Given the inherent visual affordances of Head-Mounted Displays (HMDs) used for Virtual and Augmented Reality (VR/AR), they have been actively used over many years as assistive and therapeutic devices for the people who are visually impaired. In this paper, we report on a scoping review of literature describing the use of HMDs in these areas. Our high-level objectives included detailed reviews and quantitative analyses of the literature, and the development of insights related to emerging trends and future research directions. Our review began with a pool of 1251 papers collected through a variety of mechanisms. Through a structured screening process, we identified 61 English research papers employing HMDs to enhance the visual sense of people with visual impairments for more detailed analyses. Our analyses reveal that there is an increasing amount of HMD-based research on visual assistance and therapy, and there are trends in the approaches associated with the research objectives. For example, AR is most often used for visual assistive purposes, whereas VR is used for therapeutic purposes. We report on eight existing survey papers, and present detailed analyses of the 61 research papers, looking at the mitigation objectives of the researchers (assistive versus therapeutic), the approaches used, the types of HMDs, the targeted visual conditions, and the inclusion of user studies. In addition to our detailed reviews and analyses of the various characteristics, we present observations related to apparent emerging trends and future research directions.
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Reduction of cybersickness in head mounted displays use: A systematic review and taxonomy of current strategies
This literature review examines the existing research into cybersickness reduction with regards to head mounted display use. Cybersickness refers to a collection of negative symptoms sometimes experienced as the result of being immersed in a virtual environment, such as nausea, dizziness, or eye strain. These symptoms can prevent individuals from utilizing virtual reality (VR) technologies, so discovering new methods of reducing them is critical. Our objective in this literature review is to provide a better picture of what cybersickness reduction techniques exist, the quantity of research demonstrating their effectiveness, and the virtual scenes testing has taken place in. This will help to direct researches towards promising avenues, and illuminate gaps in the literature. Following the preferred reporting items for systematic reviews and meta-analyses statement, we obtained a batch of 1,055 papers through the use of software aids. We selected 88 papers that examine potential cybersickness reduction approaches. Our acceptance criteria required that papers examined malleable conditions that could be conceivably modified for everyday use, examined techniques in conjunction with head mounted displays, and compared cybersickness levels between two or more user conditions. These papers were sorted into categories based on their general approach to combating cybersickness, and labeled based on the presence of statistically significant results, the use of virtual vehicles, the level of visual realism, and the virtual scene contents used in evaluation of their effectiveness. In doing this we have created a snapshot of the literature to date so that researchers may better understand what approaches are being researched, and the types of virtual experiences used in their evaluation. Keywords: Virtual reality cybersickness Simulator Sickness Visually induced motion sickness reduction Systematic review Head mounted display.
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- NSF-PAR ID:
- 10432383
- Date Published:
- Journal Name:
- Frontiers in Virtual Reality
- Volume:
- 4
- ISSN:
- 2673-4192
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head‐mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K‐12 mathematics and wearing a head‐mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non‐cumulative effect.
Practitioner notes What is already known about this topic
360 videos are increasingly used to support preservice teacher training.
360 videos for teacher education foster immersion, presence, and noticing skills.
What this paper adds
Empirical evidence that 360 videos experienced with head‐mounted display facilitate agency and emotional involvement.
Empirical evidence that 360 videos experienced with flat screens facilitate feelings of control.
Data showed that preservice teachers' content area (math) was a positive predictor of presence in 360 videos.
Implications for practice and/or policy
Head‐mounted displays show promise as a delivery mode for 360 videos in teacher education.
360 videos should be personalized according to PST career and professional goals.
The eXtended Reality Presence Scale is confirmed as a robust instrument to measure presence in immersive environments.
More research is needed to evaluate the scalability of this approach in other contexts.
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/frvir.2023.1027552
