Move the Object or Move Myself? Walking vs. Manipulation for the Examination of 3D Scientific Data

Lages, Wallace S.; Bowman, Doug A.

doi:10.3389/fict.2018.00015

Cited by 27 publications

(16 citation statements)

References 45 publications

(50 reference statements)

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“…Participants additionally suggested designing the model so that it was not fixed in one place but could instead be manipulated by the user. This added feature may enhance factual and spatial knowledge retention, as the direct manipulation of virtual 3-D structures has been shown to improve the fidelity of users' internal representation of anatomical structures with regards to shape, location and orientation [15,19]. In addition, participants requested the integration of text into the model itself, such that the user could select an anatomical structure, and a pop-up text block would appear that described the selected portion and outlined its functional role.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the effectiveness of learning ear anatomy using holographic models

Gnanasegaram

Leung

Beyea

2020

J of Otolaryngol - Head & Neck Surg

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Background: Computer-assisted learning has been shown to be an effective means of teaching anatomy, with 3-D visualization technology more successfully improving participants' factual and spatial knowledge in comparison to traditional methods. To date, however, the effectiveness of teaching ear anatomy using 3-D holographic technology has not been studied. The present study aimed to evaluate the feasibility and effectiveness of learning ear anatomy using a holographic (HG) anatomic model in comparison to didactic lecture (DL) and a computer module (CM). Methods: A 3-D anatomic model of the middle and inner ear was created and displayed using presentation slides in a lecture, computer module, or via the Microsoft HoloLens. Twenty-nine medical students were randomized to one of the three interventions. All participants underwent assessment of baseline knowledge of ear anatomy. Immediately following each intervention, testing was repeated along with completion of a satisfaction survey. Results: Baseline test scores did not differ across intervention groups. All groups showed an improvement in anatomic knowledge post-intervention (p < 0.001); the improvement was equal across all interventions (p = 0.06). Participants rated the interventions equally for delivery of factual content (p = 0.96), but rated the HG higher than the DL and CM for overall effectiveness, ability to convey spatial relationships, and for learner engagement and motivation (p < 0.001). Conclusions: These results suggest that 3-D holographic technology is an effective method of teaching ear anatomy as compared to DLs and CMs. Furthermore, it is better at engaging and motivating learners compared to traditional methods, meriting its inclusion as a tool in undergraduate medical education curriculum.

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Section: Discussionmentioning

confidence: 99%

Evaluating the effectiveness of learning ear anatomy using holographic models

Gnanasegaram

Leung

Beyea

2020

J of Otolaryngol - Head & Neck Surg

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“…They also found higher embodied locomotion cues for walking rather than sitting. Among other research studies focusing on interaction techniques, locomotion, and embodiment (e.g., Zielasko et al, 2016;Weise et al, 2019;Di Luca et al, 2021), Lages and Bowman (2018) focused on the effect of manipulating objects vs physically walking in the virtual environment on performance in demanding visual tasks. They found that in designing the learning environments, the creator should consider the user controller experience, past gaming experience, and spatial ability of the user.…”

Section: Sense Of Embodimentmentioning

confidence: 99%

“…Epistemic actions are the result of sensorimotor contingencies (Slater, 2009;Slater et al, 2010) supported by a VR system. Even though physically walking is considered to be cognitively demanding, it is considered to be the most natural interaction technique (Lages and Bowman, 2018). Zielasko and Riecke (2021) carry out a survey in which participants rated higher embodied (non-visual) locomotion cues for walking, walking in place, and arm swinging than standing, sitting, or teleportation.…”

Section: Bodily Engagement Through Moving the User In Spacementioning

confidence: 99%

“…In a webbased desktop VR, physical walking can be replicated using a controller. Moving in space can benefit from familiarity with controller-based games (Lages and Bowman, 2018) such as First Person Shooter (FPS) games. In these games, the player has an egocentric view and controls the movement in space in different directions using a game controller device or a mouse and keyboard.…”

Section: Bodily Engagement Through Moving the User In Spacementioning

confidence: 99%

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Move The Object or Move The User: The Role of Interaction Techniques on Embodied Learning in VR

Bagher

Sajjadi

Wallgrün

et al. 2021

Front. Virtual Real.

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To incorporate immersive technologies as part of the educational curriculum, this article is an endeavor to investigate the role of two affordances that are crucial in designing embodied interactive virtual learning environments (VLEs) to enhance students’ learning experience and performance: 1) the sense of presence as a subjective affordance of the VR system, and 2) bodily engagement as an embodied affordance and the associated sense of agency that is created through interaction techniques with three-dimensional learning objects. To investigate the impact of different design choices for interaction, and how they would affect the associated sense of agency, learning experience and performance, we designed two VLEs in the context of penetrative thinking in a critical 3D task in geosciences education: understanding the cross-sections of earthquakes’ depth and geometry in subduction zones around the world. Both VLEs were web-based desktop VR applications containing 3D data that participants ran remotely on their own computers using a normal screen. In the drag and scroll condition, we facilitated bodily engagement with the 3D data through object manipulation, object manipulation. In the first-person condition, we provided the ability for the user to move in space. In other words, we compared moving the objects or moving the user in space as the interaction modalities. We found that students had a better learning experience in the drag and scroll condition, but we could not find a significant difference in the sense of presence between the two conditions. Regarding learning performance, we found a positive correlation between the sense of agency and knowledge gain in both conditions. In terms of students with low prior knowledge of the field, exposure to the VR experience in both conditions significantly improved their knowledge gain. In the matter of individual differences, we investigated the knowledge gain of students with a low penetrative thinking ability. We found that they benefited from the type of bodily engagement in the first-person condition and had a significantly higher knowledge gain than the other condition. Our results encourage in-depth studies of embodied learning in VR to design more effective embodied virtual learning environments.

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“…Two major points contribute to ecological validity: verisimilitude which describes the similarity between the assessment in the test and a real-life situation; and veridicality which describes precision of what is being assessed compared to daily living (Parsons, 2015). Virtual reality may contribute to increase ecological validity, but also to manipulate and control more effectively spatial navigation variables (Lages & Bowman, 2018).…”

Section: Introductionmentioning

confidence: 99%

Soundspace VR: spatial navigation using sound in virtual reality

et al. 2021

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Prior research reveal that spatial navigation skills rely mostly in visual sensory abilities, but the study of how spatial processing operates in the absence of visual information is still incomplete. Therefore, a spatial navigation task in virtual reality using auditory cues was developed to study navigational strategies in sighted individuals. Twenty healthy adult participants were recruited. The task consisted of a VR scene, in which participants were asked to localize the sound source and move to the target without visual information (i.e. blindfolded). Task difficulty was manipulated by route length.The participants were first exposed in a study phase with the objective to move to the sound source and then return to the starting point. In a test phase, the participants performed the same task without the sound source but with auditory cues from obstacles to test spatial learning. This manipulation allowed to assess navigational strategies as local navigation in the first and wayfinding in the second phase. Performance was assessed from behavioral measures of execution time, obstacle collisions, and prompts during the task execution. These variables were correlated with established neuropsychological instruments for global cognition and memory abilities. The results revealed a relationship between executive functioning and task performance. Global performance was better in wayfinding involving spatial learning, while increases in task difficulty affected performance through execution time only for local navigation. These data reveal the importance of auditory information from spatial sound cues for spatial learning and navigation in a known environment.

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Move the Object or Move Myself? Walking vs. Manipulation for the Examination of 3D Scientific Data

Cited by 27 publications

References 45 publications

Evaluating the effectiveness of learning ear anatomy using holographic models

Evaluating the effectiveness of learning ear anatomy using holographic models

Move The Object or Move The User: The Role of Interaction Techniques on Embodied Learning in VR

Soundspace VR: spatial navigation using sound in virtual reality

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