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Entering text is one of the most common tasks when interacting with computing systems. Virtual Reality (VR) presents a challenge as neither the user's hands nor the physical input devices are directly visible. Hence, conventional desktop peripherals are very slow, imprecise, and cumbersome. We developed a apparatus that tracks the user's hands, and a physical keyboard, and visualize them in VR. In a text input study with 32 participants, we investigated the achievable text entry speed and the effect of hand representations and transparency on typing performance, workload, and presence. With our apparatus, experienced typists benefited from seeing their hands, and reach almost outside-VR performance. Inexperienced typists profited from semi-transparent hands, which enabled them to type just 5.6 WPM slower than with a regular desktop setup. We conclude that optimizing the visualization of hands in VR is important, especially for inexperienced typists, to enable a high typing performance.

Fundamental concepts of thermodynamics rely on abstract physical quantities such as energy, heat and entropy, which play an important role in the process of interpreting thermal phenomena and statistical mechanics. However, these quantities are not covered by human visual perception and since heat sensation is purely qualitative and easy to deceive, an intuitive understanding often is lacking. Today immersive technologies like head-mounted displays of the newest generation, especially HoloLens, allow for high quality augmented reality learning experiences, which can overcome this gap in human perception by presenting different representations of otherwise invisible quantities directly in the field of view of the user on the experimental apparatus, which simultaneously avoids a split attention effect. In a mixed reality (MR) scenario as presented in this paper-which we call a holo.lab-human perception can be extended to the thermal regime by presenting false-color representations of the temperature of objects as a virtual augmentation directly on the real object itself in real-time. Direct feedback to experimental actions of the users in form of different representations allows for immediate comparison to theoretical principles and predictions and therefore is supposed to intensify the theory-experiment interactions and to increase students' conceptual understanding. We tested this technology for an experiment on thermal conduction of metals in the framework of undergraduate laboratories. A pilot study with treatment and control groups (N = 59) showed a small positive effect of MR on students' performance measured with a standardized concept test for thermodynamics, pointing to an improvement of the understanding of the underlying physical concepts. Theses findings indicate that complex experiments could benefit even more from augmentation. This motivates us to enrich further experiments with MR.

In the field of Virtual Reality (VR) and Augmented Reality (AR), technologies have made huge progress during the last years and also reached the field of education. The virtuality continuum, ranging from pure virtuality on one side to the real world on the other, has been successfully covered by the use of immersive technologies like head-mounted displays, which allow one to embed virtual objects into the real surroundings, leading to a Mixed Reality (MR) experience. In such an environment, digital and real objects do not only coexist, but moreover are also able to interact with each other in real time. These concepts can be used to merge human perception of reality with digitally visualized sensor data, thereby making the invisible visible. As a first example, in this paper we introduce alongside the basic idea of this column an MR experiment in thermodynamics for a laboratory course for freshman students in physics or other science and engineering subjects that uses physical data from mobile devices for analyzing and displaying physical phenomena to students.