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1. Navigation Tasks in Desktop VR Environments to Improve the Spatial Orientation Skill of Building Engineers

   https://doi.org/10.3390/buildings11100492  

   Carbonell-Carrera, Carlos; Saorin, Jose; Jaeger, Allison (October 2021, Buildings)

   Virtual reality is a powerful tool for teaching 3D digital technologies in building engineering, as it facilitates the spatial perception of three-dimensional space. Spatial orientation skill is necessary for understanding 3D space. With VR, users navigate through virtually designed buildings and must be constantly aware of their position relative to other elements of the environment (orientation during navigation). In the present study, 25 building engineering students performed navigation tasks in a desktop-VR environment workshop. Performance of students using the desktop-VR was compared to a previous workshop in which navigation tasks were carried out using head-mounted displays. The Perspective Taking/Spatial Orientation Test measured spatial orientation skill. A questionnaire on user experience in the virtual environment was also administered. The gain in spatial orientation skill was 12.62%, similar to that obtained with head-mounted displays (14.23%). The desktop VR environment is an alternative to the HMD-VR environment for planning strategies to improve spatial orientation. Results from the user-experience questionnaire showed that the desktop VR environment strategy was well perceived by students in terms of interaction, 3D visualization, navigation, and sense of presence. Unlike in the HDM VR environment, student in the desktop VR environment did not report feelings of fatigue or dizziness. 

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2. A Study of Class Meetings in VR: Student Experiences of Attending Lectures and of Giving a Project Presentation

   https://doi.org/10.3389/frvir.2021.648619  

   Yoshimura, Andrew; Borst, Christoph W. (May 2021, Frontiers in Virtual Reality)

   null (Ed.)

   We study student experiences of social VR for remote instruction, with students attending class from home. The study evaluates student experiences when: (1) viewing remote lectures with VR headsets, (2) viewing with desktop displays, (3) presenting with VR headsets, and (4) reflecting on several weeks of VR-based class attendance. Students rated factors such as presence, social presence, simulator sickness, communication methods, avatar and application features, and tradeoffs with other remote approaches. Headset-based viewing and presenting produced higher presence than desktop viewing, but had less-clear impact on overall experience and on most social presence measures. We observed higher attentional allocation scores for headset-based presenting than for both viewing methods. For headset VR, there were strong negative correlations between simulator sickness (primarily reported as general discomfort) and ratings of co-presence, overall experience, and some other factors. This suggests that comfortable users experienced substantial benefits of headset viewing and presenting, but others did not. Based on the type of virtual environment, student ratings, and comments, reported discomfort appears related to physical ergonomic factors or technical problems. Desktop VR appears to be a good alternative for uncomfortable students, and students report that they prefer a mix of headset and desktop viewing. We additionally provide insight from students and a teacher about possible improvements for VR class technology, and we summarize student opinions comparing viewing and presenting in VR to other remote class technologies. 

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3. Simulator Sickness and Performance in AR vs VR: A Comparative Analysis Applied to Additive Manufacturing

   https://doi.org/10.54941/ahfe1005671  

   Ahmed, Tazim; Lopez, Jose; Rai, Soptorshi; Yang, Yiran; Rahman, Mahmudur (December 2024, Springer)

   Augmented Reality (AR) and Virtual Reality (VR) technologies are increasingly becoming integral to educational and training contexts, yet comparative analyses of their effects on simulator sickness and user experience remain limited. Recent advancements in AR/VR headsets, such as the Meta Quest 3, now allow virtual and augmented reality experiences to be delivered through a single device. However, previous research comparing user experiences between virtual and augmented reality did not account for the use of a unified headset in their investigation. This study aims to investigate the differential effects of AR and VR on users’ simulator sickness, engagement, mental workload, and performance, and usability of the training environment. A training module was developed in Unity 3D for both AR and VR focusing on 3D printing using a powder bed fusion (PBF) printer. A within-subject assignment of factors explored the comparison of ten participants’ experiences regarding simulation sickness and printing experiences and performances. Each participant went through the same tasks under simulated environments to explore the implications of AR and VR on user experience. The study found that there was no statistically significant difference in motivation and user experiences between AR and VR using Meta Quest 3. Moreover, the users experienced comparatively higher simulator sickness in VR than in AR. These findings will not only help to fill the gaps in comparative studies of AR and VR but will also help to inform future technological deployments in educational and professional training scenarios. 

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4. Field-of-View Restriction to Reduce VR Sickness Does Not Impede Spatial Learning in Women

   https://doi.org/10.1145/3448304  

   Adhanom, Isayas Berhe; Al-Zayer, Majed; Macneilage, Paul; Folmer, Eelke (June 2021, ACM Transactions on Applied Perception)

   null (Ed.)

   Women are more likely to experience virtual reality (VR) sickness than men, which could pose a major challenge to the mass market success of VR. Because VR sickness often results from a visual-vestibular conflict, an effective strategy to mitigate conflict is to restrict the user’s field-of-view (FOV) during locomotion. Sex differences in spatial cognition have been well researched, with several studies reporting that men exhibit better spatial navigation performance in desktop three-dimensional environments than women. However, additional research suggests that this sex difference can be mitigated by providing a larger FOV as this increases the availability of landmarks, which women tend to rely on more than men. Though FOV restriction is already a widely used strategy for VR headsets to minimize VR sickness, it is currently not well understood if it impedes spatial learning in women due to decreased availability of landmarks. Our study (n=28, 14 men and 14 women) found that a dynamic FOV restrictor was equally effective in reducing VR sickness in both sexes, and no sex differences in VR sickness incidence were found. Our study did find a sex difference in spatial learning ability, but an FOV restrictor did not impede spatial learning in either sex. 

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5. Integrating Real-World Distractions into Virtual Reality

   https://doi.org/10.1145/3526113.3545682  

   Tao, Yujie; Lopes, Pedro (October 2022, ACM)

   With the proliferation of consumer-level virtual reality (VR) devices, users started experiencing VR in less controlled environments, such as in social gatherings and public areas. While the current VR hardware provides an increasingly immersive experience, it ignores stimuli originating from the physical surroundings that distract users from the VR experience. To block distractions from the outside world, many users wear noise-canceling headphones. However, this is insufficient to block loud or transient sounds (e.g., drilling or hammering) and, especially, multi-modal distractions (e.g., air drafts, temperature shifts from an A/C, construction vibrations, or food smells). To tackle this, we explore a new concept, where we directly integrate the distracting stimuli from the user's physical surroundings into their virtual reality experience to enhance presence. Using our approach, an otherwise distracting wind gust can be directly mapped to the sway of trees in a VR experience that already contains trees. Using our novel approach, we demonstrate how to integrate a range of distractive stimuli into the VR experience, such as haptics (temperature, vibrations, touch), sounds, and smells. To validate our approach, we conducted three user studies and a technical evaluation. First, to validate our key principle, we conducted a controlled study where participants were exposed to distractions while playing a VR game. We found that our approach improved users’ sense of presence, compared to wearing noise-canceling headphones. From these results, we engineered a sensing module that detects a set of simple distractive signals (e.g., sounds, winds, and temperature shifts). We validated our hardware in a technical evaluation and in an out-of-lab study where participants played VR games in an uncontrolled environment. Moreover, to gather the perspective of VR content creators that might one day utilize a system inspired by our findings, we invited game designers to use our approach and collected their feedback and VR designs. Finally, we present design considerations for mapping distracting external stimuli and discuss ethical considerations of integrating real-world stimuli into virtual reality. 

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