Online Virtual Reality Research Articles

Changes in Auditory Performance Following a Virtual Reality Music Concert.

The purpose of this study was to evaluate threshold and suprathreshold auditory risk from a newly popular platform of music concert entertainment; virtual reality (VR) headsets. Recreational noise exposure to music is the primary source of hearing hazard in young-adults, with noise doses of in-person concert venues and music festivals well in excess of the recommended daily exposure recommendation from the National Institute for Occupational Safety and Health. While research on the relationship between personal music players and noise-induced hearing loss risk is abundant, no study has yet evaluated noise-induced hearing loss risk from VR headsets, which are newest to the commercial market at this time. Thirty-one young-adult participants (18 to 25 years) with normal-hearing sensitivity (0 to 16 dB HL) experienced a VR music concert and participated in three data collection timepoints: Session A preexposure, Session A post-exposure, and Session B post-exposure. Participants underwent baseline testing for audiometry (0.25 to 20 kHz), distortion product otoacoustic emission testing (1 to 10 kHz), and Words-in-Noise testing. Participants then wore a commercially available VR headset (Meta Quest 2) and experienced a freely available online VR music concert (via the video-sharing website "YouTube"). The VR music concert duration was 90 min set to maximum volume, which yielded an average sound level equivalent of 78.7 dBA, max sound level of 88.2 dBA, and LC peak sound level of 98.6 dBA. Post-exposure testing was conducted immediately at the conclusion of the VR concert, and again within 24 hr to 1 week after the exposure. Participants also answered a questionnaire that estimated noise exposure history (National Acoustics Laboratory "Noise Calculator"). Post-exposure deficit was not observed in DPOAEs or Words-in-Noise score (p's > 0.05). However, statistically significant temporary post-exposure deficit was observed in audiometry at 4, 8, and 12.5 kHz (p's < 0.05) (mean differences: 2 to 3 dB HL). Twenty-four hours and 1-week post-exposure measurements revealed no permanent changes from baseline measurements (p's > 0.05) aside from one spurious difference at 12.5 kHz. Males tended to exhibit a significantly higher noise history score on average than females. The primary, secondary, and tertiary sources of noise hazard history in this young-adult cohort included amplified music. These preliminary data suggest that VR music concerts-which are likely to produce a substantially lower noise dose than in-person music concerts-may still be capable of producing at least slight, temporary threshold shifts on the order of 2 to 3 dB HL. Future research should include VR headsets in personal music player risk assessment, as the VR music concert platform is increasing rapidly in popularity among young-adults.

Delivering Script Therapy for people with aphasia in EVA Park: Two single case treatment studies

BACKGROUND: There are few applications of virtual reality (VR) in aphasia rehabilitation. EVA Park is an online VR platform developed with and for people with aphasia. Our research is testing its potential to host aphasia therapies. OBJECTIVE: Two case studies evaluated if delivery of Script Therapy in EVA Park is feasible and acceptable to participants, whether it improved production of trained scripts and promoted generalisation to untrained scripts, narrative speech and functional communication. METHODS: Two participants with aphasia received 20 hours of Script Therapy in EVA Park. Feasibility was assessed through session attendance, completion of practice and ratings of treatment fidelity. Acceptability was explored via post therapy interviews. The impact of therapy on script production, narrative production and functional communication was assessed through measures administered twice before therapy, immediately post therapy and at 5 weeks follow up. RESULTS: Participants attended at least 85% of sessions. Compliance with practice was good for one, but not the other. Fidelity ratings indicated that over 80% of core treatment components were fully present in recorded sessions. Participants expressed positive views about the intervention. Therapy significantly improved the production of words in trained scripts, with maintenance for one participant. Neither participant improved in the production of untrained scripts or personal narratives. One improved on the assessment of functional communication, but the margin of change was small. CONCLUSIONS: The study adds to the evidence that EVA Park can host a range of interventions and that this platform is acceptable to its intended user group.

Land, reconfigured: Defying the laws of physics, upholding the rules of the market in the metaverse

Land ownership, occupancy, and use are enduringly central components of economies and societies across the world. Even in a capitalist economy increasingly mediated through digital technologies, land remains foundational to wide-ranging aspects of social life. However, conceptualizations of land fundamentally transform through virtual environments like the Metaverse, where digital or virtual land is a core feature. This article examines the construction and use of land under digital capitalism, specifically in the online virtual reality environment Metaverse. Studying virtual land markets in this environment, we show how land exists in continuous material and conceptual transformation via myriad landmaking technologies. Virtual landmaking offers new capital accumulation possibilities while simultaneously reifying existing market logics and creating new fictions around land. We emphasize how, despite its newness, virtual landmaking in the Metaverse relates to landmaking efforts that predate digital capitalism, from state-led large-scale engineering projects to land grabs and colonial expansion. Simultaneously, land reconceptualization in the Metaverse reflects new economic dynamics germane to digital capitalism, including commodification and assetization, and the rise of digital platforms as both market creators, through digital renderings, and rentier intermediaries. Throughout, we highlight the distributional and political stakes of reconfiguring land via new technologies.

Integrated Building Modelling Using Geomatics and GPR Techniques for Cultural Heritage Preservation: A Case Study of the Charles V Pavilion in Seville (Spain).

This paper highlights the fundamental role of integrating different geomatics and geophysical imaging technologies in understanding and preserving cultural heritage, with a focus on the Pavilion of Charles V in Seville (Spain). Using a terrestrial laser scanner, global navigation satellite system, and ground-penetrating radar, we constructed a building information modelling (BIM) system to derive comprehensive decision-making models to preserve this historical asset. These models enable the generation of virtual reconstructions, encompassing not only the building but also its subsurface, distributable as augmented reality or virtual reality online. By leveraging these technologies, the research investigates complex details of the pavilion, capturing its current structure and revealing insights into past soil compositions and potential subsurface structures. This detailed analysis empowers stakeholders to make informed decisions about conservation and management. Furthermore, transparent data sharing fosters collaboration, advancing collective understanding and practices in heritage preservation.

Influences of cognitive appraisal and individual characteristics on citizens’ perception and emotion in urban environment: Model development and virtual reality experiment

To model individuals' experience of urban spaces, this study integrates knowledge from environmental psychology and artificial intelligence to propose a framework for individuals' perceptions and emotion by incorporating individual characteristics and cognitive appraisal together with environment attributes as determinants. A path model is employed to capture how the four perceptions of environmental qualities (safety, liveliness, comfort, and legibility) and three dimensions of emotion (pleasure, arousal, dominance) are influenced by individual characteristics and cognitive appraisal using data collected in an online virtual reality experiment with 237 participants. Results show that emotional pleasure is more directly influenced by environmental attributes while arousal and dominance are closely related to a person's current mood and personality. Perceptions of environmental qualities do have mediating effects in emotion generation, but contribute differently to the three dimensions of emotion. Cognitive appraisal variables directly influence emotion generation, with ideal values always having positive effects and expected values always negative effects. The findings can help capture the dynamic process of emotional experiences between diverse individuals and may support experience-centered simulation and prediction.

Generating trajectory data without behavior modeling: An online virtual reality method in wayfinding performance evaluation for buildings

Wayfinding performance is one of the key issues in pre- or post-occupancy evaluation for large-scale public buildings and such evaluation typically revolves around participants’ wayfinding trajectories. Traditional evaluation methods, including laboratory virtual reality (VR) experiments and computer simulations, have their respective advantages in accuracy or cost-efficiency. However, they either suffer from high costs and low efficiency or sacrifice the diversity of behavioral data for higher efficiency and lower costs. Therefore, this paper proposes a novel method named “sampling as simulation” (SaS) via an online VR wayfinding experiment. This method allows for the rapid collection of behavioral data at a lower cost to generate highly accurate wayfinding trajectory data for evaluation purposes. It utilizes a model-image integrated approach to create realistic online virtual environments and employs a spatiotemporal replay algorithm to generate a crowd of true-trajectory-driven avatars, significantly enhancing the immersion and realism of the online virtual scenes. This method was demonstrated and validated with a wayfinding performance post-occupancy evaluation (POE) project at the International Departure of Satellite Terminal One (S1) in Shanghai Pudong International Airport (PVG). In this example, a total of 13,712 original trajectories were collected within a 72-h time window, serving as the original dataset for evaluation. Based on this dataset, the study effectively simulated wayfinding behavior in three different scenarios and evaluated wayfinding performance. Compared to existing methods, the SaS method not only improves data collection efficiency and reduces costs but also maintains the diversity of behavior by generating transformed trajectories directly from human data without behavior modeling.

The positive effect of blue luminescent pathways on urban park visitor’s affective states: A virtual reality online study measuring facial expressions and self-reports

The colour blue often elicits feelings of calmness and contentment, for which evidence has largely been provided in daytime settings. It is unclear whether pathways illuminated in blue, for example, in urban recreational park areas at night confers the same positive impact on night time park visitors. To tackle this open empirical question, we investigated how adding blue self-luminous pavement to park lighting at night time affects park visitors’ emotions compared to conventional white street light illumination. Our goal is to inform design decisions aimed at enhancing the emotional well-being of people outdoors at night in urban environments. Participants’ emotional response was captured at four different time points while watching a video of a walk in a virtual urban park at night, which was lit with white street lights only or with the addition of blue luminescent pavement on the walked paths (between-subject design). To capture visitor’s emotions, we used a simplified version of the Geneva Emotion Wheel (GEW) instrument and online facial expression recognition technology as subjective (self-reports) and objective (physiological) measures of emotion, respectively. The results of the GEW self-reports showed that the addition of a blue self-luminous pavement in a park during night time yielded more positive affect than standard white lighting in park visitors for the first half of the walk. In the second half of the walk through the park, participants’ affective states seemed to equalize between the two lighting conditions. In contrast, sensory data on facial expressions indicated no difference between participants’ emotional states over the whole walk in the two experimental conditions. Consistent with the positive emotional state perceived in the second half of the walk, the state of relaxation experienced after the walk also did not differ between the two lighting conditions. Furthermore, participants’ relaxation judgements after the park walk were more negative overall for females than the more neutral ratings of males. Our results highlight the importance of lighting colour at night for the design of future affect-smart cities that may consider individual and group characteristics with the ultimate intent of promoting public well-being.

Examining Illusory Touch Perception in Virtual Reality among Virtual Reality Users

The phenomenon of illusory touch perception in virtual reality (VR) is a subject of increasing intrigue within online VR communities, where users report experiencing tactile sensations in the absence of direct physical contact, triggered solely by visual stimuli. This paper presents an exploratory study aimed at understanding the underlying mechanisms that contribute to the development of such illusory touch perceptions in immersive virtual environments. Through an online survey targeting VR users, this study collected qualitative data on the nature and frequency of these experiences. The survey was complemented by a review of existing literature on touch perception and multisensory integration, providing a foundational understanding of how sensory information is processed and perceived. The findings suggest that certain visual cues in VR can evoke tactile sensations, a phenomenon that may be enhanced by the immersive quality of the virtual environment and the user's previous sensory experiences and expectations. This paper discusses potential contributors to the phenomenon, such as the realism of the virtual environment, the user's level of immersion and presence, and the congruence of multisensory stimuli. Although this study sheds light on the conditions that may facilitate illusory touch perception in VR, the complexity of human sensory processing necessitates further research. Controlled experimental studies are required to establish a causal relationship between specific factors and the experience of illusory touch in VR, which could have significant implications for the fields of virtual reality and sensory augmentation technology.

Introduction and Demo of Virtual Reality Technology to Initiate Active Learning in Architectural Design

Architectural education is adapting to the demands of efficient, technology-driven practices, with virtual reality (VR) emerging as a critical tool in bridging communication gaps between architects and clients. This study, conducted by lecturers at Institut Teknologi Indonesia, focuses on their experience implementing VR technology in the High-rise Building Technology class. The initiative spans four sequential stages, with the introduction and demo executed hybridly (online and offline). The authors emphasize the importance of knowledge induction and firsthand demonstrations to familiarize students with VR. Notably, external instructors proficient in VR technology participate in the program. Student engagement and enthusiasm are evident, with offline demo attendance surpassing the online VR introduction seminar. The COVID-19 pandemic has affected students' motivation to learn, and the hands-on VR experience is a revitalizing approach. The two-way interaction between instructors and students enhances interest in in-person attendance. The authors advocate for the continued development of this experience in architectural education, promoting an active learning system using VR across various courses. The paper underscores the potential of VR technology to invigorate architectural education and enhance student engagement in the post-pandemic learning landscape.

Exploring the Transformative Integration of Immersive Makerspace for Teaching Abstract Science Concepts

This study outlines the design and implementation of an Immersive Makerspace (IM) using the Mozilla Hubs, an online Virtual Reality (VR) platform accessible across geographical boundaries through mobile devices, personal computers (PCs), and web-enabled VR headsets. This Design-Based Research (DBR) study explores the effectiveness and challenges of “making” in an IM. Learning from the challenges through different iterations, this study aims to platform to foster elementary students' learning of abstract science concepts.

Exploring user acceptance of online virtual reality exhibition technologies: A case study of Liangzhu Museum.

Museums increasingly rely on cutting-edge digital technologies to attract visitors. Understanding the intricate factors influencing user acceptance of these technologies is, however, crucial for their effective use. This study therefore proposes a model, grounded in the technology acceptance model, to investigate user acceptance of online virtual reality (VR) museum exhibitions. Leveraging the online VR exhibition at Liangzhu Museum as a case study, data were collected from 313 participants and analyzed using partial least squares structural equation modeling (PLS-SEM) with Smart PLS. Semi-structured interviews with 15 individuals were conducted to complement the quantitative findings. The results reveal that factors such as interactivity, immersion, and presence positively influenced users' intrinsic technological beliefs (perceived ease of use, perceived enjoyment, and perceived usefulness), ultimately affecting their willingness to use and intention to visit on-site. Notably, immersion had a direct positive effect on perceived usefulness. There is a pressing need to leverage digital and web technologies to cater to the increasingly complex and diverse needs of online visitors, and emphasizing navigational performance in online VR exhibitions is also paramount for enhancing the overall user experience.

Understanding the Adoption of Traditional (2D) and Virtual Reality (3D) Online Grocery Store in India:An Exploratory Study

This study is a pioneering effort to study the comparative adoption of traditional two-dimensional (2D) and virtual reality (3D) online grocery stores among Indian customers who are yet to experience online grocery shopping. This study has adopted an exploratory qualitative research method to explore the determinants of the adoption of both 2D and 3D online grocery stores in comparison to each other. Twenty-six interviews from Indian non-users of online grocery have been analysed. With the help of the thematic analysis, the article uncovers the factors affecting the use of traditional and virtual reality online grocery stores. This study is the first attempt to compare 2D and 3D online grocery stores and, thereby adds to the literature on online grocery shopping in the Indian context. It also provides a sense of the critical factors they need to take care of while trying to implement virtual reality online grocery stores.

A90Virtual Reality Simulation for the Foundation Programme – Analysis of Phase Two

The COVID-19 pandemic has undoubtedly served as a catalyst for adaptation of effective delivery of medical education, paving the way for the adoption of novel teaching methods [1]. Simulation based education (SBE) has been no exception, with increased delivery of SBE through immersive, virtual mediums such as head mounted displays (HMD) to create a three-dimensional (3D) environment. Simulation is a vital part of the mandatory foundation programme (FP) learning requirement [2]. Our team incorporated synchronous in-person and online virtual reality simulation (VRS) sessions into the foundation doctor (FD) teaching programme at a single trust and supplemented this with additional, facilitated in-person small group 3D VRS sessions. Mixed quantitative and qualitative feedback was obtained from FD through online surveys, which included aspects of the SET-M tool [3]. Semi-structured interviews were then conducted with a purposeful group of FD attending facilitated small group VRS sessions. Interviews were conducted over a sixteen-week period at eight-weekly intervals, with a baseline interview conducted at week zero. Qualitative data obtained were analysed by thematic analysis. Learners expressed that VRS sessions improved their confidence in clinical assessment, decision-making, and management of similar real-life scenarios as well as in the provision of interventions which foster patient safety. Moreover, feedback highlighted that the VRS modality fits well into their current teaching programme, is a format that they wanted more regularly incorporated into their learning and one which they would prioritize attendance at. Feedback also outlined some challenges with this modality; namely accessibility and technological troubleshooting. Our work highlights the value and associated challenges of using VRS in FP education. There is a strongly positive reception amongst learners in our cohort, a call for more exposure and, vitally, a transferability of learning into real-life practice. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Virtual Reality as Experiential Learning to Promote STEM-DRR in Tertiary Education

Efforts and discourses of the need to integrate disaster education into a science curriculum for university students in Indonesia are well documented. However, lecturers need more room to introduce Disaster Risk Reduction (DRR) in a way that involves students as experiential learners. Integrating DRR into Science, Technology, Engineering, and Mathematics (STEM) subjects is a crucial point. The current study used virtual reality (VR) as a pedagogical tool for learning through experience to promote STEM-DRR at tertiary levels of education. This experimental study aimed to determine the effects of VR use on students' experiential learning based on the VR online training developed activities. The methods for data collection included observation and survey. Ten participants were in the final year of their study and were recruited based on their interest in using VR media for their thesis. The results showed that half of the participants understood the training content, and 40% were classified as knowledgeable before training. In addition, significant contributions to the learning process were observed in training, where half participants were satisfied with the new skills attained, and 80% of the participants argued that the training was beneficial to their final projects. Thus, in the present study integrating STEM-DRR into the VR training content to promote students' awareness of disaster risk is considered successful. In conclusion, the results suggest that technology-enhanced learning supports distance learning and is proven economical and efficient.

Awe in the metaverse: Designing and validating a novel online virtual-reality awe-inspiring training

An increasing number of studies have unveiled the nuanced nature of awe - a complex emotion stemming from stimuli so perceptually and conceptually vast to impact individuals’ current mental frames. Its positive impact on human wellbeing and health have been reported even after a single short exposure to awe-inspiring stimuli. Recently, Virtual Reality (VR) has emerged as a suitable technique for eliciting brief moments of intense awe. Moreover, nowadays, the Metaverse has increased the opportunity to access even complex experiences, such as awe, for a prolonged period. However, the impact of a prolonged exposure to an awe-inspiring simulated experience still must be investigated. Here, in the first study, we designed and tested usability, user experience and preliminary effectiveness of the first VR awe-inspiring training vs. an equivalent neutral training in VR. We relied on an immersive virtual reality online social platform- Altspace VR - for designing the training. In the second study, we investigated whether a prolonged exposure to awe could hold the same effect on creative thinking as it was demonstrated for brief exposure to awe in VR. Specifically, we tested the impact of a long-lasting exposure to awe on creative thinking in the short and on the long run (after the training and in a one-week follow-up) and vs. an equivalent neutral condition (the same as the first study). Creativity thinking, was assessed through Alternative Uses Task (AUT). Additionally, measures related to the disposition to feel positive emotions, social desirability and level of curiosity were collected. The first study supported the feasibility of the training together with the usability of the platform as well as its effectiveness in eliciting awe (vs. neutral condition). Moreover, for the second study, there was a main effect of time on some of the dimensions of creative thinking. Participants scored higher in fluency, originality, and flexibility one week after the training compared to the pre-training phase. These results suggested preliminary design guidelines for creating awe experiences in the Metaverse, unveiling the role of time exposure and duration of their effects on individuals.

Community Assistance to Improve the Ability to Use Basic Unity and Virtual Reality

During the pandemic of Corona Virus Disease 2019 (COVID-19) that hit Indonesia, all activities were very limited. Electrical Engineering Study Program of Universitas Kristen Maranatha was motivated to share knowledge especially in the field of science about "Basic Unity and Virtual Reality (VR)" to the public. This has been realized through community service activities pursued by students and lecturers. VR refers to computer simulations that create images of the world that appear in human senses, in the same way as humans perceive the real world in reality. This community service used the Participatory Action Research (PAR) approach. From the results of a survey of community service activities that have been carried out, it is concluded that the success in providing mentoring to improve the ability of the community to use Basic Unity and VR online, is shown by the results of an increase in the score from an average of 5.85 before the activity, to 7.58 (from a total score of 10) after the activity. The community service committee team's service during the activity was also considered very good and worthy of being maintained in subsequent activities. Meanwhile, the implementation of providing teaching materials, the readiness of the trainers, and the implementation of organizing activities online, still need to be re-evaluated and improved in the future for better results.

Student perceptions of the use of three-dimensional (3-D) virtual reality (VR) simulation in the delivery of radiation protection training for radiography and medical students

BackgroundVR simulation-based learning is increasingly used in healthcare education to prepare students for clinical practice. This study investigates healthcare students' experience of learning radiation safety in a simulated interventional radiology (IR) suite. MethodRadiography students (n = 35) and medical students (n = 100) were introduced to 3D VR radiation dosimetry software designed to improve the learners' understanding of radiation safety in IR. Radiography students underwent formal VR training and assessment, which was complemented with clinical placement. Medical students practiced similar 3D VR activities informally without assessment. An online questionnaire containing Likert questions and open-ended questions was used to gather student feedback on the perceived value of VR-based radiation safety education. Descriptive statistics and Mann–Whitney U tests were used to analyse Likert-questions. Open-ended question responses were thematically analysed. ResultsA survey response rate of 49% (n = 49) and 77% (n = 27) was obtained from radiography and medical students respectively. Most respondents (80%) enjoyed their 3D VR learning experience, favouring the in-person VR experience to online VR. 73% felt that VR learning enhanced their confidence across all relevant learning outcomes. Whilst confidence was enhanced across both cohorts, VR learning had a greater impact on confidence levels amongst medical students with respect to their understanding of radiation safety matters (U = 375.5, p < 0.01). 3D VR was deemed a valuable assessment tool. ConclusionRadiation dosimetry simulation-based learning in the 3D VR IR suite is perceived to be a valuable pedagogical tool by radiography and medical students and enhances curricula content.

Learning Experience Design of Project PHoENIX: Addressing the Lack of Autistic Representation in Extended Reality Design and Development.

This paper presents Project PHoENIX, which stands for Participatory, Human-centered, Equitable, Neurodiverse, Inclusive, eXtended reality. The project aims to co-produce research with autistic users to create a virtual reality (VR) environment that is highly usable, accessible, and sensitive to the needs and preferences of these individuals. Project PHoENIX utilizes participatory design within a learning experience design (LXD) frame to locate autistic people, their caregivers, and providers centrally in the processes of immersive technology design and development, as well as research design and execution. An overarching literature review on VR and autism and issues of limited design precedent of VR environments with autistic participants is provided, as well as details on the Project PHoENIX design framework, project description, and project design outcomes. Details are provided on how the online VR environment was co-designed and co-developed through collaborative research with autistic stakeholders while being sensitive to their needs and preferences. Research findings and implications are discussed regarding the design process, constraints, principles, and insights. The paper concludes by discussing lessons learned and how this project can provide much-needed design precedent for advancing the field towards a more inclusive, human-centered, and neurodiverse VR research and development paradigms.

Developing Interpreting Competence via VR-based Multimodal Teaching: Design and Implementation

Despite its increasing popularity and widely recognized effectiveness, the multimodal approach to interpreting teaching is not without challenges. Implementing multimodal interpreting teaching in the classroom could cause a considerable burden on the teacher and students, and the interpreting practice within the classroom would take much time from the already limited teaching hours. There is a need to create opportunities for students to practice interpreting outside the classroom. Despite the potential of virtual reality (VR), few studies have considered how VR can be applied to interpreting teaching. This paper explores how VR can be applied to foster students’ interpreting competence. The paper proposes two types of VR-based interpreting teaching (offline in the laboratory and online outside the classroom) to address the challenges of multimodal interpreting teaching. The teaching model in a foremost university is used as a point in case for illustrative purposes. The paper indicates that offline VR-based teaching in the virtual simulation laboratory can systematically train students with each of their interpreting sub-skills, while online VR platform can develop their interpreting skills through autonomous practice. The paper also discusses the constraints on VR-based interpreting teaching. Practical implications for the application of VR to interpreting teaching are included.

Optimization of SSVEP-BCI Virtual Reality Stereo Stimulation Parameters Based on Knowledge Graph.

The steady-state visually evoked potential (SSVEP) is an important type of BCI that has various potential applications, including in virtual environments using virtual reality (VR). However, compared to VR research, the majority of visual stimuli used in the SSVEP-BCI are plane stimulation targets (PSTs), with only a few studies using stereo stimulation targets (SSTs). To explore the parameter optimization of the SSVEP-BCI virtual SSTs, this paper presents a parameter knowledge graph. First, an online VR stereoscopic stimulation SSVEP-BCI system is built, and a parameter dictionary for VR stereoscopic stimulation parameters (shape, color, and frequency) is established. The online experimental results of 10 subjects under different parameter combinations were collected, and a knowledge graph was constructed to optimize the SST parameters. The best classification performances of the shape, color, and frequency parameters were sphere (91.85%), blue (94.26%), and 13Hz (95.93%). With various combinations of virtual reality stereo stimulation parameters, the performance of the SSVEP-BCI varies. Using the knowledge graph of the stimulus parameters can help intuitively and effectively select appropriate SST parameters. The knowledge graph of the stereo target stimulation parameters presented in this work is expected to offer a way to convert the application of the SSVEP-BCI and VR.