arXiv subjects

Jiashuo Cao

Publications and source records attributed to Jiashuo Cao.

4 recordsLinked to original sources

arXiv2026

The Missing Link of XR: Empathy-Driven Reality for XR and Beyond

Extended reality (XR) for socialising is becoming increasingly popular. However, unlike conventional social platforms, XR prioritises embodiment and immersion, factors that strongly impact one's physical and mental states. We envision a future for XR where all users, regardless of abilities and backgrounds, can understand one another, participate, and find safe socialisation spaces. An Empathy-Driven Reality (EDR) is a space where understanding each other's emotional, physical, and cognitive states takes centre stage. It has the potential to enhance empathy beyond how we normally perceive it. To explore this concept, we conducted a hybrid-style workshop over two months with 27 industry and academic researchers in XR, emotion, physiology, assistive technology, and social science. This paper reports on the findings and aims to establish a structure and reference for the 1) design guidelines, 2) research challenges, and 3) potential applications for the future of XR as an EDR. We frame EDR as a conceptual design framework rather than a validated system: a structured design space that links requirements to design mechanisms, together with a research agenda for empathy-centred XR.

cs.HC↗

arXiv2026

"When I see Jodie, I feel relaxed": Examining the Impact of a Virtual Supporter in Remote Psychotherapy

Virtual agents have shown promising potential in mental health applications, but current research has predominantly focused on contexts outside of traditional therapy sessions. This paper examines the impact of a virtual supporter in remote psychotherapy sessions conducted via Zoom. We used a two-phase research approach. First we conducted a formative study to understand the roles and functions of human supporters in psychotherapy contexts. Based on these findings, we developed a virtual supporter operating in two modes: Daily Mode (for mood journaling outside therapy) and Therapy Mode (as an additional participant in Zoom therapy sessions). Finally we ran a user study with 14 participants who engaged with the virtual supporter for a week and then joined a remote psychotherapy session together. Our findings revealed that the virtual supporter had positive effects on creating psychological safety, reducing anxiety, and enhancing emotional articulation without disrupting the therapeutic process. We then discussed both the benefits and potential disadvantages of virtual supporters in therapeutic contexts, including concerns about over-reliance and the need for appropriate boundaries. This research contributes to understanding how AI-driven virtual agents could contribute to human-led remote psychotherapy.

cs.HC↗

arXiv2024

Explorations in Designing Virtual Environments for Remote Counselling

The advent of technology-enhanced interventions has significantly transformed mental health services, offering new opportunities for delivering psychotherapy, particularly in remote settings. This paper reports on a pilot study exploring the use of Virtual Reality (VR) as a medium for remote counselling. The study involved four experienced psychotherapists who evaluated three different virtual environments designed to support remote counselling. Through thematic analysis of interviews and feedback, we identified key factors that could be critical for designing effective virtual environments for counselling. These include the creation of clear boundaries, customization to meet specific therapeutic needs, and the importance of aligning the environment with various therapeutic approaches. Our findings suggest that VR can enhance the sense of presence and engagement in remote therapy, potentially improving the therapeutic relationship. In the paper we also outline areas for future research based on these pilot study results.

cs.HC↗

arXiv2023

Striving for Authentic and Sustained Technology Use In the Classroom: Lessons Learned from a Longitudinal Evaluation of a Sensor-based Science Education Platform

Technology integration in educational settings has led to the development of novel sensor-based tools that enable students to measure and interact with their environment. Although reports from using such tools can be positive, evaluations are often conducted under controlled conditions and short timeframes. There is a need for longitudinal data collected in realistic classroom settings. However, sustained and authentic classroom use requires technology platforms to be seen by teachers as both easy to use and of value. We describe our development of a sensor-based platform to support science teaching that followed a 14-month user-centered design process. We share insights from this design and development approach, and report findings from a 6-month large-scale evaluation involving 35 schools and 1245 students. We share lessons learnt, including that technology integration is not an educational goal per se and that technology should be a transparent tool to enable students to achieve their learning goals.

cs.HC↗