Understanding Virtual Reality: Presence, Embodiment, and Professional Practice

Tham, Jason; Duin, Ann Hill; Gee, Laura K.; Ernst, Nathan; Abdelqader, Bilal; McGrath, Megan

doi:10.1109/tpc.2018.2804238

Cited by 90 publications

(51 citation statements)

References 13 publications

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“…In this study, interactivity and immersion were created by the possibility for head movements, although more interaction with the 360° VLE was desired by some participants. This finding is understandable if compared to the study of Tham et al. (2018) , in which a higher sense of agency in the virtual world was connected to motivation and engagement.…”

Section: Discussionmentioning

confidence: 58%

“…In this study, interactivity and immersion were created by the possibility for head movements, although more interaction with the 360 VLE was desired by some participants. This finding is understandable if compared to the study of Tham et al (2018), in which a higher sense of agency in the virtual world was connected to motivation and engagement. Moreover, Dalgarno and Lee (2010) suggest that interaction in virtual learning environments (VLEs), including movement and object manipulation, provides potentially learning benefits.…”

Section: Skill Constructioninteraction With Materials Tools and Intementioning

confidence: 58%

“…Consequently, in VLE it is beneficial that the learner has opportunities for self-produced movements with simultaneous visual feedback (Held and Hein, 1963;Slater and Sanchez-Vives, 2016). Moreover, possibilities to control and manipulate content in virtual reality appear to invoke feelings of autonomy, motivation and engagement (Tham et al, 2018). Furthermore, the virtual model of a skill should correspond to real-world tasks in order to be transferred correctly to practice (Slater and Sanchez-Vives, 2016) and similarly, simulated body movements should correspond to the physical body, since a great feeling of impairment may cause nausea, thus disturbing the learning experience (Lackner, 2014).…”

Section: Skill Construction -Interaction With the Instructor Materiamentioning

confidence: 99%

“…Currently, 360 videos and head-mounted displays (HMD) are accessible in education, due to decreasing costs and wider availability of contents (Zhou et al, 2018). Furthermore, 360 videos are the most effortless way to create immersive VR-content in HMDs (Tham et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Experiences and outcomes of craft skill learning with a 360° virtual learning environment and a head-mounted display

Hallberg

Hirsto

Kaasinen

2020

Heliyon

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Virtual reality environments (VLEs) such as 360 videos have been introduced as educational tools over the last few years, although the pedagogical value of these media has not been widely examined, especially in the context of craft skill learning. Moreover, emotions and competences have a great impact on the usability and adoption of ICTand on learning. In this paper, mixed-method strategies were used to address these pedagogical and emotional needs in the context of craft learning and 360 VLE. Furthermore, a quasi-experimental design was used to compare learning outcomes of 360 VLE and traditional groups. Findings based on quantitative analysis suggest that negative or positive ICT-attitude did not affect how students experienced traditional or 360 lessons emotionally. However, ICT-and craft-competences had significant correlations with the described emotions. No significant differences in terms of learning outcomes were observed between the traditional and 360 teaching methods. According to the thematic analysis of the interviews, the 1 st-person-view 360 VLE could be used for basic skill observation and visualization to support traditional hands-on learning. Moreover, a head-mounted display was considered to help with focusing on the demonstration. However, more interaction with the interface and opportunities for direct interaction with the instructor were seen as necessary in 360 VLEs for skill learning in the future.

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Section: Discussionmentioning

confidence: 58%

Section: Skill Constructioninteraction With Materials Tools and Intementioning

confidence: 58%

Section: Skill Construction -Interaction With the Instructor Materiamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Experiences and outcomes of craft skill learning with a 360° virtual learning environment and a head-mounted display

Hallberg

Hirsto

Kaasinen

2020

Heliyon

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“…Smartphones can also be used as VR devices when inserted into VR headsets (e.g. Google Cardboard) [15].…”

Section: Related Work a Vr Developmentmentioning

confidence: 99%

Performance Evaluation of a Multi-User Virtual Reality Platform

Parthasarathy

Simiscuka

O’Connor

et al. 2020

2020 International Wireless Communications and Mobile Computing (IWCMC)

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Virtual Reality (VR) popularity is increasing as it is becoming more affordable for end users. Available VR hardware includes low-end inexpensive devices like Google Cardboard and high-end ones like HTC Vive or Oculus Rift, which are more expensive headsets. Using VR as a platform for content delivery allows better user engagement than other traditional methods, as VR headsets remove external distractions. Multiuser VR applications provide shared experiences where users can communicate and interact in the same virtual space. This shared environment, however, introduces challenges regarding network performance, quality of service (QoS) and sessions privacy. This paper presents a multi-user VR application and aims to evaluate network behaviour in a number of scenarios, including real VR headsets (i.e. Oculus Rift), as well as simulated ones. This QoS analysis is important for the understanding of how many VR users can be simultaneously connected with high image quality.

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Motivational Evaluation of a Virtual Reality Simulator to Teach Disk-Scheduling Algorithms for Solid-State Drives (SSDs)

Ancioto

Freitas

Dias

et al. 2020

Computational Science and Its Applications – ICCSA 2020

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The literature already shows diverse gains in the adoption of virtual reality environments, such as the possibility of safely repeating experiments without increasing the costs. However, it is unclear the advantages of the adoption of two-dimensional (2D) simulators in comparison to three-dimensional (3D) simulators based on virtual reality. We present a motivational analysis of a virtual reality simulator for teaching disk-scheduling algorithms for solid-state drives (SSDs). For this, we developed a fully immersive and interactive simulator. A case study was carried out with 38 students in which it compared the simulator being executed in a 2D environment (desktop) with a 3D environment (Google Cardboard). The results indicate a motivational increase in the 3D environment in some aspects.

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Understanding Virtual Reality: Presence, Embodiment, and Professional Practice

Cited by 90 publications

References 13 publications

Experiences and outcomes of craft skill learning with a 360° virtual learning environment and a head-mounted display

Experiences and outcomes of craft skill learning with a 360° virtual learning environment and a head-mounted display

Performance Evaluation of a Multi-User Virtual Reality Platform

Motivational Evaluation of a Virtual Reality Simulator to Teach Disk-Scheduling Algorithms for Solid-State Drives (SSDs)

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