk - in this one the floor, an omnidirectional treadmill, lets you actually walk normally and see a corresponding virtual environment in a head-mounted display (you can jump ahead to 1:45 in the video and not miss much) ONLINE RESOURCE: Sébastien Kuntz VR blog ----- CLASS PROJECT - Tracking Telepresence Project Results (PowerPoint) ----- The ethics of telepresence Barfield, W., Lauria, R., Mann, S., & Kerr, I. (2005). Special section: Legal, ethical, and policy issues associated with virtual environments and computer mediated reality - Guest editors' introduction. Presence-Teleoperators And Virtual Environments, 14(6), III-V. Available here. Lombard, M. (2009). The promise and peril of telepresence. In C. Bracken & P. Skalski (Editors), Immersed in Media: Telepresence in Everyday Life. New York: Routledge. Available here. READING SUMMARY: -- ----- The future of telepresence Telepresence in Popular Culture web site VIDEOS: Great Films Fill Rooms - the future of home entertainment? Deadline for: |
Tues/Wed May 1-2 |
Study days |
SUNDAY MAY 6 |
Finals week - no exam or meeting Deadline for: |
Other useful resources:
Bryant, J., & Oliver, M. B. (eds.) (2009). Media Effects: Advances in Theory and Research. Taylor & Francis.
Bryant, J., & Vorderer, P. (eds.) (2006). Psychology of Entertainment. Routledge.
Bryant, J., & Zillmann, D. (eds.) (1991). Responding to the Screen: Reception and Reaction Processes, pp. 217-226. Hillsdale, NJ: Lawrence Erlbaum Associates.
Shrum, L. J. (ed.) (2004). The Psychology of Entertainment Media: Blurring the Lines between Entertainment and Persuasion. Lawrence Erlbaum Associates.