Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864527
Paula Alavesa, Ilmo Laitalainen, Milla Immonen
Modern extensively digitized factories can provide workers interfaces for gamification. The current literature highlights the importance of understanding the context before implementing gamification solution, while there are currently only few such solutions provided for the factory floor. In this study we aim at closing this gap by defining the context defined aspects for gamification at factory floor. We conducted a thorough mapping of current literature proceeded by a qualitative interview study with eight workers and their supervising manager at a manufacturing facility.
{"title":"Context Defined Aspects of Gamification for Factory Floor","authors":"Paula Alavesa, Ilmo Laitalainen, Milla Immonen","doi":"10.1109/VS-Games.2019.8864527","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864527","url":null,"abstract":"Modern extensively digitized factories can provide workers interfaces for gamification. The current literature highlights the importance of understanding the context before implementing gamification solution, while there are currently only few such solutions provided for the factory floor. In this study we aim at closing this gap by defining the context defined aspects for gamification at factory floor. We conducted a thorough mapping of current literature proceeded by a qualitative interview study with eight workers and their supervising manager at a manufacturing facility.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131366598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864551
Emmanuel Schmück, Rory Flemming, Paul Schrater, Pedro Cardoso-Leite
Action video games have great potential as cognitive training instruments for their data collection efficiency over standard testing, their natural motive power, and as they have demonstrated benefits for broad aspects of cognition. However, commercial video games do not allow researchers full control over games' unique features and parameters while presently available scientific games violate key criteria, generally lack appeal, and do not collect enough data for principled exploration of the game design space. To capitalize on the benefits of action video games and facilitate a systematic, scientific exploration of video games and cognition, we propose the Cognitive Training Game Framework (CTGF). The CTGF addresses criteria that we believe are important for gamifying an experimental environment, such as modularity, accessibility, adaptivity, and variety. By offering the potential to collect large data sets and to systematically explore scientific hypotheses in a controlled environment, the resulting framework will make significant contributions to cognitive training research.
{"title":"Principles underlying the design of a cognitive training game as a research framework","authors":"Emmanuel Schmück, Rory Flemming, Paul Schrater, Pedro Cardoso-Leite","doi":"10.1109/VS-Games.2019.8864551","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864551","url":null,"abstract":"Action video games have great potential as cognitive training instruments for their data collection efficiency over standard testing, their natural motive power, and as they have demonstrated benefits for broad aspects of cognition. However, commercial video games do not allow researchers full control over games' unique features and parameters while presently available scientific games violate key criteria, generally lack appeal, and do not collect enough data for principled exploration of the game design space. To capitalize on the benefits of action video games and facilitate a systematic, scientific exploration of video games and cognition, we propose the Cognitive Training Game Framework (CTGF). The CTGF addresses criteria that we believe are important for gamifying an experimental environment, such as modularity, accessibility, adaptivity, and variety. By offering the potential to collect large data sets and to systematically explore scientific hypotheses in a controlled environment, the resulting framework will make significant contributions to cognitive training research.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"252 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131616677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864541
Belma Ramic-Brkic, Alican Balik, Suncica Hadzidedic, Nirvana Pistoljevic
Research has shown technology fosters learning environments that stimulate improved academic performance, learners' satisfaction and completion rates. For this reason, an increasing number of researchers focus on the development of tools and applications that support the learning process of children. The tool presented here is a web application for educators, therapists, parents, and children with and without disabilities. The core concept of this tool is aiding professionals in creating relevant educational content and motivating children by presenting learning materials and tasks in a modern, relevant and motivating way. A pilot study was performed with five professionals, daily delivering instruction to children, mostly diagnosed with Autism Spectrum Disorder, at an NGO in Bosnia and Herzegovina. The study findings show a general positive attitude towards the use of the web tool in the classroom and its functionalities for creating teaching material.
{"title":"Web Tool for Creating Educational/Therapeutic Programmes","authors":"Belma Ramic-Brkic, Alican Balik, Suncica Hadzidedic, Nirvana Pistoljevic","doi":"10.1109/VS-Games.2019.8864541","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864541","url":null,"abstract":"Research has shown technology fosters learning environments that stimulate improved academic performance, learners' satisfaction and completion rates. For this reason, an increasing number of researchers focus on the development of tools and applications that support the learning process of children. The tool presented here is a web application for educators, therapists, parents, and children with and without disabilities. The core concept of this tool is aiding professionals in creating relevant educational content and motivating children by presenting learning materials and tasks in a modern, relevant and motivating way. A pilot study was performed with five professionals, daily delivering instruction to children, mostly diagnosed with Autism Spectrum Disorder, at an NGO in Bosnia and Herzegovina. The study findings show a general positive attitude towards the use of the web tool in the classroom and its functionalities for creating teaching material.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133225577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864592
Connor Fletcher, Vedad Hulusic, Panos Amelidis
Ear training is a vital element in music education, analogous to taking dictation in written language. It provides musicians with a crucial skill used to identify pitches, melodies, chords and rhythms. Traditionally, the training is conducted by a tutor using a musical instrument, typically a piano. However, with new technologies emerging, several computer applications to facilitate this aspect of music education have been developed. Nevertheless, none of them utilised the VR technology, that proved to be successful in various scenarios, including educational systems, simulations, etc. In this work, we designed and developed a virtual reality ear training system for interval recognition and investigated its usability and user experience and the effect of spatialised audio in a 3D virtual environment on user performance. The results showed that the system has been successfully designed and provides users with a great experience when using it.
{"title":"Virtual Reality Ear Training System: A study on Spatialised Audio in Interval Recognition","authors":"Connor Fletcher, Vedad Hulusic, Panos Amelidis","doi":"10.1109/VS-Games.2019.8864592","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864592","url":null,"abstract":"Ear training is a vital element in music education, analogous to taking dictation in written language. It provides musicians with a crucial skill used to identify pitches, melodies, chords and rhythms. Traditionally, the training is conducted by a tutor using a musical instrument, typically a piano. However, with new technologies emerging, several computer applications to facilitate this aspect of music education have been developed. Nevertheless, none of them utilised the VR technology, that proved to be successful in various scenarios, including educational systems, simulations, etc. In this work, we designed and developed a virtual reality ear training system for interval recognition and investigated its usability and user experience and the effect of spatialised audio in a 3D virtual environment on user performance. The results showed that the system has been successfully designed and provides users with a great experience when using it.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133320739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864528
S. Zojaji, Christopher E. Peters
Verbal and non-verbal behaviors that we use in order to effectively communicate with other people are vital for our success in our daily lives. Despite the importance of social skills, creating standardized methods for training them and supporting their training is challenging. Information and Communications Technology (ICT) may have a good potential to support social and emotional learning (SEL) through virtual social demonstration games. This paper presents initial work involving the design of a pedagogical scenario to facilitate teaching of socially appropriate and inappropriate behaviors when entering and standing in a small group of people, a common occurrence in collaborative social situations. This is achieved through the use of virtual characters and, initially, virtual reality (VR) environments for supporting situated learning in multiple contexts. We describe work done thus far on the demonstrator scenario and anticipated potentials, pitfalls and challenges involved in the approach.
{"title":"Towards Virtual Agents for Supporting Appropriate Small Group Behaviors in Educational Contexts","authors":"S. Zojaji, Christopher E. Peters","doi":"10.1109/VS-Games.2019.8864528","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864528","url":null,"abstract":"Verbal and non-verbal behaviors that we use in order to effectively communicate with other people are vital for our success in our daily lives. Despite the importance of social skills, creating standardized methods for training them and supporting their training is challenging. Information and Communications Technology (ICT) may have a good potential to support social and emotional learning (SEL) through virtual social demonstration games. This paper presents initial work involving the design of a pedagogical scenario to facilitate teaching of socially appropriate and inappropriate behaviors when entering and standing in a small group of people, a common occurrence in collaborative social situations. This is achieved through the use of virtual characters and, initially, virtual reality (VR) environments for supporting situated learning in multiple contexts. We describe work done thus far on the demonstrator scenario and anticipated potentials, pitfalls and challenges involved in the approach.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132331781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864583
Fabrizio Palmas, David Labode, D. A. Plecher, G. Klinker
By using simulations in virtual reality (VR), people have the chance to train without supervision in a safe and controlled environment. VR simulation training allows users to gain new skills and apply them to real-life situations. However, the learning curve of this technology from a novice level could influence the expected learning results of a training session. A training approach based on the combination of VR and gamification could speed up this overall learning process and not just for a novice. In this paper we evaluate how gamification in a VR training session can improve the efficiency of the training and the accuracy of the task execution in a real-world practical test. In the training scenario of this study, 50 randomly assigned participants were divided into two groups. The groups were assigned to a gamified and a non-gamified version of the same VR training and were then guided through a step-by-step tutorial outlining how to solve an assembly task. Performance differences were evaluated based on time taken and specific errors made during the training session. The results of this study show, in general, that beneficial effects can be attributed to the use of gamification in the conducted VR training simulation, particularly for the VR novice participants.
{"title":"Comparison of a Gamified and Non-Gamified Virtual Reality Training Assembly Task","authors":"Fabrizio Palmas, David Labode, D. A. Plecher, G. Klinker","doi":"10.1109/VS-Games.2019.8864583","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864583","url":null,"abstract":"By using simulations in virtual reality (VR), people have the chance to train without supervision in a safe and controlled environment. VR simulation training allows users to gain new skills and apply them to real-life situations. However, the learning curve of this technology from a novice level could influence the expected learning results of a training session. A training approach based on the combination of VR and gamification could speed up this overall learning process and not just for a novice. In this paper we evaluate how gamification in a VR training session can improve the efficiency of the training and the accuracy of the task execution in a real-world practical test. In the training scenario of this study, 50 randomly assigned participants were divided into two groups. The groups were assigned to a gamified and a non-gamified version of the same VR training and were then guided through a step-by-step tutorial outlining how to solve an assembly task. Performance differences were evaluated based on time taken and specific errors made during the training session. The results of this study show, in general, that beneficial effects can be attributed to the use of gamification in the conducted VR training simulation, particularly for the VR novice participants.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131349459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864599
Polona Caserman, Hongtao Zhang, Jonas Zinnäcker, S. Göbel
Recent advances in Virtual Reality (VR) technology have contributed to the development of immersive applications for training and simulation. VR serious games can be utilized to support and supplement traditional training. In VR-based training environments, the player can make mistakes without serious consequences to gather experiences which help them to make better decisions in the future. However, it is difficult to guide the player's attention throughout the VR game, since the player has the freedom to look anywhere anytime. Thus, many game designers create linear and restrictive experiences. In this paper, we develop a dynamic story and guide the player's attention to the specific game elements. To this end, we propose a novel directed teleport function to show points of interest to the player. We evaluate the effect of the proposed function by conducting a user study among two groups of 20 participants: one group can use only the common teleport function, whereas the other group can additionally use the directed teleport function. The results of our study indicate that the directed teleport function is very effective, has a positive effect on the orientation, and is very easy to use. In particular, the directed teleport function not only helps the player to navigate through the virtual world but also reveals Interesting points.
{"title":"Development of a Directed Teleport Function for Immersive Training in Virtual Reality","authors":"Polona Caserman, Hongtao Zhang, Jonas Zinnäcker, S. Göbel","doi":"10.1109/VS-Games.2019.8864599","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864599","url":null,"abstract":"Recent advances in Virtual Reality (VR) technology have contributed to the development of immersive applications for training and simulation. VR serious games can be utilized to support and supplement traditional training. In VR-based training environments, the player can make mistakes without serious consequences to gather experiences which help them to make better decisions in the future. However, it is difficult to guide the player's attention throughout the VR game, since the player has the freedom to look anywhere anytime. Thus, many game designers create linear and restrictive experiences. In this paper, we develop a dynamic story and guide the player's attention to the specific game elements. To this end, we propose a novel directed teleport function to show points of interest to the player. We evaluate the effect of the proposed function by conducting a user study among two groups of 20 participants: one group can use only the common teleport function, whereas the other group can additionally use the directed teleport function. The results of our study indicate that the directed teleport function is very effective, has a positive effect on the orientation, and is very easy to use. In particular, the directed teleport function not only helps the player to navigate through the virtual world but also reveals Interesting points.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126120386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864518
Sonja Gabriel
By using game design as a method to teach in various subjects apart from software engineering and media design, the evaluation of the project We Make Games aimed at finding out what participating teachers think about the approach. The first part of the project saw a train-the-trainer workshop, distance teacher training and implementing the serious game-design method in classes. The accompanying evaluation had a closer look at teachers' previous knowledge regarding (serious) digital games, their expectations and attitudes towards the project, games and game-design as well as the outcome of the project and the participating students' learning effects. Therefore, a mixed methods approach was used. Results show that teachers who are not familiar with game-design concepts need extensive training and support before using the method in their classes. Moreover, constraints because of time and organizational framework in schools make an implementation more difficult. However, motivation and engagement of students generally increased as well as their problem-solving skills.
除了软件工程和媒体设计之外，我们还将游戏设计作为多种学科的教学方法，对We Make Games项目的评估旨在找出参与其中的教师对这种方法的看法。项目的第一部分包括培训师研讨会、远程教师培训以及在课堂上执行严肃的游戏设计方法。随附的评估更仔细地考察了教师之前对(严肃)数字游戏的知识，他们对项目、游戏和游戏设计的期望和态度，以及项目的结果和参与学生的学习效果。因此，采用混合方法。结果表明，不熟悉游戏设计概念的教师在课堂上使用该方法之前需要广泛的培训和支持。此外，由于学校的时间和组织框架的限制，使得实施更加困难。然而，学生的积极性和参与度普遍提高了，他们解决问题的能力也提高了。
{"title":"We Make Games. Using Serious Game Design Concepts in Secondary School","authors":"Sonja Gabriel","doi":"10.1109/VS-Games.2019.8864518","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864518","url":null,"abstract":"By using game design as a method to teach in various subjects apart from software engineering and media design, the evaluation of the project We Make Games aimed at finding out what participating teachers think about the approach. The first part of the project saw a train-the-trainer workshop, distance teacher training and implementing the serious game-design method in classes. The accompanying evaluation had a closer look at teachers' previous knowledge regarding (serious) digital games, their expectations and attitudes towards the project, games and game-design as well as the outcome of the project and the participating students' learning effects. Therefore, a mixed methods approach was used. Results show that teachers who are not familiar with game-design concepts need extensive training and support before using the method in their classes. Moreover, constraints because of time and organizational framework in schools make an implementation more difficult. However, motivation and engagement of students generally increased as well as their problem-solving skills.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123319082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864530
Salva Kirakosian, E. Maravelakis, K. Mania
This paper presents a person-to-3D character, immersive, real-time dance training framework for leaders. Rather than immersive mimicking of pre-recorded dance animations as in previous work, the user is now trained to lead a 3D partner while dancing, initiating movements to which the 3D character responds to, in real-time. Realistic animations were applied to the rigged 3D human model of a dance partner using Inverse Kinematics (IK). The 3D dance partner is rigged based on custom skeletons using 3D geometrical bones and IK solvers. Motion capture data were applied to the rigged 3D model to create realistic dance animations. Initially, the application features a tutorial guide process. The 3D character is standing facing the user who selects dance training options using gestures such as thumb and waving hands, touches and pinch actions. The 3D character partner responds in real-time, producing body motion according to the users' dance leading actions following Salsa dance rules. The experience is evaluated as realistic dance. The software architecture could be utilized in a wide range of training systems in diverse domains, such as training in the manufacturing domain.
{"title":"Immersive Simulation and Training of Person-to-3D Character Dance in Real-Time","authors":"Salva Kirakosian, E. Maravelakis, K. Mania","doi":"10.1109/VS-Games.2019.8864530","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864530","url":null,"abstract":"This paper presents a person-to-3D character, immersive, real-time dance training framework for leaders. Rather than immersive mimicking of pre-recorded dance animations as in previous work, the user is now trained to lead a 3D partner while dancing, initiating movements to which the 3D character responds to, in real-time. Realistic animations were applied to the rigged 3D human model of a dance partner using Inverse Kinematics (IK). The 3D dance partner is rigged based on custom skeletons using 3D geometrical bones and IK solvers. Motion capture data were applied to the rigged 3D model to create realistic dance animations. Initially, the application features a tutorial guide process. The 3D character is standing facing the user who selects dance training options using gestures such as thumb and waving hands, touches and pinch actions. The 3D character partner responds in real-time, producing body motion according to the users' dance leading actions following Salsa dance rules. The experience is evaluated as realistic dance. The software architecture could be utilized in a wide range of training systems in diverse domains, such as training in the manufacturing domain.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117123646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.1109/VS-Games.2019.8864513
N. John, Thomas W. Day, S. Pop, K. Chatterjee, K. Cottrell, Alistair Buchanan, Jonathan Roberts
We present ongoing work to develop a virtual reality environment for the cognitive rehabilitation of patients as a part of their recovery from a stroke. A stroke causes damage to the brain and problem solving, memory and task sequencing are commonly affected. The brain can recover to some extent, however, and stroke patients have to relearn to carry out activities of daily learning. We have created an application called VIRTUE to enable such activities to be practiced using immersive virtual reality. Gamification techniques enhance the motivation of patients such as by making the level of difficulty of a task increase over time. The design and implementation of VIRTUE is presented together with the results of a small acceptability study.
{"title":"Virtual Reality Environment for the Cognitive Rehabilitation of Stroke Patients","authors":"N. John, Thomas W. Day, S. Pop, K. Chatterjee, K. Cottrell, Alistair Buchanan, Jonathan Roberts","doi":"10.1109/VS-Games.2019.8864513","DOIUrl":"https://doi.org/10.1109/VS-Games.2019.8864513","url":null,"abstract":"We present ongoing work to develop a virtual reality environment for the cognitive rehabilitation of patients as a part of their recovery from a stroke. A stroke causes damage to the brain and problem solving, memory and task sequencing are commonly affected. The brain can recover to some extent, however, and stroke patients have to relearn to carry out activities of daily learning. We have created an application called VIRTUE to enable such activities to be practiced using immersive virtual reality. Gamification techniques enhance the motivation of patients such as by making the level of difficulty of a task increase over time. The design and implementation of VIRTUE is presented together with the results of a small acceptability study.","PeriodicalId":285804,"journal":{"name":"2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130558637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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