Immersive Virtual Reality Experience Research Articles

Differentiated Learning in the Context of Immersive Technologies

This article includes a literature review about the impact of fully immersive virtual reality experiences on a students’ well-being, focusing on side effects such as cybersickness and depersonalization-derealization disorder. The purpose of this article is to emphasize the importance of some aspects of pedagogical work, in case of using virtual reality technology, such as the importance of educators being informed about the reasons why a student may not want to use virtual reality technology, significance of ability to understand student’s reactions during virtual reality experience, the possibility to offer alternatives and find the best solutions, so student can have the most positive and safe virtual reality learning experience. Therefore, this article raises the question of the need for a differentiated learning in the context of extended reality technologies in school education, identifying several possible alternatives such as desktop virtual reality and augmented reality to fully immersive virtual reality.

Observing Product Touch: The Vicarious Haptic Effect in Digital Marketing and Virtual Reality

Retail is rapidly evolving to construct virtual environments for consumers. Online product images, videos, and virtual reality (VR) interfaces enliven consumer experiences and are a source of product information. Because consumers are unable to physically touch products in these digital environments, this research examines vicarious touch, or the observation of a hand in physical contact with a product in a digital environment. Across eight studies, the authors use images, GIFs, and VR to show that vicarious touch affects consumers’ psychological ownership and product valuation due to the active nature of product touch, which results in a felt sense of body ownership of the virtual hand. This is termed the “vicarious haptic effect.” Results demonstrate that it is not enough to show a hand in an advertisement; the hand must be touching a product. The vicarious haptic effect is strongest for people who become highly stimulated by an immersive VR experience (i.e., measured via the elevation in heart rate). The vicarious haptic effect is attenuated if the viewed interaction does not represent a diagnostic hand movement. The authors discuss theoretical and managerial implications for digital product presentation to encourage feelings of product ownership and valuation.

VR facial expression tracking via action unit intensity regression model

Virtual Reality (VR) Head-Mounted Displays (HMDs), also known as VR headsets, are powerful devices that provide interaction between people and the virtual 3D world generated by a computer. For an immersive VR experience, the realistic facial animation of the participant is crucial. However, facial expression tracking has been one of the major challenges of facial animation. Existing face tracking methods often rely on a statistical model of the entire face, which is not feasible as occlusions arising from HMDs are inevitable. In this paper, we provide an overview of the current state of VR facial expression tracking and discuss bottlenecks for VR expression re-targeting. We introduce a baseline method for expression tracking from single view, partially occluded facial infrared (IR) images, which are captured by the HP reverb G2 VR headset camera. The experiment shows good visual prediction results for mouth region expressions from a single person.

A Comparative Study of Colour Effects on Cognitive Performance in Real-World and VR Environments.

This research explores the influence of colour on cognitive performance and intellectual abilities (i.e., logical and lateral thinking abilities and people’s attention to detail) in a conventional laboratory setting and an approximately identical virtual reality (VR) environment. Comparative experiments using psychological methods were carried out in both settings to explore the impact of immersive colour experience. This work builds on earlier studies that suggest that the VR environment enhances user experiences, with results evidencing that a considered approach to colour design can trigger a positive impact on user engagement. The experiments further evaluated the positive effects of immersive colour stimuli in VR by evaluating participants’ logical and lateral thinking abilities, as well as their attention to detail. Their response time and error rate when completing each psychometric test were recorded with different hue backgrounds in both environments. The data collected from participants reveal the differential impacts of colour between the reality setting using standard colour imaging displays and in an approximately identical VR environment. Analysis of the psychometric tests shows the differential influence of colours on logical and lateral thinking abilities and people’s attention to detail between the physical environment and the VR environment. Our findings add to the data demonstrating that a well-designed immersive colour experience in VR can trigger positive user engagement and, as explored in this study, improve cognitive performance. This again positions immersive colour experience as an important design tool to be fully considered in the creation of effective VR research and applications.

How Academics and the Public Experienced Immersive Virtual Reality for Geo-Education

Immersive virtual reality can potentially open up interesting geological sites to students, academics and others who may not have had the opportunity to visit such sites previously. We study how users perceive the usefulness of an immersive virtual reality approach applied to Earth Sciences teaching and communication. During nine immersive virtual reality-based events held in 2018 and 2019 in various locations (Vienna in Austria, Milan and Catania in Italy, Santorini in Greece), a large number of visitors had the opportunity to navigate, in immersive mode, across geological landscapes reconstructed by cutting-edge, unmanned aerial system-based photogrammetry techniques. The reconstructed virtual geological environments are specifically chosen virtual geosites, from Santorini (Greece), the North Volcanic Zone (Iceland), and Mt. Etna (Italy). Following the user experiences, we collected 459 questionnaires, with a large spread in participant age and cultural background. We find that the majority of respondents would be willing to repeat the immersive virtual reality experience, and importantly, most of the students and Earth Science academics who took part in the navigation confirmed the usefulness of this approach for geo-education purposes.

Reducing Cybersickness in 360-Degree Virtual Reality.

Despite the technological advancements in Virtual Reality (VR), users are constantly combating feelings of nausea and disorientation, the so-called cybersickness. Cybersickness symptoms cause severe discomfort and hinder the immersive VR experience. Here we investigated cybersickness in 360-degree head-mounted display VR. In traditional 360-degree VR experiences, translational movement in the real world is not reflected in the virtual world, and therefore self-motion information is not corroborated by matching visual and vestibular cues, which may trigger symptoms of cybersickness. We evaluated whether a new Artificial Intelligence (AI) software designed to supplement the 360-degree VR experience with artificial six-degrees-of-freedom motion may reduce cybersickness. Explicit (simulator sickness questionnaire and Fast Motion Sickness (FMS) rating) and implicit (heart rate) measurements were used to evaluate cybersickness symptoms during and after 360-degree VR exposure. Simulator sickness scores showed a significant reduction in feelings of nausea during the AI-supplemented six-degrees-of-freedom motion VR compared to traditional 360-degree VR. However, six-degrees-of-freedom motion VR did not reduce oculomotor or disorientation measures of sickness. No changes were observed in FMS and heart rate measures. Improving the congruency between visual and vestibular cues in 360-degree VR, as provided by the AI-supplemented six-degrees-of-freedom motion system considered, is essential for a more engaging, immersive and safe VR experience, which is critical for educational, cultural and entertainment applications.

Immersive Virtual Reality Experience of Historical Events Using Haptics and Locomotion Simulation

Virtual reality (VR) and 3D modeling technologies have become increasingly powerful tools for multiple fields, such as education, architecture, and cultural heritage. Museums are no longer places for only placing and exhibiting collections and artworks. They use such technologies to offer a new way of communicating art and history with their visitors. In this paper, we present the initial results of a proposed workflow towards highlighting and interpreting a historic event with the use of an immersive and interactive VR experience and the utilization of multiple senses of the user. Using a treadmill for navigating and haptic gloves for interacting with the environment, combined with the detailed 3D models, deepens the sense of immersion. The results of our study show that engaging multiple senses and visual manipulation in an immersive 3D environment can effectively enhance the perception of visual realism and evoke a stronger sense of presence, amplifying the educational and informative experience in a museum.

Exploring Tourism Students’ Engagement through Telepresence, Pleasantness of the Experience and Memory: A Virtual Reality Approach

This article focuses on a virtual reality (VR) experience aiming to extend the S-O-R framework by portraying the influence of VR experience on tourism students’ engagement. A sample of tourism management college students are exposed to a visualization of an immersive VR experience – visualization of a short 360° video with a touristic experience – through VR headset equipment in a controlled environment (room and equipment fully dedicated to the experiment). Telepresence, pleasantness of the experience, and memory are considered mediators between VR experience and tourism students’ engagement. Memory is a mediator between telepresence and tourism students’ engagement.

Effects of Using Vibrotactile Feedback on Sound Localization by Deaf and Hard-of-Hearing People in Virtual Environments

Sound source localization is important for spatial awareness and immersive Virtual Reality (VR) experiences. Deaf and Hard-of-Hearing (DHH) persons have limitations in completing sound-related VR tasks efficiently because they perceive audio information differently. This paper presents and evaluates a special haptic VR suit that helps DHH persons efficiently complete sound-related VR tasks. Our proposed VR suit receives sound information from the VR environment wirelessly and indicates the direction of the sound source to the DHH user by using vibrotactile feedback. Our study suggests that using different setups of the VR suit can significantly improve VR task completion times compared to not using a VR suit. Additionally, the results of mounting haptic devices on different positions of users’ bodies indicate that DHH users can complete a VR task significantly faster when two vibro-motors are mounted on their arms and ears compared to their thighs. Our quantitative and qualitative analysis demonstrates that DHH persons prefer using the system without the VR suit and prefer mounting vibro-motors in their ears. In an additional study, we did not find a significant difference in task completion time when using four vibro-motors with the VR suit compared to using only two vibro-motors in users’ ears without the VR suit.

Decoding subjective emotional arousal from EEG during an immersive virtual reality experience.

Immersive virtual reality (VR) enables naturalistic neuroscientific studies while maintaining experimental control, but dynamic and interactive stimuli pose methodological challenges. We here probed the link between emotional arousal, a fundamental property of affective experience, and parieto-occipital alpha power under naturalistic stimulation: 37 young healthy adults completed an immersive VR experience, which included rollercoaster rides, while their EEG was recorded. They then continuously rated their subjective emotional arousal while viewing a replay of their experience. The association between emotional arousal and parieto-occipital alpha power was tested and confirmed by (1) decomposing the continuous EEG signal while maximizing the comodulation between alpha power and arousal ratings and by (2) decoding periods of high and low arousal with discriminative common spatial patterns and a long short-term memory recurrent neural network. We successfully combine EEG and a naturalistic immersive VR experience to extend previous findings on the neurophysiology of emotional arousal towards real-world neuroscience.

Virtual Reality Treatment Displaying the Missing Leg Improves Phantom Limb Pain: A Small Clinical Trial

Background Phantom limb pain (PLP) is a common and in some cases debilitating consequence of upper- or lower-limb amputation for which current treatments are inadequate. Objective This small clinical trial tested whether game-like interactions with immersive VR activities can reduce PLP in subjects with transtibial lower-limb amputation. Methods Seven participants attended 5–7 sessions in which they engaged in a visually immersive virtual reality experience that did not require leg movements (Cool! TM), followed by 10–12 sessions of targeted lower-limb VR treatment consisting of custom games requiring leg movement. In the latter condition, they controlled an avatar with 2 intact legs viewed in a head-mounted display (HTC Vive TM). A motion-tracking system mounted on the intact and residual limbs controlled the movements of both virtual extremities independently. Results All participants except one experienced a reduction of pain immediately after VR sessions, and their pre session pain levels also decreased over the course of the study. At a group level, PLP decreased by 28% after the treatment that did not include leg movements and 39.6% after the games requiring leg motions. Both treatments were successful in reducing PLP. Conclusions This VR intervention appears to be an efficacious treatment for PLP in subjects with lower-limb amputation.

Training birdsong recognition using virtual reality

BackgroundIn mega-biodiverse environments, where different species are more likely to be heard than seen, species monitoring is generally performed using bioacoustics methodologies. Furthermore, since bird vocalizations are reasonable estimators of biodiversity, their monitoring is of great importance in the formulation of conservation policies. However, birdsong recognition is an arduous task that requires dedicated training in order to achieve mastery, which is costly in terms of time and money due to the lack of accessibility of relevant information in field trips or even specialized databases. Immersive technology based on virtual reality (VR) and spatial audio may improve species monitoring by enhancing information accessibility, interaction, and user engagement. MethodsThis study used spatial audio, a Bluetooth controller, and a head-mounted display (HMD) to conduct an immersive training experience in VR. Participants moved inside a virtual world using a Bluetooth controller, while their task was to recognize targeted birdsongs. We measured the accuracy of recognition and user engagement according to the User Engagement Scale. ResultsThe experimental results revealed significantly higher engagement and accuracy for participants in the VR-based training system than in a traditional computer-based training system. All four dimensions of the user engagement scale received high ratings from the participants, suggesting that VR-based training provides a motivating and attractive environment for learning demanding tasks through appropriate design, exploiting the sensory system, and virtual reality interactivity. ConclusionsThe accuracy and engagement of the VR-based training system were significantly high when tested against traditional training. Future research will focus on developing a variety of realistic ecosystems and their associated birds to increase the information on newer bird species within the training system. Finally, the proposed VR-based training system must be tested with additional participants and for a longer duration to measure information recall and recognition mastery among users.

Immersive virtual reality in children with upper limb injuries: Findings from a feasibility study.

PURPOSE:Children who sustain Upper Limb Injuries (ULIs), including fractures and burns, may undergo intensive rehabilitation. The discomfort of therapy can reduce their compliance, limit their range of motion (ROM) and lead to chronic pain. Virtual Reality (VR) interventions have been found to reduce anticipated and procedural pain.This feasibility study aimed to explore perceptions and impacts of a custom-made, fully immersive Head-Mounted Display VR (HMD-VR) experience within a United Kingdom (UK) National Health Service (NHS) outpatient rehabilitation service for children with ULIs.METHODS:Ten children aged 9–16 in one UK Children’s hospital trialled HMD-VR during one rehabilitation session. They, their parents (n = 10), and hospital physiotherapy staff (n = 2) were interviewed about their perceptions of pain, difficulty, enjoyability, therapeutic impacts, benefits, and limitations. Children rated the sessions on enjoyability, difficulty, and pain compared to usual rehabilitation exercises. Physiotherapists were asked to provide range of motion readings.RESULTS:Inductive thematic analysis of interview data generated three themes, ‘Escape through Engagement’; ‘Enhanced Movement’; and ‘Adaptability and Practicality’. Children rated the session as more enjoyable, less difficult and painful than their usual rehabilitation exercises. Findings suggested that HMD-VR was an engaging, enjoyable experience that distracted children from the pain and boredom of therapy. Also, it seemed to enhance the movement they achieved. Participants perceived it was useful for rehabilitation and adaptable to individual needs and other patient groups. Suggestions were made to increase adaptability and build in practical safeguards.CONCLUSION:Findings from this small-scale feasibility study suggested HMD-VR was perceived as usable, acceptable, and effective with potential for further development. Future work could include larger scale trials.

SPN 2021 Poster Abstract Awards

SPN 2021 Poster Abstract Awards

See it, hear it, feel it: embodying a patient experience through immersive virtual reality

PurposeThe aim of the study was to explore aspects of learning in terms of gain in knowledge, confidence and empathy with immersive virtual reality (VR) from the patient perspective in undergraduate nursing students.Design/methodology/approachA pilot study integrating immersive VR experiences during clinical courses was facilitated based on the INACSL (2016) standards for simulation practices with a convenience sample of 165 nursing students in three levels of cohorts, using two different VR scenario simulations. Quantitative and qualitative data were collected through pre- and post-surveys.FindingsStudent participants embodied patients with chronic disease using immersive VR. Findings showed substantial gains in most measures of knowledge, confidence and empathy, with slightly less difference seen in lower level nursing students particularly with empathy and understanding.Research limitations/implicationsEmbodiment through immersive VR scenarios was shown to increase learner development. The positive findings from the pilot study justified continuance of integration of immersive VR in nursing education, recommending further use and research.Originality/valueSimulated learning for nursing has known benefits on knowledge and understanding. Immersive VR is gaining recognition within nursing education as a method to enhance cognitive and affective knowledge. This paper hopes to add insights on the impact of immersive VR for student learning and encourage discussion about the future for innovative immersive teaching and learning approaches for experiential learning.

Virtual Reality vs. Tablet Video as an Experiential Education Platform for Pediatric Patients Undergoing Chest Radiography: A Randomized Clinical Trial.

Virtual reality (VR), which offers an immersive experience, has been implemented into the education of pediatric patients to reduce peri-procedural anxiety. This randomized clinical trial evaluated the effect of VR, compared with standard video, on reducing anxiety and distress in pediatric patients undergoing chest radiography. A total of 120 children aged 4 to 8 years with scheduled chest radiography appointments were randomized into either the tablet or the VR group. Children in the tablet group experienced chest radiography indirectly with a 3 min tablet video, whereas those in the VR group received the same content via a VR experience. The distress of children was measured using the Observational Scale of Behavioral Distress (OSBD) scale. Parental presence and procedural outcomes were also recorded. The number of less distressed children (OSBD score < 5) was significantly higher in the VR group than in the tablet group (49 [81.7%]) vs. 32 [53.3%]) (p = 0.001). The OSBD scores, the need for parental presence, the procedure time, and the number of repeated procedures were all lower in the VR group. The immersive VR experience appears to decrease the degree of anxiety in children and increase the efficiency of the procedures compared with the tablet video with the same content.

Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences

AbstractExperiences in immersive 3D virtual reality (VR) are more presence‐inducing, and so it may be tempting to claim that content will be learned better in VR. This randomized control trial study on natural selection challenges that assumption. This study answers the question of whether learning STEM in an immersive 3D VR environment is always superior to learning via a 2D monitor (PC). This is a 2 × 2 × 3 design. The first factor is platform immersivity (low = 2D PC, or high = 3D VR), the second factor is level of embodiment (lower = watching playback video, or higher = using mouse/controller to agentically manipulate content), and the third factor is test time (pretest, posttest, and follow‐up). There was a significant main effect for embodiment, the high embodied and agentic groups learned the most. There was not a main effect for platform, because the participants in the low embodied VR group performed significantly worse than the three other groups. Although, the one high embodied, VR group learned and retained the most knowledge. A path‐analysis revealed that the effect of platform was significantly mediated by presence, agency, and engagement. The smaller learning gain in the low embodied VR condition suggests that participants come to the immersive VR experience with expectations about agency and control of the virtual content, and when those expectations were not met, the disconnect was deleterious for learning. More agentic and interactive control of manipulable virtual content is encouraged. Design is critical, and platform is not destiny.

Introducing Atomic Structure to First-Year Undergraduate Chemistry Students with an Immersive Virtual Reality Experience

The present technology report is aimed at demonstrating how the implementation of VR chemistry simulations of atomic structure enhances learning among students. MEL Chemistry VR lessons were incorporated into the classroom for 43 first-year undergraduate ITMO University students. The visualization techniques provided the learners with two important opportunities: (1) connecting the macroscopic and tangible component of chemistry with the submicroscopic component (the real world and the world of molecules) and (2) connecting the submicroscopic component of chemistry with the representational one (atomic structure and orbital diagrams). The results show that implementation of the VR experience into the atomic structure laboratory enhances the learning experience of the students.

Effects of Virtual Reality Simulation Program Regarding High-risk Neonatal Infection Control on Nursing Students

PurposeVirtual reality simulation can give nursing students a safe clinical experience involving high-risk infants where access to neonatal intensive care units is limited. This study aimed to examine the effects of a virtual reality simulation program on Korean nursing students’ knowledge, performance self-efficacy and learner satisfaction. MethodsA nonequivalent control group design was applied. Senior nursing students were divided into an experimental group (n = 25) experiencing virtual reality simulation and routine neonatal intensive care unit practice and a control group (n = 25) having routine neonatal intensive care unit practice. The program consisted of three scenarios: basic care, feeding management and skin care and environmental management for prevention of neonatal infection. The total execution time for the three scenarios was 40 minutes. The simulation created immersive virtual reality experiences using a head-mounted display with hand-tracking technology. Data were collected from December 9, 2019, to January 17, 2020, and were analyzed using descriptive statistics and the t-test, paired t-tests, Mann-Whitney test and Wilcoxon signed-ranks test. ResultsCompared to the control group, the experimental group showed significantly greater improvements in high-risk neonatal infection control performance self-efficacy (t = −2.16, p = .018) and learner satisfaction (t = −5.59, p < .001). ConclusionThe virtual reality simulation program can expand the nursing students’ practice experience in safe virtual spaces and enhance their performance self-efficacy and learning satisfaction.

Floor-vibration VR: Mitigating Cybersickness Using Whole-body Tactile Stimuli in Highly Realistic Vehicle Driving Experiences

This work addresses cybersickness, a major barrier to successful long-exposure immersive virtual reality (VR) experiences since user discomfort frequently leads to prematurely ending such experiences. Starting from sensory conflict theory, we posit that if a vibrating floor delivers vestibular stimuli that minimally match the vibration characteristics of a scenario, the size of the conflict between the visual and vestibular senses will be reduced and, thus, the incidence and/or severity of cybersickness will also be reduced. We integrated a custom-built, computer-controlled vibrating floor in our VR system. To evaluate the system, we implemented a realistic off-road vehicle driving simulator in which participants rode multiple laps as passengers on an off-road course. We programmed the floor to generate vertical vibrations similar to those experienced in real off-road vehicle travel. The scenario and driving conditions were designed to be cybersickness-inducing for users in both the Vibration and No-vibration conditions. We collected subjective and objective data for variables previously shown to be related to levels of cybersickness or presence. These included presence and simulator sickness questionnaires (SSQ), self-rated discomfort levels, and the physiological signals of heart rate, galvanic skin response (GSR), and pupil size. Comparing data between participants in the Vibration group (N=11) to the No-Vibration group (N=11), we found that Delta-SSQ Oculomotor response and the GSR physiological signal, both known to be positively correlated with cybersickness, were significantly lower (with large effect sizes) for the Vibration group. Other variables differed between groups in the same direction, but with trivial or small effect sizes. The results indicate that the floor vibration significantly reduced some measures of cybersickness.