Amendments to Proof

Author(s) Name(s): Adriana Pea Prez Negrn, Ral A. Aguilar and Luis A. Casillas Chapter Title: The Users Avatars Nonverbal Interaction in Collaborative Virtual Environments for Learning

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Section 1.1 Collaborativ e virtual environmen ts for learning

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Collaborative Virtual Environments (CVEs) for learning, the computer systems developed For multiuser condition,

CVEs for learning, the computer systems developed

1.1 Collaborativ e virtual environmen ts for learning 1.2 Intelligent CVEs 1.2 Intelligent CVEs

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For the multiuser condition,

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members (Rickel, 2001), the trainee its learning experiences (Lester et al., 1997) the computers ability to engage and motive students. Some early empirical results on PVA through the accomplishment of a task; considering that one of the their main advantages is also expected an appropriate approach to problem solving based on the PlanImplementA talking turn, as defined by Jaffe and Feldstein (Jaffe & Feldstein, 1970), users gazes see Figure 4. Users had sometimes to specify verbally

members (Rickel, 2001), the trainees

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their learning experiences (Lester et al., 1997),

1.2 Intelligent CVEs

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the computers ability to engage and motivate students. Some early empirical results on PVAs

2. Nonverbal interaction in CVEs

through the accomplishment of a task; considering that one of their main advantages is

3. Case of study

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also expected an appropriate approach to problem solving, based on the PlanImplement-

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3.1.1 Method Discussion periods

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A talking turn, as defined by Jaffe and Feldstein (1970),

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3.1.2 Results

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users gazes see Figure 5. Users had sometimes to specify verbally whom they were

whom they were

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Fig. 4. Seeing down to the workspace

Fig. 5. Seeing down to the workspace

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Section 3.2 Modeling the virtual tutor

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mechanism, in this version, the arrow can be placed at some parts of the table, see Figure 5. Fig. 5. Experimental application, pointing to the table bottom of the screen in black letters see Figure 6.

mechanism, in this version, the arrow can be placed at some parts of the table, see Figure 6.

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3.2 Modeling the virtual tutor

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Fig. 6. Experimental application, pointing to the table

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3.2 Modeling the virtual tutor Modeling the facilitator

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bottom of the screen in black letters see Figure 7.

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3.2 Modeling the virtual tutor Modeling the facilitator

Fig. 6. A message from the IVA

Fig.7. A message from the IVA

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3.2 Modeling the virtual tutor Modeling the facilitator

2. subject's participation = 1.759 + (6.742*percentage of talking time) + ( 4.392 * from the Chemic School at the Universidad de Guadalajara participated.

2. subject's participation = 1.759 + (6.742*percentage of talking time) + (4.392 *

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3.2 Modeling the virtual tutor Modeling the facilitator

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from the Chemistry School at the Universidad de Guadalajara participated.

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3.2.1 Results

Table 11. Groups 3 and 4, of the first trial, gazes and the followed action Did the facilitator affect the collaborative process? talking about the task to understand their involvement on it. In this case, the participants
them, then the users change of gazes seem to be as an announce

Table 11. Groups 2 and 3, of the second trial, gazes and the followed action

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3.2.1 Results

Did the facilitator affect the collaborative process?

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3.2.3 Learned lessons

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talking about the task, to understand their involvement on it. In this case, the participants

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3.2.3 Learned lessons

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them, then the users change of gazes seem to be as an announcement that they were about

that they were about