Evaluating immersive experiences during Covid-19 and beyond

Steed, Anthony; Ortega, Francisco R.; Williams, Adam S.; Kruijff, Ernst; Stuerzlinger, Wolfgang; Batmaz, Anil Ufuk; Won, Andrea Stevenson; Rosenberg, Evan Suma; Simeone, Adalberto L.; Hayes, Aleshia

doi:10.1145/3406098

Cited by 75 publications

(54 citation statements)

References 5 publications

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“…For example, in their crowdsourcing approach Ma et al (2018) recruit eligible participants who already have a VR headset. Cross-lab collaborations using shared collaborative virtual environments can also expand possibilities for data collection, by allowing to help fill the need for more studies exploring experiences in virtual environments over time (Steed et al, 2020). These efforts are likely to gain importance as the motivations to improve virtual collaborations multiply.…”

Section: Limitations and Future Workmentioning

confidence: 99%

Working Together on Diverse Tasks: A Longitudinal Study on Individual Workload, Presence and Emotional Recognition in Collaborative Virtual Environments

Khojasteh

Won

2021

Front. Virtual Real.

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Numerous studies have shown the potential benefits of collaborative virtual environments (CVEs) for distributed teams. However, there are few longitudinal studies on collaboration in immersive virtual environments, and existing studies mostly examine how pairs or groups adapt over time. In a longitudinal study, we examined what does and does not change over time as individual users adapt to collaboration in virtual environments. In our mixed-methods, exploratory study, we matched 20 participants in random pairs over five sessions. We assigned each participant to complete a different collaborative task, with a different partner, in each session. Our quantitative data analysis and qualitative interview data show that adaptation to VR increased significantly over time. Presence ratings did not show change over time, but participants reported developing new ways to communicate in VR. We also identified patterns indicating a relationship between a person’s emotional state and their partner’s ability to recognize their emotion. We conclude with a discussion of our findings and provide design implications and future directions for designers and researchers in the field.

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Section: Limitations and Future Workmentioning

confidence: 99%

Working Together on Diverse Tasks: A Longitudinal Study on Individual Workload, Presence and Emotional Recognition in Collaborative Virtual Environments

Khojasteh

Won

2021

Front. Virtual Real.

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“…It has not been possible to carry out a systematic study since we have not expected this pandemic and were not able to plan pre-tests. Planning a similar study across several educational XR labs is complicated because of differences in institutions, hardware, teaching and research programs and data collection methods, though some early research on the topic already exists (Steed et al 2020). One of the implications of this study is that we could encourage the XR community to come up with a strategy to combine their efforts to carry out more comprehensive studies.…”

Section: Discussionmentioning

confidence: 99%

“…Some XR equipment is expensive even for researchers and not easily available. There are also concerns about reusing XR equipment that is used in close contact by a participant, for example in a study, and that may be difficult to sterilize (Steed et al 2020).…”

Section: Related Workmentioning

confidence: 99%

“…3), to provide students with support on guidance on completing their projects in these unprecedented circumstances. All the students who borrowed the equipment were (Steed et al 2020). In some cases, to reach a test audience of significant size, a video of the projects has been distributed on social media and through other channels together with a questionnaire, so that also potential users without access to the headsets could provide feedbacks.…”

Section: Reacting To Short Notice Closure Of Universitymentioning

confidence: 99%

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Running an XR lab in the context of COVID-19 pandemic: Lessons learned from a Norwegian university

Estrada

Prasolova‐Førland

2021

Educ Inf Technol

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Universities and companies were not prepared to the changes introduced to limit the spread of COVID-19 in Norway. Universities had to switch to online teaching overnight. There is still uncertainty how measures to control the pandemic will keep affecting universities in the short and middle term. Such measures have consequences on how to carry out research that usually relies on students, researcher and volunteers using the equipment and applications. Our group carries out research on virtual/augmented/extended reality (VR/AR/XR) for immersive training and learning. This research often involves user studies. We had established procedures on how to use the equipment, carry out demonstrations and teaching for students, teachers and visitors, develop projects as part of bachelor and master projects and test new applications with volunteers. The measures taken by authorities to control the spread of the pandemic made it difficult or unfeasible to carry out some of those activities. In this paper we describe how our group and XR lab reacted after universities were closed to students’ presence in campus in March 2020. We present our actions to keep research ongoing, our evaluation of some of those actions and discuss how we had to change the way we operate our XR lab in order to continue teaching and research in the near future, under the assumption that restrictions due to the pandemic can be re-implemented at short notice. We propose procedures to run an XR lab in a manner that inspires visitors to feel safe and confident of using the equipment. Our contribution is the proposal of procedures to run an educational XR lab safely and contribute towards the conversation about how to carry out research involving users in XR under pandemic restrictions.

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“…Most participants partook in the study remotely using the videoconferencing software Zoom due to COVID-19 restrictions. Steed et al [44] note that the use of non-uniform apparatus is a potential threat to validity in remote VR studies. We mitigated this risk by only recruiting VR participants who owned the designated target hardware (Oculus Quest).…”

Section: User Studymentioning

confidence: 99%

Investigating Immersive Virtual Reality as an Educational Tool for Quantum Computing

Zable

Hollenberg

Velloso

et al. 2020

26th ACM Symposium on Virtual Reality Software and Technology

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Quantum computing (QC) is an intrinsically complex yet exciting discipline with increasing practical relevance. A deep understanding of QC requires the integration of knowledge across numerous technical fields, such as physics, computing and mathematics. This work aims to investigate how immersive Virtual Reality (VR) compares to a desktop environment ('web-applet') as an educational tool to help teach individuals QC fundamentals. We developed two interactive learning tutorials, one utilising the 'Bloch sphere' visualisation to represent a single-qubit system, and the other exploring multi-qubit systems through the lens of 'quantum entanglement'. We evaluate the effectiveness of each medium to teach QC fundamentals in a user study with 24 participants. We find that the Bloch sphere visualisation was well-suited to VR over a desktop environment. Our results also indicate that mathematics literacy is an important factor in facilitating greater learning with this effect being notably more pronounced when using VR. However, VR did not significantly improve learning in a multi-qubit context. Our work provides valuable insights which contribute to the emerging field of Quantum HCI (QHCI) and VR for education. CCS CONCEPTS • Human-centered computing → Virtual reality.

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Evaluating immersive experiences during Covid-19 and beyond

Cited by 75 publications

References 5 publications

Working Together on Diverse Tasks: A Longitudinal Study on Individual Workload, Presence and Emotional Recognition in Collaborative Virtual Environments

Working Together on Diverse Tasks: A Longitudinal Study on Individual Workload, Presence and Emotional Recognition in Collaborative Virtual Environments

Running an XR lab in the context of COVID-19 pandemic: Lessons learned from a Norwegian university

Investigating Immersive Virtual Reality as an Educational Tool for Quantum Computing

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