Desktop-based Virtual Reality Research Articles

What my bias meant for my embodiment: an investigation on virtual embodiment in desktop-based virtual reality

The immersion of virtual reality (VR) can impact user perceptions in numerous forms, even racial bias and embodied experiences. These effects are often limited to head-mounted displays (HMDs) and other immersive technologies that may not be inclusive to the general population. This paper investigates racial bias and embodiment on a less immersive but more accessible medium: desktop VR. A population of participants (n = 158) participated in a desktop simulation where they embodied a virtual avatar and interacted with virtual humans to determine if desktop embodiment is induced and if there is a resulting effect on racial bias. Our results indicate that desktop embodiment can be induced at low levels, as measured by an embodiment questionnaire. Furthermore, one’s implicit bias may actually influence embodiment, and the experience and perceptions of a desktop VR simulation can be improved through embodied avatars. We discuss these findings and their implications in the context of stereotype activation and existing literature in embodiment.

Creating a Framework for Virtual Reality Learning Environment (VRLE) for Studio-Based Learning

Higher education academics are lacking the knowledge on how to implement Design Thinking (DT) for transdisciplinary design studies that would produce Fourth Industrial Revolution Workforce Skills (4IRSkills), due to the sparsity in literature and implementation guidelines. This article discusses on the creation process of a Teaching and Learning Framework (TLF) for transdisciplinary design studies with a desktop-based Virtual Reality Learning Environment (VRLE) simulation of studio-based learning. The framework was created using a Selander’s Learning Design Sequence (LDS) with DT approach. The LDS helped the researcher to understand the processes of teaching and learning, especially on the affordances of various modes. The DT approach was used to facilitate the process of solving problems through the practice of empathy, reframing, prototyping, experimentation, testing, and redesign. A sequential explanatory mixed method was used, and the data were analyzed through inferential statistical analysis, thematic analysis and convergent coding matrix triangulation protocol. The findings indicated that the TLF with VRLE showed a positive and significant relationship with students' achievement of 4IRSkills. The TLF Design Process and Collaborative Design variables were positively correlated with students' 4IRSkills, while there was no correlation for the VRLE Representational Fidelity and Learner Interaction variables. In conclusion, the TLF with VRLE proves to be an effective and suitable method for guiding the implementation of pedagogies that teaches 4IRSkills at the tertiary level in fully online learning environments.

Virtual Reality for Spatial Navigation.

Immersive virtual reality (VR) allows its users to experience physical space in a non-physical world. It has developed into a powerful research tool to investigate the neural basis of human spatial navigation as an embodied experience. The task of wayfinding can be carried out by using a wide range of strategies, leading to the recruitment of various sensory modalities and brain areas in real-life scenarios. While traditional desktop-based VR setups primarily focus on vision-based navigation, immersive VR setups, especially mobile variants, can efficiently account for motor processes that constitute locomotion in the physical world, such as head-turning and walking. When used in combination with mobile neuroimaging methods, immersive VR affords a natural mode of locomotion and high immersion in experimental settings, designing an embodied spatial experience. This in turn facilitates ecologically valid investigation of the neural underpinnings of spatial navigation.

Wayfinding Information Syntheses: A Study of Wayfinding Efficiency and Behavior in Complex Outdoor Institutional Environment.

This research aims to investigate the effectiveness of wayfinding information (destination reference images) in real-time complex environmental settings through the syntheses of mobile and static information sources. This investigation will help in improving the wayfinding information design for complex institutional environments which will enhance the environmental legibility. Complex environments are challenging for wayfinding efficiency. Identification of the location and orientation are considered to be important for wayfinding efficiency. This study investigated the user behavior in synthesizing the wayfinding information for identifying the users' location and orientation in a complex environment. Twenty-five university students have participated in the desktop-based virtual reality experiment. Five experimental conditions were developed for the assessment of wayfinding efficiency and users' preferred information sources. Reference images of destinations with user-matched angles were found more effective than the building's facade images. Participants synthesized the mobile wayfinding information with real environmental information to identify their location and orientation. Real environment information (road intersections and shape of the road) and mobile information (reference images of building facades) were found influential in the identification of the user's location and orientation. The study suggested a need for thorough investigation regarding the users' wayfinding behavior with different types of environmental information. Future studies have been recommended to investigate other complex institutional environments with larger sample groups for enhancing environmental legibility and institutional efficiency.

User Performance in Virtual Reality Environments: The Capability of Immersive Virtual Reality Systems in Enhancing User Spatial Awareness and Producing Consistent Design Results

Spatial decision-making in different virtual environments may vary based on the levels of spatial awareness experienced within Virtual Reality (VR) systems. Features and characteristics of VR systems may act as facilitators or distractors of spatial awareness, which can result in extreme variations in user spatial decisions. This research explored the capability of an Immersive Virtual Reality Interactive Environment (IVRIE) and a desktop-based VR (DT system) in reducing extreme variations in spatial decisions and inconsistent design results. Users’ spatial decisions, performance, and design results in both systems were studied regarding the impact of these two systems’ features on users, including the sense of immersion, types of interaction, and usage of eye-level view in spatial designs. The design results produced in both systems were compared considering the types of enclosure, surface texture, scale, and spatial function. Descriptive and inferential statistical comparisons and testing using quantitative and qualitative data were applied to determine participants’ performance regarding the production of spatial outliers in each system. The results showed that IVRIE was more effective than the DT system fostering a consistency of space sizes and reducing outliers.

Scale Estimation for Design Decisions in Virtual Environments: Understanding the Impact of User Characteristics on Spatial Perception in Immersive Virtual Reality Systems

User spatial perception in different virtual environments may vary based on specific user characteristics and the features of the Virtual Reality (VR) system. This research explored the impacts of user characteristics such as age, gender, and design knowledge on spatial decision-making by comparing an Immersive Virtual Reality Interactive Environment (IVRIE) with a traditional Virtual Reality system (also known as desktop-based Virtual Reality system, abbreviated herein as the DT system). Users’ spatial perceptions when using IVRIE and a DT system were studied with regard to the features of the different systems, including the types of immersion and interaction, users’ perceptions of human body scale, and how the environments were explored. The factors affecting the two systems included texture variation, type of enclosure, and spatial function. Inferential testing using quantitative data was applied to identify differences between the two systems in terms of participants’ actual design outcomes. The results showed that based on the type, spatial characteristics, and texture of spaces, perception filters could have both active and inactive roles in impacting the spatial decision-making of participants between the two systems. In addition, between the two systems, participant characteristics had more impact on size variations for both types of spaces—fully enclosed and corridors—for accommodating larger groups.

How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach

AbstractVirtual reality, as an excellent supportive instructional technology, has gained increasing attention from educators and professionals, where desktop‐based virtual reality (DVR) is broadly adopted due to its affordability and accessibility. However, when evaluating students' learning experiences such as flow experiences in DVR environments, most studies adopt a single construct (the total score of flow experience) rather than multiple constructs (enjoyment, engagement, concentration, presence and time distortion). This study implemented desktop‐based virtual reality for a STEM bridge designing program with a total of 254 undergraduates to investigate the relationship between self‐regulation skills, five dimensions of flow experience, learning satisfaction and continuous intention when engaging in a DVR learning environment. The results revealed that self‐regulated learning exerted a dominant impact on students' learning attitudes in DVR learning, in which students' flow experience had a significant mediating effect. Notably, although DVR exhibited poor time distortion, higher satisfaction and continuous intention were still predicted by the mentality of flow experience (ie, enjoyment, engagement, concentration and presence). The findings of this study contribute to the consideration of learning experiences and attitudes, which has insights for the future design of desktop‐based virtual reality environments and related instructional activities. Practitioner notesWhat is already known about this topic Students are different in self‐regulation skills, which influences their satisfaction and continuous intention in learning. Students' self‐regulation skills are one of the important variables in predicting their flow experience. A high level of flow experience contributes to a coherent and efficient learning experience within desktop‐based virtual reality (DVR) environments. What this paper adds Students' self‐regulation skills positively predicted their flow experience and satisfaction in DVR environments. The components of flow experience (enjoyment, concentration and presence) partially mediated the relationship between self‐regulation skills and satisfaction. Students' self‐regulation skills indirectly affect continuous intention by the enjoyment and engagement of flow experiences. Implications for practice and/or policy When delivering DVR‐based learning activities educators should be supportive of students with low levels of self‐regulation skills. Emphasis on promoting flow experiences such as enjoyment, engagement, concentration and presence in designing a DVR‐based classroom could enhance student satisfaction and continuous intention. Embedding scaffolding or feedback in DVR settings would support self‐regulated learning and subsequently improve student satisfaction and persistence through enhanced flow experience.

Understanding the Effects of Virtual Reality System Usage on Spatial Perception: The Potential Impacts of Immersive Virtual Reality on Spatial Design Decisions

The main component of any Virtual Reality (VR) system is the human user. The ways in which a VR system shapes human experience can affect design outcomes. This research explores the differences in spatial perception between an immersive Virtual Reality Interactive Environment (IVRIE) and traditional Virtual Reality (also known as a desktop-based Virtual Reality system, abbreviated herein as the DT system). Spatial perception and the cognition of the spatial factors of virtual spaces were studied based on different features of the two systems, including the sense of immersion, forms of interaction, experience of human scale, and movement through virtual spaces. This study focused on determining how users’ spatial decision making and performance were affected by differences in spatial perception created by the IVRIE and DT systems. Factors examined included the differences between and within the two virtual systems, based on differences in texture, system usage sequence, and the complexity of the experiential/spatial guidelines. Descriptive and inferential statistical testing using quantitative and qualitative data were used to find differences in spatial perception and decision making. The results showed significant space size variations produced by participants between and within the two different VR systems.

PETA VIRTUAL 3D PERPUSTAKAAN UNIVERSITAS LAMPUNG

The Lampung University Library building has enough rooms to make it difficult for students to find the intended room. Information about the layout of the building is very inefficient and difficult for students to understand because they still use conventional maps. This research is intended to make it easier for students and the people of the University of Lampung to provide information on the layout of the building that is being addressed. By making a replica of the Lampung University Library Building in the form of a 3D Virtual Map. The system development method used in this research is the Multimedia Development Life Cycle (MDLC) which consists of 6 stages, namely concept, design, material collection, manufacture, testing and distribution. The 3D Virtual Map application for the Lampung University Library Building has been developed using desktop-based Virtual Reality technology. The creation of a 3D Virtual Library Map is done with SketchUp and Unity3D. Black box testing consists of testing the menu functionality in the application. The results of testing the functionality of the application menu show that all functions in the application can run well according to the input given.

Learning Outcomes in HMD-VR: a Literature Review

While the educational technology has developed to the point that Extended Reality (XR), including immersive Virtual Reality (VR) can be used in education, the learning outcomes of these technologies in the large scale is still quite unknown. This literature review aims to take a comprehensive look to the field of immersive VR in to find out where the learning outcomes of HMD-VR stands out, and how they compare to other technologies and methods. The main result of this paper is that while HMD-based Virtual Reality Learning Environments (VRLEs) may not be superior compared to other technologies such as desktop-based VR environments regarding direct learning outcomes, a clear indication towards increased learning motivation and engagement can be seen.

Using Virtual Laboratory Environment for Science Education in Different Educational Settings

Although hands-on laboratory experiments have been traditionally used in education, virtual laboratories have become popular in science courses due to their specific features. In this study, we asked for the students’ opinion on using a 3D desktop-based virtual reality biology lab in two different educational settings, upper secondary education (Lyceum) and University. Our findings indicate that both Lyceum and University students found the use of the virtual laboratory interesting, when learning and practicing on the use of an optical microscope. According to the students’ answers in a specially designed Likert-style questionnaire, this virtual reality-based learning experience was rather satisfactory, helped them easily understand the new topic of microscopy and filled them with confidence regarding their capability to conduct the specific microscopy experiment in a real biology lab. These results, combined with similar findings from other studies, suggest that virtual environments are viewed favourably by students and could be used supplementary to traditional teaching methods applied in hands-on laboratories in different educational settings.

Exploring the Effectiveness of Two Types of Virtual Reality Headsets for Teaching High School Mathematics

This study examines the integration of virtual reality (VR) information technology in the teaching of systems of linear equations in three variables in a high school mathematics class. More broadly, the study investigates the effectiveness of digital teaching with respect to the learning process. The study tests two auxiliary teaching systems: a desktop-based VR system and an all-in-one VR system. Before and after the experiment, participants were asked to complete a questionnaire, and post-experiment interviews were conducted with both students and teachers, both of which provided quantitative and qualitative data for analysis. The result of data show that VR technology is a suitable tool for teaching high school mathematics, when it combined with the tradition curriculum were well-received and facilitate effective learning. In addition, the desktop-based VR system is found to be superior to the all-in-one VR system in terms of learning effectiveness since the high-efficiency display and better control.

Older Adults Show Reduced Spatial Precision but Preserved Strategy-Use During Spatial Navigation Involving Body-Based Cues.

Older adults typically perform worse on spatial navigation tasks, although whether this is due to degradation of memory or an impairment in using specific strategies has yet to be determined. An issue with some past studies is that older adults are tested on desktop-based virtual reality: a technology many report lacking familiarity with. Even when controlling for familiarity, these paradigms reduce the information-rich, three-dimensional experience of navigating to a simple two-dimensional task that utilizes a mouse and keyboard (or joystick) as means for ambulation. Here, we utilize a wireless head-mounted display and free ambulation to create a fully immersive virtual Morris water maze in which we compare the navigation of older and younger adults. Older and younger adults learned the locations of hidden targets from same and different start points. Across different conditions tested, older adults remembered target locations less precisely compared to younger adults. Importantly, however, they performed comparably from the same viewpoint as a switched viewpoint, suggesting that they could generalize their memory for the location of a hidden target given a new point of view. When we implicitly moved one of the distal cues to determine whether older adults used an allocentric (multiple landmarks) or beaconing (single landmark) strategy to remember the hidden target, both older and younger adults showed comparable degrees of reliance on allocentric and beacon cues. These findings support the hypothesis that while older adults have less precise spatial memories, they maintain the ability to utilize various strategies when navigating.

A Critical Review of the Use of Virtual Reality in Construction Engineering Education and Training.

Virtual Reality (VR) has been rapidly recognized and implemented in construction engineering education and training (CEET) in recent years due to its benefits of providing an engaging and immersive environment. The objective of this review is to critically collect and analyze the VR applications in CEET, aiming at all VR-related journal papers published from 1997 to 2017. The review follows a three-stage analysis on VR technologies, applications and future directions through a systematic analysis. It is found that the VR technologies adopted for CEET evolve over time, from desktop-based VR, immersive VR, 3D game-based VR, to Building Information Modelling (BIM)-enabled VR. A sibling technology, Augmented Reality (AR), for CEET adoptions has also emerged in recent years. These technologies have been applied in architecture and design visualization, construction health and safety training, equipment and operational task training, as well as structural analysis. Future research directions, including the integration of VR with emerging education paradigms and visualization technologies, have also been provided. The findings are useful for both researchers and educators to usefully integrate VR in their education and training programs to improve the training performance.

A comparative evaluation of viewing metaphors on psychophysical skills education in an interactive virtual environment

In an empirical evaluation, we examined the effect of viewing condition on psychophysical skills education in an interactive 3D simulation to train users in electrical circuitry. We compared an immersive head-mounted display (HMD)-based viewing metaphor versus a limited, desktop-based virtual reality (DVR) viewing metaphor with interaction using a spatial user interface. Psychophysical skills education involves the association of cognitive functions with motor functions to make the task autonomous with repeated practice. In electrical circuitry, this is demonstrated by the fine movements involved in handling and manipulating components on the electrical circuit, particularly while measuring electrical parameters. We created an interactive circuitry simulation (IBAS) where participants could learn about electrical measurement instruments such as the ammeter, voltmeter and multimeter, in a simulated breadboard VR system. Twenty-four participants utilized the simulation (12 in each condition), and the quantitative and qualitative aspects of psychophysical skills education with respect to the viewing metaphor were examined. Each viewing condition in IBAS was head-tracked and non-stereoscopic. Perspective correction was coupled with head-tracking in the DVR condition. The key quantitative measures were cognitive questionnaires addressing different levels of Bloom's cognitive taxonomy and a real-world psychophysical task addressing various levels of Dave's psychomotor taxonomy. The qualitative measures were the Witmer---Singer sense of presence questionnaire and self-report. Results suggest that there was a significant increase in cognition post-experiment in both DVR and HMD viewing conditions in levels of knowledge, application, analysis and evaluation. Results also revealed a significant learning benefit with respect to the higher level concepts pertaining to evaluation in the HMD condition as compared to DVR. Participants seem to have enjoyed a greater level of affordance in task performance and spent a larger amount of time to complete the simulated exercises as well as manually maneuvered to further distances in the HMD viewing condition as compared to DVR viewing.

가상현실 환경에서 3D 가상객체 조작을 위한 인터페이스와 인터랙션 비교 연구

Received 22 September 2015; received in revised form 3 December 2015; accepted 16 December 2015ABSTRACT Recently immersive virtual reality (VR) becomes popular due to the advanced development of I/O interfaces and related SWs for effectively constructing VR environments. In particular, natu-ral and intuitive manipulation of 3D virtual objects is still considered as one of the most import-ant user interaction issues. This paper presents a comparative study on the manipulation andinteraction of 3D virtual objects using different interfaces and interactions in three VR environ-ments. The comparative study includes both quantitative and qualitative aspects. Three differentexperimental setups are 1) typical desktop-based VR using mouse and keyboard, 2) hand ges-ture-supported desktop VR using a Leap Motion sensor, and 3) immersive VR by wearing anHMD with hand gesture interaction using a Leap Motion sensor. In the desktop VR with handgestures, the Leap Motion sensor is put on the desk. On the other hand, in the immersive VR,the sensor is mounted on the HMD so that the user can manipulate virtual objects in the frontof the HMD. For the quantitative analysis, a task completion time and success rate were mea-sured. Experimental tasks require complex 3D transformation such as simultaneous 3D transla-tion and 3D rotation. For the qualitative analysis, various factors relating to user experiencesuch as ease of use, natural interaction, and stressfulness were evaluated. The qualitative andquantitative analyses show that the immersive VR with the natural hand gesture provides moreintuitive and natural interactions, supports fast and effective performance on task completion,but causes stressful condition. Key Words: Virtual reality, Interface and interaction, User experience, Hand gesture, Leap Motion

A versatile virtual prototyping system for rapid product development

This paper presents a versatile virtual prototyping (VP) system for digital fabrication of multi-material prototypes to facilitate rapid product development. The VP system comprises a suite of software packages for multi-material layered manufacturing (MMLM) processes, including multi-toolpath planning, build-time estimation and accuracy analysis, integrated with semi-immersive desktop-based and full-immersive CAVE-based virtual reality (VR) technology. Such versatility makes the VP system adaptable to suit specific cost and functionality requirements of various applications. The desktop-based VR system creates a semi-immersive environment for stereoscopic visualisation and quality analysis of a product design. It is relatively cost-effective and easy to operate, but its users may be distracted by environmental disturbances that could possibly diminish their efficiency of product design evaluation and improvement. To alleviate disturbance problems, the CAVE-based VR system provides an enclosed room-like environment that blocks out most disturbances, making it possible for a design team to fully concentrate and collaborate on their product design work. The VP system enhances collaboration and communication of a design team working on product development. It provides simulation techniques to analyse and improve the design of a product and its fabrication processes. Through simulations, assessment and modification of a product design can be iterated without much worry about the manufacturing and material costs of prototypes. Hence, key factors such as product shape, manufacturability, and durability that affect the profitability of manufactured products are optimised quickly. Moreover, the resulting product design can be sent via the Internet to customers for comments or marketing purposes. The VP system therefore facilitates advanced product design and helps reduce development time and cost considerably.

Interactive virtual environment training for safe street crossing of right hemisphere stroke patients with Unilateral Spatial Neglect

Purpose. The goal of this study was to determine whether non immersive interactive virtual environments are an effective medium for training individuals who suffer from Unilateral Spatial Neglect (USN) as a result of a right hemisphere stroke, and to compare it to a standard computer visual scanning training.Method. Participants included 19 patients with right hemisphere stroke in two groups, 11 in an experimental group were given computer desktop-based Virtual Reality (VR) street crossing training and 8 in a control group who were given computer based visual scanning tasks, both for a total of twelve sessions, 9 hours total, over four weeks. Measures included: 1. Standard USN assessments, paper and pencil and ADL checklist; 2. Test on the VR street program; and 3. Actual street crossing videotaped. Testing was performed pre and post intervention.Results. The VR group achieved on the USN measures results that equaled those achieved by the control group treated with conventional visual scanning tasks. They improved more on the VR test and they did better on some measures of the real street crossing.Conclusions. Despite several limitations in this study the present results support the effectiveness of the VR street program in the treatment of participants with USN, and further development of the program.

Event-Based Data Distribution for Mobile Augmented Reality and Virtual Environments

The full power of mobile augmented and virtual reality systems is realized when these systems are connected to one another, to immersive virtual environments, and to remote information servers. Connections are usually made through wireless networks. However, wireless networks cannot guarantee connectivity and their bandwidth can be highly constrained. This paper presents a robust event-based data distribution mechanism for mobile augmented reality and virtual environments. It is based on replicated databases, pluggable networking protocols, and communication channels. The mechanism is demonstrated in the Battlefield Augmented Reality System (BARS) situation awareness system, composed of several mobile augmented reality systems, immersive and desktop-based virtual reality systems, a 2D mapbased multimodal system, handheld PCs, and other sources of information such as external data servers.

Using a multi-user desktop-based virtual reality system to recreate the São Miguel das Missões ruins.

This paper presents a project initiated back in 1999, in which Virtual Reality is applied in order to create a virtual community over the Internet. The desktop-based multi-user virtual reality system recreates a three-dimensional environment based on photogrammetric maps from the São Miguel das Missões church ruins. The ruins correspond to one of the Jesuit Mission (settlement) which was active in the south of Brazil in the 17th and 18th centuries. It has a great importance to the local region in terms of cultural, historic, and tourist aspects. It has also been inscribed in the UNESCO's world heritage list since 1983. This electronic mock-up allows several interactive operations such as community chats, electronic message exchanging, message boards, walking-through, discussion groups, and embedding of other media such as movies, sound, and html pages. The only requirement necessary to access the community is a web browser powered with any Virtual Reality Modeling Language (VRML) plug-in freely available over the Internet. It is expected that such a solution improves the conservation and dissemination of the Brazilian historic patrimony, congregating history, art, and tourist information in one place on the Internet.