Hi, my name is Eugy (pronounced oo-ghee)! I am an Assistant Professor in the
Department of Media Production, Management, and Technology (in the College of Journalism & Communication) at the University of Florida. I received my Ph.D. in Communication (Media Psychology) in 2025 from Stanford University, where I was advised by Professor Jeremy N. Bailenson at the Virtual Human Interaction Lab. Before Stanford, I earned my B.S. in Cognitive Science in 2020 from Brown University, where I was advised by Professor William H. Warren at the Virtual Environment Navigation Lab
My research focuses on understanding what social interactions look like in immersive virtual environments, such as virtual and mixed reality. Specifically, I investigate how contextual factors — physical, virtual, and social — influence these interactions. I conduct large-scale, longitudinal studies to understand outcomes such as nonverbal behaviors and psychological processes. My work related to this has been covered by
Stanford News.
Another thread of my research focuses on how we can integrate immersive technologies in sustainable and equitable ways into education. My work related to this has been covered by
CNN and
Stanford News.
During my free time I enjoy writing short stories, playing videogames (currently playing: Peak), and going down random rabbit holes.
Below are some works that I have (co)-authored. You can also read my full
CV, which includes a full list of publications, including journal articles, conference proceedings, non-archival conference papers/posters, and book chapters.
Tags
social interactions
learning
creativity
environment
misc
Five canonical findings from 30 years of psychological experimentation in virtual reality
misc
Jeremy N. Bailenson, Cyan DeVeaux,
Eugy Han, Monique Santoso, and Portia Wang
Nature Human Behavior, 2025
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nutshell description
This review article presents five canonical psychological research findings in VR over the past three decades:
(1) the benefit of being there depends on the activity, (2) self-avatars influence behavior,
(3) procedural training works better than abstract learning, (4) body tracking makes VR unique,
(5) people underestimate distance in VR. We provide recommendations for both researchers and users of VR.
Understanding the Role of Virtual Mobility on How and What People Create in Virtual Reality
creativity
Eugy Han, Portia Wang, Cyan DeVeaux, Gabriella M. Harari, and Jeremy N. Bailenson
Thinking Skills & Creativity, 2025
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nutshell description
This article (1) looks at the role of virtual mobility on how/what people create in VR and (2) introduces a VR-specific creativity coding scheme. Restricted movement leads to fewer deletions, fewer 3D models, shorter creations, and less practical designs.
How Different Training Types and Computer Anxiety Influence Performance and Experiences in Virtual Reality
learning
Eugy Han, Ian Strate, Kristine L. Nowak, and Jeremy N. Bailenson
Media and Communication, 2024
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This article explores how different VR training methods (paper, video, VR) affect user experience, with tech anxiety influencing performance. Video or VR training helped mastery and reduced negative experiences; high tech anxiety participants struggled more regardless of method.
Alone Together, Together Alone: The Effects of Social Context on Nonverbal Behavior in Virtual Reality
interactions
environment
Eugy Han, Cyan DeVeaux, Mark Roman Miller, Gabriella M. Harari, Jeffrey T. Hancock, Nilam Ram, and Jeremy N. Bailenson
PRESENCE: Virtual and Augmented Reality, 2024
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nutshell description
This 2-study article examines how virtual and physical social contexts affect nonverbal behavior. Study 1 (virtual) and Study 2 (physical) show variations in avatar movement, gaze, and interpersonal distance depending on the context.
Lessons for/in Virtual Classrooms: Designing a Model for Classrooms inside Virtual Reality
learning
Eugy Han and Jeremy N. Bailenson
Communication Education, 2024
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nutshell description
This article discusses integrating VR into classrooms through the Virtual People course. Key insights: acclimate students, select tasks, manage technical issues, and plan physical & virtual course setups.
The Influence of Spatial Dimensions of Virtual Environments on Individuals and Group Dynamics During Social Interactions
interactions
environment
Eugy Han, Cyan DeVeaux, Jeffrey T. Hancock, Nilam Ram, Gabriella M. Harari, and Jeremy N. Bailenson
Journal of Environmental Psychology, 2024
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This article studies how virtual room properties (ceiling height, floor size) influence attitudes and nonverbal behavior during social interactions in VR. High ceilings increased restorativeness, awe, and social attention; larger floors increased awe; both factors combined influenced movement and interpersonal distance.
People, Places, and Time: A Large-scale, Longitudinal Study of Transformed Avatars and Environmental Context in Group Interaction in the Metaverse
interactions
environment
Eugy Han, Mark Roman Miller, Cyan Deveaux, Hanseul Jun, Kristine L. Nowak, Jeffrey T. Hancock, Nilam Ram, and Jeremy N. Bailenson
Journal of Computer-Mediated Communication, 2023
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This 2-study article shows how avatar appearance and environmental context influence attitudes and behaviors in VR. Self-presence and realism increased over time; avatars resembling participants increased nonverbal synchrony but reduced enjoyment; outdoor spaces increased restorativeness and enjoyment.
Prerequisites for Learning in Networked Immersive Virtual Reality
learning
Eugy Han, Kristine L. Nowak, and Jeremy N. Bailenson
Technology, Mind, & Behavior, 2022
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This study examines the challenges of implementing VR in distance education. Key takeaway: students must first learn VR itself before they can learn inside VR effectively.