VR Experience Research Articles

Cultural Reflections in Virtual Reality: The Effects of User Ethnicity in Avatar Matching Experiences on Sense of Embodiment.

Matching avatar characteristics to a user can impact sense of embodiment (SoE) in YR. However, few studies have examined how participant demographics may interact with these matching effects. We recruited a diverse and racially balanced sample of 78 participants to investigate the differences among participant groups when embodying both demographically matched and unmatched avatars. We found that participant ethnicity emerged as a significant factor, with Asian and Black participants reporting lower total SoE compared to Hispanic participants. Furthermore, we found that user ethnicity significantly influences ownership (a subscale of SoE), with Asian and Black participants exhibiting stronger effects of matched avatar ethnicity compared to White participants. Additionally, Hispanic participants showed no significant differences, suggesting complex dynamics in ethnic-racial identity. Our results also reveal significant main effects of matched avatar ethnicity and gender on SoE, indicating the importance of considering these factors in VR experiences. These findings contribute valuable insights into understanding the complex dynamics shaping VR experiences across different demographic groups.

Towards gamification for spatial digital learning environments

Digital learning environments exhibiting spatial dimensions, such as VR experiences or virtual labs, have become increasingly common in recent years. At the same time, it is known that gamification, i.e., the application of game-like mechanisms, might support the motivational design of learning environments. However, so far, there seems to be no systematic overview on whether and how spatial dimensions are incorporated into gamification mechanisms. Accordingly, we conducted a systematic literature review to identify gamification mechanisms that use spatial dimensions. Out of 849 articles we finally included 11 articles found in the three databases ScienceDirect, IEEE, and ACM DL that conducted gamification in the context of spatial digital learning environments. For the most part, the gamification mechanisms used in these 11 articles did not relate to any spatial dimension. Conclusively, we state that there have been few approaches to gamification exploiting the spatial dimension. Given the limited findings in the literature, we propose developing a model to bridge existing gaps and support a structured approach to incorporating spatial dimensions into gamification mechanisms. Accordingly, we contribute to enhancing spatial digital learning environments with further motivational cues through spatial gamification mechanics.

Advancements of virtual reality in tourism and hospitality research. A hybrid review using the TCCM framework

ABSTRACT This paper aims to explore the advancements in VR research within tourism and hospitality industry using a hybrid review approach combining bibliometric analysis and TCCM framework. The study uncovers the past, present, and emerging research themes in the field, with most studies grounded in theoretical foundations (T); it presents eleven distinct contexts of VR applications (C); and indicates VR experiences mostly enhance behavioral intentions to visit (C); quantitative approaches, such as surveys and experiments are preferred over qualitative methods (M). Finally, this study proposes a conceptual model and nomological network, along with directions for future research through the TCCM perspective.

‘It’s like being there, but not in the way'. Exploring the use of virtual reality tools to stimulate reflection in Norwegian physical education teacher education

ABSTRACT The ongoing discussion surrounding the incorporation of technology in education has persisted over time. While technology offers significant advantages, such as improved collaboration and access to quality educational materials, it also introduces complexities such as the digital divide and concerns about data privacy, awareness and appropriate use. VR presents opportunities for future teachers to practice decision-making skills in controlled environments, although its effectiveness varies depending on the context and user perceptions. Research indicates that 360° videos enhance reflexivity, support practice and improve observation skills and content knowledge. However, the impact of viewing these videos individually versus in groups remains inconclusive. This study aims to explore students’ perspectives on the use of primary school physical education (PE) 360° video recordings and VR technology to enhance reflexivity. To this end, the theory of practice architectures was reviewed to provide a framework for analysing how educational practices interact with wider contexts, while another theory, reflection, helps to examine students’ critical thinking and introspection. The study intervention involved fourth-year students at a Norwegian university, who observed 360° recordings of physical education lessons using VR technology. Data were generated through these observations, which included the 360° recordings and small group interviews, and were analysed using reflective thematic analysis. The results highlight the importance of group dynamics, and that the authenticity of VR experiences can foster motivation and reflection. These insights can inform the design of future educational approaches in physical education teacher education (PETE), emphasising the need for careful consideration of technological and pedagogical practices to support effective and innovative teaching and learning to enhance experience and teaching.

Flipping into the Future: Exploring Player Experience and Task Demand in Physical, VR, and PC Pinball

Attempts to digitize pinball have been met with skepticism; however, VR presents a new opportunity to access and enjoy this popular game. In a controlled study (N=60), we investigated how physical pinball, VR pinball, and PC pinball differ in terms of player experience (pX) and task demand using both quantitative and qualitative data. Participants mainly preferred physical pinball, followed by VR pinball; only two participants preferred pinball on the PC. With the exception of immersion, results showed no pX differences between physical and VR pinball; although PC pinball was rated as inferior on multiple dimensions. Furthermore, enjoyment of physical pinball was associated with curiosity, control, and challenge, whereas in VR and PC pinball, immersion and audiovisual appeal mattered. Interestingly, preference and pX did not depend on existing familiarity with pinball. Our findings suggest that VR can offer an accessible, enjoyable pinball experience, regardless of familiarity.

Effectiveness of Virtual Reality-Based Multi-Therapy Systems for Physio-Psychological Rehabilitation: A Clinical Study

The worldwide increase in the number of disorders requiring rehabilitation is weighing more and more on healthcare systems, seriously affecting the quality of life of patients. Emergent technologies and techniques should be used more and more in both physical and psychological rehabilitation, after a thorough study of their potential and effects. Our paper presents an original virtual reality-based system including gamified immersive physio-psychological exercises, which was tested in a clinical setting with 25 patients suffering from various musculoskeletal, neuromotor, or mental disorders. A thorough testing protocol was followed during a two-week period, including repeated trials, progress tracking, and objective and subjective instruments used for data collection. A statistical analysis helped us identify interesting correlations between complex virtual reality games and people’s performance, and the high level of relaxation and stress relief (4.57 out of 5 across all games) which can be offered by VR-based psychotherapy exercises, as well as the increased ease of use (4.26 out of 5 perceived across all games) of properly designed training exercises regardless of patients’ level of VR experience (84% of patients with no or low experience and no patient with high experience).

An immersive labeling method for large point clouds

3D point clouds, such as those produced by 3D scanners, often require labeling – the accurate classification of each point into structural or semantic categories – before they can be used in their intended application. However, in the absence of fully automated methods, such labeling must be performed manually, which can prove extremely time and labor intensive. To address this we present a virtual reality tool for accelerating and improving the manual labeling of very large 3D point clouds. The labeling tool provides a variety of 3D interactions for efficient viewing, selection and labeling of points using the controllers of consumer VR-kits. The main contribution of our work is a mixed CPU/GPU-based data structure that supports rendering, selection and labeling with immediate visual feedback at high frame rates necessary for a convenient VR experience. Our mixed CPU/GPU data structure supports fluid interaction with very large point clouds in VR, what is not possible with existing continuous level-of-detail rendering algorithms. We evaluate our method with 25 users on tasks involving point clouds of up to 50 million points and find convincing results that support the case for VR-based point cloud labeling.

Toward Understanding the Impact of Visualized Focus Levels in Virtual Reality on User Presence and Experience

Neurofeedback refers to the process of feeding a sensory representation of brain activity back to users in real time to improve a particular brain function, e.g., their focus and/or attention on a particular task. This study addressed the notable lack of research on methods used to visualize EEG data and their effects on the immersive quality of VR. We developed an algorithm to quantify focus, yielding a focus score. A pre-study with twenty participants confirmed its effectiveness in distinguishing between focused and relaxed mental states. Subsequently, we used this focus score to prototype a VR experience system visualizing the focus score in preconfigured manners, which was utilized in an exploratory study to assess the impact of different neurofeedback visualization methods on user engagement and focus in VR. Among all the visualization methods evaluated, the environmental scheme stood out due to its superior usability during task execution, its ability to evoke positive emotions through the visualization of objects or scenes, and its minimal deviation from user expectations. Additionally, we explored design guidelines based on collected results for future research to further refine the visualization scheme, ensuring effective integration of the focus score within the VR environment. These enhancements are crucial for designing neurofeedback visualization schemes that aim to boost participant focus in VR settings, offering significant insights into the optimization of such technologies.

Co-designing a virtual reality exposure therapy with students experiencing school anxiety: a proof-of-concept study.

Anxiety related school avoidance can affect up to 5% of a country's students each year. VRET (Virtual Reality Exposure Therapy) is a novel therapy proven to be as effective as conventional approaches for treating many anxiety disorders. The aim of this research is to co-design and evaluate a VRET intervention for students experiencing school related anxiety. Eighteen adolescents participated in design thinking workshops where they developed a script and storyboard for the VRET. Using an iterative approach, a VRET prototype was developed based on this work. Eighteen teenagers were subsequently recruited to engage with the VRET for one session each and provide feedback on their experience via a structured questionnaire (supervised by a study coordinator) particularly focusing on the ability of the VR experience to reduce school related anxiety. Exposure therapy needs to produce an anxiety response to be effective. The VRET was effective in producing an anxiety response in 89% of participants. Results demonstrated that 93% of participants found the simulations immersive, 94% found the scenarios believable, and 83% could relate to 'Dala', the avatar in the videos. 100% of participants believed that VRET would help with school anxiety. This proof-of-concept study demonstrates favourable face validity indicating promise for this mode of intervention for delivering targeted support to anxious students. VRET could be used as a scalable, cost effective early intervention to reduce the severity of anxiety associated with school avoidance.

Enhancing educational experience through establishing a VR database in craniosynostosis: report from a single institute and systematic literature review.

Craniosynostosis is a type of skull deformity caused by premature ossification of cranial sutures in children. Given its variability and anatomical complexity, three-dimensional visualization is crucial for effective teaching and understanding. We developed a VR database with 3D models to depict these deformities and evaluated its impact on teaching efficiency, motivation, and memorability. We included all craniosynostosis cases with preoperative CT imaging treated at our institution from 2012 to 2022. Preoperative CT scans were imported into SpectoVR using a transfer function to visualize bony structures. Measurements, sub-segmentation, and anatomical teaching were performed in a fully immersive 3D VR experience using a headset. Teaching sessions were conducted in group settings where students and medical personnel explored and discussed the 3D models together, guided by a host. Participants' experiences were evaluated with a questionnaire assessing understanding, memorization, and motivation on a scale from 1 (poor) to 5 (outstanding). The questionnaire showed high satisfaction scores (mean 4.49 ± 0.25). Participants (n = 17) found the VR models comprehensible and navigable (mean 4.47 ± 0.62), with intuitive operation (mean 4.35 ± 0.79). Understanding pathology (mean 4.29 ± 0.77) and surgical procedures (mean 4.63 ± 0.5) was very satisfactory. The models improved anatomical visualization (mean 4.71 ± 0.47) and teaching effectiveness (mean 4.76 ± 0.56), with participants reporting enhanced comprehension and memorization, leading to an efficient learning process. Establishing a 3D VR database for teaching craniosynostosis shows advantages in understanding and memorization and increases motivation for the study process, thereby allowing for more efficient learning. Future applications in patient consent and teaching in other medical areas should be explored.

360 ° Stereo Image Composition With Depth Adaption.

360 ° images and videos have become an economic and popular way to provide VR experiences using real-world content. However, the manipulation of the stereo panoramic content remains less explored. In this article, we focus on the 360 ° image composition problem, and develop a solution that can take an object from a stereo image pair and insert it at a given 3D position in a target stereo panorama, with well-preserved geometry information. Our method uses recovered 3D point clouds to guide the composited image generation. More specifically, we observe that using only a one-off operation to insert objects into equirectangular images will never produce satisfactory depth perception and generate ghost artifacts when users are watching the result from different view directions. Therefore, we propose a novel per-view projection method that segments the object in 3D spherical space with the stereo camera pair facing in that direction. A deep depth densification network is proposed to generate depth guidance for the stereo image generation of each view segment according to the desired position and pose of the inserted object. We finally combine the synthesized view segments and blend the objects into the target stereo 360 ° scene. A user study demonstrates that our method can provide good depth perception and removes ghost artifacts. The per-view solution is a potential paradigm for other content manipulation methods for 360 ° images and videos.

Informing a Future Clinician-Led Virtual Reality Experience Through Oncology Caregivers' Pre-Treatment Preparation Experiences.

The purpose of this study was to 1) describe oncology caregivers' pre-treatment preparation experiences, 2) elicit their feedback about approaches to improve the pre-treatment preparation experience, and 3) explore the potential use of visual aids into the pre-treatment education experience that will inform future clinician-led VR experiences. Using a qualitative descriptive design and convenience sampling technique, adult oncology caregivers were recruited to complete anonymous demographic and qualitative surveys posted on social media sites (i.e. American Cancer Society, Facebook, and LinkedIn) and a university supported community research registry (i.e. Pitt + Me). Demographic data were calculated using descriptive analyses (frequency and percentage) and qualitative data were analyzed using an inductive coding approach. Participants (N=18) were mostly female (n=13, 72%), white (n=14, 78%), married (n=14, 78%), and had a college degree or higher (n=16, 89%). They categorically ranged in age from 26 years to above 65 years, with the majority (n=11, 61%) between 36-55 years of age. Caregivers described the cancer information as overwhelming and in need of additional side effect information and emotional support. To meet their unmet needs, participants suggested providing additional resources, different approaches to learning, better explanation of processes and procedures, diverse emotional support, and more interactions with the oncology team. Clinician created VR experiences designed for and informed by oncology caregivers do not exist yet. VR could provide an alternative pediogogical approach to complement standard oncology treatment preparation. These study findings begin the exploration into innovative preparation approaches that could meet oncology caregivers' unmet emotional and educational needs during a stressful period. There is a dearth of clinicians creating and testing VR experiences for patients, let alone caregivers. Oncology caregivers are the unseen 'backbone' supporting their loved one and providing an innovative modality to support them could improve outcomes. VR has the potential improve outcomes for caregivers, which may improve outcomes for patients.

Exploring Usability, Emotional Responses, Flow Experience, and Technology Acceptance in VR: A Comparative Analysis of Freeform Creativity and Goal-Directed Training

Exploring Usability, Emotional Responses, Flow Experience, and Technology Acceptance in VR: A Comparative Analysis of Freeform Creativity and Goal-Directed Training

Research on Digital Exhibition Hall Design Based on VR Experience — Taking Qiong Kiln as an Example

Based on the VR experience method, this paper analyzes the characteristics and development status of the current exhibition hall with Qiong Kiln in Sichuan Province as the design object. The design uses digital interaction technology, AI 3D generation, 3D software processing models, and UE5 engine to develop and produce a digital exhibition hall, and display related cultural relics in the exhibition hall. Through the construction of blueprints, users can interact with cultural relics and understand the cultural relics more intuitively. At the same time, we designed cultural and creative peripherals about Qiong Kiln to promote consumption and bring a better experience to users.

Retraction Note: Research on Great Wall section protection and user VR experience innovation based on GIS data visualization

Retraction Note: Research on Great Wall section protection and user VR experience innovation based on GIS data visualization

Am I the odd one? Exploring (in)congruencies in the realism of avatars and virtual others in virtual reality

Virtual humans play a pivotal role in social virtual environments, shaping users’ VR experiences. The diversity in available options and users’ individual preferences can result in a heterogeneous mix of appearances among a group of virtual humans. The resulting variety in higher-order anthropomorphic and realistic cues introduces multiple (in)congruencies, eventually impacting the plausibility of the experience. However, related work investigating the effects of being co-located with multiple virtual humans of different appearances remains limited. In this work, we consider the impact of (in)congruencies in the realism of a group of virtual humans, including co-located others (agents) and one’s self-representation (self-avatar), on users’ individual VR experiences. In a 2×3 mixed design, participants embodied either (1) a personalized realistic or (2) a customized stylized self-avatar across three consecutive VR exposures in which they were accompanied by a group of virtual others being either (1) all realistic, (2) all stylized, or (3) mixed between stylized and realistic. Our results indicate groups of virtual others of higher realism, i.e., potentially more congruent with participants’ real-world experiences and expectations, were considered more human-like, increasing the feeling of co-presence and the impression of interaction possibilities. (In)congruencies concerning the homogeneity of the group did not cause considerable effects. Furthermore, our results indicate that a self-avatar’s congruence with the participant’s real-world experiences concerning their own physical body yielded notable benefits for virtual body ownership and self-identification for realistic personalized avatars. Notably, the incongruence between a stylized self-avatar and a group of realistic virtual others resulted in diminished ratings of self-location and self-identification. This suggests that higher-order (in)congruent visual cues that are not within the ego-central referential frame of one’s (virtual) body, can have an (adverse) effect on the relationship between one’s self and body. We conclude on the implications of our findings and discuss our results within current theories of VR experiences, considering (in)congruent visual cues and their impact on the perception of virtual others, self-representation, and spatial presence.

Through Alzheimer’s Eyes: A Virtual Pilot Intervention for Family Caregivers of People with Dementia

ABSTRACT Objective To evaluate the feasibility and acceptability of a virtually delivered psychoeducational skill-building intervention for ADRD caregivers. Methods A single-arm, pre-posttest pilot study design was employed to evaluate the intervention. Four 90-min group-based weekly sessions were combined with four individual coaching sessions via Zoom. Intervention components covered topics designed to reduce caregiver stress and distress, and a VR experience to help caregivers understand dementia. Data was gathered via REDCap pre- and post-intervention and through post-intervention interviews via Zoom. Results Results (N = 20) from individual interviews, surveys, and treatment implementation strategies suggest strong feasibility and acceptability. Key change exploration indicated medium effect sizes and statistical significance in preparedness for caregiving (t(19) = 2.69, p = .015, d = 63), communication (t(19) = 2.45, p = .024, d = 0.55), and a medium effect size for the mindful attention awareness scale (t(19) = 0.48, p = (0.637, d = 0.54). Further, participants reported their perceptions of improvement in outcomes such as the ability to care, increased understanding of memory loss, and confidence. Conclusions Through Alzheimer’s Eyes is a feasible and acceptable intervention that blends technology with skill-building strategies to help caregivers manage their stress and distress regardless of their location. Clinical Implications There is potential for interventions including VR to assist family caregivers in managing caregiving challenges and improve well-being.

Co-creating and delivering personalized, nature-based VR experiences: Proof-of-concept study with four U.S. adults living with severe COPD

Severe chronic obstructive pulmonary disease (COPD) makes visiting outdoor spaces difficult. This proof-of-concept study tapped into personally meaningful outdoor memories to co-create and deliver personalized nature-based VR experiences with four adults living in upstate South Carolina, U.S. Our study objective was to evaluate participant responses to the co-creation process and VR experience. We identified familiar landscapes with each participant, captured 360-degree videos of these locations, and worked with them to select the videos, audio, and sequences to use. Each participant co-created and then experienced their own unique 5–7 min 360-degree video in a VR headset. Participant responses were measured with questionnaires on psychological well-being, perceived restoration, cybersickness, and presence, along with physiological data on heart rate, heart rate variability, respiratory rate, and blood oxygen levels. Our findings generally supported that the co-creation process and personalized, nature-based VR experience was safe for our participants and could support their psychological well-being. More broadly, this study supports additional research with these activities to promote well-being among people living with chronic disease.

Virtual reality simulations to alleviate fear and anxiety in children awaiting MRI: a small-scale randomized controlled trial.

Up to 75% of paediatric patients experience anxiety and distress before undergoing new medical procedures. Virtual reality is an interesting avenue for alleviating the stress and fear of paediatric patients due to its ability to completely immerse the child in the virtual world and thus expose them to the sights and sounds of an MRI before undergoing the exam. We aimed to explore the impact of virtual reality exposure on reducing fear and anxiety in paediatric patients scheduled to undergo an MRI. We hypothesised that patient who had undergone VR exposure before the MRI would experience lower levels of fear and anxiety and subsequently have a higher MRI success rate. We conducted a prospective randomized control trial in a tertiary paediatric hospital over three weeks. Inclusion criteria comprised children aged 4 to 14 undergoing MRI without medical contraindications for VR use. Thirty patients (16 in VR, 14 in control) were included in the study. The VR room, created in-house by a researcher, that the VR group experienced, simulated MRI room with typical sounds for up to 5min before their actual MRI. Fear and anxiety were measured using the FACES scale before and after MRI for the control group as well as after VR exposure for the VR group. The VR group exhibited a significant reduction in anxiety post-VR exposure regarding the upcoming MRI (p = 0.009). There was no significant difference with regards to fear and anxiety between the VR and control groups before or after the MRI exam. There was no significant difference between the MRI exam success rates. VR exposure effectively reduces pre-MRI anxiety in paediatric patients who are about to undergo the exam, this is important as it alleviates the psychological burden on the child. This research is in line with previous findings, showing the validity of VR as a method of reducing pre-procedural paediatric anxiety and suggesting that complex VR experiences may not be necessary to have a significant impact. There is, however, a need for further investigation in this field using larger and MRI-naïve groups of patients.

Using VR experience to show new subjects to undergraduate students: HalDron Project.

Abstract The present research aimed to test if immersive technologies would help STEM undergraduate students from Ecuador to conceptualize and connect with new subjects. An application was developed for Oculus Quest 2 on Introduction to Radioactivity. The test subjects were presented with a questionnaire containing a theoretical assessment and then were exposed to a short, interactive experience about the topic with audio and video explanations from a Virtual Learning Companion and animations with small interactions and hyper-lapses in the fashion of a futuristic laboratory. A majority of the test subjects were not gamers and had little exposure to virtual reality outside of smartphones or 3D films before the experience. In a posterior questionnaire, results show that regardless of their prior experience, the users obtained a high degree of immersion that helped them understand and develop an interest in the topic. None of the students reduced their initial grade on the questionnaire, 44.8% increased their grades from one to two times, and 44.8% increased their grades 2 times or higher. Another questionnaire was presented to learn about their user experience to understand better how the immersion and their previous exposition, or lack thereof, helped them conceptualize the concepts presented.