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16 pages, 4284 KiB

Open AccessArticle

The Influence of Avatar Personalization on Emotions in VR

by Rivu Radiah, Daniel Roth, Florian Alt and Yomna Abdelrahman

Multimodal Technol. Interact. 2023, 7(4), 38; https://doi.org/10.3390/mti7040038 - 29 Mar 2023

Cited by 6 | Viewed by 5514

Abstract

In this paper, we investigate the impact of avatar personalization on perceived emotions. Avatar embodiment is a crucial aspect of collaborative and social virtual reality (VR) systems. Previous research found that avatar appearance impacts the acceptability of the virtual body and changes users’ [...] Read more.

In this paper, we investigate the impact of avatar personalization on perceived emotions. Avatar embodiment is a crucial aspect of collaborative and social virtual reality (VR) systems. Previous research found that avatar appearance impacts the acceptability of the virtual body and changes users’ behavior. While virtual embodiment has been extensively investigated, we know very little about how embodiment affects users’ experienced emotions. In a user study (N = 40), we applied an autobiographical recall method to evoke happiness and investigated the influence of different types of avatar embodiment (personalized same-gender, personalized opposite-gender, non-personalized same-gender, and non-personalized opposite-gender) on participants’ perceived emotion. We recorded both self-reported assessments and physiological data to observe participants’ emotional responses resulting from the emotions elicited by the use of different avatars. We found significant differences in happiness with the personalized same-gender avatar and the personalized opposite-gender avatar. We provide empirical evidence, demonstrating the influence of avatar personalization on emotions in VR. We conclude with recommendations for users and designers of virtual reality experiences. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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14 pages, 2023 KiB

Open AccessArticle

Higher Education in the Pacific Alliance: Descriptive and Exploratory Analysis of the Didactic Potential of Virtual Reality

by Álvaro Antón-Sancho, Pablo Fernández-Arias and Diego Vergara

Multimodal Technol. Interact. 2023, 7(3), 30; https://doi.org/10.3390/mti7030030 - 15 Mar 2023

Cited by 3 | Viewed by 1743

Abstract

In this paper, we conducted descriptive quantitative research on the assessment of virtual reality (VR) technologies in higher education in the countries of the Pacific Alliance (PA). Specifically, differences between PA countries in terms of the above perceptions were identified and the behavior [...] Read more.

In this paper, we conducted descriptive quantitative research on the assessment of virtual reality (VR) technologies in higher education in the countries of the Pacific Alliance (PA). Specifically, differences between PA countries in terms of the above perceptions were identified and the behavior of the gender and knowledge area gaps in each of them was analyzed. A validated quantitative questionnaire was used for this purpose. As a result, we found that PA professors express high ratings of VR but point out strong disadvantages regarding its use in lectures; in addition, they have low self-concept of their digital competence. In this regard, it was identified that there are notable differences among the PA countries. Mexico is the country with the most marked gender gaps, while Chile has strong gaps by areas of knowledge. We give some recommendations towards favoring a homogeneous process of integration of VR in higher education in the PA countries. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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22 pages, 2829 KiB

Open AccessArticle

Learning about Victims of Holocaust in Virtual Reality: The Main, Mediating and Moderating Effects of Technology, Instructional Method, Flow, Presence, and Prior Knowledge

by Miriam Mulders

Multimodal Technol. Interact. 2023, 7(3), 28; https://doi.org/10.3390/mti7030028 - 6 Mar 2023

Cited by 4 | Viewed by 2627

Abstract

The goal of the current study was to investigate the effects of a virtual reality (VR) simulation of Anne Frank’s hiding place on learning. In a 2 × 2 experiment, 132 middle school students learned about the living conditions of Anne Frank, a [...] Read more.

The goal of the current study was to investigate the effects of a virtual reality (VR) simulation of Anne Frank’s hiding place on learning. In a 2 × 2 experiment, 132 middle school students learned about the living conditions of Anne Frank, a girl of Jewish heritage during the Second World War, through desktop VR (DVR) and head-mounted display VR (HMD-VR) (media conditions). Approximately half of each group engaged in an explorative vs. an expository learning approach (method condition). The exposition group received instructions on how to explore the hiding place stepwise, whereas the exploration group experienced it autonomously. Next to the main effects of media and methods, the mediating effects of the learning process variables of presence and flow and the moderating effects of contextual variables (e.g., prior technical knowledge) have been analyzed. The results revealed that the HMD-VR led to significantly improved evaluation, and—even if not statistically significant—perspective-taking in Anne, but less knowledge gain compared to DVR. Further results showed that adding instructions and segmentation within the exposition group led to significantly increased knowledge gain compared to the exploration group. For perspective-taking and evaluation, no differences were detected. A significant interaction between media and methods was not found. No moderating effects by contextual variables but mediating effects were observed: For example, the feeling of presence within VR can fully explain the relationships between media and learning. These results support the view that learning processes are crucial for learning in VR and that studies neglecting these learning processes may be confounded. Hence, the results pointed out that media comparison studies are limited because they do not consider the complex interaction structures of media, instructional methods, learning processes, and contextual variables. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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Research design. Full article ">Figure 2
Room of Anne Frank and Fritz Pfeffer. <a href="https://www.annefrank.org/en/about-us/news-and-press/news/2018/6/12/anne-frank-house-vr-launched/" target="_blank">https://www.annefrank.org/en/about-us/news-and-press/news/2018/6/12/anne-frank-house-vr-launched/</a> (accessed on 12 February 2023). Full article ">Figure 3
The hiding place. Full article ">Figure 4
Study process (illustration based on [<a href="#B82-mti-07-00028" class="html-bibr">82</a>]). Full article ">Figure 5
Knowledge and perspective-taking: pre to post. Full article ">Figure 6
Mediation principles (illustration based on [<a href="#B92-mti-07-00028" class="html-bibr">92</a>]). Annotations: IV = independent variable, DV = dependent variable, M = mediator. Full article ">Figure 7
Presentation of a significant complete mediation—smooth automated flow—satisfaction. ** p < 0.01, *** p < 0.001. Full article ">

16 pages, 1983 KiB

Open AccessArticle

Assessing Heuristic Evaluation in Immersive Virtual Reality—A Case Study on Future Guidance Systems

by Sebastian Stadler, Henriette Cornet and Fritz Frenkler

Multimodal Technol. Interact. 2023, 7(2), 19; https://doi.org/10.3390/mti7020019 - 9 Feb 2023

Cited by 3 | Viewed by 3008

Abstract

A variety of evaluation methods for user interfaces (UI) exist such as usability testing, cognitive walkthrough, and heuristic evaluation. However, UIs such as guidance systems at transit hubs must be evaluated in their intended application field to allow the effective and valid identification [...] Read more.

A variety of evaluation methods for user interfaces (UI) exist such as usability testing, cognitive walkthrough, and heuristic evaluation. However, UIs such as guidance systems at transit hubs must be evaluated in their intended application field to allow the effective and valid identification of usability flaws. However, what if evaluations are not feasible in real environments, or laboratorial conditions cannot be ensured? Based on adapted heuristics, in the present study, the method of heuristic evaluation is combined with immersive Virtual Reality (VR) for the identification of usability flaws of dynamic guidance systems (DGS) at transit hubs. The study involved usability evaluations of nine DGS concepts using the newly proposed method. The results show that compared to computer-based heuristic evaluations, the use of immersive VR led to the identification of an increased amount of “severe” usability flaws as well as overall usability flaws. Within a qualitative assessment, immersive VR is validated as a suitable tool for conducting heuristic evaluations involving significant advantages such as the creation of realistic experiences in laboratorial conditions. Future work seeks to further prove the suitability of using immersive VR for heuristic evaluations and compare the proposed method to other evaluative methods. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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25 pages, 2075 KiB

Open AccessArticle

Designing to Leverage Presence in VR Rhythm Games

by Robert Dongas and Kazjon Grace

Multimodal Technol. Interact. 2023, 7(2), 18; https://doi.org/10.3390/mti7020018 - 9 Feb 2023

Cited by 4 | Viewed by 3032

Abstract

Rhythm games are known for their engaging gameplay and have gained renewed popularity with the adoption of virtual reality (VR) technology. While VR rhythm games have achieved commercial success, there is a lack of research on how and why they are engaging, and [...] Read more.

Rhythm games are known for their engaging gameplay and have gained renewed popularity with the adoption of virtual reality (VR) technology. While VR rhythm games have achieved commercial success, there is a lack of research on how and why they are engaging, and the connection between that engagement and immersion or presence. This study aims to understand how the design of two popular VR rhythm games, Beat Saber and Ragnarock, leverages presence to immerse players. Through a mixed-methods approach, utilising the Multimodal Presence Scale and a thematic analysis of open-ended questions, we discovered four mentalities which characterise user experiences: action, game, story and musical. We discuss how these mentalities can mediate presence and immersion, suggesting considerations for how designers can leverage this mapping for similar or related games. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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Screenshots of the two games used in this study. Top: Beat Saber—using laser swords to slice blocks in time with music. Bottom: Ragnarock—using hammers to hit drums in time with music. Full article ">Figure 2
Comparison between physical presence ratings for Beat Saber and Ragnarock. This shows very high results for physical presence in both titles. Additionally, Beat Saber scored significantly higher in the overall Physical sub-scale, as well as statements 1 (“The virtual environment seemed real to me”) and 4 (“While I was in the virtual environment, I had a sense of ‘being there’”). Full article ">Figure 3
Comparison between social presence ratings for Beat Saber and Ragnarock. This shows low scores for social presence in Beat Saber (as expected) and average scores for Ragnarock. Additionally, Ragnarock scored significantly higher in statement 6 (“I felt like I was in the presence of another person in the virtual environment.”). Full article ">Figure 4
Comparison between self presence ratings for Beat Saber and Ragnarock. This shows very high results for self presence in both titles, but no significant differences overall or for any of the statements. Full article ">Figure 5
A thematic map indicating the hierarchy between player mentalities and themes from our thematic analysis comparing Beat Saber and Ragnarock. Four mentalities were identified: Action (focus on physical engagement and movement), Game (focus on ability and level completion), Musical (focus on rhythm and beat) and Narrative (focus on the fictional elements of the world). Full article ">Figure 6
Mappings between presence (after Lee, 2004) and immersion (after Nilsson et al., 2016) for each of the four mentalities identified in our analysis of Beat Saber and Ragnarock: Action, Game, Story, Musical. Full article ">Figure 7
Translation of the mentalities identified in our analysis of Beat Saber and Ragnarock to the 3-axis taxonomy of immersion from Nilsson (2016). The Action, Game and Story mentalities map directly to System, Challenge-based and Narrative immersion respectively. The Musical mentality in a rhythm game can be considered immersive across all 3 categories. Full article ">

24 pages, 18483 KiB

Open AccessArticle

Enhancing Operational Police Training in High Stress Situations with Virtual Reality: Experiences, Tools and Guidelines

by Olivia Zechner, Lisanne Kleygrewe, Emma Jaspaert, Helmut Schrom-Feiertag, R. I. Vana Hutter and Manfred Tscheligi

Multimodal Technol. Interact. 2023, 7(2), 14; https://doi.org/10.3390/mti7020014 - 31 Jan 2023

Cited by 20 | Viewed by 7155

Abstract

Virtual Reality (VR) provides great opportunities for police officers to train decision-making and acting (DMA) in cognitively demanding and stressful situations. This paper presents a summary of findings from a three-year project, including requirements collected from experienced police trainers and industry experts, and [...] Read more.

Virtual Reality (VR) provides great opportunities for police officers to train decision-making and acting (DMA) in cognitively demanding and stressful situations. This paper presents a summary of findings from a three-year project, including requirements collected from experienced police trainers and industry experts, and quantitative and qualitative results of human factor studies and field trials. Findings include advantages of VR training such as the possibility to safely train high-risk situations in controllable and reproducible training environments, include a variety of avatars that would be difficult to use in real-life training (e.g., vulnerable populations or animals) and handle dangerous equipment (e.g., explosives) but also highlight challenges such as tracking, locomotion and intelligent virtual agents. The importance of strong alignment between training didactics and technical possibilities is highlighted and potential solutions presented. Furthermore training outcomes are transferable to real-world police duties and may apply to other domains that would benefit from simulation-based training. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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17 pages, 1934 KiB

Open AccessArticle

Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning

by Hendrik Peeters, Sebastian Habig and Sabine Fechner

Multimodal Technol. Interact. 2023, 7(2), 9; https://doi.org/10.3390/mti7020009 - 19 Jan 2023

Cited by 10 | Viewed by 3870

Abstract

Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into [...] Read more.

Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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17 pages, 787 KiB

Open AccessArticle

Multimodal Augmented Reality Applications for Training of Traffic Procedures in Aviation

by Birgit Moesl, Harald Schaffernak, Wolfgang Vorraber, Reinhard Braunstingl and Ioana Victoria Koglbauer

Multimodal Technol. Interact. 2023, 7(1), 3; https://doi.org/10.3390/mti7010003 - 26 Dec 2022

Cited by 8 | Viewed by 2461

Abstract

Mid-air collision is one of the top safety risks in general aviation. This study addresses the description and experimental assessment of multimodal Augmented Reality (AR) applications for training of traffic procedures in accordance with Visual Flight Rules (VFR). AR has the potential to [...] Read more.

Mid-air collision is one of the top safety risks in general aviation. This study addresses the description and experimental assessment of multimodal Augmented Reality (AR) applications for training of traffic procedures in accordance with Visual Flight Rules (VFR). AR has the potential to complement the conventional flight instruction by bridging the gap between theory and practice, and by releasing students’ time and performance pressure associated with a limited simulator time. However, it is critical to assess the impact of AR in the specific domain and to identify any potential negative learning transfer. Multimodal AR applications were developed to address various areas of training: guidance and feedback for the correct scanning pattern, estimation if an encountering traffic is on collision course and application of the relevant rules. The AR applications also provided performance feedback for collision detection, avoidance and priority decisions. The experimental assessment was conducted with 59 trainees (28 women, 31 men) assigned to an experimental group (AR training) and a control group (simulator training). The results of tests without AR in the flight simulator show that the group that trained with AR obtained similar levels of performance like the control group. There was no negative training effect of AR on trainees’ performance, workload, situational awareness, emotion nor motivation. After training the tasks were perceived as less challenging, the accuracy of collision detection has improved, and the trainees reported less intense negative emotions and fear of failure. Furthermore, a scanning pattern test in AR showed that the AR training group performed the scanning pattern significantly better than the control group. In addition, there was a significant gender effect on emotion, motivation and preferences for AR features, but not on performance. Women liked the voice interaction with AR and the compass hologram more than men. Men liked the traffic holograms and the AR projection field more than women. These results are important because they provide experimental evidence for the benefits of multimodal AR applications that could be used complementary to the flight simulator training. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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19 pages, 5449 KiB

Open AccessArticle

“AR The Gods of Olympus”: Design and Pilot Evaluation of an Augmented Reality Educational Game for Greek Mythology

by Evangelos Ventoulis and Stelios Xinogalos

Multimodal Technol. Interact. 2023, 7(1), 2; https://doi.org/10.3390/mti7010002 - 22 Dec 2022

Cited by 13 | Viewed by 3514

Abstract

Teaching and learning theoretical subjects, such as History, although important, is considered by many students to be non-appealing. Alternative teaching approaches include the use of educational games and augmented reality (AR) applications, or more recently, AR educational games. Such games are considered to [...] Read more.

Teaching and learning theoretical subjects, such as History, although important, is considered by many students to be non-appealing. Alternative teaching approaches include the use of educational games and augmented reality (AR) applications, or more recently, AR educational games. Such games are considered to increase students’ interest for the subject and lead to better learning outcomes. However, studies about the use of AR educational games in the classroom are sparse and further research is necessary. In this article, we present an AR-enhanced educational game for teaching History (Greek Mythology) to 3rd grade Primary school students in Greece. The game, called “AR The Gods of Olympus” consists of three mini games: an AR game with the gods/goddesses of Olympus using narration; a memory game with cards depicting the gods and their symbols; and a quiz game. In order to study the effectiveness of the game and students’ experience and perceptions on it, a study was carried out with primary school students that used the game in classroom. The study utilized a pre-/post-test design, a brief questionnaire based on the MEEGA+ model for evaluating educational games, and observation of students during game playing. Students’ performance was improved after playing the game but the difference was not statistically significant, while the game was positively perceived by students. Especially the AR mini game raised students’ interest and as the students themselves stated helped them “learn while playing”. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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18 pages, 953 KiB

Open AccessArticle

Narrative Visualization with Augmented Reality

by Ana Beatriz Marques, Vasco Branco and Rui Costa

Multimodal Technol. Interact. 2022, 6(12), 105; https://doi.org/10.3390/mti6120105 - 26 Nov 2022

Cited by 1 | Viewed by 3150

Abstract

The following study addresses, from a design perspective, narrative visualization using augmented reality (AR) in real physical spaces, and specifically in spaces with no semantic relation with the represented data. We intend to identify the aspects augmented reality adds, as narrative possibilities, to [...] Read more.

The following study addresses, from a design perspective, narrative visualization using augmented reality (AR) in real physical spaces, and specifically in spaces with no semantic relation with the represented data. We intend to identify the aspects augmented reality adds, as narrative possibilities, to data visualization. Particularly, we seek to identify the aspects augmented reality introduces regarding the three dimensions of narrative visualization—view, focus and sequence. For this purpose, we adopted a comparative analysis of a set of fifty case studies, specifically, narrative visualizations using augmented reality from a journalistic scope, where narrative is a key feature. Despite the strong explanatory character that characterizes the set of analyzed cases, which sometimes limits the user’s agency, there is a strong interactive factor. It was found that augmented reality can expand the narrative possibilities in the three dimensions mentioned—view, focus and sequence—but especially regarding visual strategies where simulation plays an essential role. As a visual strategy, simulation can provide the context for communication or be the object of communication itself, as a replica. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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17 pages, 13899 KiB

Open AccessArticle

Are the Instructions Clear? Evaluating the Visual Characteristics of Augmented Reality Content for Remote Guidance

by Bernardo Marques, Carlos Ferreira, Samuel Silva, Andreia Santos, Paulo Dias and Beatriz Sousa Santos

Multimodal Technol. Interact. 2022, 6(10), 92; https://doi.org/10.3390/mti6100092 - 14 Oct 2022

Cited by 5 | Viewed by 2315

Abstract

Augmented Reality (AR) solutions are emerging in multiple scenarios of application as Industry 4.0 takes shape. In particular, for remote collaboration, flexible mechanisms such as authoring tools can be used to generate instructions and assist human operators as they experience increased complexity in [...] Read more.

Augmented Reality (AR) solutions are emerging in multiple scenarios of application as Industry 4.0 takes shape. In particular, for remote collaboration, flexible mechanisms such as authoring tools can be used to generate instructions and assist human operators as they experience increased complexity in their daily tasks. In addition to the traditional handicap of ensuring instructions can be intuitively created without having to understand complicated AR concepts, another relevant topic is the fact that the quality of said instructions is not properly analyzed prior to the tools being evaluated. This means that the characteristics of the visual content are not adequately assessed beforehand. Hence, it is essential to be aware of the cognitive workload associated with AR instructions to assert if they can be easily understood and accepted before being deployed in real-world scenarios. To address this, we focused on AR during sessions of remote guidance. Based on a participatory process with domain experts from the industry sector, a prototype for creating AR-based instructions was developed, and a user study with two parts was conducted: (1) first, a set of step-by-step instructions was produced, and their visual characteristics were evaluated by 129 participants based on a set of relevant dimensions; (2) afterward, these instructions were used by nine participants to understand if they could be used to assist on-site collaborators during real-life remote maintenance tasks. The results suggest that the AR instructions offer low visual complexity and considerable visual impact, clarity, and directed focus, thus improving situational understanding and promoting task resolution. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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20 pages, 2187 KiB

Open AccessArticle

Participatory Design of Sonification Development for Learning about Molecular Structures in Virtual Reality

by Miguel Garcia-Ruiz, Pedro Cesar Santana-Mancilla, Laura Sanely Gaytan-Lugo and Adriana Iniguez-Carrillo

Multimodal Technol. Interact. 2022, 6(10), 89; https://doi.org/10.3390/mti6100089 - 12 Oct 2022

Cited by 2 | Viewed by 2443

Abstract

Background: Chemistry and biology students often have difficulty understanding molecular structures. Sonification (the rendition of data into non-speech sounds that convey information) can be used to support molecular understanding by complementing scientific visualization. A proper sonification design is important for its effective educational [...] Read more.

Background: Chemistry and biology students often have difficulty understanding molecular structures. Sonification (the rendition of data into non-speech sounds that convey information) can be used to support molecular understanding by complementing scientific visualization. A proper sonification design is important for its effective educational use. This paper describes a participatory design (PD) approach to designing and developing the sonification of a molecular structure model to be used in an educational setting. Methods: Biology, music, and computer science students and specialists designed a sonification of a model of an insulin molecule, following Spinuzzi’s PD methodology and involving evolutionary prototyping. The sonification was developed using open-source software tools used in digital music composition. Results and Conclusions: We tested our sonification played on a virtual reality headset with 15 computer science students. Questionnaire and observational results showed that multidisciplinary PD was useful and effective for developing an educational scientific sonification. PD allowed for speeding up and improving our sonification design and development. Making a usable (effective, efficient, and pleasant to use) sonification of molecular information requires the multidisciplinary participation of people with music, computer science, and molecular biology backgrounds. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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21 pages, 6513 KiB

Open AccessArticle

Interactive Scientific Visualization of Fluid Flow Simulation Data Using AR Technology-Open-Source Library OpenVisFlow

by Dennis Teutscher, Timo Weckerle, Ömer F. Öz and Mathias J. Krause

Multimodal Technol. Interact. 2022, 6(9), 81; https://doi.org/10.3390/mti6090081 - 14 Sep 2022

Cited by 1 | Viewed by 3038

Abstract

Computational fluid dynamics (CFD) are being used more and more in the industry to understand and optimize processes such as fluid flows. At the same time, tools such as augmented reality (AR) are becoming increasingly important with the realization of Industry 5.0 to [...] Read more.

Computational fluid dynamics (CFD) are being used more and more in the industry to understand and optimize processes such as fluid flows. At the same time, tools such as augmented reality (AR) are becoming increasingly important with the realization of Industry 5.0 to make data and processes more tangible. Placing the two together paves the way for a new method of active learning and also for an interesting and engaging way of presenting industry processes. It also enables students to reinforce their understanding of the fundamental concepts of fluid dynamics in an interactive way. However, this is not really being utilized yet. For this reason, in this paper, we aim to combine these two powerful tools. Furthermore, we present the framework of a modular open-source library for scientific visualization of fluid flow “OpenVisFlow” which simplifies the creation of such applications and enables seamless visualization without other software by allowing users to integrate the visualization step into the simulation code. Using this framework and the open-source extension AR-Core, we show how a new markerless visualization tool can be implemented. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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14 pages, 936 KiB

Open AccessArticle

A Typology of Virtual Reality Locomotion Techniques

by Costas Boletsis and Dimitra Chasanidou

Multimodal Technol. Interact. 2022, 6(9), 72; https://doi.org/10.3390/mti6090072 - 25 Aug 2022

Cited by 20 | Viewed by 4703

Abstract

Researchers have proposed a wide range of categorization schemes in order to characterize the space of VR locomotion techniques. In a previous work, a typology of VR locomotion techniques was proposed, introducing motion-based, roomscale-based, controller-based, and teleportation-based types of VR locomotion. The fact [...] Read more.

Researchers have proposed a wide range of categorization schemes in order to characterize the space of VR locomotion techniques. In a previous work, a typology of VR locomotion techniques was proposed, introducing motion-based, roomscale-based, controller-based, and teleportation-based types of VR locomotion. The fact that (i) the proposed typology is used widely and makes a significant research impact in the field and (ii) the VR locomotion field is a considerably active research field, creates the need for this typology to be up-to-date and valid. Therefore, the present study builds on this previous work, and the typology’s consistency is investigated through a systematic literature review. Altogether, 42 articles were included in this literature review, eliciting 80 instances of 10 VR locomotion techniques. The results indicated that current typology cannot cover teleportation-based techniques enabled by motion (e.g., gestures and gazes). Therefore, the typology was updated, and a new type was added: “motion-based teleporting.” Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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21 pages, 1612 KiB

Open AccessArticle

Inter- and Transcultural Learning in Social Virtual Reality: A Proposal for an Inter- and Transcultural Virtual Object Database to be Used in the Implementation, Reflection, and Evaluation of Virtual Encounters

by Rebecca M. Hein, Marc Erich Latoschik and Carolin Wienrich

Multimodal Technol. Interact. 2022, 6(7), 50; https://doi.org/10.3390/mti6070050 - 25 Jun 2022

Cited by 3 | Viewed by 3160

Abstract

Visual stimuli are frequently used to improve memory, language learning or perception, and understanding of metacognitive processes. However, in virtual reality (VR), there are few systematically and empirically derived databases. This paper proposes the first collection of virtual objects based on empirical evaluation [...] Read more.

Visual stimuli are frequently used to improve memory, language learning or perception, and understanding of metacognitive processes. However, in virtual reality (VR), there are few systematically and empirically derived databases. This paper proposes the first collection of virtual objects based on empirical evaluation for inter-and transcultural encounters between English- and German-speaking learners. We used explicit and implicit measurement methods to identify cultural associations and the degree of stereotypical perception for each virtual stimuli (n = 293) through two online studies, including native German and English-speaking participants. The analysis resulted in a final well-describable database of 128 objects (called InteractionSuitcase). In future applications, the objects can be used as a great interaction or conversation asset and behavioral measurement tool in social VR applications, especially in the field of foreign language education. For example, encounters can use the objects to describe their culture, or teachers can intuitively assess stereotyped attitudes of the encounters. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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Step 1 describes the collection process. Step 2 screens the objects according to predefined criteria. Step 3 describes a study with a homogeneous sample. The objects were examined for recognition and cultural association i. a. in preparation for IAT in step 4. In step 4, a second study was conducted where the results from Study 1 were verified, and an implicit association test (IAT) was performed. Hereby, a heterogeneous sample was interviewed. Full article ">Figure 2
This figure shows the study design and timeline of the first study. Full article ">Figure 3
This figure shows the study design and timeline of the second study. Full article ">Figure A1
This figure shows the time sequence of an assignment task using the example of the exercise task. Full article ">Figure A2
This figure shows an affective assignment task with positive and negative selection options using the visual stimulus “apple” as an example. Full article ">Figure A3
The figure shows the virtual objects identified and evaluated for the first proposal of the InteractionSuitcase. Full article ">

16 pages, 2923 KiB

Open AccessArticle

Vocational Training in Virtual Reality: A Case Study Using the 4C/ID Model

by Miriam Mulders

Multimodal Technol. Interact. 2022, 6(7), 49; https://doi.org/10.3390/mti6070049 - 24 Jun 2022

Cited by 9 | Viewed by 4015

Abstract

Virtual reality (VR) is an emerging technology with a variety of potential benefits for vocational training. Therefore, this paper presents a VR training based on the highly validated 4C/ID model to train vocational competencies in the field of vehicle painting. The following 4C/ID [...] Read more.

Virtual reality (VR) is an emerging technology with a variety of potential benefits for vocational training. Therefore, this paper presents a VR training based on the highly validated 4C/ID model to train vocational competencies in the field of vehicle painting. The following 4C/ID components were designed using the associated 10 step approach: learning tasks, supportive information, procedural information, and part-task practice. The paper describes the instructional design process including an elaborated blueprint for a VR training application for aspiring vehicle painters. We explain the model’s principles and features and their suitability for designing a VR vocational training that fosters integrated competence acquisition. Following the methodology of design-based research, several research methods (e.g., a target group analysis) and the ongoing development of prototypes enabled agile process structures. Results indicate that the 4C/ID model and the 10 step approach promote the instructional design process using VR in vocational training. Implementation and methodological issues that arose during the design process (e.g., limited time within VR) are adequately discussed in the article. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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15 pages, 1056 KiB

Open AccessArticle

Didactic Use of Virtual Reality in Colombian Universities: Professors’ Perspective

by Álvaro Antón-Sancho, Diego Vergara, Pablo Fernández-Arias and Edwan Anderson Ariza-Echeverri

Multimodal Technol. Interact. 2022, 6(5), 38; https://doi.org/10.3390/mti6050038 - 16 May 2022

Cited by 19 | Viewed by 3718

Abstract

This paper presents quantitative research on the perception of the didactic use of virtual reality by university professors in Colombia, with special attention to the differences according to their area of knowledge, as the main variable, and gender and digital generation, as secondary [...] Read more.

This paper presents quantitative research on the perception of the didactic use of virtual reality by university professors in Colombia, with special attention to the differences according to their area of knowledge, as the main variable, and gender and digital generation, as secondary variables. The study involved 204 professors from different Colombian universities. As an instrument, a survey designed for this purpose was used with four scales that were used to measure, on a Likert scale, different dimensions involving the participants’ perception of the use of virtual reality in the classroom. The answers were analyzed statistically and the differences in the perceptions have been identified by means of parametric statistical tests according to the following: (i) area of knowledge, (ii) gender, (iii) digital generation of the participants. The results showed that the participants expressed high valuations of virtual reality, despite having intermediate or low levels of digital competence. Gaps were identified in terms of area of knowledge, gender, and digital generation (digital natives or immigrants) with respect to opinions of virtual reality and digital competence. The highest valuations of virtual reality are given by professors of Humanities, and by digital natives. It is suggested that Colombian universities implement training plans on digital competence for professors and that these plans be aimed at strengthening knowledge of virtual reality. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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26 pages, 2793 KiB

Open AccessReview

Design Considerations for Immersive Virtual Reality Applications for Older Adults: A Scoping Review

by Kiran Ijaz, Tram Thi Minh Tran, Ahmet Baki Kocaballi, Rafael A. Calvo, Shlomo Berkovsky and Naseem Ahmadpour

Multimodal Technol. Interact. 2022, 6(7), 60; https://doi.org/10.3390/mti6070060 - 20 Jul 2022

Cited by 26 | Viewed by 5824

Abstract

Immersive virtual reality (iVR) has gained considerable attention recently with increasing affordability and accessibility of the hardware. iVR applications for older adults present tremendous potential for diverse interventions and innovations. The iVR literature, however, provides a limited understanding of guiding design considerations and [...] Read more.

Immersive virtual reality (iVR) has gained considerable attention recently with increasing affordability and accessibility of the hardware. iVR applications for older adults present tremendous potential for diverse interventions and innovations. The iVR literature, however, provides a limited understanding of guiding design considerations and evaluations pertaining to user experience (UX). To address this gap, we present a state-of-the-art scoping review of literature on iVR applications developed for older adults over 65 years. We performed a search in ACM Digital Library, IEEE Xplore, Scopus, and PubMed (1 January 2010–15 December 2019) and found 36 out of 3874 papers met the inclusion criteria. We identified 10 distinct sets of design considerations that guided target users and physical configuration, hardware use, and software design. Most studies carried episodic UX where only 2 captured anticipated UX and 7 measured longitudinal experiences. We discuss the interplay between our findings and future directions to design effective, safe, and engaging iVR applications for older adults. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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23 pages, 1676 KiB

Open AccessSystematic Review

Usability Assessments for Augmented Reality Head-Mounted Displays in Open Surgery and Interventional Procedures: A Systematic Review

by Ellenor J. Brown, Kyoko Fujimoto, Bennett Blumenkopf, Andrea S. Kim, Kimberly L. Kontson and Heather L. Benz

Multimodal Technol. Interact. 2023, 7(5), 49; https://doi.org/10.3390/mti7050049 - 9 May 2023

Cited by 1 | Viewed by 3487

Abstract

Augmented reality (AR) head-mounted displays (HMDs) are an increasingly popular technology. For surgical applications, the use of AR HMDs to display medical images or models may reduce invasiveness and improve task performance by enhancing understanding of the underlying anatomy. This technology may be [...] Read more.

Augmented reality (AR) head-mounted displays (HMDs) are an increasingly popular technology. For surgical applications, the use of AR HMDs to display medical images or models may reduce invasiveness and improve task performance by enhancing understanding of the underlying anatomy. This technology may be particularly beneficial in open surgeries and interventional procedures for which the use of endoscopes, microscopes, or other visualization tools is insufficient or infeasible. While the capabilities of AR HMDs are promising, their usability for surgery is not well-defined. This review identifies current trends in the literature, including device types, surgical specialties, and reporting of user demographics, and provides a description of usability assessments of AR HMDs for open surgeries and interventional procedures. Assessments applied to other extended reality technologies are included to identify additional usability assessments for consideration when assessing AR HMDs. The PubMed, Web of Science, and EMBASE databases were searched through September 2022 for relevant articles that described user studies. User assessments most often addressed task performance. However, objective measurements of cognitive, visual, and physical loads, known to affect task performance and the occurrence of adverse events, were limited. There was also incomplete reporting of user demographics. This review reveals knowledge and methodology gaps for usability of AR HMDs and demonstrates the potential impact of future usability research. Full article

(This article belongs to the Special Issue Virtual Reality and Augmented Reality)

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