Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.3
2.5
Journals
MTI
Special Issues
Virtual Reality and Augmented Reality
share announcement

Virtual Reality and Augmented Reality

A special issue of Multimodal Technologies and Interaction (ISSN 2414-4088).

Deadline for manuscript submissions: closed (20 December 2022) | Viewed by 53944

Special Issue Editors

Prof. Dr. Mark Billinghurst

E-Mail Website
Guest Editor
1. School of Information Technology and Mathematical Sciences, University of South Australia, Adelaide, SA 5000, Australia
2. Empathic Computing Laboratory, The University of Auckland, 1010 Auckland, New Zealand
Interests: augmented reality; virtual reality; HCI; empathic computing; bioengineering
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Fotis Liarokapis

E-Mail Website
Guest Editor
CYENS - Centre of Excellence, Dimarchias Square 23, Nicosia 1016, Cyprus
Interests: virtual reality; augmented reality; human–machine interaction; brain–computer interfaces; serious games; procedural modeling
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Lars Erik Holmquist

E-Mail Website
Guest Editor
School of Design, Northumbria University, Newcastle upon Tyne, UK
Interests: ubiquitous computing; mobile computing; augmented reality (AR); cross/extended reality (XR); interaction design
Prof. Dr. Mu-Chun Su

E-Mail Website
Guest Editor
Department of Computer Science and Information Engineering, National Central University, Taoyuan, Taiwan
Interests: machine learning; computational intelligence; swarm intelligence; neural networks; fuzzy systems; optimization algorithms; pattern recognition; image processing; rehabilitation technology; bioinformatics processing; robotics; E-learning; augmented reality; human-computer interfaces and interactions

Special Issue Information

Dear Colleagues,

In recent years, VR and AR technology have seen remarkable progress. Their fundamental problems, such as tracking and registration, have been solved almost entirely, and their applications for education, medicine, architecture, automobiles, advertising, entertainment, art and culture, etc. that researchers could only dream of 20 years ago have been put to practical use today. As some basic research has come to fruition, expectations for VR and AR have increased, and opportunities for advanced studies have also expanded. What should remote communications be when real-time three-dimensional reconstruction is realized and 5G high-speed communication becomes widespread? What information should be selected and presented to the user when advanced situational awareness becomes possible? What kind of short- and long-term effects on our body and mind will be exhibited by augmented vision or body modification? VR and AR are not just high-level computing environments but are becoming the next generation of social infrastructure. Various technologies, such as artificial intelligence, human augmentation, and brain science, are progressing and merging with VR and AR to become a driving force that puts VR and AR to even higher levels.

This Special Issue calls for interesting studies that will open up new horizons of VR and AR. In addition to research that has steadily improved existing issues, we welcome research papers that present new possibilities of VR and AR. Topics of interest include but are not limited to the following:

  • 360 video;
  • VR/AR applications;
  • Artificial intelligence/machine learning for VR/AR;
  • Brain science for VR/AR;
  • VR/AR collaboration;
  • Computer graphics for VR/AR;
  • Computer vision for VR/AR;
  • Content creation and management for VR/AR;
  • Context awareness for VR/AR;
  • Education with VR/AR;
  • Entertainment, narrative and games with VR/AR
  • Multimodal VR/AR;
  • Display technologies for VR/AR;
  • Ethics/humanity in VR/AR;
  • Human augmentations with VR/AR;
  • Human–computer interactions in VR/AR;
  • Human factors in VR/AR;
  • Perception/presence in VR/AR;
  • Performance, cultural heritage and art in VR/AR;
  • Physiological sensing for VR/AR;
  • User experience/usability in VR/AR;
  • Virtual humans/avatars in VR/AR;
  • Visualization/visual analytics with VR/AR;
  • Wellbeing with VR/AR.

Prof. Dr. Mark Billinghurst
Prof. Dr. Fotis Liarokapis
Prof. Dr. Lars Holmquist
Prof. Dr. Mu-Chun Su
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Multimodal Technologies and Interaction is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Published Papers (19 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Review, Other

16 pages, 4284 KiB  
Article
The Influence of Avatar Personalization on Emotions in VR
by Rivu Radiah, Daniel Roth, Florian Alt and Yomna Abdelrahman
Multimodal Technol. Interact. 2023, 7(4), 38; https://0-doi-org.brum.beds.ac.uk/10.3390/mti7040038 - 29 Mar 2023
Cited by 3 | Viewed by 3116
Abstract
In this paper, we investigate the impact of avatar personalization on perceived emotions. Avatar embodiment is a crucial aspect of collaborative and social virtual reality (VR) systems. Previous research found that avatar appearance impacts the acceptability of the virtual body and changes users’ [...] Read more.
In this paper, we investigate the impact of avatar personalization on perceived emotions. Avatar embodiment is a crucial aspect of collaborative and social virtual reality (VR) systems. Previous research found that avatar appearance impacts the acceptability of the virtual body and changes users’ behavior. While virtual embodiment has been extensively investigated, we know very little about how embodiment affects users’ experienced emotions. In a user study (N = 40), we applied an autobiographical recall method to evoke happiness and investigated the influence of different types of avatar embodiment (personalized same-gender, personalized opposite-gender, non-personalized same-gender, and non-personalized opposite-gender) on participants’ perceived emotion. We recorded both self-reported assessments and physiological data to observe participants’ emotional responses resulting from the emotions elicited by the use of different avatars. We found significant differences in happiness with the personalized same-gender avatar and the personalized opposite-gender avatar. We provide empirical evidence, demonstrating the influence of avatar personalization on emotions in VR. We conclude with recommendations for users and designers of virtual reality experiences. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

14 pages, 2023 KiB  
Article
Higher Education in the Pacific Alliance: Descriptive and Exploratory Analysis of the Didactic Potential of Virtual Reality
by Álvaro Antón-Sancho, Pablo Fernández-Arias and Diego Vergara
Multimodal Technol. Interact. 2023, 7(3), 30; https://0-doi-org.brum.beds.ac.uk/10.3390/mti7030030 - 15 Mar 2023
Viewed by 1252
Abstract
In this paper, we conducted descriptive quantitative research on the assessment of virtual reality (VR) technologies in higher education in the countries of the Pacific Alliance (PA). Specifically, differences between PA countries in terms of the above perceptions were identified and the behavior [...] Read more.
In this paper, we conducted descriptive quantitative research on the assessment of virtual reality (VR) technologies in higher education in the countries of the Pacific Alliance (PA). Specifically, differences between PA countries in terms of the above perceptions were identified and the behavior of the gender and knowledge area gaps in each of them was analyzed. A validated quantitative questionnaire was used for this purpose. As a result, we found that PA professors express high ratings of VR but point out strong disadvantages regarding its use in lectures; in addition, they have low self-concept of their digital competence. In this regard, it was identified that there are notable differences among the PA countries. Mexico is the country with the most marked gender gaps, while Chile has strong gaps by areas of knowledge. We give some recommendations towards favoring a homogeneous process of integration of VR in higher education in the PA countries. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

22 pages, 2829 KiB  
Article
Learning about Victims of Holocaust in Virtual Reality: The Main, Mediating and Moderating Effects of Technology, Instructional Method, Flow, Presence, and Prior Knowledge
by Miriam Mulders
Multimodal Technol. Interact. 2023, 7(3), 28; https://0-doi-org.brum.beds.ac.uk/10.3390/mti7030028 - 06 Mar 2023
Cited by 3 | Viewed by 1791
Abstract
The goal of the current study was to investigate the effects of a virtual reality (VR) simulation of Anne Frank’s hiding place on learning. In a 2 × 2 experiment, 132 middle school students learned about the living conditions of Anne Frank, a [...] Read more.
The goal of the current study was to investigate the effects of a virtual reality (VR) simulation of Anne Frank’s hiding place on learning. In a 2 × 2 experiment, 132 middle school students learned about the living conditions of Anne Frank, a girl of Jewish heritage during the Second World War, through desktop VR (DVR) and head-mounted display VR (HMD-VR) (media conditions). Approximately half of each group engaged in an explorative vs. an expository learning approach (method condition). The exposition group received instructions on how to explore the hiding place stepwise, whereas the exploration group experienced it autonomously. Next to the main effects of media and methods, the mediating effects of the learning process variables of presence and flow and the moderating effects of contextual variables (e.g., prior technical knowledge) have been analyzed. The results revealed that the HMD-VR led to significantly improved evaluation, and—even if not statistically significant—perspective-taking in Anne, but less knowledge gain compared to DVR. Further results showed that adding instructions and segmentation within the exposition group led to significantly increased knowledge gain compared to the exploration group. For perspective-taking and evaluation, no differences were detected. A significant interaction between media and methods was not found. No moderating effects by contextual variables but mediating effects were observed: For example, the feeling of presence within VR can fully explain the relationships between media and learning. These results support the view that learning processes are crucial for learning in VR and that studies neglecting these learning processes may be confounded. Hence, the results pointed out that media comparison studies are limited because they do not consider the complex interaction structures of media, instructional methods, learning processes, and contextual variables. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

16 pages, 1983 KiB  
Article
Assessing Heuristic Evaluation in Immersive Virtual Reality—A Case Study on Future Guidance Systems
by Sebastian Stadler, Henriette Cornet and Fritz Frenkler
Multimodal Technol. Interact. 2023, 7(2), 19; https://0-doi-org.brum.beds.ac.uk/10.3390/mti7020019 - 09 Feb 2023
Cited by 1 | Viewed by 2093
Abstract
A variety of evaluation methods for user interfaces (UI) exist such as usability testing, cognitive walkthrough, and heuristic evaluation. However, UIs such as guidance systems at transit hubs must be evaluated in their intended application field to allow the effective and valid identification [...] Read more.
A variety of evaluation methods for user interfaces (UI) exist such as usability testing, cognitive walkthrough, and heuristic evaluation. However, UIs such as guidance systems at transit hubs must be evaluated in their intended application field to allow the effective and valid identification of usability flaws. However, what if evaluations are not feasible in real environments, or laboratorial conditions cannot be ensured? Based on adapted heuristics, in the present study, the method of heuristic evaluation is combined with immersive Virtual Reality (VR) for the identification of usability flaws of dynamic guidance systems (DGS) at transit hubs. The study involved usability evaluations of nine DGS concepts using the newly proposed method. The results show that compared to computer-based heuristic evaluations, the use of immersive VR led to the identification of an increased amount of “severe” usability flaws as well as overall usability flaws. Within a qualitative assessment, immersive VR is validated as a suitable tool for conducting heuristic evaluations involving significant advantages such as the creation of realistic experiences in laboratorial conditions. Future work seeks to further prove the suitability of using immersive VR for heuristic evaluations and compare the proposed method to other evaluative methods. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

25 pages, 2075 KiB  
Article
Designing to Leverage Presence in VR Rhythm Games
by Robert Dongas and Kazjon Grace
Multimodal Technol. Interact. 2023, 7(2), 18; https://0-doi-org.brum.beds.ac.uk/10.3390/mti7020018 - 09 Feb 2023
Cited by 2 | Viewed by 2152
Abstract
Rhythm games are known for their engaging gameplay and have gained renewed popularity with the adoption of virtual reality (VR) technology. While VR rhythm games have achieved commercial success, there is a lack of research on how and why they are engaging, and [...] Read more.
Rhythm games are known for their engaging gameplay and have gained renewed popularity with the adoption of virtual reality (VR) technology. While VR rhythm games have achieved commercial success, there is a lack of research on how and why they are engaging, and the connection between that engagement and immersion or presence. This study aims to understand how the design of two popular VR rhythm games, Beat Saber and Ragnarock, leverages presence to immerse players. Through a mixed-methods approach, utilising the Multimodal Presence Scale and a thematic analysis of open-ended questions, we discovered four mentalities which characterise user experiences: action, game, story and musical. We discuss how these mentalities can mediate presence and immersion, suggesting considerations for how designers can leverage this mapping for similar or related games. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

24 pages, 18483 KiB  
Article
Enhancing Operational Police Training in High Stress Situations with Virtual Reality: Experiences, Tools and Guidelines
by Olivia Zechner, Lisanne Kleygrewe, Emma Jaspaert, Helmut Schrom-Feiertag, R. I. Vana Hutter and Manfred Tscheligi
Multimodal Technol. Interact. 2023, 7(2), 14; https://0-doi-org.brum.beds.ac.uk/10.3390/mti7020014 - 31 Jan 2023
Cited by 7 | Viewed by 5156
Abstract
Virtual Reality (VR) provides great opportunities for police officers to train decision-making and acting (DMA) in cognitively demanding and stressful situations. This paper presents a summary of findings from a three-year project, including requirements collected from experienced police trainers and industry experts, and [...] Read more.
Virtual Reality (VR) provides great opportunities for police officers to train decision-making and acting (DMA) in cognitively demanding and stressful situations. This paper presents a summary of findings from a three-year project, including requirements collected from experienced police trainers and industry experts, and quantitative and qualitative results of human factor studies and field trials. Findings include advantages of VR training such as the possibility to safely train high-risk situations in controllable and reproducible training environments, include a variety of avatars that would be difficult to use in real-life training (e.g., vulnerable populations or animals) and handle dangerous equipment (e.g., explosives) but also highlight challenges such as tracking, locomotion and intelligent virtual agents. The importance of strong alignment between training didactics and technical possibilities is highlighted and potential solutions presented. Furthermore training outcomes are transferable to real-world police duties and may apply to other domains that would benefit from simulation-based training. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

17 pages, 1934 KiB  
Article
Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning
by Hendrik Peeters, Sebastian Habig and Sabine Fechner
Multimodal Technol. Interact. 2023, 7(2), 9; https://0-doi-org.brum.beds.ac.uk/10.3390/mti7020009 - 19 Jan 2023
Cited by 5 | Viewed by 2599
Abstract
Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into [...] Read more.
Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

17 pages, 787 KiB  
Article
Multimodal Augmented Reality Applications for Training of Traffic Procedures in Aviation
by Birgit Moesl, Harald Schaffernak, Wolfgang Vorraber, Reinhard Braunstingl and Ioana Victoria Koglbauer
Multimodal Technol. Interact. 2023, 7(1), 3; https://0-doi-org.brum.beds.ac.uk/10.3390/mti7010003 - 26 Dec 2022
Cited by 2 | Viewed by 1714
Abstract
Mid-air collision is one of the top safety risks in general aviation. This study addresses the description and experimental assessment of multimodal Augmented Reality (AR) applications for training of traffic procedures in accordance with Visual Flight Rules (VFR). AR has the potential to [...] Read more.
Mid-air collision is one of the top safety risks in general aviation. This study addresses the description and experimental assessment of multimodal Augmented Reality (AR) applications for training of traffic procedures in accordance with Visual Flight Rules (VFR). AR has the potential to complement the conventional flight instruction by bridging the gap between theory and practice, and by releasing students’ time and performance pressure associated with a limited simulator time. However, it is critical to assess the impact of AR in the specific domain and to identify any potential negative learning transfer. Multimodal AR applications were developed to address various areas of training: guidance and feedback for the correct scanning pattern, estimation if an encountering traffic is on collision course and application of the relevant rules. The AR applications also provided performance feedback for collision detection, avoidance and priority decisions. The experimental assessment was conducted with 59 trainees (28 women, 31 men) assigned to an experimental group (AR training) and a control group (simulator training). The results of tests without AR in the flight simulator show that the group that trained with AR obtained similar levels of performance like the control group. There was no negative training effect of AR on trainees’ performance, workload, situational awareness, emotion nor motivation. After training the tasks were perceived as less challenging, the accuracy of collision detection has improved, and the trainees reported less intense negative emotions and fear of failure. Furthermore, a scanning pattern test in AR showed that the AR training group performed the scanning pattern significantly better than the control group. In addition, there was a significant gender effect on emotion, motivation and preferences for AR features, but not on performance. Women liked the voice interaction with AR and the compass hologram more than men. Men liked the traffic holograms and the AR projection field more than women. These results are important because they provide experimental evidence for the benefits of multimodal AR applications that could be used complementary to the flight simulator training. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

19 pages, 5449 KiB  
Article
“AR The Gods of Olympus”: Design and Pilot Evaluation of an Augmented Reality Educational Game for Greek Mythology
by Evangelos Ventoulis and Stelios Xinogalos
Multimodal Technol. Interact. 2023, 7(1), 2; https://0-doi-org.brum.beds.ac.uk/10.3390/mti7010002 - 22 Dec 2022
Cited by 8 | Viewed by 2530
Abstract
Teaching and learning theoretical subjects, such as History, although important, is considered by many students to be non-appealing. Alternative teaching approaches include the use of educational games and augmented reality (AR) applications, or more recently, AR educational games. Such games are considered to [...] Read more.
Teaching and learning theoretical subjects, such as History, although important, is considered by many students to be non-appealing. Alternative teaching approaches include the use of educational games and augmented reality (AR) applications, or more recently, AR educational games. Such games are considered to increase students’ interest for the subject and lead to better learning outcomes. However, studies about the use of AR educational games in the classroom are sparse and further research is necessary. In this article, we present an AR-enhanced educational game for teaching History (Greek Mythology) to 3rd grade Primary school students in Greece. The game, called “AR The Gods of Olympus” consists of three mini games: an AR game with the gods/goddesses of Olympus using narration; a memory game with cards depicting the gods and their symbols; and a quiz game. In order to study the effectiveness of the game and students’ experience and perceptions on it, a study was carried out with primary school students that used the game in classroom. The study utilized a pre-/post-test design, a brief questionnaire based on the MEEGA+ model for evaluating educational games, and observation of students during game playing. Students’ performance was improved after playing the game but the difference was not statistically significant, while the game was positively perceived by students. Especially the AR mini game raised students’ interest and as the students themselves stated helped them “learn while playing”. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

18 pages, 953 KiB  
Article
Narrative Visualization with Augmented Reality
by Ana Beatriz Marques, Vasco Branco and Rui Costa
Multimodal Technol. Interact. 2022, 6(12), 105; https://0-doi-org.brum.beds.ac.uk/10.3390/mti6120105 - 26 Nov 2022
Cited by 1 | Viewed by 2512
Abstract
The following study addresses, from a design perspective, narrative visualization using augmented reality (AR) in real physical spaces, and specifically in spaces with no semantic relation with the represented data. We intend to identify the aspects augmented reality adds, as narrative possibilities, to [...] Read more.
The following study addresses, from a design perspective, narrative visualization using augmented reality (AR) in real physical spaces, and specifically in spaces with no semantic relation with the represented data. We intend to identify the aspects augmented reality adds, as narrative possibilities, to data visualization. Particularly, we seek to identify the aspects augmented reality introduces regarding the three dimensions of narrative visualization—view, focus and sequence. For this purpose, we adopted a comparative analysis of a set of fifty case studies, specifically, narrative visualizations using augmented reality from a journalistic scope, where narrative is a key feature. Despite the strong explanatory character that characterizes the set of analyzed cases, which sometimes limits the user’s agency, there is a strong interactive factor. It was found that augmented reality can expand the narrative possibilities in the three dimensions mentioned—view, focus and sequence—but especially regarding visual strategies where simulation plays an essential role. As a visual strategy, simulation can provide the context for communication or be the object of communication itself, as a replica. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

17 pages, 13899 KiB  
Article
Are the Instructions Clear? Evaluating the Visual Characteristics of Augmented Reality Content for Remote Guidance
by Bernardo Marques, Carlos Ferreira, Samuel Silva, Andreia Santos, Paulo Dias and Beatriz Sousa Santos
Multimodal Technol. Interact. 2022, 6(10), 92; https://0-doi-org.brum.beds.ac.uk/10.3390/mti6100092 - 14 Oct 2022
Cited by 4 | Viewed by 1770
Abstract
Augmented Reality (AR) solutions are emerging in multiple scenarios of application as Industry 4.0 takes shape. In particular, for remote collaboration, flexible mechanisms such as authoring tools can be used to generate instructions and assist human operators as they experience increased complexity in [...] Read more.
Augmented Reality (AR) solutions are emerging in multiple scenarios of application as Industry 4.0 takes shape. In particular, for remote collaboration, flexible mechanisms such as authoring tools can be used to generate instructions and assist human operators as they experience increased complexity in their daily tasks. In addition to the traditional handicap of ensuring instructions can be intuitively created without having to understand complicated AR concepts, another relevant topic is the fact that the quality of said instructions is not properly analyzed prior to the tools being evaluated. This means that the characteristics of the visual content are not adequately assessed beforehand. Hence, it is essential to be aware of the cognitive workload associated with AR instructions to assert if they can be easily understood and accepted before being deployed in real-world scenarios. To address this, we focused on AR during sessions of remote guidance. Based on a participatory process with domain experts from the industry sector, a prototype for creating AR-based instructions was developed, and a user study with two parts was conducted: (1) first, a set of step-by-step instructions was produced, and their visual characteristics were evaluated by 129 participants based on a set of relevant dimensions; (2) afterward, these instructions were used by nine participants to understand if they could be used to assist on-site collaborators during real-life remote maintenance tasks. The results suggest that the AR instructions offer low visual complexity and considerable visual impact, clarity, and directed focus, thus improving situational understanding and promoting task resolution. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

20 pages, 2187 KiB  
Article
Participatory Design of Sonification Development for Learning about Molecular Structures in Virtual Reality
by Miguel Garcia-Ruiz, Pedro Cesar Santana-Mancilla, Laura Sanely Gaytan-Lugo and Adriana Iniguez-Carrillo
Multimodal Technol. Interact. 2022, 6(10), 89; https://0-doi-org.brum.beds.ac.uk/10.3390/mti6100089 - 12 Oct 2022
Cited by 1 | Viewed by 1903
Abstract
Background: Chemistry and biology students often have difficulty understanding molecular structures. Sonification (the rendition of data into non-speech sounds that convey information) can be used to support molecular understanding by complementing scientific visualization. A proper sonification design is important for its effective educational [...] Read more.
Background: Chemistry and biology students often have difficulty understanding molecular structures. Sonification (the rendition of data into non-speech sounds that convey information) can be used to support molecular understanding by complementing scientific visualization. A proper sonification design is important for its effective educational use. This paper describes a participatory design (PD) approach to designing and developing the sonification of a molecular structure model to be used in an educational setting. Methods: Biology, music, and computer science students and specialists designed a sonification of a model of an insulin molecule, following Spinuzzi’s PD methodology and involving evolutionary prototyping. The sonification was developed using open-source software tools used in digital music composition. Results and Conclusions: We tested our sonification played on a virtual reality headset with 15 computer science students. Questionnaire and observational results showed that multidisciplinary PD was useful and effective for developing an educational scientific sonification. PD allowed for speeding up and improving our sonification design and development. Making a usable (effective, efficient, and pleasant to use) sonification of molecular information requires the multidisciplinary participation of people with music, computer science, and molecular biology backgrounds. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

21 pages, 6513 KiB  
Article
Interactive Scientific Visualization of Fluid Flow Simulation Data Using AR Technology-Open-Source Library OpenVisFlow
by Dennis Teutscher, Timo Weckerle, Ömer F. Öz and Mathias J. Krause
Multimodal Technol. Interact. 2022, 6(9), 81; https://0-doi-org.brum.beds.ac.uk/10.3390/mti6090081 - 14 Sep 2022
Cited by 1 | Viewed by 2135
Abstract
Computational fluid dynamics (CFD) are being used more and more in the industry to understand and optimize processes such as fluid flows. At the same time, tools such as augmented reality (AR) are becoming increasingly important with the realization of Industry 5.0 to [...] Read more.
Computational fluid dynamics (CFD) are being used more and more in the industry to understand and optimize processes such as fluid flows. At the same time, tools such as augmented reality (AR) are becoming increasingly important with the realization of Industry 5.0 to make data and processes more tangible. Placing the two together paves the way for a new method of active learning and also for an interesting and engaging way of presenting industry processes. It also enables students to reinforce their understanding of the fundamental concepts of fluid dynamics in an interactive way. However, this is not really being utilized yet. For this reason, in this paper, we aim to combine these two powerful tools. Furthermore, we present the framework of a modular open-source library for scientific visualization of fluid flow “OpenVisFlow” which simplifies the creation of such applications and enables seamless visualization without other software by allowing users to integrate the visualization step into the simulation code. Using this framework and the open-source extension AR-Core, we show how a new markerless visualization tool can be implemented. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

14 pages, 936 KiB  
Article
A Typology of Virtual Reality Locomotion Techniques
by Costas Boletsis and Dimitra Chasanidou
Multimodal Technol. Interact. 2022, 6(9), 72; https://0-doi-org.brum.beds.ac.uk/10.3390/mti6090072 - 25 Aug 2022
Cited by 12 | Viewed by 3552
Abstract
Researchers have proposed a wide range of categorization schemes in order to characterize the space of VR locomotion techniques. In a previous work, a typology of VR locomotion techniques was proposed, introducing motion-based, roomscale-based, controller-based, and teleportation-based types of VR locomotion. The fact [...] Read more.
Researchers have proposed a wide range of categorization schemes in order to characterize the space of VR locomotion techniques. In a previous work, a typology of VR locomotion techniques was proposed, introducing motion-based, roomscale-based, controller-based, and teleportation-based types of VR locomotion. The fact that (i) the proposed typology is used widely and makes a significant research impact in the field and (ii) the VR locomotion field is a considerably active research field, creates the need for this typology to be up-to-date and valid. Therefore, the present study builds on this previous work, and the typology’s consistency is investigated through a systematic literature review. Altogether, 42 articles were included in this literature review, eliciting 80 instances of 10 VR locomotion techniques. The results indicated that current typology cannot cover teleportation-based techniques enabled by motion (e.g., gestures and gazes). Therefore, the typology was updated, and a new type was added: “motion-based teleporting.” Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

21 pages, 1612 KiB  
Article
Inter- and Transcultural Learning in Social Virtual Reality: A Proposal for an Inter- and Transcultural Virtual Object Database to be Used in the Implementation, Reflection, and Evaluation of Virtual Encounters
by Rebecca M. Hein, Marc Erich Latoschik and Carolin Wienrich
Multimodal Technol. Interact. 2022, 6(7), 50; https://0-doi-org.brum.beds.ac.uk/10.3390/mti6070050 - 25 Jun 2022
Cited by 3 | Viewed by 2427
Abstract
Visual stimuli are frequently used to improve memory, language learning or perception, and understanding of metacognitive processes. However, in virtual reality (VR), there are few systematically and empirically derived databases. This paper proposes the first collection of virtual objects based on empirical evaluation [...] Read more.
Visual stimuli are frequently used to improve memory, language learning or perception, and understanding of metacognitive processes. However, in virtual reality (VR), there are few systematically and empirically derived databases. This paper proposes the first collection of virtual objects based on empirical evaluation for inter-and transcultural encounters between English- and German-speaking learners. We used explicit and implicit measurement methods to identify cultural associations and the degree of stereotypical perception for each virtual stimuli (n = 293) through two online studies, including native German and English-speaking participants. The analysis resulted in a final well-describable database of 128 objects (called InteractionSuitcase). In future applications, the objects can be used as a great interaction or conversation asset and behavioral measurement tool in social VR applications, especially in the field of foreign language education. For example, encounters can use the objects to describe their culture, or teachers can intuitively assess stereotyped attitudes of the encounters. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

16 pages, 2923 KiB  
Article
Vocational Training in Virtual Reality: A Case Study Using the 4C/ID Model
by Miriam Mulders
Multimodal Technol. Interact. 2022, 6(7), 49; https://0-doi-org.brum.beds.ac.uk/10.3390/mti6070049 - 24 Jun 2022
Cited by 5 | Viewed by 3039
Abstract
Virtual reality (VR) is an emerging technology with a variety of potential benefits for vocational training. Therefore, this paper presents a VR training based on the highly validated 4C/ID model to train vocational competencies in the field of vehicle painting. The following 4C/ID [...] Read more.
Virtual reality (VR) is an emerging technology with a variety of potential benefits for vocational training. Therefore, this paper presents a VR training based on the highly validated 4C/ID model to train vocational competencies in the field of vehicle painting. The following 4C/ID components were designed using the associated 10 step approach: learning tasks, supportive information, procedural information, and part-task practice. The paper describes the instructional design process including an elaborated blueprint for a VR training application for aspiring vehicle painters. We explain the model’s principles and features and their suitability for designing a VR vocational training that fosters integrated competence acquisition. Following the methodology of design-based research, several research methods (e.g., a target group analysis) and the ongoing development of prototypes enabled agile process structures. Results indicate that the 4C/ID model and the 10 step approach promote the instructional design process using VR in vocational training. Implementation and methodological issues that arose during the design process (e.g., limited time within VR) are adequately discussed in the article. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

15 pages, 1056 KiB  
Article
Didactic Use of Virtual Reality in Colombian Universities: Professors’ Perspective
by Álvaro Antón-Sancho, Diego Vergara, Pablo Fernández-Arias and Edwan Anderson Ariza-Echeverri
Multimodal Technol. Interact. 2022, 6(5), 38; https://0-doi-org.brum.beds.ac.uk/10.3390/mti6050038 - 16 May 2022
Cited by 14 | Viewed by 3030
Abstract
This paper presents quantitative research on the perception of the didactic use of virtual reality by university professors in Colombia, with special attention to the differences according to their area of knowledge, as the main variable, and gender and digital generation, as secondary [...] Read more.
This paper presents quantitative research on the perception of the didactic use of virtual reality by university professors in Colombia, with special attention to the differences according to their area of knowledge, as the main variable, and gender and digital generation, as secondary variables. The study involved 204 professors from different Colombian universities. As an instrument, a survey designed for this purpose was used with four scales that were used to measure, on a Likert scale, different dimensions involving the participants’ perception of the use of virtual reality in the classroom. The answers were analyzed statistically and the differences in the perceptions have been identified by means of parametric statistical tests according to the following: (i) area of knowledge, (ii) gender, (iii) digital generation of the participants. The results showed that the participants expressed high valuations of virtual reality, despite having intermediate or low levels of digital competence. Gaps were identified in terms of area of knowledge, gender, and digital generation (digital natives or immigrants) with respect to opinions of virtual reality and digital competence. The highest valuations of virtual reality are given by professors of Humanities, and by digital natives. It is suggested that Colombian universities implement training plans on digital competence for professors and that these plans be aimed at strengthening knowledge of virtual reality. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

Review

Jump to: Research, Other

26 pages, 2793 KiB  
Review
Design Considerations for Immersive Virtual Reality Applications for Older Adults: A Scoping Review
by Kiran Ijaz, Tram Thi Minh Tran, Ahmet Baki Kocaballi, Rafael A. Calvo, Shlomo Berkovsky and Naseem Ahmadpour
Multimodal Technol. Interact. 2022, 6(7), 60; https://0-doi-org.brum.beds.ac.uk/10.3390/mti6070060 - 20 Jul 2022
Cited by 10 | Viewed by 4480
Abstract
Immersive virtual reality (iVR) has gained considerable attention recently with increasing affordability and accessibility of the hardware. iVR applications for older adults present tremendous potential for diverse interventions and innovations. The iVR literature, however, provides a limited understanding of guiding design considerations and [...] Read more.
Immersive virtual reality (iVR) has gained considerable attention recently with increasing affordability and accessibility of the hardware. iVR applications for older adults present tremendous potential for diverse interventions and innovations. The iVR literature, however, provides a limited understanding of guiding design considerations and evaluations pertaining to user experience (UX). To address this gap, we present a state-of-the-art scoping review of literature on iVR applications developed for older adults over 65 years. We performed a search in ACM Digital Library, IEEE Xplore, Scopus, and PubMed (1 January 2010–15 December 2019) and found 36 out of 3874 papers met the inclusion criteria. We identified 10 distinct sets of design considerations that guided target users and physical configuration, hardware use, and software design. Most studies carried episodic UX where only 2 captured anticipated UX and 7 measured longitudinal experiences. We discuss the interplay between our findings and future directions to design effective, safe, and engaging iVR applications for older adults. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

Other

Jump to: Research, Review

23 pages, 1676 KiB  
Systematic Review
Usability Assessments for Augmented Reality Head-Mounted Displays in Open Surgery and Interventional Procedures: A Systematic Review
by Ellenor J. Brown, Kyoko Fujimoto, Bennett Blumenkopf, Andrea S. Kim, Kimberly L. Kontson and Heather L. Benz
Multimodal Technol. Interact. 2023, 7(5), 49; https://0-doi-org.brum.beds.ac.uk/10.3390/mti7050049 - 09 May 2023
Cited by 1 | Viewed by 2734
Abstract
Augmented reality (AR) head-mounted displays (HMDs) are an increasingly popular technology. For surgical applications, the use of AR HMDs to display medical images or models may reduce invasiveness and improve task performance by enhancing understanding of the underlying anatomy. This technology may be [...] Read more.
Augmented reality (AR) head-mounted displays (HMDs) are an increasingly popular technology. For surgical applications, the use of AR HMDs to display medical images or models may reduce invasiveness and improve task performance by enhancing understanding of the underlying anatomy. This technology may be particularly beneficial in open surgeries and interventional procedures for which the use of endoscopes, microscopes, or other visualization tools is insufficient or infeasible. While the capabilities of AR HMDs are promising, their usability for surgery is not well-defined. This review identifies current trends in the literature, including device types, surgical specialties, and reporting of user demographics, and provides a description of usability assessments of AR HMDs for open surgeries and interventional procedures. Assessments applied to other extended reality technologies are included to identify additional usability assessments for consideration when assessing AR HMDs. The PubMed, Web of Science, and EMBASE databases were searched through September 2022 for relevant articles that described user studies. User assessments most often addressed task performance. However, objective measurements of cognitive, visual, and physical loads, known to affect task performance and the occurrence of adverse events, were limited. There was also incomplete reporting of user demographics. This review reveals knowledge and methodology gaps for usability of AR HMDs and demonstrates the potential impact of future usability research. Full article
(This article belongs to the Special Issue Virtual Reality and Augmented Reality)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-19
Back to TopTop