Faculty/Staff Profile Title

Refereed Journal Articles

Shrestha, S. Charles D. Tenney Distinguished Lecture, "The Power of Interdisciplinary approaches to Math, Art and Science," southern Illinois University, Carbondale, Illi. (2023).

Shrestha, S. Southeastern School Behavioral Health (SSBH) Conference, "Intervention Framework to develop Steeling Effect through Interactive Gaming Technologies," Southeastern School Behavioral Health (SSBH) Conference, Myrtle Beach. (2022).

Shrestha, S., & . Southeastern School Behavioral Health (SSBH) Conference, "Intervention framework to develop steeling effect in adolescents through interactive gaming technologies," University of South Carolina, Myrtle Beach, SC, United States. (2022).

., & Shrestha, S. Discover UofSC, Columbia Metropolitan Convention Center, "Interactive gaming technologies to promote mental health among adolescents," University of South Carolina, Columbia, South Carolina. (2022).

., & Shrestha, S. International Symposium on Health Development of Vulnerable Populations, "Resilience model for designing interactive gaming technologies to build resilience in adolescents," University of Johannesburg. (2021).

., & Shrestha, S. School Mental Health International Leadership Exchange (SMHILE),, "Interactive gaming technologies: A potential tool to build resilience in adolescents and youth," University of South Carolina, (2021).

Shrestha, S., & Aggrawal, A. SHMILE, "A Framework for Game-based Resilence Building Intervention," (2021).

Shrestha, S. STEM symposium, "Adapting Games as a Learning and Teaching Tool," McDonough High School, Baltimore, MD. (2020).

Shrestha, S. Art, Identity and Technology: Intersections and Connections, "Art, Identity and Technology: Intersections and Connections," The Center for Creativity and the Arts (CCA) at Fresno State, California State University, Fresno CA. (2020).

Shrestha, S. STEM symposium, "Games as a new literacy tool: Teaching and Learning Through Games and Virtual Reality Technology," Loyola, Norte Dame Library, Baltimore, MD. (2020).

Shrestha, S. 2020 Virtual Teaching Conference, "Classroom to Community: The Role of Emerging Technologies in the Preservation, Conservation and Restoration of a Cultural Heritage Site," University of South Carolina, Columbia, South Carolina. (2020).

Shrestha, S. 2020 Virtual Teching Conference, "Classroom to Community: The Role of Emerging Technologies in the Preservation, Conservation and Restoration of a Cultural Heritage Site," University of South Carolina, Columbia, South Carolina. (2020).

Shrestha, S. The 2020 Game-Based Learning Summit, "Higher Education's Perspective on Preparing the Game Developers of the Future," The Legends of Learning, Four Season Hotel, Baltimore. (2020).

"Adapting virtual reality to environmental education"
Collaboration with Sujan Shrestha (UB) to create virtual underwater environments for educational purposes. Expansion planned in summer 2019.

"CAVE automatic virtual reality projection" (On-Going)
Working toward the MOU with the Maryland Historical Society Museum to install CAVE virtual reality system in the permanent collection section of "The War of 1812".

"Colors in video games" (On-Going)
Developing measuring scales of colors in video games through user study.

"Creative Exhibits of Virtual Bungamati" (On-Going)
A virtual Bungamati is a cultural heritage game that is currently in work in progress. Started since the 2015 earthquake in Nepal. This project has been developed from prototyping to a cultural heritage game. Current progress includes the ongoing conversations with the Taragaon Museum (http://taragaonmuseum.com) into converting this game into their permanent collection.

"Developing a low-cost CAVE system for visualization" (On-Going)
Developing a low-cost CAVE automatic virtual reality system includes scaling this system to modular system that can be integrated into public spaces. Currently working on the application frameworks that could be easily integrated from what I have already built at the GameLab.

"Enhancing Classroom Teaching and Learning Through Games and Virtual Reality Technology" (On-Going)
This workshop is intended for participants who are interested in incorporating games and virtual reality (VR) technology as a trans-disciplinary teaching and learning in the classroom. It will introduce pedagogical concepts and problem solving techniques by constructing meaningful connection between technology and real-world challenges. The goal of this workshop is to identify effective classroom teaching strategies, student engagement and motivation. Several hands-on examples will be presented and discussed which was developed in game design classes at the University of Baltimore, Maryland, USA. Presentation will include, high impact practices such as team-based collaboration, community development while solving real-world problems and challenges that directly impact social, economic and environmental issues in the Baltimore region. It proposes the possible outcomes by exploring (a) the team-based collaboration and development process in games and VR technology, (b) and creative ways to engage students in finding solutions with meaningful learning experiences in the STEAM (Science, Technology, Engineering, Arts and Mathematics) education.

"Evaluating Game Challenges" (On-Going)
The gaming industry relies on manual playtesting to assess the challenges in their games, but this method is only sometimes reliable. We aim to create a more systematic, reliable, and comprehensive approach for evaluating players' experiences with these challenges. Nick's expertise in design has been instrumental in our ongoing discussions and development.

In the gaming industry, evaluating how challenged players feel during gameplay is crucial in designing games with suitable difficulty levels.

"Evaluating Immersive Experiences" (On-Going)
When evaluating immersive experiences, a comprehensive approach is essential. This involves considering a range of factors, such as the quality of the content, the level of interactivity, the accessibility of the experience, and the overall user experience. By taking a holistic view, we can ensure that we provide users with the best possible immersive experience. The research utilizes three-dimensional character development through photogrammetry and virtual reality, which has been invaluable in creating reliable and comprehensive methods and approaches

"Examining the ecologically valid immersive virtual reality environment’s therapeutic benefits"
This research investigates the competing concepts of decision-making strategies combined with affective computer research using interactive virtual reality (IVR) environments. It will examine the interaction between risk perception and emotion designed with an ecologically valid IVR environment addressing social anxiety among youth. While considerable work has been accomplished with adults, little comparable work has been done with children and youth in this domain. The impact on the underlying perceived social fear, risk aversion, and risk-taking behavior paired with the role of perception in eliciting emotional reactions could produce a phenomenologically salient response and unique underlying behaviors. Facilitation of such phenomenon using IVR environments prompting sensory, subjective experience, physical changes or physiological responses and a cognitive appraisal or behavioral response could effectively identify social risk perception tailored to different social contexts. Ultimately, this research will provide therapeutic insights on IVR interventions exploring three areas: (a) graphical fidelity, (b) decision-making and (c) severity in anxiety reduction.

"Games as a New Literacy Tool" (On-Going)

"Graphical Fidelity, User Performance in Immersive Environments" (On-Going)
Virtual Reality (VR) has made its way into mainstream research in the context of the evaluation of the sensorial experience. VR can be very effective in simulating real-life situations and scenarios to investigate complex human behavior in a highly controlled environment. Solid evidence of VR’s benefit has started to show up in a research lab and practical applications. The use of VR can be used as an immersive experience to induce emotional responses and potentially identify emotional systems if properly applied. Empirical studies show that various components of immersion provide significant benefits in using computer-generated environments. Another VR phenomenon linked to emotional experience is presented in which is described as feeling present in a VR environment. Slater and Wilbur (1997) proposed the presence as a state of consciousness that may be associated with immersion and is related to a sense of being in a place that may govern autonomous responses and higher-level behaviors. In a study by Felnhofer et.all (2015), shows the VR scenario's ability to elicit a specific affective emotional state of joy, sadness, boredom, anger, and anxiety that examined the affective arousal, electrodermal activity, and presence. With regards to product appearance and sensory experience in VR Estupiñán et. (2014) pilot study showed the arousal was higher in VR for all images thus increasing emotional responses.

"Images and Imagination: Interface Journal" (On-Going)
This study is seeking to explore what kinds of devices kids within the Autism spectrum are using, how they are specifically interacting with these devices, and the ease-of-use of the many potential interfaces they may encounter.

"Interactive Mathematics"
Developing game based learning platform for foundation mathematics program as part of the CELT fellowship.

"Interactive Technologies for K-12 education" (Planning)
Currently working to develop tools that can be used in K-12 education.

"Rebuilding Bungamati" (On-Going)
Preparing for the digital preservation exhibition that will go into the Taragaon Museum's permanent collection in Kathmandu, Nepal

"Restructuring the CAVE virtual reality environment" (On-Going)
CAVE (Cave Automatic Virtual Environment) is not just a virtual reality system; it's a gateway to a unique and immersive user experience. Imagine a cube-shaped room where the walls are screens that project three-dimensional images. The user wears 3D glasses and is tracked by sensors, allowing them to interact with the virtual environment. It's a technology that sparks intrigue and excitement.

Recently, there has been growing interest in restructuring CAVE virtual reality environments to improve their functionality and user experience. This involves updating the hardware and software to enhance the system's capabilities and ensure it meets users' needs.

One of the main challenges in restructuring CAVE virtual reality environments is ensuring that the system is compatible with the latest technologies. This requires a thorough understanding of the system's hardware and software components and the ability to integrate new technologies seamlessly.

Despite the challenges, the benefits of restructuring CAVE virtual reality environments are significant and game-changing. Users can enjoy a more immersive and realistic experience by enhancing the system's capabilities. This opens up new opportunities in fields such as education, training, and entertainment, painting an optimistic future for virtual reality.

As virtual reality use continues to grow, we will likely see more efforts to restructure CAVE virtual reality environments and other virtual reality systems to meet users' changing needs.

"Sustaining Cultural Heritage through Virtual Reality" (On-Going)
This is currently developed as a game, mapping historic and ancient sites in Nepal. Currently, students at University of Baltimore and Students from Kathmandu University is working on this collaboration. This is an ongoing project as part of "Digital Preservation" research.

"The History of Our Ships Exhibit" (On-Going)
Started as a development of an educational tool, I am finalizing this application into a virtual reality and augmented reality technology for Museum. This project has allowed students to build their portfolio and skills in COSC 420, 3D production course as well as at the GameLab. The future collaboration possibilites includes an exhibition at the Maryland Historic Society (http://www.mdhs.org) and other local and regional institutes.

"User Interactions and Hand Gestures" (On-Going)
Typically, studies assessing different degrees of immersion find a higher presence in a sophisticated immersive environment with enhanced and integrated interactivity. Various studies conducted in the Cave automatic virtual reality environment (CAVE) have reported a higher degree of presence. In a VR exposure therapy of anxiety disorders by Krijin (2004) that integrated real-time computer graphics, body tracking, and other sensory input found the VR an effective tool for participants with a fear of heights and flying. In a pilot study by Shrestha (2016), allowing users to review the paper-based artifact simultaneously introducing the computer-generated three-dimensional historical artifacts in the CAVE system showed a higher degree of presence. Although the study in immersion and emotion is complex, the immersive response by users may be dictated by the sophistication of visual/ auditory dimensions as well as the effective use of interactive components in the simulated environment.

The possibility of a higher degree of VR presence may also depend on the various types of perceptual modalities. The combination of tactile feeling combined with virtual presence may greatly benefit in inducing emotional outcomes.

"Video Game and Emotions" (Writing Results)
Gamers experience many emotions when they play video games. Some games engage the player in joy and happiness and others in fear and disgust (e.g. survival horror games such as Resident Evil) and yet others in sadness (e.g., interactive drama such as Heavy Rain). Yet there are no instrument to accurately assess which games evoke which emotions. This experiment uses the classical psychometrics method to develop a game emotion instrument. An initial 53 emotions were selected by a team of gamers. A online survey was administered having participants select a game that they had played and on a 9-point scale for each of 53 emotions rate "This game makes me ...”. Responses for 186 games were analyzed using an exploratory factor analysis that resulted in the 8 factors.

"Video Games and Resilience" (On-Going)
Childhood stressors have become a leading cause of mental health disorders amongst young adults around the world. However, enhancing, adding, protecting and re-purposing the key promotive and protective factors can not only prevent the negative impact of stressors, but also contribute towards positive life outcomes. “Steeling effect”, a protective factor of resilience, can be developed through serious games. Within the domain of games, serious games refer to computer games developed for training and learning purposes, while using fun as a meaningful engagement component. This paper explores a theoretical framework to develop serious games that can build “steeling effect” in adolescents. Our theoretical framework studies the interaction amongst resilience, learning, and motivation theories to achieve the objective of developing a ‘steeling effect’ through games. What are the effective ways to design game-based learning experiences that may translate into building resilience in the real-world?

"Virtual Public Speaking" (On-Going)
To engage your audience and convey your message effectively, you must remember and deliver your speech clearly and confidently. Additionally, keeping the audience interested and attentive is essential. This is where immersive virtual reality environments designed for public speaking can be advantageous.

The study aims to leverage VR technology to create an immersive environment that simulates real-life public speaking scenarios. It encompasses a variety of tasks, including coding and environment setup. As the project progresses, I will also be involved in testing the VR simulation to ensure its effectiveness and user-friendliness.

"Virtual Reality and Public Speaking" (On-Going)
Why do people sense love or hate, gratitude, and resentment, self-confidence, and embarrassment, empathy and contempt, approval or disdain, pride and humiliation, truthfulness and deception, atonement and guilt, trust, and distrust? Social anxiety disorder (SAD), which is characterized by the intense fear of social situations (negatively judged and evaluated by other people), also known as a social phobia. It is a condition in which the inability of rational thinking and experiences anxiety in social interactions (example; Conversations, meeting new people, public speaking, etc.). If, social anxiety is the inability of rational thinking whether it is under certainly or uncertainly, can rational thinking be separated from feelings and emotions? What about reasoning, decision making, and risk-taking? Can it be established as a human capacity to perceive time intervals as adaptive and emotional?

Currently, in progress, this research aims to understand the efficacy of the use of VR technology in identifying and discovering diagnostic and therapeutic apparatus in the future. Computational data with a set of rules of user performance, reasoning, and risk-taking behaviors.