Virtual Reality Participants Research Articles

Virtual reality versus webinar trans healthcare training for emergency medicine residents: a feasibility study

Introduction Transgender and gender non-binary (TGNB) patient care is not routinely taught in medical training. As a result, clinicians frequently lack knowledge regarding gender-affirming practices, surgeries and medications. TGNB-specific health knowledge and care delivery are further negatively impacted by pervasive societal transphobia. Virtual reality (VR)-based instruction may provide learners with opportunities for perspective taking, empathy building and attitudinal shifting to improve care delivery to TGNB patients. Methods This was a feasibility trial that compared passive VR and webinar in changing learner attitudes, knowledge and medical decision-making (MDM). Residents were recruited from five US emergency medicine (EM) residencies and were randomized to either VR or webinar educational intervention arm. Pre- and post-intervention assessments were matched using a unique identifier. Participants provided feedback about platform usability. Results From August 2020 to October 2021, 206 resident participants were randomized into a case-based VR experience or webinar intervention on TGNB-specific EM medicine; 52 residents completed all three steps of the study. Webinar participants demonstrated more changes in attitudinal statements than VR participants. No improvements in knowledge or MDM were appreciated in either intervention arm. Participants in both arms shared positive and critical feedback about the intervention they accessed, with convenience and ease of use being valued for asynchronous webinar learning. Discussion The webinar arm demonstrated a higher increase in empathy or change in attitude compared to VR learners. As VR becomes more technologically agile, accessible and reliable, more work is needed to see if this novel format is an educational tool that closely approximates the standardized patient encounter.

Comparing virtual reality and simulation to teach the assessment and management of acute surgical scenarios: A pilot study.

Traditional apprenticeship-based surgical training presents with challenges, especially in acute scenarios. Simulation provides the current standard of facilitating surgical training in a low-risk environment but is restricted by limited accessibility and high costs. Virtual reality (VR) offers immersive three-dimensional computer-generated training scenarios and can connect users from various locations. We aimed to compare the performance of junior doctors to manage an acute surgical scenario using VR and mannequin-based simulation. We hypothesised that VR would be as effective as mannequin-based simulation in performance outcomes. This multicentre, randomised controlled pilot study was conducted with eighteen junior doctor volunteers (Foundation and Core Trainee Year 1). Ten were randomly allocated to VR and eight to mannequin-based simulation. Participants completed questionnaires and a 15-min pneumothorax scenario. Quantitative metrics included overall score, time-to-critical decisions, and academic buoyancy scores (ABS). Qualitative metrics included participants' likes and dislikes of their allocated simulation modality. VR participants scored significantly higher than mannequin-based simulation participants in overall scores (74.30% (SD ± 5.08%) vs. 59.75% (SD ± 10.14) (p = 0.04)), and technical skills aspects (77.20% (SD ± 8.01%) vs. 65.00% (SD ± 8.21%) (p = 0.01)). Mannequin-based simulation participants initiated critical decisions faster and demonstrated a trend towards a faster mean time-to-completion (p = 0.06). ABS scores increased for both study groups, though was only significant for VR participants (p ≤ 0.01). VR participants liked how VR fostered independent learning but disliked the formulaic content and impaired communication-learning compared to mannequin-based simulation. Both VR and mannequin-based simulation training are effective in training junior doctors in acute surgical scenarios but present different educational benefits. Future research should recruit a larger sample size for a full comparative randomised controlled trial.

Considerations when trying to quantify immersion with secondary tasks

Immersion is a crucial component to characterizing virtual reality (VR) and discovering its many implications for our lives. Studies have defined immersion as the extent that virtual environments submerge users’ perceptual systems, shut out the physical environments’ inputs, and induce engrossment in users. The present study sought to further understand the applications of immersion in virtual environments by leveraging traditional self-report measures, as well as investigating the use of distraction to quantify immersion objectively. We hypothesized that participants in immersive 3-dimensional VR would self-report higher levels of immersion and engagement compared to a non-VR condition. We also predicted that participants in the VR condition would have impaired responses to a secondary task compared to the non-VR condition. Using a within-subjects design, participants engaged in a VR meditation both on a computer screen (non-VR) and through a VR headset (VR). During the meditations, they completed a secondary detection-response task (DRT) by pressing a button in response to a tactile stimulus. We used DRT reaction times to objectively measure immersion. Following the meditations, participants completed questionnaires regarding their experiences. As predicted, participants reported that the VR condition increased their engagement and presence compared to the non-VR version of the same meditation scenario. With regard to the secondary detection task, we did not find a significant effect of VR on DRT performance, although DRT performance was numerically worse in the VR condition compared to the non-VR condition. These mixed results suggest that the use of a secondary task depends upon several factors, which we discuss.

Virtual Reality Relaxation for Stress in Young Adults: A Remotely Delivered Pilot Study in Participants’ Homes

AbstractHigh stress levels experienced by young adults were exacerbated by COVID-19 and traditional stress management techniques can be challenging. Virtual reality (VR) relaxation appears promising and is accessible remotely; however, research on young adults is limited, especially in naturalistic settings. This remotely delivered and controlled mixed-methods study investigated feasibility and acceptability of VR relaxation for young adults (N = 23, mean age = 22.96) at home during the pandemic. VR participants (N = 11) were asked to complete daily VR relaxation sessions (scenes of virtual beaches, mountains, the sea, and more) for a 14-day intervention period, alongside visual analogue scales (VAS) of psychological well-being pre- and post-VR sessions. Post-intervention, VR participants completed semi-structured interviews. Control participants (N = 12) received no intervention. Both groups completed outcome measures of psychological well-being pre- and post-intervention periods to evaluate feasibility of remote data collection. VAS results indicated acceptability of daily VR, with significant short-term increases in relaxation, happiness, and connectedness to nature, and decreases in stress, anxiety, and sadness within VR participants. VR usage and 100% completion of outcome measures indicated feasibility of VR relaxation and remote data collection. Qualitative findings suggest participants found the VR relaxing, but interest diminished over time and technical issues hindered user experience. This suggests a more informal, less prescriptive frequency of VR use may be more appealing for young adults, although adherence may relate to technical issues. Greater interactivity and remote technical assistance within VR could increase engagement. Future research should investigate optimal frequency of use, longer-term impact, and technical issues with a larger sample.

O117: Comparing the effect of using Virtual reality versus Simulation, to manage an acute surgical scenario, on academic buoyancy

Abstract Background Simulation is regularly used in surgical training to allow trainees to practice skills safely. Virtual reality (VR) is a recent simulation modality which offers immersive computer-generated medical and surgical training scenarios. Much of trainee performance can be hindered by stress, self-consciousness, performance anxiety, fear of criticism and self-perceived poor task execution. Academic buoyancy is a learner’s ability to successfully deal with short-term, minor academic setbacks, such as poor grades and exam pressures, and having academic buoyancy can translate into long-term academic resilience. We aimed to compare academic buoyancy between junior doctors after managing an acute surgical scenario using VR and mannequin-based simulation. Method Eighteen junior doctor volunteers (Foundation and Core Trainee Year 1) were recruited, with ten participants randomly allocated to VR and eight to mannequin-based Simulation. Participants assessed and managed a 15-minute pneumothorax scenario. The academic buoyancy scale (ABS), which consists of four questions on a self-rated 7-point Likert scale, was used to measure pre-session and post-session academic buoyancy. Results ABS scores increased for both study groups, although this was only statistically significant for VR participants (p≤0.01), suggesting that VR may provide a more comfortable environment for trainees to hone their clinical skills. VR participants also had higher overall simulation scores than mannequin-based simulation participants, however no correlation was found between ABS scores and overall simulation scores. Conclusion VR as a simulation modality benefits by improving short-term markers of confidence. Future research should establish whether spaced VR teaching sessions translate into improved long-term markers of resilience.

O116: Comparing Virtual Reality versus Simulation to teach the assessment and management of acute surgical scenarios

Abstract Introduction Traditional apprenticeship-based surgical training presents with challenges, especially in acute scenarios. Simulation is the current gold standard but has its drawbacks. Virtual reality (VR) offers immersive three-dimensional computer-generated training scenarios and can connect users from various locations. We aimed to compare the performance of junior doctors to manage an acute surgical scenario using VR and mannequin-based simulation. We hypothesised that VR would be as effective as mannequin-based simulation in performance outcomes. Method This multicentre, randomised controlled pilot study was conducted with eighteen junior doctor volunteers (Foundation and Core Trainee Year 1). Ten were randomly allocated to VR and eight to mannequin-based simulation. Participants completed questionnaires and a 15-minute pneumothorax scenario. Quantitative metrics included overall score, time-to-critical decisions, and academic buoyancy scores (ABS). Qualitative metrics included participants’ likes and dislikes of their allocated simulation modality. Results VR participants scored significantly higher than simulation participants in overall scores (74.30% (SD±5.08%) versus 59.75% (SD±10.14) (p=0.04)), and technical skills (77.20% (SD±8.01%) versus 65.00% (SD±8.21%) (p=0.01)). Mannequin-based simulation participants initiated critical decisions faster and demonstrated a trend towards a faster mean time-to-completion (p=0.06). ABS scores increased for both study groups, though was only significant for VR participants (p≤0.01). Participants liked how VR fostered independent learning but disliked the formulaic content and impaired communication-learning compared to mannequin-based simulation. Conclusion VR can be as effective as mannequin-based simulation in training junior doctors in acute surgical scenarios. Future research should recruit a larger sample size for a full comparative randomised controlled trial.

Age and Sex Differences of Virtual Reality Pain Alleviation Therapeutic During Pediatric Burn Care: A Randomized Clinical Trial.

Virtual reality (VR) effectively alleviates pain for pediatric patients during many medical procedures, such as venipuncture and burn care. In our previously published randomized clinical trial among 90 pediatric burn patients, participants in the active VR group had significantly lower scores for overall pain compared with participants in the standard care control and for worst pain compared with participants in the passive VR and control group. However, whether VR differs by a patient's age or sex remains unresolved. Thus, we reanalyzed our data by comparing the active and passive VR participants to evaluate how age and sex affect VR pain alleviation during dressing care for pediatric burns. In total, 90 patients aged 6-17 years (inclusive) with burn injuries were recruited from an outpatient burn clinic of an American Burn Association-verified pediatric burn center. Before randomization, VR helpfulness and need expectations were assessed on a visual analog scale (0-100). Participants were randomly assigned to active VR, passive VR, or control for one dressing change. Immediately following the dressing change, active and passive VR participants self-reported pain and the time spent thinking about pain and rated the VR features on the degree of realism, pleasure/fun, and perceived engagement level. Path analyses assessed how these VR features were interrelated and how they affected self-reported pain by age and sex. Patients aged 6-9 years reported higher mean expectations of VR helpfulness and need (mean = 73.6 and 94.5, respectively) than 10-12-year-olds (mean = 55.7 and 84.2, respectively) and 13-17-year-olds (mean = 68.6 and 77.4, respectively). The path analysis indicated VR engagement and fun were significantly correlated (p-value < 0.05). VR engagement significantly negatively impacted overall pain scores (coefficient = -0.45, -0.41; p-value < 0.05) and significantly positively impacted time thinking of pain (coefficient = 0.38, 0.32; p-value < 0.05). Younger patients had the highest expectations of VR helpfulness and need. VR game realism, fun, and engagement features were not statistically different between age groups and sexes. VR engagement and thinking of pain during burn dressing significantly positively affected self-reported pain (p-value < 0.05), suggesting an analgesic mechanism beyond distraction alone. Younger patients benefited more from VR than older patients.

Comparing eye-hand coordination between controller-mediated virtual reality, and a real-world object interaction task.

Virtual reality (VR) technology has advanced significantly in recent years, with many potential applications. However, it is unclear how well VR simulations mimic real-world experiences, particularly in terms of eye-hand coordination. This study compares eye-hand coordination from a previously validated real-world object interaction task to the same task re-created in controller-mediated VR. We recorded eye and body movements and segmented participants' gaze data using the movement data. In the real-world condition, participants wore a head-mounted eye tracker and motion capture markers and moved a pasta box into and out of a set of shelves. In the VR condition, participants wore a VR headset and moved a virtual box using handheld controllers. Unsurprisingly, VR participants took longer to complete the task. Before picking up or dropping off the box, participants in the real world visually fixated the box about half a second before their hand arrived at the area of action. This 500-ms minimum fixation time before the hand arrived was preserved in VR. Real-world participants disengaged their eyes from the box almost immediately after their hand initiated or terminated the interaction, but VR participants stayed fixated on the box for much longer after it was picked up or dropped off. We speculate that the limited haptic feedback during object interactions in VR forces users to maintain visual fixation on objects longer than in the real world, altering eye-hand coordination. These findings suggest that current VR technology does not replicate real-world experience in terms of eye-hand coordination.

Design and assessment of a virtual reality learning environment for firefighters

The use of virtual reality (VR) in firefighter training is promising because it provides cost-effective, safe environments that arouse similar behavioral responses to real-life scenarios. However, the pedagogical potential of VR and its impact on learning outcomes compared to traditional methods is currently an under-explored area. This research investigates how well VR can support learning compared to traditional methods in the context of training firefighters in combating vegetation fires. A VR learning environment was developed, informed by a “design for learning” framework providing a pedagogical underpinning. A between-subjects experiment was conducted with 40 participants to measure the knowledge transfer of the VR learning environment against the official textbook. In addition, VR's theorized learning benefits of intrinsic motivation, situational interest, and self-efficacy were compared with textbook-based learning. Lastly, the design quality of the learning environment was assessed based on its learning and user experience. We employed a primarily quantitative approach to data collection and analysis, using a combination of knowledge test results and questionnaires, with supporting qualitative data from semi-structured interviews and observation notes to answer our hypotheses. The results found a significant difference between the knowledge transfer of both conditions, with textbook-based learning more effectively transferring factual and conceptual knowledge than VR. No significant difference was found in reported self-efficacy between the two conditions but was found in reported levels of intrinsic motivation and situational interest, which were higher in the VR condition. The design was found to have facilitated a good user and learning experience, assessed via questionnaire responses. During interviews, VR participants reported high levels of satisfaction with the experience, praising the hands-on learning approach and interactivity, while reporting frustration with the lack of knowledge reinforcement and initial difficulties with the controls. A key finding was that presence was found to be negatively associated with knowledge transfer, which we theorize to be caused by the novelty of the realistic VR environment distracting participants from the more familiar lesson content. This research contributes to the body of work related to knowledge transfer within VR in this domain while highlighting key pedagogical and design considerations that can be used to inform future design implementations.

미래 지향적 과제로서 가상현실(VR) 태권도

The purpose of this study is to prepare the prospect and role of Taekwondo by discussing the relationship between virtual reality and Taekwondo as a future-oriented task. To this end, it was explained based on empiricism based on the empirical achievements of the second generation cognitive science. First, the mind is innately embodied. Second, thinking is largely unconscious. Third, it rests on the point that abstract concepts are mostly metaphorical. Taekwondo participants in virtual reality relate to physical activity as a movement through interaction between body and mind. VR Taekwondo is a future-oriented task, and it is valuable in that it suggests the possibility of a new Taekwondo culture and digital Taekwondo industrialization and furthermore as an e-sports event.

A novel quantitative assessment of engagement in virtual reality: Task-unrelated thought is reduced compared to 2D videos.

Recent meta-analytic evidence suggests that students’ minds are likely to wander off-task frequently, regardless of the learning modality; yet virtual reality (VR) has been notably unexplored in this space. VR may present an opportunity to mitigate task-unrelated thought (TUT; the most common operationalization of mind wandering) because it minimizes audio-visual distractions and increases feelings of immersion. The current study tested this possibility by analyzing TUT frequency reports from 118 participants as they learned about climate change in one of two conditions: a 360° video in VR versus a traditional video on a 2D monitor. Participants answered momentary thought probes at pseudo-random intervals throughout the video and eye-gaze was recorded in both modalities. Results indicated that participants were less likely to experience TUT in the VR condition compared to non-VR (B = 0.49; p = 0.02). Consistent with prior research, TUT was also negatively related to posttest performance (B = −0.05; p = 0.01). Finally, TUT mediated the effect between learning modality on posttest performance, such that participants in VR experienced lower TUT and subsequently scored higher on the posttest (B = 0.19; p = 0.03). We also present exploratory analyses on how gaze patterns differed across modalities as well as how gaze was related to instances of TUT.

A virtual reality exploration of library services: Affordances and perceptions

Community college libraries provide valuable resources and services to both students and local residents. However, these libraries are not used as much as they could be, partly because people can find them hard to access and are unaware of what they offer. This study used both qualitative and quantitative methods to measure how well people remembered information from a virtual reality (VR) library tour compared to a traditional public presentation about the library’s offerings. The study found no statistical difference in user knowledge retention between the control and experimental groups. Additionally, VR participants described positive experiences of autonomy and immersiveness while using the interface, expressed desires for a wider range of actions during the tour, and at times reported motion sickness and discomfort using the VR interface. While such VR tours afford access to students and members of the public not able to physically travel to the library, VR tours should be utilized as augmentations, not replacements, for ways of sharing what libraries offer. Future research should specifically investigate gendered differences in user experiences.

Pilot randomized clinical trial of virtual reality pain management during adult burn dressing changes: Lessons learned.

Opioids are the most frequently used pain medications by US burn centers to control severe procedural pain during wound care. Concerns for long-term opioid use have prompted the exploration of non-pharmaceutical interventions, such as virtual reality (VR), for procedural pain management. The primary objective of this pilot study was to evaluate the feasibility and efficacy of VR pain alleviation treatment in reducing adult burn patients' perceived pain during burn dressing changes. Adult patients aged 18-70 years were recruited from the inpatient unit of a single American Burn Association-verified burn center between May 2019 and February 2020 and randomly assigned to one of three arms. Active VR participants played four VR games; passive VR participants were immersed in the same VR environment without the interaction elements; and a standard of care control group. 71 patients were screened for eligibility and 33 were deemed eligible to approach for informed consent, with 14 agreeing to participate in this study. Of these 14 patients, 4 were randomly assigned to the active VR, 4 to the passive VR, and 6 to the control group. Self-reported overall pain was lowest among participants in the active VR (dressing 1 = 41.3, dressing 2 = 61.0, and dressing 3 = 72.7) and highest among participants in the passive VR (dressing 1 = 58.3, dressing 2 = 74.5, and dressing 3 = 89.0) across all three dressing changes. Self-reported worst pain was lowest among the active VR at the first and last dressing (64.3 and 92.2, respectively), but the control group has the lowest self-reported worst pain at the second dressing (71.3). VR is a useful non-pharmacological tool for pain distraction but designing and implementing clinical research studies face many challenges in real-world medical settings. Lessons from this study have important implications for future VR studies by other researchers. Trial Registration: ClinicalTrials.gov Identifier: NCT04545229.

Halting the Decay of Talk

We investigate how people with atypical bodily capabilities interact within virtual reality (VR) and the way they overcome interactional challenges in these emerging social environments. Based on a videographic multimodal single case analysis, we demonstrate how non-speaking VR participants furnish their bodies, at-hand instruments, and their interactive environment for their practical purposes. Our findings are subsequently related to renewed discussions of the relationship between agency and environment, and the co-constructed nature of situated action. We thus aim to contribute to the growing vocabulary of atypical interaction analysis and the broader context of ethnomethodological conceptualizations of unorthodox and fractured interactional ecologies.

Age and gender effects on presence, user experience and usability in virtual environments-first insights.

Virtual Reality (VR) is applied in various areas were a high User Experience is essential. The sense of Presence while being in VR and its relation to User Experience therefore form crucial aspects, which are yet to be understood. This study aims at quantifying age and gender effects on this connection, involving 57 participants in VR, and performing a geocaching game using a mobile phone as experimental task to answer questionnaires measuring Presence (ITC-SOPI), User Experience (UEQ) and Usability (SUS). A higher Presence was found for the older participants, but there was no gender difference nor any interaction effects of age and gender. These findings are contractionary to preexisting limited work which has shown higher Presence for males and decreases of Presence with age. Four aspects discriminating this study from literature are discussed as explanations and as a starting point for future investigations into the topic. The results further showed higher ratings in favor of User Experience and lower ratings towards Usability for the older participants.

The EXPERIENCE system for the investigation of behavioral differences between depressed and healthy-control participants in Virtual Reality

IntroductionThe EXPERIENCE project aims to enable the creation and sharing of extended-personal realities in virtual reality (VR). Currently, software and hardware technology are under development, that will automatically generate VR environments based on neurophysiological, psychological, cognitive, and behavioral data to support not only the recording of personal experiences but the transmission as well to another user. Potential use cases include enhanced treatment and the assessment of symptom severity of affective disorders.ObjectivesThe objective is to design and create a virtual reality environment that enables the identification of between-group differences in behavioral measures when comparing depressed and healthy-control participants.MethodsWe conducted a literature review to identify measures that can be implemented in VR and have the potential to show differences between depressed and healthy-control participants. PubMed and ResearchGate databases were screened to identify potential cognitive tasks. A selection protocol was developed considering effect size, homogeneity of results, risk for cybersickness, cognitive demand, domain heterogeneity, and VR compatibility to choose 4 out of the 47 initial tasks. In addition to the cognitive tasks, behavior measures were considered as well and a virtual environment has been equipped to assess (1) exploratory behavior; (2) engagement with emotionally valenced stimuli (via eye-tracking); (3) metacognitive sensitivity, (4) persistence/grit, and (5) possible effects of mood induction.ResultsBased on the above review, a virtual environment has been developed which is composed of four rooms and a hallway where the starting point is. After an initial tutorial on how the environment/controllers work participants are free to explore and instructions are only provided for the specific cognitive tasks which have to be solved to open the doors and move between rooms. The rooms are equipped with numerous interactive objects and images with varying emotional valence. The engagement with the environment and general activity are continuously recorded and can be retrieved for analyses after participants exit the environment.ConclusionsIf the controlled VR environment will be proven effective for the assessment of depressive symptoms in future studies, the EXPERIENCE system could incorporate direct and objective behavioral measures into the assessment depressive symptoms. Consequently, the system has the potential to support the clinical diagnosis of affective disorders.AcknowledgementThe EXPERIENCE project is funded by the European Commission H2020 Framework Program with the Grant No. 101017727.Disclosure of InterestNone Declared

The Effects of a Nature-based Virtual Reality Program on Emotional Health and Quality of Life among Older Adults with Dementia

Objectives: In this pilot study, we focused on the health benefits of a nature-based virtual reality (VR) intervention for older adults with dementia, primarily Alzheimer's Disease (AD). Our main objective was to assess pre-post changes in the emotional health and quality of life of older adults with AD after participating in a 5-week nature-based VR program. Methods: Using in-depth interviews with VR participants and facility staff, we explored the health outcomes of participants as well as challenges to their participation. We recruited 11 participants. Results: We found an increase in participants' mean scores for pleasure and alertness and a decrease in mean scores for anxiety, sadness, and anger. In addition, we found that the quality-of-life mean scores significantly increased after program participation. In qualitative findings, we identified 3 main themes as possible mental health outcomes of the nature-based VR program: (1) enjoyment, (2) novel experience, and (3) reminiscence. On the other hand, participants experienced some challenges related to the VR gear and manipulating the VR controllers and goggles while engaged in the program. Conclusion: The nature-based VR program was instrumental in promoting emotional health and quality of life among older adults with AD.

The Impact of the Addition of a Virtual Reality Trainer on Skill Retention of Tourniquet Application for Hemorrhage Control Among Emergency Medical Technician Students: A Pilot Study.

Trauma is a leading cause of preventable death in the United States. Emergency Medical Technicians (EMTs) often arrive first at the scene of traumatic injuries to perform life-saving skills such as tourniquet placement. While current EMT courses teach and test tourniquet application, studies have shown efficacy and retention of EMT skills such as tourniquet placement decay over time, with educational interventions needed to improve retention of skills. A prospective randomized pilot study was conducted to determine differences in retention of tourniquet placement among 40 EMT students after initial training. Participants were randomly assigned to either a virtual reality (VR) intervention or a control group. The VR group received instruction from a refresher VR program 35 days after initial training as a supplement to their EMT course. Both the VR and control participants' tourniquet skills were assessed 70 days after initial training by blinded instructors. Results: There was no significant difference in correct tourniquet placement between both groups (Control, 63% vs Intervention, 57%, p = 0.57). It was found that 9/21 participants (43%) in the VR intervention group failed to correctly apply the tourniquet while 7/19 of the control participants (37%) failed in tourniquet application. Additionally, the VR group was more likely to fail the tourniquet application due to improper tightening than the control group during the final assessment (p = 0.04). Conclusion: In this pilot study, using a VR headset in conjunction with in-person training did not improve the efficacy and retention of tourniquet placement skills. Participants who received the VR intervention were more likely to have errors relating to haptics, rather than procedure-related errors.

Familiar size affects perception differently in virtual reality and the real world.

The promise of virtual reality (VR) as a tool for perceptual and cognitive research rests on the assumption that perception in virtual environments generalizes to the real world. Here, we conducted two experiments to compare size and distance perception between VR and physical reality (Maltz et al. 2021 J. Vis. 21, 1-18). In experiment 1, we used VR to present dice and Rubik's cubes at their typical sizes or reversed sizes at distances that maintained a constant visual angle. After viewing the stimuli binocularly (to provide vergence and disparity information) or monocularly, participants manually estimated perceived size and distance. Unlike physical reality, where participants relied less on familiar size and more on presented size during binocular versus monocular viewing, in VR participants relied heavily on familiar size regardless of the availability of binocular cues. In experiment 2, we demonstrated that the effects in VR generalized to other stimuli and to a higher quality VR headset. These results suggest that the use of binocular cues and familiar size differs substantially between virtual and physical reality. A deeper understanding of perceptual differences is necessary before assuming that research outcomes from VR will generalize to the real world. This article is part of a discussion meeting issue 'New approaches to 3D vision'.

3차원 환경 복원을 위한 다수 카메라 최적 배치 학습 기법

Recently, research and development on immersive virtual reality(VR) technology to provide a realistic experience is being widely conducted. To provide realistic experience in immersive virtual reality for VR participants, virtual environments should consist of high-realistic environments using 3D reconstruction. In this paper, to acquire 3D information in real space using multiple cameras in the reconstruction process, we propose a novel method of optimal camera placement for accurate reconstruction to minimize distortion of 3D information. Through our approach in this paper, real 3D information can obtain with minimized errors during environment reconstruction, and it is possible to provide a more immersive experience with the created virtual environment.