Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Seo B; Park J, Park J. Pages: 53 - 63 Abstract: AbstractIn the last couple of years, augmented reality (AR) has become one of the most anticipated emerging technologies. The technology is becoming more intimate with people's everyday lives, and user experiences are getting more vivid year by year. However, most of the current AR experiences rely on interacting with virtual content augmented on the real world, becoming less impressive and exciting than they were in the first place. In this article, we explore a new perspective on enriching AR experiences for their emerging mature state. We first investigate interaction schemes in AR environments in detail and highlight potential features in the context of interacting with the real world. We also provide a brief discussion on technical challenges and issues to realize interacting with the real world in online AR scenarios. We believe that this article will initiate new research interests and directions for the next level of AR experiences. PubDate: Fri, 21 Jan 2022 00:00:00 GMT DOI: 10.1162/pres_a_00341 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Tärning B; Ternblad E, Haake M, et al. Pages: 65 - 85 Abstract: AbstractVirtual Reality has long been proposed to combine the reliability of controlled laboratory settings with the ecological validity of real life. While the technological development steadily pushes towards even more realistic renderings of the real world—the elusiveness of social and emotional elements gradually becomes more evident. This is not the least true for behavioral studies in rich sociocultural contexts. This article examines the outcomes of a study on distractions, taking place in a socially rich context—the classroom. The study made use of a Virtual Reality environment simulating a junior high school lesson, where the Distraction condition consisted of peers watching nonrelevant content on their laptops. In the control condition these laptops were closed. No significant distraction effects were found, neither on learning nor behavior. Given the strong support in the literature for such effects, the study design, including technical aspects, is scrutinized and discussed. We specifically highlight the difficulty of simulating a social relationship between the participant and agents in VR, which in this case makes the distraction stimulus significantly weaker. It is argued that the distraction effect of nearby peers’ laptop use relies (partly) on shared attention with social agents with an established social relation and common interests. PubDate: Fri, 21 Jan 2022 00:00:00 GMT DOI: 10.1162/pres_a_00342 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Riegler A; Riener A, Holzmann C. Pages: 87 - 126 Abstract: AbstractWhile augmented reality (AR) interfaces have been researched extensively over the last decades, studies on their application in vehicles have only recently advanced. In this article, we systematically review 12 years of AR research in the context of automated driving (AD), from 2009 to 2020. Due to the multitude of possibilities for studies with regard to AR technology, at present, the pool of findings is heterogeneous and non-transparent. From a review of the literature we identified N=156 papers with the goal to analyze the status quo of existing AR studies in AD, and to classify the related literature into application areas. We provide insights into the utilization of AR technology used at different levels of vehicle automation, and for different users (drivers, passengers, pedestrians) and tasks. Results show that most studies focused on safety aspects, driving assistance, and designing non-driving-related tasks. AR navigation, trust in automated vehicles (AVs), and interaction experiences also marked a significant portion of the published papers; however, a wide range of different parameters was investigated by researchers. Among other things, we find that there is a growing trend toward simulating AR content within virtual driving simulators. We conclude with a discussion of open challenges, and give recommendations for future research in automated driving at the AR side of the reality-virtuality continuum. PubDate: Fri, 21 Jan 2022 00:00:00 GMT DOI: 10.1162/pres_a_00343 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Hammar Wijkmark C; Heldal I, Metallinou M. Pages: 127 - 152 Abstract: AbstractAn incident commander (IC) is expected to take command in any incident to mitigate consequences for humans, property, and the environment. To prepare for this, practice-based training in realistic simulated situations is necessary. Usually this is conducted in live simulation (LS) at dedicated (physical) training grounds or in virtual simulation (VS) situations at training centers, where all participants are present at the same geographical space. COVID-19-induced restrictions on gathering of people motivated the development and use of remote virtual simulation (RVS) solutions. This article aims to provide an increased understanding of the implementation of RVS in the education of Fire Service ICs in Sweden. Data from observations, questionnaires, and interviews were collected during an RVS examination of two IC classes (43 participants) following an initial pilot study (8 participants). Experienced training values, presence, and performance were investigated. The results indicated that students experienced higher presence in RVS, compared with previous VS studies. This is likely due to the concentration of visual attention to the virtual environment and well-acted verbal counterplay. Although all three training methods (LS, VS, and RVS) are valuable, future research is needed to reveal their respective significant compromises, compared with real-life incidents. PubDate: Tue, 25 Jan 2022 00:00:00 GMT DOI: 10.1162/pres_a_00346 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Rebenitsch L; Engle D. Pages: 153 - 168 Abstract: AbstractLocomotion in virtual environments presents challenges due to the discrepancy between the virtual and the real-world space. Teleportation has been suggested for rapid transit and low cybersickness. However, users often find the method disorienting and difficult over short distances. This is problematic in many gaming scenarios where moderate distances are common. We examined three methods of self-directed, steering locomotion for short to mid-range distances. The methods were pointing, head, and semi-decoupled head and controller. The decoupled method was to explore if game console navigation would be preferred due to familiarity. The experiment focused on user preference and accuracy and had 19 participants. We anticipated that more intuitive methods would be preferred. The pointing method had the greatest impact on accuracy. History of motion sickness susceptibility and prior use of video games did not affect preference with participants favoring the pointing method twice as often over the head method and with none preferring the semi-decoupled method. The pointing method also had lower average illness scores, although not statistically significant. The results suggest that pointing provides an accurate method of locomotion while also being a lower cybersickness option for steering navigation. PubDate: Wed, 02 Feb 2022 00:00:00 GMT DOI: 10.1162/pres_a_00345 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Hall L; Paracha S, Mitsche N, et al. Pages: 169 - 201 Abstract: AbstractIn response to the pandemic, many countries have had multiple lockdowns punctuated by partial freedoms limiting physically being together. In 2020–2021, during the COVID-19 pandemic, parents were stressed and exhausted by the challenges of work, home schooling, and barriers to typical childcare arrangements. Children were missing one another, their social lives, and the variety of experiences that the world beyond the home brings. Immersive Virtual Reality (IVR) offers tried and tested ways to enable children to maintain beyond-household family activities and dynamics. However, it is not viewed as a solution. Instead, as demonstrated through a multiple method study involving a Rapid Evidence Assessment, workshops with 91 teenagers, interviews with 15 experts, a Delphi study with 21 experts, 402 parent questionnaires pre-pandemic, 232 parent questionnaires during the pandemic, and longitudinal interviews with 13 parents during the first UK lockdown in 2020, IVR is not viewed as having value in the home beyond gaming. Results highlight limited consideration of IVR as a way to enhance family life or the home, with a lack of evidence and direction from current research, innovation, and policy. The article empirically demonstrates that experts, teenagers, and parents have limited expectations for VR. Further, with parental resistance to adoption and a lack of ideas or innovations in how IVR could be used, the likelihood of VR-headset adoption remains low as does its potential as a means of educating, entertaining, and socially engaging children and teenagers. PubDate: Wed, 02 Feb 2022 00:00:00 GMT DOI: 10.1162/pres_a_00347 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Cowlyn J; Dalton N. Pages: 207 - 226 Abstract: AbstractDesigning for augmented reality (AR) applications is difficult and expensive. A rapid system for the early design process of spatial interfaces is required. Previous research has used video for mobile AR design, but this is not extensible to head-mounted AR. AR is an emergent technology with no prior design precedent, requiring designers to allow free speculation or risk the pitfalls of “path dependence.” In this article, a participatory elicitation method we call “spatial informance design” is presented. We found combining “informance design,” “Wizard of Oz,” improvisation, and “paper prototyping,” to be a fast and lightweight solution for ideation of rich designs for spatial interfaces. A study using our method with 11 participants, produced similar and wildly different interface configurations and interactions for an augmented reality email application. Based on our findings, we propose design implications and an evaluation of our method using spatial informance for the design of head-mounted AR applications. PubDate: Thu, 10 Feb 2022 00:00:00 GMT DOI: 10.1162/pres_a_00344 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Uz-Bilgin C; Thompson M, Klopfer E. Pages: 227 - 245 Abstract: AbstractA key affordance of virtual reality is the capability of immersive VR to prompt spatial presence resulting from the stereoscopic lenses in the head-mounted display (HMD). We investigated the effect of a stereoscopic view of a game, Cellverse, on users’ perceived spatial presence, knowledge of cells, and learning in three levels of spatial knowledge: route, landmark, and survey knowledge. Fifty-one participants played the game using the same game controllers but with different views; 28 had a stereoscopic view (HMD), and 23 had a non-stereoscopic view (computer monitor). Participants explored a diseased cell for clues to diagnose the disease type and recommend a therapy. We gathered surveys, drawings, and spatial tasks conducted in the game environment to gauge learning. Participants’ spatial knowledge of the cell environment and knowledge of cell concepts improved after gameplay in both conditions. Spatial presence scores in the stereoscopic condition were higher than the non-stereoscopic condition with a large effect size; however, there was no significant difference in levels of spatial knowledge between the two groups. Most drawings showed a change in cell knowledge; yet some participants only changed in spatial knowledge of the cell, and some changed in both cell knowledge and spatial knowledge. Evidence suggests that a stereoscopic view has a significant effect on users’ experience of spatial presence, but that increased presence does not directly translate into spatial learning. PubDate: Tue, 22 Feb 2022 00:00:00 GMT DOI: 10.1162/pres_a_00349 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Krassmann A; Melo M, Pinto D, et al. Pages: 247 - 265 Abstract: AbstractThe sense of presence is an important aspect of experiences in Virtual Reality (VR), an emerging technology in education, leading this construct to be increasingly researched in parallel to learning purposes. However, there is not a consensus in the literature on the outcomes of this association. Aiming to outline a panorama in this regard, a systematic literature review was conducted, with a comprehensive analysis of 140 primary studies recovered from five worldwide databases. The analysis shows an overview of 24 years of areas, factors, and methodological approaches that seem to be more inclined to benefit from the sense of presence toward learning purposes. We contribute to the advancement of state of the art by providing an understanding of the relationship among these variables, identifying potential ways to benefit from the sense of presence to further leverage the use of VR for learning purposes. PubDate: Fri, 13 May 2022 00:00:00 GMT DOI: 10.1162/pres_a_00350 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Guo X; Yoshinaga T, Hilton A, et al. Pages: 267 - 280 Abstract: AbstractVarious types of Augmented Reality (AR) have been successfully applied to many highly operable and spatial teaching courses in medicine, chemistry, and others. AR has already shown advantages over traditional face-to-face and online teaching, such as Zoom or Teams meetings. However, it is unclear when comparing teaching activity whether new AR technologies can offer similar advantages disciplines that are non-highly operational or non-spatial in nature, such as Introduction to Psychology. In order to present teaching activities in three dimensions and all directions and realize the presence of a teacher's face movement, we developed two new methods: Volumetric video Augmented Reality (VAR) and Avatar-based Augmented Reality (AAR). We compared the effects of teaching psychology using four methods: VAR, AAR, face-to-face, and Zoom. The participants’ data were collected via questionnaires with which we conducted variance analysis and Pearson correlation analysis. Our experiments showed that there were no significant differences in the effects of teaching under the four different teaching methods, but the AAR and VAR groups had significantly higher curriculum novelty and satisfaction, 3D sensation and presence, and teacher's attractiveness than face-to-face and Zoom groups. The research demonstrated that both VAR and AAR can improve the sense of presence and satisfaction in teaching psychology-related courses. PubDate: Fri, 13 May 2022 00:00:00 GMT DOI: 10.1162/pres_a_00351 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Li BJ; Lee H. Pages: 281 - 292 Abstract: AbstractImmersive journalism (IJ), where individuals engage in a news story from a first-person perspective using interactive technologies, has become increasingly popular in recent years. Such stories may improve the impact of journalism on the audience by enhancing feelings and emotions associated with the news content. Studies have shown that rather than undermining rationality, emotion could increase engagement toward news pieces, and improve knowledge of social issues. Emotional personalization (EP), a strategy where the production of news content involves the emotional testimony of ordinary citizens at the heart of the story, is therefore increasingly employed. This study explores how EP, as well as the modality of IJ content, influences our perceptions and cognitions with regards to an IJ piece on war and conflict. In our study, 193 participants took part in a 2 (EP: present vs. absent) × 2 (modality: VR vs. desktop) experiment. Participants in the EP-present condition reported stronger feelings of presence and greater story recall, while those in the VR condition experienced lower emotional valence and stronger feelings of empathy. Our results support current literature on IJ and EP and suggest that with the rising interest in immersive technologies, sustained investigation on the implications of EP strategies in IJ is crucial. PubDate: Fri, 13 May 2022 00:00:00 GMT DOI: 10.1162/pres_a_00352 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Sinclair J; Suwanwiwat H, Lee I. Pages: 293 - 312 Abstract: AbstractGathering real-world data is a crucial process in developing realistic, agent-based crowd simulation models. In order to gather real-world data, three types of data need to be considered: physical, mental, and visual. Existing data gathering methods do not collect all three data types, but they provide a limited amount of data for agent-based simulations. This article proposes using a combination of Virtual Reality and Questionnaires as a means to gathering real-world data. This hybrid method collects all three data types and is validated by comparing it to data collected from the real world. Two data gathering experiments (real world and our proposed method) were conducted to collect all three types of data for comparison. Experimental results show that the proposed method can collect similar data to the real-world experiment, in particular for mental and visual data. The Chi-Square Goodness-of-Fit Test proves that there is no significant difference between the real world and our proposed method for mental and visual data, whilst the test shows there is significant difference in physical data, in particular, completed time. We propose an adjustment factor for the completed time data that mitigates the gap between virtual space and real space, and allows the results collected to be input into agent-based simulations as real-world data. Overall, the proposed method is cost effective, time efficient, reproducible, ecologically valid, and able to collect three types of data for agent-based crowd simulation models. PubDate: Fri, 13 May 2022 00:00:00 GMT DOI: 10.1162/pres_a_00353 Issue No:Vol. 28 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Kishore S; Spanlang B, Iruretagoyena G, et al. Pages: 5 - 27 Abstract: AbstractThere is an alarming level of violence by police in the US toward African Americans. Although this may be rooted in explicit racial bias, the more intractable problem is overcoming implicit bias, bias that is non-conscious but demonstrated in actual behavior. If bias is implicit, it is difficult to change through explicit methods that attempt to change attitudes. We carried out a study using virtual reality (VR) with 38 officers in a US police department, who took part in an interrogation of an African American suspect alongside an officer who was racially abusive toward the suspect. Seventeen of the participants witnessed the interview again from a third person perspective (Observer) and 21 from the embodied perspective of the suspect, now a victim of the interrogation (Victim condition), having been assigned randomly to these two groups. Some weeks later, all witnessed aggression by an officer toward an African American man in a virtual cafe scenario. The results show that the actions of those who had been in the Victim condition were coded as being more helpful toward the victim than those in the Observer condition. We argue that such VR exposures operate at the experiential and implicit level rather than the explicit, and hence are more likely to be effective in combating aggression rooted in implicit bias. PubDate: Fri, 29 Oct 2021 00:00:00 GMT DOI: 10.1162/pres_a_00339 Issue No:Vol. 28 (2021)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Li Y; Ch'ng E, Cobb S, et al. Pages: 29 - 52 Abstract: AbstractThe use of virtual reality (VR) and augmented reality (AR) in connected environments is rarely explored but may become a necessary channel of communication in the future. Such environments would allow multiple users to interact, engage, and share multidimensional data across devices and between the spectrum of realities. However, communication between the two realities within a hybrid environment is barely understood. We carried out an experiment with 52 participants in 26 pairs, within two environments of 3D cultural artifacts: (1) a Hybrid VR and AR environment (HVAR) and (2) a Shared VR environment (SVR). We explored the differences in perceived spatial presence, copresence, and social presence between the environments and between users. We demonstrated that greater presence is perceived in SVR when compared with HVAR, and greater spatial presence is perceived for VR users. Social presence is perceived greater for AR users, possibly because they have line of sight of their partners within HVAR. We found positive correlations between shared activity time and perceived social presence. While acquainted pairs reported significantly greater presence than unacquainted pairs in SVR, there were no significant differences in perceived presence between them in HVAR. PubDate: Wed, 22 Dec 2021 00:00:00 GMT DOI: 10.1162/pres_a_00340 Issue No:Vol. 28 (2021)
Hybrid journal (It can contain Open Access articles)
[39 journals]
