An official website of the United States government
This study investigates how individual predispositions toward Virtual Reality (VR) affect user experiences in collaborative VR environments, particularly in workplace settings. By adapting the Video Game Pursuit Scale to measure VR predisposition, we aim to establish the reliability and validity of this adapted measure in assessing how personal characteristics influence engagement and interaction in VR. Two studies, the first correlational and the second quasi-experimental, were conducted to examine the impact of environmental features, specifically the differences between static and mobile VR platforms, on participants’ perceptions of time, presence, and task motivation. The findings indicate that individual differences in VR predisposition significantly influence user experiences in virtual environments with important implications for enhancing VR applications in training and team collaboration. This research contributes to the understanding of human–computer interaction in VR and offers valuable insights for organizations aiming to implement VR technologies effectively. The results highlight the importance of considering psychological factors in the design and deployment of VR systems, paving the way for future research in this rapidly evolving field.
more »
« less
Travel Kinematics in Virtual Reality Increases Learning Efficiency
Virtual reality (VR) computer interfaces show promise for improving societal communication and representation of information due to their unique ability to be placed spatially around the user in three-dimensional (3D) space. This opens new possibilities for presentation and user interaction with the target information, and may be especially impactful for the education of science, technology, engineering, and mathematics (STEM) professionals. Simulations and visualizations have been shown in research studies to improve the efficiency of STEM learners compared to the less sensorimotor rich learning mediums of live instruction and textbook reading. Yet, learning science research into immersive computer simulation environments for educational applications remains limited. To address this research gap, we analyzed a fundamental VR interface capability, virtual environmental traversal, and its impact on participants' learning. We altered the traversal ability between two groups of STEM learners within the same virtual environment and compared their performance. Findings point that VR computer interfaces, regardless of environmental traversal, are suitable STEM learning environments, but that environmental traversal can increase learning efficiency.
more »
« less
- Award ID(s):
- 1837489
- PAR ID:
- 10332900
- Date Published:
- Journal Name:
- IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)
- Page Range / eLocation ID:
- 1-5
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Virtual reality (VR) is increasingly utilized in education, yet its effectiveness can vary due to potential distractions and excessive workload. Prior research suggests that virtual signaling elements can enhance learning in VR environments. However, the effectiveness of different design elements for specific learning content and their impact on learner workload remain understudied. This study examines the influence of graphic armatures, multimodal cues, and numeric measures on scale learning in Scale Worlds, a VR learning environment for exploring scientific entities across multiple scales. Preliminary results indicate that numeric measures notably enhance learning outcomes by providing direct scale representations. It shows that different virtual elements can variably affect learners’ scale learning outcomes and behaviors and can lead to varying levels of workload. This study underscores the importance of aligning the design of virtual elements with educational objectives and ensuring they induce an appropriate level of workload for learning in VR learning environment.more » « less
-
Virtual reality (VR) simulations have been adopted to provide controllable environments for running augmented reality (AR) experiments in diverse scenarios. However, insufficient research has explored the impact of AR applications on users, especially their attention patterns, and whether VR simulations accurately replicate these effects. In this work, we propose to analyze user attention patterns via eye tracking during XR usage. To represent applications that provide both helpful guidance and irrelevant information, we built a Sudoku Helper app that includes visual hints and potential distractions during the puzzle-solving period. We conducted two user studies with 19 different users each in AR and VR, in which we collected eye tracking data, conducted gaze-based analysis, and trained machine learning (ML) models to predict user attentional states and attention control ability. Our results show that the AR app had a statistically significant impact on enhancing attention by increasing the fixated proportion of time, while the VR app reduced fixated time and made the users less focused. Results indicate that there is a discrepancy between VR simulations and the AR experience. Our ML models achieve 99.3% and 96.3% accuracy in predicting user attention control ability in AR and VR, respectively. A noticeable performance drop when transferring models trained on one medium to the other further highlights the gap between the AR experience and the VR simulation of it.more » « less
-
Yan, C; Chai, H; Sun, T; Yuan, PF (Ed.)Abstract. The building industry is facing environmental, technological, and economic challenges, placing significant pressure on preparing the workforce for Industry 4.0 needs. The fields of Architecture, Engineering, and Construction (AEC) are being reshaped by robotics technologies which demand new skills and creating disruptive change to job markets. Addressing the learning needs of AEC students, professionals, and industry workers is critical to ensuring the competitiveness of the future workforce. In recent years advancements in Information Technology, Augmented Reality (AR), Virtual Reality (VR), and Artificial Intelligence (AI) have led to new research and theories on virtual learning environments. In the AEC fields researchers are beginning to rethink current robotics training to counteract costly and resource-intensive in-person learning. However, much of this work has been focused on simulation physics and has yet to adequately address how to engage AEC learners with different learning abilities, styles, and diverse backgrounds.This paper presents the advantages and difficulties associated with using new technologies to develop virtual reality (VR) learning games for robotics. It describes an ongoing project for creating performance driven curriculum. Drawing on the Constructivist Learning Theory, the affordances of Adaptive Learning Systems, and data collection methods from the VR game environment, the project provides a customized and performance-oriented approach to carrying out practical robotics tasks in real-world scenarios.more » « less
-
null (Ed.)Like many natural sciences, a critical component of archaeology is field work. Despite its importance, field opportunities are available to few students for financial and logistical reasons. With little exposure to archaeological research, fewer students are entering archaeology, particularly minority students (Smith 2004; Wilson 2015). To counter these trends, we have leveraged the ongoing revolution in consumer electronics for the current, digitally-empowered generation by creating a game-based, virtual archaeology curriculum to 1) teach foundational principles of a discipline that is challenging to present in a traditional classroom by using sensory and cognitive immersion; and, 2) allow wider access to a field science that has previously been limited to only select students. Virtual reality (VR) is computer technology that creates a simulated three-dimensional world for a user to experience in a bodily way, thereby transforming data analysis into a sensory and cognitive experience. Using a widely-available, room-scale, VR platform, we have created a virtual archaeological excavation experience that conveys two overarching classroom objectives: 1) teach the physical methods of archaeological excavation by providing the setting and tools for a student to actively engage in field work; and, 2) teach archaeological concepts using a scientific approach to problem solving by couching them within a role-playing game. The current prototype was developed with the HTC Vive VR platform, which includes a headset, hand controllers, and two base stations to track the position and orientation of the user’s head and hands within a 4x4 meter area. Environments were developed using Unreal Engine 4, an open source gaming engine, to maximize usability for different audiences, learning objectives, and skill levels. Given the inherent fun of games and widespread interest in archaeology and cultural heritage, the results of this research are adaptable and applicable to learners of all ages in formal and informal educational settings.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/VL/HCC51201.2021.9576317
