Desktop Virtual Reality System Research Articles

Virtual Reality

Virtual Reality (VR) is an emerging technology that provides K–12 students with unique experiences for robust science learning by transporting them to a virtual world where they may engage directly with scientific phenomena. This is because VR creates lifelike three-dimensional spaces where students can manipulate objects; hear, see, and sometimes feel the environment; and explore places that mimic attributes of the real world. VR holds great utility in science education by engaging students in science topics that may be otherwise inaccessible to them in the real world. This inaccessibility may stem from the content (being too small, large, or abstract), safety issues (too hazardous or dangerous), not having access to the materials in their context, possessing physical or cognitive disabilities where they need to do the activity repeatedly or differently, or having cultural, religious, or ethical concerns related to conducting specific science experiments. This commentary discusses how three key types of VR hardware (VR viewers, desktop VR systems, and head-mounted displays) can be incorporated into science standards, curriculum, and instruction by delineating the pros and cons of each. The commentary concludes with specific, stepwise guidance in ideating, designing, and implementing VR-based experiences for K–12 students in the science classroom.

Mild stress stimuli built into a non-immersive virtual environment can elicit actual stress responses

ABSTRACTThe experience of Virtual Reality (VR) can lead to unwanted or wanted psychological stress reactions. Highly immersive VR games for instance utilise extreme, life-threatening, or dangerous situations to achieve those responses from their players. There is also sufficient evidence that in clinical settings and specific situations, such as fear of heights or post-traumatic stress, virtual stimuli can lead to perceived stress for clients. However, there is a gap in research targeting everyday, mild emotional stimuli, which are neither extreme nor specific and which are not presented in an immersive system. To what extent can common stimuli in a non-immersive virtual environment elicit actual stress reactions for its users? We developed a desktop VR system and evaluated it in a study with 54 participants. We could show that virtual stimuli in a common, domestic family environment led to a significant increase in perceived stress as measured by quantitative (self-reports) and qualitative (semi-structured interviews analysed with a General Inductive Approach (GIA)) responses. The results also showed that the introduction of virtual stimuli induced significantly higher levels of perceived workload and sense of presence and led to different physiological reactions. These findings have implications for the design and implementation of non-immersive VR systems.

Design and validation of a 3D virtual reality desktop system for sonographic length and volume measurements in early pregnancy evaluation.

To design and validate a desktop virtual reality (VR) system, for presentation and assessment of volumetric data, based on commercially off-the-shelf hardware as an alternative to a fully immersive CAVE-like I-Space VR system. We designed a desktop VR system, using a three-dimensional (3D) monitor and a six degrees-of-freedom tracking system. A personal computer uses the V-Scope (Erasmus MC, Rotterdam, The Netherlands) volume-rendering application, developed for the I-Space, to create a hologram of volumetric data. Inter- and intraobserver reliability for crown-rump length and embryonic volume measurements are investigated using Bland-Altman plots and intraclass correlation coefficients. Time required for the measurements was recorded. Comparing the I-Space and the desktop VR system, the mean difference for crown-rump length is -0.34% (limits of agreement -2.58-1.89, ±2.24%) and for embryonic volume -0.92% (limits of agreement -6.97-5.13, ±6.05%). Intra- and interobserver intraclass correlation coefficients of the desktop VR system were all >0.99. Measurement times were longer on the desktop VR system compared with the I-Space, but the differences were not statistically significant. A user-friendly desktop VR system can be put together using commercially off-the-shelf hardware at an acceptable price. This system provides a valid and reliable method for embryonic length and volume measurements and can be used in clinical practice.

Photo-based Desktop Virtual Reality System Implemented on a Web-browser

Abstract : This paper proposes a novel desktop virtual reality system. Based on the position of the user’s face, the proposed system selects the most appropriate image of an object from a set of photographs taken at various angles, and simply “pastes” it onto the display at the appropriate location and scale. Using this system, the users can intuitively feel the presence of the object. Keywords : Virtual reality, Desktop VR, Photo AR, E-Commerce, Digital signage, HTML5/JavaScript 1. Introduction Virtual Reality (VR) has been evolving constantly since its early days, and is now a fundamental technology in different application areas, including scientific and medical visualization, entertainment, video games, education, and training. One of the aims of this study was to apply VR technology to the display of products on electronic commerce (EC) sites and digital signage. Object VR [1] is one of the notable methods that use the photographs of an object taken at various angles and allows the users to observe it from the angle they desire. On the other hand, Object VR requires dragging the mouse of a computer to change the angle. Therefore, the user does not feel the presence of the object in the display during mouse operation. Previously, a photo-based augmented reality (Photo AR) system that uses the photo images of an object captured at various angles instead of rendering a 3D model corresponding to the object during runtime was proposed [2]. With this system, an appropriate photo image for the position and orientation of the user's camera was selected from previously captured and stored images, and then adjusted and simply “pasted” into the camera view. Because Photo AR displays the object as if it exists right in front of the user, it allows the user to intuitively recognize the object better than Object VR. On the other hand, the user needs to move the camera or marker when he/she wants to check the object at a different angle. Although this operation is more intuitive than dragging the mouse, it is not effective enough. Desktop VR, which is commonly referred to as fish tank VR, is a technology that involves the use of a display of a desktop computer coupled with a head tracker that estimates the user’s head position and updates a 3D projection matrix in real-time [3-5]. This system allows the users to observe virtual images through the display as if they were looking into an actual fish tank. He/she feels the presence of a rendered object in the display because no mouse operation is needed. Although, desktop VR does not provide strong immersion, it is suitable for visualization systems because of its ease of use and ability to present high-quality images. The main obstacle encountered when applying desktop VR to EC sites is that 3D models of all viewable products must be prepared in advance. A typical desktop VR system uses three dimensional computer graphics (3DCG) to render the objects required for a given user's viewpoint. These objects are typically authored using 3D modeling programs. These tools are highly expressive but they also tend to be complex and time-consuming. If the number of viewable products is large, the cost of creating these models will in most cases be prohibitive. 3D reconstruction methods have been proposed [6-8] as an alternative to

Use of signaling to integrate desktop virtual reality and online learning management systems

Desktop virtual reality is an emerging educational technology that offers many potential benefits for learners in online learning contexts; however, a limited body of research is available that connects current multimedia learning techniques with these new forms of media. Because most formal online learning is delivered using learning management systems, it is important to consider how to best integrate the visually complex and highly concrete desktop virtual reality into more text-driven and abstract environments such as those found in learning managements systems. This review of literature examines recent signaling literature within the context of multimedia learning and hypermedia learning. Signaling is a technique that involves using cues to emphasize important information in materials (Mayer, 2009, pp. 108–117). The analysis concluded that the depth and breadth of signaling literature is severely lacking. While certain related bodies of literature can be used to inform signaling research in desktop virtual reality and online learning management systems, no studies were found that directly address these topics. This article makes several important contributions to the body of signaling literature. First, based on what is known through literature, this article is a first attempt at examining signaling as a technique for integrating desktop virtual reality with online learning management systems. Second, this analysis resolves an important gap in literature by differentiating between signaling and cueing. Third, this article provides a survey of recent signaling-related literature and identifies specific areas that inform future work with desktop virtual reality delivered using online learning management systems. Finally, a taxonomy for classifying multimedia and hypermedia is presented as a tool for more effectively describing interventions used in signaling research.

Research of the Application of Virtual Reality in Green Construction

Virtual Reality technology is wild applied in various fields with its development. This article studied the application of virtual reality technology in green construction. On the discussion of the utility of desktop virtual reality system to accomplish the three-dimensional real-time simulation of green construction project, it shows that the application of virtual reality technology in the simulation of green construction not only reduces the construction cost but also breaks the limitation of time and space. The research of this paper has very high applied value.

A Model to Distinguish Between Educational and Training 3D Virtual Environments and its Application

This paper proposes a model to identify education and/or training emphasis for 3D Virtual Environments. Through a survey of such applications specific characteristics of each emphasis were identified. Although few authors highlight the distinction between Virtual Environments for Education and Training, the correct definition of each of these types can facilitate the attainment of educational goals for the niche one wants to accomplish. In this study a special focus is given to the training applications, with the proposal of a standardization of the "training modes" based on a functional conceptual framework. At the end of the article a case study of a desktop Virtual Reality (VR) system for training will be presented. This system includes a maintenance sub-system in a Hydroelectric Energy Unit, using a "learn by doing" approach

Desktop-VR system for preflight 3D navigation training

Crews who inhabit spacecraft with complex 3D architecture frequently report inflight disorientation and navigation problems. Preflight virtual reality (VR) training may reduce those risks. Although immersive VR techniques may better support spatial orientation training in a local environment, a non-immersive desktop (DT) system may be more convenient for navigation training in “building scale” spaces, especially if the two methods achieve comparable results. In this study trainees’ orientation and navigation performance during simulated space station emergency egress tasks was compared while using immersive head-mounted display (HMD) and DT-VR systems. Analyses showed no differences in pointing angular-error or egress time among the groups. The HMD group was significantly faster than DT group when pointing from destination to start location and from start toward different destination. However, this may be attributed to differences in the input device used (a head-tracker for HMD group vs. a keyboard touchpad or a gamepad in the DT group). All other 3D navigation performance measures were similar using the immersive and non-immersive VR systems, suggesting that the simpler desktop VR system may be useful for astronaut 3D navigation training.

A multimodal virtual reality interface for 3D interaction with VTK

The object-oriented visualization Toolkit (VTK) is widely used for scientific visualization. VTK is a visualization library that provides a large number of functions for presenting three-dimensional data. Interaction with the visualized data is controlled with two-dimensional input devices, such as mouse and keyboard. Support for real three-dimensional and multimodal input is non-existent. This paper describes VR-VTK: a multimodal interface to VTK on a virtual environment. Six degree of freedom input devices are used for spatial 3D interaction. They control the 3D widgets that are used to interact with the visualized data. Head tracking is used for camera control. Pedals are used for clutching. Speech input is used for application commands and system control. To address several problems specific for spatial 3D interaction, a number of additional features, such as more complex interaction methods and enhanced depth perception, are discussed. Furthermore, the need for multimodal input to support interaction with the visualization is shown. Two existing VTK applications are ported using VR-VTK to run in a desktop virtual reality system. Informal user experiences are presented.

Virtual museums for all: employing game technology for edutainment

Museums have started to realise the potential of new technologies for the development of edutainment content and services for their visitors. Virtual reality technologies promise to offer a vivid, enjoyable experience to the museums guests, but the cost in time, effort and resources can prove to be overwhelming. In this paper, we propose the use of 3D game technologies for the purpose of developing affordable, easy to use and pleasing virtual environments. To this end, we present a case study based on an already developed version of a virtual museum and a newly implemented version that uses game technologies. The informal assessment indicates that game technologies can offer a prominent and viable solution to the need for affordable desktop virtual reality systems.

A system for desktop conceptual 3D design

In the traditional design process for a 3D environment, people usually depict a rough prototype to verify their ideas, and iteratively modify its configuration until they are satisfied with the general layout. In this activity, one of the main operations is the rearrangement of single and composite parts of a scene. With current desktop virtual reality (VR) systems, the selection and manipulation of arbitrary objects in 3D is still difficult. In this work, we present new and efficient techniques that allow even novice users to perform meaningful rearrangement tasks with traditional input devices. The results of our work show that the presented techniques can be mastered quickly and enable users to perform complex tasks on composite objects. Moreover, the system is easy to learn, supports creativity, and is fun to use.

Virtual reality simulations in Web‐based science education

AbstractThis article presents the educational possibilities of Web‐based science education using a desktop virtual reality (VR) system. A Web site devoted to science education for middle school students has been designed and developed in the areas of earth sciences: meteorology, geophysics, geology, oceanography, and astronomy. Learners can establish by themselves the pace of their lessons using learning contents considered learner level and they can experiment in real time with the concepts they have learned, interacting with VR environments that we provide. A VR simulation program developed has been evaluated with a questionnaire from learners after learning freely on the Web. This study shows that Web‐based science education using VR can be effectively used as a virtual class. When we consider the rapid development of VR technology and lowering of cost, the study can construct more immersive environments for the education in the near future. © 2002 Wiley Periodicals, Inc. Comput Appl Eng Educ 10: 18–25, 2002; Published online in Wiley InterScience (www.interscience.wiley.com.); DOI 10.1002/cae.10014

Learning to Reason about Rotational Motions in a Virtual Environment

Virtual Reality (VR) technology was used to examine learning for reasoning about object rotation. A desktop VR system displayed satellite dishes attached to shafts. For each trial, one of four types of rotation was possible: dish aligned to vertical shaft, dish oblique to vertical shaft, dish aligned to oblique shaft, and dish oblique to oblique shaft. Certain of these rotational motions are very difficult for most people to reason about accurately. Participants' task was to predict the outcomes of rotations by orienting an arrow in the direction the dish would face if it rotated as indicated. Feedback and opportunities to control and observe the rotations in VR were provided. Results showed a gradual but substantial improvement in predicting the outcomes of the initially more difficult rotations. That is, participants were able to master very difficult spatial reasoning using VR technology. This may have implications for the many human-system interfaces that train people to develop complex skills.

Virtual reality-enhanced stroke rehabilitation.

A personal computer (PC)-based desktop virtual reality (VR) system was developed for rehabilitating hand function in stroke patients. The system uses two input devices, a CyberGlove and a Rutgers Master II-ND (RMII) force feedback glove, allowing user interaction with a virtual environment. This consists of four rehabilitation routines, each designed to exercise one specific parameter of hand movement: range, speed, fractionation or strength. The use of performance-based target levels is designed to increase patient motivation and individualize exercise difficulty to a patient's current state. Pilot clinical trials have been performed using the above system combined with noncomputer tasks, such as pegboard insertion or tracing of two-dimensional (2-D) patterns. Three chronic stroke patients used this rehabilitation protocol daily for two weeks. Objective measurements showed that each patient showed improvement on most of the hand parameters over the course of the training. Subjective evaluation by the patients was also positive. This technical report focuses on this newly developed technology for VR rehabilitation.

Cubes in the cube: a comparison of a puzzle-solving task in a virtual and a real environment.

In this study we compared collaboration on a puzzle-solving task carried out by two persons in a virtual and a real environment. The task, putting together a cube consisting of different colored blocks in a "Rubiks" cube-type puzzle, was performed both in a shared virtual environment (VE) setting, using a Cave-type virtual reality (VR) system networked with a desktop VR system, and with cardboard colored blocks in an equivalent real setting. The aims of the study were to investigate presence, co-presence, collaboration, leadership, and performance in the two settings. We found that the participants contributed unequally to the task in the VE, and also found differences in collaboration between the virtual and the real setting.

Cubby: a multiscreen movement parallax display for direct manual manipulation

This paper presents a desktop virtual reality system featuring head-coupled movement parallax on three orthogonal screens. Virtual objects are displayed in front of the screens and are thus accessible to the user's hand. As the three-dimensional impression is based on movement parallax rather than stereo, very little headware is required. Although currently limited to visualization, the system allows the possibility to implement direct instrumental manipulation rather than manipulation through conventional pointing devices such as a mouse or a trackball. The benefits of a united display and manipulation space are discussed. A technical description of the set-up is given.