The Team

Faculty

Jeremy Bailenson, Founding Director

Thomas More Storke Professor of Communication

bailenso@stanford.edu

Jeremy Bailenson is founding director of Stanford University’s Virtual Human Interaction Lab, Thomas More Storke Professor in the Department of Communication, Professor (by courtesy) of Education, Professor (by courtesy) Program in Symbolic Systems, a Senior Fellow at the Woods Institute for the Environment, and a Faculty Leader at Stanford’s Center for Longevity. He earned a B.A. cum laude from the University of Michigan in 1994 and a Ph.D. in cognitive psychology from Northwestern University in 1999. He spent four years at the University of California, Santa Barbara as a Post-Doctoral Fellow and then an Assistant Research Professor.

Bailenson studies the psychology of Virtual and Augmented Reality, in particular how virtual experiences lead to changes in perceptions of self and others. His lab builds and studies systems that allow people to meet in virtual space, and explores the changes in the nature of social interaction. His most recent research focuses on how virtual experiences can transform education, environmental conservation, empathy, and health. He is the recipient of the Dean’s Award for Distinguished Teaching at Stanford.

Scholars

Eugy Han, Ph.D. Student

eugyoung@stanford.edu

Eugy earned her B.S. in Cognitive Science from Brown University in 2020. Her research interests are broadly about what cognitive processes (e.g., perception of self and social surroundings; making moral judgements) look like when we embody digital identities in virtual environments. She is interested in understanding how these findings can help shape virtual cultures and their laws. 

Hanseul Jun, Ph.D. Student

hanseul@stanford.edu
hanseuljun.com

Hanseul received his B.S. in Electrical Engineering from Seoul National University. He is a Ph.D. student in communication, where he studies the social science and technology behind AR and VR. His current research topics include social interaction in AR and telepresence.

Marijn Mado, Ph.D. Student

mnmado@stanford.edu

Marijn is a Ph.D. student in Communication. She is interested in historical perspective-taking and aims to explore how VR and AR could contribute to the history curriculum. Her research draws from mixed methods in order to study how these new technologies influence learning and classroom dynamics. Marijn obtained her MA in Sociology from The New School for Social Research and her BA in Liberal Arts and Sciences from Amsterdam University College.

Mark Miller, Ph.D. Student

mrmillr@stanford.edu

Mark is a fourth-year Ph.D. student with the Department of Computer Science. His research interests include social interaction and interpersonal communication in augmented and virtual reality. His previous work tests whether people respond to virtual humans in AR the same way they do towards real people. Currently, he is investigating how design teams work together in virtual environments. He received his B.S. in Computer Science from the University of Illinois at Urbana-Champaign.

Anna Carolina Muller Queiroz, Visiting Ph.D. Student

acmq@stanford.edu

Anna is a visiting PhD student at VHIL. Her research interests focus on cognitive and affective implications of new media and technology in learning, attitude and behavior change. She received her M.S in Cognitive Psychology from University of Sao Paulo and holds a Behavioral Medicine degree from Federal University of Sao Paulo and certificate in Education from Harvard University. She has been actively working in education since 2005, teaching at universities in Brazil. She has co-founded a non-profit organization focused on undergraduates’ education. She has received multiple awards for her academic performance and entrepreneurial achievements.

Géraldine Fauville, Postdoctoral Scholar

gfauvill@stanford.edu

Géraldine earned a Ph.D. in Education in 2018 from the University of Gothenburg, Sweden. She also holds two Master degrees, one in Marine Science from the University of Louvain-La-Neuve, Belgium and the second in Education, Communication and Learning from the University of Gothenburg, Sweden. Since 2008, Géraldine has worked as a practitioner to lead large, international ocean literacy projects and as a researcher, studying the role that digital technologies can play in supporting ocean literacy. At VHIL, Géraldine is a Wallenberg postdoctoral fellow studying how VR can contribute to environmental and marine education.

Walter Greenleaf, Visiting Scholar

walterg@stanford.edu

Dr. Walter Greenleaf, PhD is a behavioral neuroscientist and a medical product developer. As a research scientist, Dr. Greenleaf’s focus has been on age-related changes in cognition, mood and behavior. He served as the Director for the Mind Division, Stanford Center on Longevity, where his focus was on age-related changes in cognition. As a medical product developer, Dr. Greenleaf’s focus has been on computer supported clinical products, with a specific focus on virtual reality and digital health technology to treat Post-traumatic Stress Disorder (PTSD), Anxiety Disorders, Traumatic Brain Injury and Stroke, Addictions, Autism, and other difficult problems in behavioral and physical medicine.

Erika Woolsey, Visiting Scholar

erikasw@stanford.edu

Dr. Erika Woolsey is a marine biologist, National Geographic Explorer, and CEO and co-founder of The Hydrous, a non-profit devoted to translating marine science into public understanding. As a Visiting Scholar at the Virtual Human Interaction Lab, she is Co-PI on an NSF-funded project entitled “Towards Universal Ocean Literacy: Advancing Science Learning through Immersive Virtual Environments.” For this work, Dr. Woolsey and the VHIL team are investigating the effects of virtual reality on ocean literacy, empathy, and self-efficacy, with special focus on gender, race, and income. She studied biology and art history at Duke University and conducted her Masters and Ph.D. research on the Great Barrier Reef in Australia with the University of Sydney and the ARC Centre of Excellence for Coral Reef Studies at James Cook University. She was recently a 2018-2019 Ocean Design Fellow at the Stanford d.school and the Stanford Center for Ocean Solutions.

Staff

Tobin Asher, Director of Partnerships

tasher@stanford.edu

Tobin Asher began research at VHIL as an undergrad. Since earning his Bachelor’s degree in Communication from Stanford in June 2016, he has worked at VHIL where he facilitates research projects, lab outreach, and travels around the world to share findings and insights from the lab’s work. He also creates VR interactives, programs virtual worlds, shoots and edits 360 video, and composes music scores. He sees VR as a powerful tool to help create experiences that encourage us to re-shape the way we perceive ourselves and the world around us. His VR pieces have been featured at the Tribeca Film Festival in NYC, the Los Angeles Film Festival, and the New Orleans Film Festival.

John J. Walker, Web Admin

jjwalker@stanford.edu

John J. Walker earned an MA degree in Communication from Stanford and MS and BS degrees in Computer Science from the University of California, Riverside. He has been in charge of the lab’s website since its inception. Along with his website development work within the Dept. of Communication he aspires to utilize software and technology to improve social science research.

Undergraduate Programmers (2020 – 2021)

Coming Soon

Sponsors – Current

Grants:

Brown Institute for Media Innovation
Hasso Plattner Institute
MacArthur Foundation
National Science Foundation
Vice Provost for Undergraduate Education, Stanford University

Hardware and Support:

Google
Microsoft
Oculus
OVR Technology
Unity
Vive
WorldViz

Sponsors – Past

Advanced Research Projects Agency-Energy
Cisco
Coral Reef Alliance
Defense Advanced Research Projects Agency
DNP Group
Google
Gordon and Betty Moore Foundation
Konica Minolta
MediaX

National Institutes of Health
Office of Naval Research
Office of Technology Licensing
Omron
Robert Wood Johnson Foundation
Stanford Center on Longevity
Stanford Woods Institute for the Environment
TESS: Time-sharing Experiments for the Social Sciences