Review on cybersickness in applications and visual displays

Rebenitsch, Lisa; Owen, Charles B.

doi:10.1007/s10055-016-0285-9

Cited by 659 publications

(492 citation statements)

References 97 publications

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“…In this study, participants in the VR groups experienced significantly more symptoms than those in the AR and tablet groups. The general symptoms exhibited (general discomfort, headache, dizziness, nausea, and disorientation) are consistent with the symptoms associated with cybersickness from the use of head‐mounted displays (Rebenitsch and Owen, ). Both general discomfort and dizziness was observed in 40% of participants in the first study, which is of concern as experiencing these symptoms would have an impact on the learning quality and therefore make the student less immersed in the lesson.…”

Section: Discussionsupporting

confidence: 72%

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

Moro

Štromberga

Raikos

et al. 2017

Anatomical Sciences Ed

674

612

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Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands-on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet-based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P < 0.05), dizziness (40% in VR, P < 0.001), or blurred vision (35% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549-559. © 2017 American Association of Anatomists.

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Section: Discussionsupporting

confidence: 72%

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

Moro

Štromberga

Raikos

et al. 2017

Anatomical Sciences Ed

674

612

View full text Add to dashboard Cite

show abstract

“…In this study, participants experienced significantly more symptoms in the Gear VR than the Oculus Rift. The general symptoms exhibited (general discomfort, headache, dizziness, nausea and disorientation) are consistent with the symptoms caused by cybersickness with the use of head-mounted displays Rebenitsch & Owen, 2016). Both general nausea and blurred vision were significantly higher in the Gear VR, which is a worrying as experiencing these symptoms would likely have a great impact on the learning quality and make the student less immersed in the lesson.…”

Section: Adverse Health Effectssupporting

confidence: 53%

Virtualisation devices for student learning: Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality in medical and health science education

Moro

Štromberga

Stirling

2017

AJET

132

103

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Consumer-grade virtual reality has recently become available for both desktop and mobile platforms and may redefine the way that students learn. However, the decision regarding which device to utilise within a curriculum is unclear. Desktop-based VR has considerably higher setup costs involved, whereas mobile-based VR cannot produce the quality of environment due to its limited processing power. This study aimed to compare performance in an anatomical knowledge test between two virtual reality headsets, the Oculus Rift and Gear VR, as well as to investigate student perceptions and adverse health effects experienced from their use. An identical lesson on spine anatomy was presented to subjects using either the Oculus Rift or Gear VR, with no significant differences observed in test scores from participants using either device, with both groups answering 60% of the questions correctly. However, 40% of participants experienced significantly higher rates of nausea and blurred vision when using the Gear VR (P < 0.05). It was established that the more cost effective mobile-based VR was just as suitable for teaching isolated-systems than the more expensive desktop-based VR. These outcomes show great promise for the effective use of mobile-based virtual reality devices in medical and health science education.

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“…Therefore, if the technical performance condition is satisfied in the VR environment, the proposed hand interaction will not cause VR sickness (Table 1). The simulator sickness questionnaire (SSQ) experiment was conducted to analyze the VR sickness of the proposed hand interaction more systematically and statistically [35,36]. In SSQ, the sickness that users can feel from the simulator was deduced in 16 items through various experiments.…”

Section: Experimental Results and Analysismentioning

confidence: 99%

A Study on Immersion of Hand Interaction for Mobile Platform Virtual Reality Contents

Han

Kim

2017

Symmetry

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This study proposes gaze-based hand interaction, which is helpful for improving the user's immersion in the production process of virtual reality content for the mobile platform, and analyzes efficiency through an experiment using a questionnaire. First, three-dimensional interactive content is produced for use in the proposed interaction experiment while presenting an experiential environment that gives users a high sense of immersion in the mobile virtual reality environment. This is designed to induce the tension and concentration of users in line with the immersive virtual reality environment. Additionally, a hand interaction method based on gaze-which is mainly used for the entry of mobile virtual reality content-is proposed as a design method for immersive mobile virtual reality environment. The user satisfaction level of the immersive environment provided by the proposed gaze-based hand interaction is analyzed through experiments in comparison with the general method that uses gaze only. Furthermore, detailed analysis is conducted by dividing the effects of the proposed interaction method on user's psychology into positive factors such as immersion and interest and negative factors such as virtual reality (VR) sickness and dizziness. In this process, a new direction is proposed for improving the immersion of users in the production of mobile platform virtual reality content.

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Review on cybersickness in applications and visual displays

Cited by 659 publications

References 97 publications

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

Virtualisation devices for student learning: Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality in medical and health science education

A Study on Immersion of Hand Interaction for Mobile Platform Virtual Reality Contents

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