As the need for sensors increases with the inception of virtual reality, augmented reality and mixed reality, the purpose of this paper is to evaluate the suitability of the two Kinect devices and the Leap Motion Controller. When evaluating the suitability, the authors’ focus was on the state of the art, device comparison, accuracy, precision, existing gesture recognition algorithms and on the price of the devices. The aim of this study is to give an insight whether these devices could substitute more expensive sensors in the industry or on the market. While in general the answer is yes, it is not as easy as it seems: There are significant differences between the devices, even between the two Kinects, such as different measurement ranges, error distributions on each axis and changing depth precision relative to distance.
This paper presents the analyzed results of a virtual reality application which allows measuring spatial skills of the users. The application contains mental rotation tests of three types and can be used on a computer with desktop displays and on Android with the Gear VR device. The authors measured the spatial ability of 61 students with the Gear VR and of 240 students with a desktop display. By investigating the correct answer ratios, comparisons were done between the age, the gender, the primary hand, what the students are majoring in, moreover the display devices. The use of the Gear VR significantly improved on the average performance of female students by 18.02%, on left-handed students by 18.66%, on older students by 7.29% and made the purdue spatial visualization test easier by 17.21% compared to the use of a desktop display. These results also strengthen the fact that education has a future in virtual reality.
Abstract-In this paper some experiences are described, from requirements gathering to design and implementation, in the European project "Intelligent Serious Games for Social and Cognitive Competence". The main goal of the project is to develop serious games for social and cognitive competence of children with learning difficulties. The aim of these games is to teach youth with mild disabilities about social skills, basic skills, key cognitive competence skills and work skills. Using these interactive mobile games and 3D simulations helps the social integration and personal development of these children and youth. The project uses serious games and 3D simulations so that teaching and learning becomes interesting, playful, attractive and efficient
The interaction time of students who did spatial ability tests in a virtual reality environment is analyzed. The spatial ability test completion times of 240 and 61 students were measured. A desktop display as well as the Gear VR were used by the former group and by the latter one, respectively. Logistic regression analysis was used to investigate the relationship between the probability of correct answers and completion times, while linear regression was used to evaluate effects and interactions of following factors on test completion times: the users’ gender and primary hand, test type and device used. The findings were that while the completion times are not significantly affected by the users’ primary hand, other factors have significant effects on them: they are decreased by the male gender in itself, while they are increased by solving Mental Rotation Tests or by using the Gear VR. The largest significant increment in interaction time in virtual reality during spatial ability tests is when Mental Rotation Tests are accomplished by males with the Gear VR, while the largest significant decrease in interaction time is when Mental Cutting Tests are completed with a desktop display.
This manuscript analyzes the influence of display parameters and display devices over the spatial skills of the users in virtual reality environments. For this, the authors of this manuscript developed a virtual reality application which tests the spatial skills of the users. 240 students used an LG desktop display and 61 students used the Gear VR for the tests. Statistical data are generated when the users do the tests and the following factors are logged by the application and evaluated in this manuscript: virtual camera type, virtual camera field of view, virtual camera rotation, contrast ratio parameters, the existence of shadows and the device used. The probabilities of correct answers were analyzed based on these factors by logistic regression (logit) analysis method. The influences and interactions of all factors were analyzed. The perspective camera, lighter contrast ratio, no or large camera rotations and the use of the Gear VR greatly and positively influenced the probability of correct answers on the tests. Therefore, for the assessment of spatial ability in virtual reality, the use of these parameters and device present the optimal user-centric human–computer interaction practice.
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