Online fraud is a critical global threat that disproportionately targets older adults. Prior anti-fraud education for older adults has largely relied on static, traditional instruction that limits engagement and real-world transfer, whereas role-based simulation offers realistic yet low-risk opportunities for practice. Moreover, most interventions situate learners as victims, overlooking that fraud encounters often involve multiple roles, such as bystanders who witness scams and helpers who support victims. To address this gap, we developed ROLESafe, an anti-fraud educational intervention in which older adults learn through different learning roles, including Experiencer (experiencing fraud), Helper (assisting a victim), and Observer (witnessing fraud). In a between-subjects study with 144 older adults in China, we found that the Experiencer and Helper roles significantly improved participants’ ability to identify online fraud. These findings highlight the promise of role-based, multi-perspective simulations for enhancing fraud awareness among older adults and provide design implications for future anti-fraud education.

Surfacing peers' workload and speed can reshape collaboration in VR, yet prior work often conflates social cues with environmental load. We isolate the social channel with TRACE-VR, which holds geometry, physics, rules, and timing constant while independently manipulating effort identifiability (traceable vs. anonymous) and peer effort (pace) (high vs. low). In a 2×2 within-subjects study $(n=32)$, each participant worked with nine scripted co-actors for three minutes, transporting 16 crates along a self-chosen path between fixed pickup/drop points; co-actors followed fixed pre-authored routes. We measured intrinsic motivation, social-evaluative load, NASA-TLX, and behavioral/process outcomes. Our findings show that identifiability and higher peer effort (pace) each modestly increased completion rates, with asymmetric effects suggesting partial substitution between accountability cues and normative pace. Perceived monitoring and temporal demand depended on their combination-identifiability raised monitoring at low pace and amplified time pressure at high pace-while composite TLX and finishers' times remained comparable across conditions. Thus, these cues chiefly determine who finishes rather than how fast finishers move. Motivation did not uniformly increase under higher pace. We frame identifiability and pace as partially substitutable levers for shaping social-evaluative experience and facet-level motivation, and outline tempo-aware, accountability-aware guidance for collaborative VR.

Recent research within the HCI community has illuminated the challenges faced by marginalized groups on algorithm-driven livestreaming platforms. However, there is a notable gap in understanding how elderly livestreamers interact with the platform content moderation and algorithmic (in)visibility. This study investigates the perceptions of the algorithm-moderated (in)visibility and the coping strategies of 16 elderly streamers on Douyin. We find that, contrary to stereotypes of elderly users as digitally uninformed, these streamers actively engage with the platform to facilitate their understanding about platform algorithm. This engagement involves official guidance, peer learning, and personal experimentation. The streamers adopt various strategies to align with the perceived algorithmic preferences. Despite their rich knowledge about the platform's visibility moderation, many elderly streamers face significant challenges, such as physical and psychological strain and low viewer traffic. We conclude with design implications for livestreaming platforms to foster fairness and promote engagement among elderly streamers.

In virtual reality (VR) education, especially in creative fields like film production, avatar design and narrative style extend beyond appearance and aesthetics. This study explores how the interaction between avatar gender, the dominant narrative actor's gender, and the learner's gender influences film production learning in VR, focusing on gaze dynamics and gender perspectives. Using a$2 \times 2 \times 2$experimental design, 48 participants operated avatars of different genders and interacted with male or female-dominant narratives. The results show that the consistency between the avatar and gender affects presence, and learners' control over the avatar is also influenced by gender matching. Learners using avatars of the opposite gender reported stronger control, suggesting gender incongruity prompted more focus on the avatar. Additionally, female participants with female avatars were more likely to adopt a “female gaze,” favoring soft lighting and emotional shots, while male participants with male avatars were more likely to adopt a “male gaze,” choosing dynamic shots and high contrast. When male participants used female avatars, they favored “female gaze,” while female participants with male avatars focused on “male gaze”. These findings advance our understanding of how avatar design and narrative style in VRbased education influence creativity and the cultivation of gender perspectives, and they offer insights for developing more inclusive and diverse VR teaching tools going forward.

In virtual reality (VR) education, particularly in creative fields like film production, the role of different virtual environments in shaping learning outcomes remains underexplored. This study investigates how three distinct environments-baseline, a dynamic beach setting, and a familiar office space-affect students' ability to learn film lighting techniques and whether team-based learning offers advantages over individual learning. We conducted a 3×2 factorial experiment with 36 participants to examine the effects of these environments on learning performance. Our results show for individual learners, the dynamic and potentially distracting beach environment increased frustration and effort but also heightened their sense of engagement and perceived performance. In contrast, team-based learning in familiar environments like the office significantly reduced frustration and fostered collaboration, leading to improved performance. Interestingly, team-based learning excelled in the baseline environment, whereas individual learners performed better in more challenging settings like the beach. These findings provide practical insights into optimizing virtual environments to enhance both individual and collaborative learning in VR education.