The Microsoft HoloLens, a mixed reality head-mounted display (HMD), has been demonstrated in domains such as medicine, engineering, and manufacturing. In order to interact with the device, voice input may be required. Given this range of environments, it is necessary to understand the impact of noise on voice dictation speed and accuracy. In this study, we evaluated the dictation feature of the HoloLens through speed (WPM), accuracy (WER), perceived workload, and perceived usability at three different noise levels: 40 dB, 55 dB, and 70 dB. No differences were found across noise levels in speed (67-75 WPM), or perceived workload. Accuracy and perceived usability worsened in the 70 dB noise condition. Only 37.5% of participants were able to successfully dictate in the 70 dB condition. This study shows that if the HoloLens is to be accepted in environments with high noise levels, improvements to dictation need to be made.

Past research has shown that text input methods must be quick, efficient, and involve little to no learning in order for them to be accepted in a consumer market. The Microsoft HoloLens is a mixed reality head-mounted display (HMD) that requires gestures or a physical clicker for interaction, including text entry. In this study, we investigated performance, perceived usability, and workload of these text input methods. Participants were able to type only 5.41WPM with the gesture method, gave it a poor usability score. The clicker method resulted in a WPM rate of 6.58, was given an “OK” usability score, and lower perceived exertion scores in the bicep and index finger. This study demonstrates the need for further research to develop more optimal text entry methods for MR environments.

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Immersive simulation technology has transformed the training and learning environment. Virtual reality (VR) and augmented reality (AR) devices have been adopted by medical professionals, military forces, and marketing firms. Aviation training facilities are also integrating VR and AR technology into a variety of training. To ensure students begin training on equal footing, an engaging, guided tutorial for the virtual environment (VE) was created. A usability study was conducted to evaluate the tutorial’s learnability, effectiveness, and satisfaction for two user groups varying in VR experience. Results show users found the tutorial enjoyable with high usability and playability. Novice users reported the tutorial as more mentally effortful than expert users and were less comfortable with self-maneuvering. Users successfully completed most tasks on the first attempt after completing the tutorial. Those who noted difficulty in completing tasks in a post-assessment reported user error and corrected themselves without instruction. The tutorial demonstrated learnability, effectiveness, and satisfaction ensuring that users will be able to enter the VE with more confidence after engaging with the tutorial.

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