Knowledge Acquisition and Cyber Sickness: A Comparison of Vr Devices in Virtual Tours

Polcar, Jiří; Hořejší, Petr

doi:10.17973/mmsj.2015_06_201516

Cited by 39 publications

(42 citation statements)

References 7 publications

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“…According to other research efforts using Oculus Rift (POLCAR & HOREJSI 2013;Treleaven et al 2015), symptoms related to cybersickness episodes, such as nausea and headaches, were witnessed. This is a concern worth some consideration when developing further studies with the prototype.…”

Section: Discussionmentioning

confidence: 99%

Exploring educational immersive videogames: an empirical study with a 3D multimodal interaction prototype

Fernandes

Cruz

Azevedo

et al. 2016

Behaviour & Information Technology

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Gestural interaction devices emerged and originated various studies on multimodal human-computer interaction to improve user experience. However, there is a knowledge gap regarding the use of these devices to enhance learning.We present an exploratory study which analysed the user experience with a multimodal immersive videogame prototype, based on a Portuguese historical/cultural episode. Evaluation tests took place in high school environments and public videogaming events. Two users would be present simultaneously in the same virtual reality environment: one as the helmsman aboard Vasco da Gama's XV-century Portuguese ship, another as the mythical Adamastor stone giant at the Cape of Good Hope. The helmsman player wore a virtual reality headset to explore the environment, whereas the giant player used body motion to control the giant, and observed results on a screen, with no headset. This allowed a preliminary characterization of user experience, identifying challenges and potential use of these devices in multi-user virtual learning contexts. We also discuss the combined use of such devices, towards future development of similar systems, and its implications on learning improvement through multimodal human-computer interaction.

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Section: Discussionmentioning

confidence: 99%

Exploring educational immersive videogames: an empirical study with a 3D multimodal interaction prototype

Fernandes

Cruz

Azevedo

et al. 2016

Behaviour & Information Technology

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“…These two technologies are the most common type of VR devices used in VR companies and in the VR edutainment field. The CAVE seems to provide greater presence, immersion and emotion [9], greater skill and less experience consequence [15] compared to a HMD. Consequently, in the hypothesis 1, we hypothesize that subjective user experience is greater in the CAVE than in the HMD Mobile.…”

Section: Aim and Hypothesis Of This Studymentioning

confidence: 99%

Effects on User Experience in an Edutainment Virtual Environment

Tcha-Tokey

Loup-Escande

Christmann

et al. 2017

Proceedings of the European Conference on Cognitive Ergonomics 2017

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ABSTRACT1The user experience in immersive virtual environment can be broadly defined by the feeling of presence and immersion in a virtual environment. The propensity of feeling "there" and "enveloped by" in the virtual environment seems to be essential in offering a high quality of experience. However, this user experience definition is partial and neglects other components of the user experience in immersive virtual environments. We consider the overall user experience in immersive virtual environments. In this study, we use our unified questionnaire to measure, analyze and compare the user experience of two immersive virtual devices (i.e., a Cave Automatic Virtual Environment and a Mobile Head Mounted Display). 21 participants took place in this study and assessed the user experience of these devices through the "King Tut VR2" edutainment virtual application. The results show that the CAVE induced a greater user experience than the HMD with significant difference in presence, engagement, flow, skill, judgement and experience consequence. The results also show no significant difference in immersion, usability, emotion and technology adoption between the CAVE and the HMD.

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“…Without careful considerations of such features, users can inevitably experience discomfort, disorientation, and cyber sickness, especially in navigating and exploring immersive virtual environments using cumbersome specialized equipment or hardware [34][35][36]. In contrast, according to Polcar and Horejsi [37], such problems are virtually eliminated with the use of non-immersive VR applications.…”

Section: Determining the Type Of Vrmentioning

confidence: 99%

“…This novel application was implemented on the desktop platform, enabling children with dyslexia to diagnose the VS potential more readily. Admittedly, the aspect of realism of non-immersive VR applications is less than that of the immersive and semi-immersive VR applications; however, some studies [37,38] have found that the former technology was equally effective in helping users to achieve the objectives of certain tasks in the non-immersive environment.…”

Section: Determining the Type Of Vrmentioning

confidence: 99%

Virtual Environment for Diagnosing Dyslexic Children' Visual Spatial Potential

Hamid¹,

Ubaidullah²,

Saad³

2017

IJMA

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This paper discusses the design of a non-immersive virtual environment for diagnosing dyslexic children's visual-spatial potential called D-Potensi and the diagnostic testing of the prototype. The design of the virtual environment is based on the adaption of Sutcliffe's VR development methodology, comprising four activities: (i) determining type of VR, (ii) selecting modalities and interaction devices, (iii) creating and modelling 3D objects, and (iv)creating terrains. For the diagnostic testing, a qualitative approach using semi-structured interview and an observation technique were used to identify the potential problems of DPotensi. Participants of the diagnostic test comprised the president of Malaysian Dyslexia Association (MDA), a dyslexic teacher, the father of a dyslexic child, and five dyslexic children. The results of the test suggest that the design of D-Potensi virtual environment needs further improvement to enhance its usability. As such, the researchers propose a number of suggestions to improve the design of D-Potensi virtual environment. KEYWORDS Goal-directed exploration, web-based virtual environment, non-immersive VR, dyslexic children's visualspatial potential

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Knowledge Acquisition and Cyber Sickness: A Comparison of Vr Devices in Virtual Tours

Cited by 39 publications

References 7 publications

Exploring educational immersive videogames: an empirical study with a 3D multimodal interaction prototype

Exploring educational immersive videogames: an empirical study with a 3D multimodal interaction prototype

Effects on User Experience in an Edutainment Virtual Environment

Virtual Environment for Diagnosing Dyslexic Children' Visual Spatial Potential

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