More Like this

1. INTERACTIVE VISUALIZATION FOR COASTAL HAZARDS

   https://doi.org/10.9753/icce.v37.management.190  

   Zhou, Zili; Lynett, Patrick; Ebrahimi, Behzad (September 2023, Coastal Engineering Proceedings)

   Augmented reality (AR) is a technology that integrates 3D virtual objects into the physical world in real-time, while virtual reality (VR) is a technology that immerses users in an interactive 3D virtual environment. The fast development of augmented reality (AR) and virtual reality (VR) technologies has reshaped how people interact with the physical world. This presentation will outline the results from two unique AR and one Web-based VR coastal engineering projects, motivating the next stage in the development of the augmented reality package for coastal students, engineers, and planners. 

   more » « less
2. Generalized Structure for Adaptable Immersive Learning Environments

   https://doi.org/10.1109/IRI51335.2021.00047  

   Coltey, Erik; Tao, Yudong; Wang, Tianyi; Vassigh, Shahin; Chen, Shu-Ching; Shyu, Mei-Ling (August 2021, IEEE 22nd International Conference on Information Reuse and Integration for Data Science (IRI))

   Immersive Learning Environments (ILEs) developed in Virtual and Augmented Reality (VR/AR) are a novel pro- fessional training platform. An ILE can facilitate an Adaptive Learning System (ALS), which has proven beneficial to the learning process. However, there is no existing AI-ready ILE that facilitates collecting multimedia multimodal data from the environment and users for training AI models, nor allows for the learning contents and complex learning process to be dynamically adapted by an ALS. This paper proposes a novel multimedia system in VR/AR to dynamically build ILEs for a wide range of use-cases, based on a description language for the generalizable ILE structure. It will detail users’ paths and conditions for completing learning activities, and a content adaptation algorithm to update the ILE at runtime. Human and AI systems can customize the environment based on user learning metrics. Results show that this framework is efficient and low- overhead, suggesting a path to simplifying and democratizing the ILE development without introducing bloat. Index Terms—virtual reality, augmented reality, content generation, immersive learning, 3D environments 

   more » « less
3. Enhancing experiential learning through virtual reality: System design and a case study in additive manufacturing

   https://doi.org/10.1002/hfm.21055  

   Rafa, Rafia Rahman; Rahman, Taufiq; Kobir, Md Humaun; Yang, Yiran; Deb, Shuchisnigdha (November 2024, Human Factors and Ergonomics in Manufacturing & Service Industries)

   Abstract The recent advancement in additive manufacturing (AM) leads to an extensive need for an industrial workforce in the near future. Workforce training in AM requires expensive capital investment for installing and maintaining this technology and proper knowledge about potential safety hazards. Traditional classroom settings often fail to bridge the critical gap between textbook learning and practical applications. Virtual reality (VR) training can simulate real‐world scenarios in a safe and controlled environment and improve student involvement to foster practical learning. In this paper, a virtual training platform for 3D printing has been developed and studied to improve AM education. The developed environment contains a selective laser sintering printer, a preparation station with necessary supplies, a control panel for process planning, and a post‐processing station. This platform provides students with excellent learning opportunities to gain hands‐on experiences and critical engineering skills on operating process parameters and safety measures. Undergraduate students majoring in industrial engineering were exposed to this learning approach to enhance their engagement and cognitive processing skills. Students' attentions were measured using eye metrics (fixation duration and preference index), and their exposure experiences were collected through the simulation sickness questionnaire, presence questionnaire, and system usability scale. Pre‐ and post‐VR training questionnaires and performance metrics (task completion time and accuracy) evaluated students' learning outcomes. Results provide valuable insights into students' attention, performance, and satisfaction with virtual training environments. Users' gaze behavior and subjective responses revealed many challenges that will help future researchers develop assistive instructions within this virtual educational platform. 

   more » « less
4. 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. 

   more » « less
5. “Looking'' into Attention Patterns in Extended Reality: An Eye Tracking-based Study

   Qu, Z; Byrne, R; Gorlatova, M (October 2024, IEEE ISMAR 2024)

   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