Virtual Reality最新文献

Abstract

This study aimed to examine the challenges that adult participants experienced in immersive virtual reality (I-VR). Practitioners have indicated that some challenges persist from trainee to trainee and scholars have called for the design and development of virtual reality (VR) applications based on learning theories. Thus, we examined challenges immersed learners experienced during self-discovery of game mechanics and assembly task within an early-development I-VR program. We clarified the immersive learning phenomenon by studying the self-reported problem statements from 168 university students and staff. They used an HTC Vive Pro Eye device and a custom-built software. Through an iterative content analysis of post-survey and video-stimulated recall interviews, we retrieved 481 problem statements from the participants. As a result, we derived and detailed 89 challenges, 22 component features, 11 components, and 5 principal factors of immersive learning. The most cited components that the participants found challenging were the use of controllers and functions, reciprocal software interaction, spatial and navigational constraints, relevance realisation, and learner capabilities. Closer inspection of the quantified data revealed that the participants without digital gaming experience reported relatively more hardware-related problem statements. The findings regarding the constraints of immersive learning helped clarify the various actants involved in immersive learning. In this paper, we provide a design implication summary for VR application developers. Further research on theory-based development and design implications in various immersive training settings is needed.

Distance learning has become a popular learning channel today. However, while various distance learning tools are available, most of them only support a single platform, offer only the trainer’s perspective, and do not facilitate student-instructor interaction. As a result, distance learning systems tend to be inflexible and less effective. To address the limitations of existing distance learning systems, this study developed a cross-platform hands-on virtual lab within the Metaverse that enables multi-user participation and interaction for distance education. Four platforms, HTC VIVE Pro, Microsoft HoloLens 2, PC, and Android smartphone, are supported. The virtual lab allows trainers to demonstrate operation steps and engage with multiple trainees simultaneously. Meanwhile, trainees have the opportunity to practice their operational skills on their virtual machines within the Metaverse, utilizing their preferred platforms. Additionally, participants can explore the virtual environment and interact with each other by moving around within the virtual space, similar to a physical lab setting. The user test compares the levels of presence and usability in the hands-on virtual lab across different platforms, providing insights into the challenges associated with each platform within the Metaverse for training purposes. Furthermore, the results of the user test highlight the promising potential of the architecture due to its flexibility and adaptability.

When attending a crime scene, first responders are responsible for identifying areas of potential interest for subsequent forensic examination. This information is shared with the police, forensic practitioners, and legal authorities during an initial meeting of all interested parties, which in Scotland is known as a forensic strategy meeting. Swift documentation is fundamental to allow practitioners to learn about the scene(s) and to plan investigative strategies, traditionally relying on word-of-mouth briefings using digital photographs, videos, diagrams, and verbal reports. We suggest that these early and critical briefings can be augmented positively by implementing an end-to-end methodology for indoor 3D reconstruction and successive visualisation through immersive Virtual Reality (VR). The main objective of this paper is to provide an integrative documentation tool to enhance the decision-making processes in the early stages of the investigation. Taking a fire scene as an example, we illustrate a framework for rapid spatial data acquisition of the scene that leverages structure-from-motion photogrammetry. We developed a VR framework that enables the exploration of virtual environments on a standalone, low-cost immersive head-mounted display. The system was tested in a two-phased inter-agency fire investigation exercise, where practitioners were asked to produce hypotheses suitable for forensic strategy meetings by (1) examining traditional documentation and then (2) using a VR walkthrough of the same premises. The integration of VR increased the practitioners’ scene comprehension, improved hypotheses formulation with fewer caveats, and enabled participants to sketch the scene, in contrast to the orientation challenges encountered using conventional documentation.

In recent years, with the development of augmented reality (AR) technology and the prevalence of COVID-19, augmented reality exercise applications (AREAs) have entered people’s lives and changed people’s exercise ways. However, there is still little research on how AREAs affect users’ continuance intention, which limits our deeper understanding of the further use of AREAs by users for the potential benefits they provide. This study investigates the role of AREAs by proposing the original proposition of AREAs characteristic classification based on previous AR literature and dividing their characteristics into two categories: service and system characteristics. Through an online empirical study, 398 valid questionnaires were collected to test the hypotheses using the structural equation model. The results showed that hedonic and utilitarian value and presence are vital inner states which mediate the influence of service and system characteristics on user’s satisfaction and continuance intention. The results further show that only hedonic value is found to have a positive and significant relationship with continuance intention. This study contributes to the literature in the AR field by examining how different AR application characteristics affect user continuance intention in the context of sports and fitness. It also suggests that practitioners should identify the impact of different characteristics on user value and focus on the hedonic aspects of the application.

Virtual reality interview simulator (VRIS) is an effective and valid tool that uses virtual reality technology to train people’s interview skills. Typically, it offers candidates prone to being very nervous during interviews the opportunity to practice interviews in a safe and manageable virtual environment and realistic settings, providing real-time feedback from a virtual interviewer on their performance. It helps interviewees improve their skills, reduce their fears, gain confidence, and minimize the cost and time associated with traditional interview preparation. Yet, the major anxiety-inducing elements remain unknown. During an interview, the anxiety levels, overall experience, and performance of interviewees might be affected by various circumstances. By analyzing electrodermal activity and questionnaire, we investigated the influence of five variables: (I) Realism; (II) Question type; (III) Interviewer attitude; (IV) Timing; and (V) Preparation. As such, an orthogonal design (L_8(4^1 times 2^4)) with eight experiments ((O A_8) matrix) was implemented, in which 19 college students took part in the experiments. Considering the anxiety, overall experience, and performance of the interviewees, we found that Question type plays a major role; secondly, Realism, Preparation, and Interviewer attitude all have middle influence; lastly, Timing has little to no impact. Specifically, professional interview questions elicited a greater degree of anxiety than personal ones among the categories of interview questions. This work contributes to our understanding of anxiety-stimulating factors during job interviews in virtual reality and provides cues for designing future VRIS.

Better (social facilitation) or worse (social inhibition) performance in a task while being observed has repeatedly been demonstrated with real human observers, yet it has not been fully tested with virtual observers. We tested this effect in a virtual environment using a visual search task to verify if the mere presence of a virtual observer would boost participants’ performance in the easy variant of the task and hinder it in the difficult one. We used electrodermal (EDA) activity measurement to test whether physiological arousal would moderate this effect. The presence of a virtual character affected search performance, which was moderated by arousal, with lower arousal leading to better performance. These results confirm that the mere presence of virtual characters can evoke a social facilitation/inhibition effect similar to that of human beings; this could confirm Zajonc’s theory and serve as encouragement for further development of VR-based training & educational tools with virtual agents.

Virtual nature is an innovative approach for promoting mental health. The purpose of this study was to compare the effects on mental health outcomes between two immersion levels of virtual reality natural experiences. The study design was a cluster trial. Healthy adults were allocated to two experimental groups. Identical pre-recorded 360° videos of natural scenes and sounds were played on the two virtual reality devices, one with a higher immersive level via a head-mounted display and the other one with a lower immersive level via a smartphone. The intervention was conducted for 30 min per session, once a week for 12 weeks. Data were collected by self-reported questionnaires at the baseline and post-intervention. In total, 54 participants completed the interventions. A significantly greater effect was revealed on improving happiness, self-rated health, and physical, mental, social, and environmental quality of life, and ameliorating distress, depression, and somatization in participants who experienced the higher immersive level compared to participants who experienced the lower immersive level. Virtual reality natural experiences with high immersion are recommended to promote mental health.

The restorative and mental state enhancing effects of brief mindfulness-based interventions (MBIs) and restorative environments such as nature has been supported in the research literature. However, regular adoption of these practices is limited by practical constraints and motivational barriers. The current study addressed these challenges by introducing two novel approaches which utilise the immersive and interactive qualities of virtual reality (VR). This included an interactive MBI and an abstract restorative environment using fractal-like imagery. These approaches were explored using a comparative evaluation of two short (6 min) VR interventions: Passive VR (applying principles from restorative interventions) and Interactive VR (implementing a focused attention form of mindfulness meditation). A mixed methods approach revealed increased state mindfulness, reduced mental fatigue, and enhanced aspects of mood (calm/relaxation, anxiety) consistently between conditions. Between group differences revealed additional benefits for cognition (focus), mood (happiness and sadness), and motivational value with the interactive intervention. The abstract environment, used in both interventions, maintained comparable levels of perceived restoration with a nature VR control condition. The results provide preliminary evidence supporting the use of interactive approaches for mindfulness interventions and abstract versions of restorative environments.

Virtual reality, a cutting-edge innovation in the realm of digital experiences, though more frequently employed for entertainment and education, can also serve as a tool for immersing users in therapeutic settings that promote relaxation and mindfulness. An increasing number of research attempts investigate its usability and impact on stress evaluation, management and reduction. This scoping review aims to depict the current role of virtual reality in stress reduction and identify common methods and practice, technology patterns as well as gaps. Results depict the emerging research interest in the domain of VR-based stress reduction systems. The developed systems included in this review were basically addressed to the general public (59%) for daily life stress reduction utilizing a commercial VR headset often combined with supportive sensors. Guided imagery emerged as the most implemented method, but it is also noteworthy that almost all studies implicitly used this method. According to the analysis, most studies performed evaluation of the proposed VR system including both subjective and objective measurements to provide evidence on its efficiency and its actual impact on stress levels. Finally, validation methodologies attempt to point out the potential of VR technology in the direction of providing an efficient solution for the alleviation of stress burdens. Even though numerous studies report the usefulness and efficiency of VR technology regarding stress reduction, several challenges still need to be addressed, mainly because of the difficult definition, detection and evaluation of stress. An approach integrating the existing knowledge regarding signals that can act as biomarkers of stress and qualitative measurements could open new pathways toward the development of more impactful VR-based stress reduction systems.

The role played by emotions and attention is crucial for the development of advanced driver assistance systems that improve safety by flexibly adapting to the current state of the driver. In the present study, we used immersive virtual reality as a testing tool to investigate how different emotional states affect drivers’ attention in a divided attention task. Two different emotional states, diversified by valence and arousal, were induced before performing a divided attention task in a driving simulation. The experimental task developed for this study allowed us to explore if and how two different emotional states can affect the way drivers divide their attention between a central driving-related task and a peripheral visual task. Our results showed that scared drivers presented lower reaction times at the central task compared to relaxed drivers. On the contrary, the emotional state did not affect the performance at the peripheral task, which revealed instead a significant effect of the eccentricity at which the visual stimuli were presented, influencing both the accuracy of targets’ perception and participants’ reaction times.