The need for objective data-driven usability testing of VR applications is becoming more tangible with the rapid development of numerous VR applications and their increased accessibility. Traditional methods of testing are too time and resource consuming and might provide results that are highly subjective. Thus, the aim of this article is to explore the possibility of automation of usability testing of VR applications by using objective features such as HMD built-in head and hands tracking, EEG sensor, video recording, and other measurable parameters in addition to automated analysis of subjective data provided in questionnaires. For this purpose, a simple VR application was created which comprised relatively easy tasks that did not generate stress for the users. Fourteen volunteers took part in the study and their signals were monitored to acquire objective automated data. At the same time the observer was taking notes of subjects’ behaviour, and their subjective opinions about the experience were recorded in a post-experiment questionnaire. The results acquired from signal monitoring and questionnaires were juxtaposed with observation and post-interview results to confirm the validity and efficacy of automated usability testing. The results were very promising, proving that automated usability testing of VR applications is potentially achievable.
This paper presents and concludes the ATOMIC project, which was to create an XR-based educational environment that enables students to meet the challenges of a natural business environment such as planning and organizing, staffing and control, problem solving, critical thinking, creativity, and teamwork. Four different approaches were taken utilizing different XR technologies (projector-based AR, mobile-based AR, HMD AR, and HMD VR), and their efficacy and educational value were juxtaposed. A universal 34-question usability questionnaire was proposed that can be applied in future XR usability studies. Four versions of the application were tested among 20 students to identify the advantages and disadvantages of each approach in an educational context.
Acrylate polymer-based bone cements constitute the most popular bonding agents used in regenerative surgery. Due to their inferior biocompatibility, however, these materials are often enriched with ceramic additives including hydroxyapatite (HAp). The aim of this paper was to perform a comparative study of the acrylate cements filled with different content (3–21%) of nano- and microscale hydroxyapatite. The work concerns a comparison of times and temperatures of the cross-linking reaction, as well as morphology, glass transition temperature, and principal mechanical properties of the resulting composites. Before being used as a filler, both HAp forms were subjected to an in-depth characterization of their morphology, specific surface area, pore size distribution, and wettability as well as chemical composition and structure. For that purpose, such analytical techniques as scanning electron microscopy, Fourier-transform infrared spectroscopy, X-ray diffraction, tensiometry, Brunauer–Emmett–Teller surface area analysis, differential scanning calorimetry, Shore D hardness test, and Charpy impact test were used. The results indicated a drop of cross-linking temperature and an extension of setting time with the addition of µHAp. The µHAp-filled acrylate composites were characterized by a globular surface morphology, higher glass transition temperature, and lower hardness and impact strength compared to nHAp-filled materials. This relationship was evident at higher nHAp concentrations.
This chapter will be focused on contributing to the increase of universal design competencies of future engineers, educators, and designers through the use of mixed reality technologies, closing the gap between theory and field application of principles, towards a more inclusive world and promoting health and wellbeing for all. The experience of a situation where limitations arise in relation to what is taken for granted is an important experience that leads to a personal knowledge of the difficulties. By the use of simulators, especially virtual (VR) and mixed reality (MR) technologies, it is possible to create such experiences. Training based on MR can prepare future and current professionals for up-to-date requirements of the labor market. In addition, it can ensure that the standards such as barrier-free concepts, broader accessibility, adaptive and assistive technology will be familiar to trainees.
Over the past few years, the rapid development of virtual reality has led to the technology finding its way into the professional sector in addition to the gaming market. It plays a particularly important role in medical applications by providing a virtual environment to enable therapy, rehabilitation, and serving as an educational platform. The chapter provides an overview of the applications of virtual reality in medicine about some of the most important areas. Both scenario development and application validation methods are presented, as well as their impact on the end user. Finally, the technological potential and future development of VR applications used for improving medical service delivery are summarized and briefly discussed.
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