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1. Walking and Teleportation in Wide-area Virtual Reality Experiences

   https://doi.org/10.1109/ISMAR50242.2020.00088  

   Sayyad, Ehsan ; Sra, Misha ; Höllerer, Tobias ( November 2020 , International Symposium on Mixed and Augmented Reality)

   Location-based or Out-of-Home Entertainment refers to experiences such as theme and amusement parks, laser tag and paintball arenas, roller and ice skating rinks, zoos and aquariums, or science centers and museums among many other family entertainment and cultural venues. More recently, location-based VR has emerged as a new category of out-of-home entertainment. These VR experiences can be likened to social entertainment options such as laser tag, where physical movement is an inherent part of the experience versus at-home VR experiences where physical movement often needs to be replaced by artificial locomotion techniques due to tracking space constraints. In this work, we present the first VR study to understand the impact of natural walking in a large physical space on presence and user preference. We compare it with teleportation in the same large space, since teleportation is the most commonly used locomotion technique for consumer, at-home VR. Our results show that walking was overwhelmingly preferred by the participants and teleportation leads to significantly higher self-reported simulator sickness. The data also shows a trend towards higher self-reported presence for natural walking. 

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2. Guidelines on Successfully Porting Non-Immersive Games to Virtual Reality: A Case Study in Minecraft

   https://doi.org/10.1145/3242671.3242677  

   Porter, John ; Boyer, Matthew ; Robb, Andrew ( October 2018 , Proceedings of the Annual Symposium on Computer-Human Interaction in Play)

   Virtual reality games have grown rapidly in popularity since the first consumer VR head-mounted displays were released in 2016, however comparatively little research has explored how this new medium impacts the experience of players. In this paper, we present a study exploring how user experience changes when playing Minecraft on the desktop and in immersive virtual reality. Fourteen players completed six 45 minute sessions, three played on the desktop and three in VR. The Gaming Experience Questionnaire, the i-Group presence questionnaire, and the Simulator Sickness Questionnaire were administered after each session, and players were interviewed at the end of the experiment. Participants strongly preferred playing Minecraft in VR, despite frustrations with using teleporation as a travel technique and feelings of simulator sickness. Players enjoyed using motion controls, but still continued to use indirect input under certain circumstances. This did not appear to negatively impact feelings of presence. We conclude with four lessons for game developers interested in porting their games to virtual reality. 

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3. Immersion and Learning: Cognitive and Affective Outcomes of Immersive Virtual Reality Learning Experiences

   Queiroz, A. C. ( May 2020 , 70th International Communication Association Conference)

   This study aimed to compare the effects of immersive virtual reality (IVR) videos and 2D educational videos on cognitive (i.e. conceptual knowledge) and non-cognitive (i.e. self-efficacy) learning outcomes. Fifty-three students from an all-girls middle school learned about humans’ impact on the ocean through either IVR videos, using a virtual reality (VR) headset, or through 2D videos, using a computer monitor. Results replicate previous findings suggesting that conceptual knowledge gains between IVR and desktop learning experiences is not significant. Also, results show that participants who watched IVR videos reported higher self-efficacy scores and expressed higher feelings of presence than participants who watched the same videos using a computer monitor. Finally, further analyses revealed that the feeling of presence mediated both cognitive and non-cognitive learning outcomes. 

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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. Effects of an Intervention on Student Self-Efficacy and Integration in Chemical Engineering Sophomores

   Cicciarelli, Bradley A. ; Sherer, Eric A. ; Reeves, Timothy C. ; Belk, Catherine H. ; Orr, Marisa K. ( January 2023 , ASEE Annual Conference proceedings)

   We are assessing the impact of an intervention (a two-day voluntary workshop) on the specific factors of self-efficacy and student integration. This workshop, called the “ChemE Camp”, takes place just before the start of fall classes and includes team-building exercises, presentations from faculty about upcoming classes, a hands-on project, a lab tour, presentations from upper-level students and alumni about their experiences in the curriculum and in industry, information about academic advising and the career fair, and some recreational games. Students attending the camp learn more about chemical engineering courses and the profession and also have the opportunity to meet peers and interact with faculty and upper-level students. We hypothesized that the activities included in the camp would positively impact on students’ self-efficacy and social integration, factors which have been shown in other studies to significantly influence student experience and student success. The effects of the intervention were assessed using surveys administered to students at the start of the camp. These surveys included published subscales used in the study of self-efficacy and social and academic integration. The same surveys were administered to all second-year chemical engineering students at the beginning of the academic year (three days after the beginning of the camp) and the end of the academic year (approximately eight months later). Data collected from the previous three academic years indicate a statistically significant increase in the chemical engineering self-efficacy, coping self-efficacy, and social and academic integration ratings for students who attend the camp and these effects appear to largely be maintained throughout the sophomore year. Non-attendees enter the sophomore year with lower average ratings in these factors and show little change over the course of the year. Students’ intent to persist in the chemical engineering major was also assessed by these surveys, and while the camp attendees’ ratings showed almost no change from just prior to the camp to just after, their ratings exhibited a substantial, statistically-significant increase during the sophomore year. Non-attendees entered the year with a similar average rating to the attendees but showed a much more modest increase over the course of the year. We continue to collect data from both student survey responses and academic records, with the goal of eventually using path analysis to establish the relationships between the factors of self-efficacy and student integration and the outcomes of academic performance and persistence for second-year chemical engineering students. We currently have insufficient data to power such an analysis, but our available data suggest that the intervention is having a positive impact on these factors. 

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