Feasibility and effect of low-cost haptics on user immersion in virtual environments

Since the later 1990s research into Immersion, Presence and Interactivity in the context of digital media has been steadily evolving into an exciting area of experimentation, fuelled by advances in the visual, audio and tracking capabilities of Virtual Reality (VR) equipment, thanks to these improvements studies into the effectiveness of this equipment in producing an immersive experience are now possible. This is most commonly achieved by measuring the perceived level of Presence experienced by participants in virtual environments, with the higher the sense of Presence created, the more effective a VR system is deemed to be. However, due to the current limitations of Haptic interaction methods investigation into the role that touch plays in generating this sense of Presence is somewhat restricted. Following a structured process of design and research work, this project presents a new approach to creating Haptic Interaction by deploying a Haptic Prototyping Toolkit that enables Passive Haptic Interactions in Virtual Environments. The findings of this work provide the foundations for future research into the development of interaction methods of this type

Measuring user experience for virtual reality

In recent years, Virtual Reality (VR) and 3D User Interfaces (3DUI) have seen a drastic increase in popularity, especially in terms of consumer-ready hardware and software. These technologies have the potential to create new experiences that combine the advantages of reality and virtuality. While the technology for input as well as output devices is market ready, only a few solutions for everyday VR - online shopping, games, or movies - exist, and empirical knowledge about performance and user preferences is lacking. All this makes the development and design of human-centered user interfaces for VR a great challenge. This thesis investigates the evaluation and design of interactive VR experiences. We introduce the Virtual Reality User Experience (VRUX) model based on VR-specific external factors and evaluation metrics such as task performance and user preference. Based on our novel UX evaluation approach, we contribute by exploring the following directions: shopping in virtual environments, as well as text entry and menu control in the context of everyday VR. Along with this, we summarize our findings by design spaces and guidelines for choosing optimal interfaces and controls in VR.In den letzten Jahren haben Virtual Reality (VR) und 3D User Interfaces (3DUI) stark an Popularität gewonnen, insbesondere bei Hard- und Software im Konsumerbereich. Diese Technologien haben das Potenzial, neue Erfahrungen zu schaffen, die die Vorteile von Realität und Virtualität kombinieren. Während die Technologie sowohl für Eingabe- als auch für Ausgabegeräte marktreif ist, existieren nur wenige Lösungen für den Alltag in VR - wie Online-Shopping, Spiele oder Filme - und es fehlt an empirischem Wissen über Leistung und Benutzerpräferenzen. Dies macht die Entwicklung und Gestaltung von benutzerzentrierten Benutzeroberflächen für VR zu einer großen Herausforderung. Diese Arbeit beschäftigt sich mit der Evaluation und Gestaltung von interaktiven VR-Erfahrungen. Es wird das Virtual Reality User Experience (VRUX)- Modell eingeführt, das auf VR-spezifischen externen Faktoren und Bewertungskennzahlen wie Leistung und Benutzerpräferenz basiert. Basierend auf unserem neuartigen UX-Evaluierungsansatz leisten wir einen Beitrag, indem wir folgende interaktive Anwendungsbereiche untersuchen: Einkaufen in virtuellen Umgebungen sowie Texteingabe und Menüsteuerung im Kontext des täglichen VR. Die Ergebnisse werden außerdem mittels Richtlinien zur Auswahl optimaler Schnittstellen in VR zusammengefasst

Improving spatial orientation in virtual reality with leaning-based interfaces

Advancement in technology has made Virtual Reality (VR) increasingly portable, affordable and accessible to a broad audience. However, large scale VR locomotion still faces major challenges in the form of spatial disorientation and motion sickness. While spatial updating is automatic and even obligatory in real world walking, using VR controllers to travel can cause disorientation. This dissertation presents two experiments that explore ways of improving spatial updating and spatial orientation in VR locomotion while minimizing cybersickness. In the first study, we compared a hand-held controller with HeadJoystick, a leaning-based interface, in a 3D navigational search task. The results showed that leaning-based interface helped participant spatially update more effectively than when using the controller. In the second study, we designed a "HyperJump" locomotion paradigm which allows to travel faster while limiting its optical flow. Not having any optical flow (as in traditional teleport paradigms) has been shown to help reduce cybersickness, but can also cause disorientation. By interlacing continuous locomotion with teleportation we showed that user can travel faster without compromising spatial updating

Virtual reality and body rotation: 2 flight experiences in comparison

Embodied interfaces, represented by devices that incorporate bodily motion and proprioceptive stimulation, are promising for Virtual Reality (VR) because they can improve immersion and user experience while at the same time reducing simulator sickness compared to more traditional handheld interfaces (e.g.,gamepads). The aim of the study is to evaluate a novel embodied interface called VitruvianVR. The machine is composed of two separate rings that allow its users to bodily rotate onto three different axes. The suitability of the VitruvianVR was tested in a Virtual Reality flight scenario. In order to reach the goal we compared the VitruvianVR to a gamepad using perfomance measures (i.e., accuracy, fails), head movements and position of the body. Furthermore, a series of data coming from questionnaires about sense of presence, user experience, cognitive load, usability and cybersickness was retrieved.Embodied interfaces, represented by devices that incorporate bodily motion and proprioceptive stimulation, are promising for Virtual Reality (VR) because they can improve immersion and user experience while at the same time reducing simulator sickness compared to more traditional handheld interfaces (e.g.,gamepads). The aim of the study is to evaluate a novel embodied interface called VitruvianVR. The machine is composed of two separate rings that allow its users to bodily rotate onto three different axes. The suitability of the VitruvianVR was tested in a Virtual Reality flight scenario. In order to reach the goal we compared the VitruvianVR to a gamepad using perfomance measures (i.e., accuracy, fails), head movements and position of the body. Furthermore, a series of data coming from questionnaires about sense of presence, user experience, cognitive load, usability and cybersickness was retrieved

Virtual reality, education and the Macintosh

The purpose of my thesis is to present Virtual Reality as a tool in aiding Education. I used the Macintosh computer as the driving base of my project, and configured inexpensive commercially available computer peripherals as input devices. I investigated the effectiveness with which virtual worlds can present information, as well as studied the use of low cost software, input devices and drivers currently avail able on the Macintosh Computer. In addition, this thesis describes the strength, weaknesses and concerns involving the use of Virtual Reality in learning and the limitations of the current technology

Virtuaaliluokkaretki : virtuaalitodellisuusteknologian koulukäytön mahdollisuudet ja kokemukset

Tavoitteet. Tämän tutkimuksen tavoitteena on tutkia virtuaalitodellisuusteknologian (VR) soveltamista osana ympäristöopin projektia kompleksisessa koulutodellisuudessa ja raportoida niin oppilaiden kuin opettajienkin kokemuksia ja havaintoja sen käytöstä. Tutkimuksen keskiössä ovat VR teknologian havaitut toiminnan mahdollisuudet ja käyttäjien kokemukset. Vastaavaa on tutkittu aiemmin lähinnä kliinisissä olosuhteissa. Menetelmät. Tutkimukseen osallistui kolme opettajaa ja 59 5.-6. luokkalaista oppilasta kahdesta eri koulusta. Osanottajat olivat vapaaehtoisia VISIOT-hankkeeseen osallistujia. Hanke on valtakunnallinen ponnistus kokeilla ja kehittää virtuaalitodellisuuteen-, lisättyyn todellisuuteen ja esineiden Internettiin liittyvien teknologioiden opetuskäyttöä. Hanketta koordinoi valtakunnallinen Innokas-verkosto. Tutkija ja kaksi opettajaa suunnittelivat yhteistyössä ja designtutkimuksen periaatteita noudattaen VR-teknologiaa soveltavan oppimisprojektin. Opettajat ottivat käyttöön VR-järjestelmän, joka koostui HTC Vive -laitteesta ja Google Earth VR -sovelluksesta. Aineiston keruu tapahtui pääasiassa verkkokyselyin projektin alussa, sen aikana ja projektin päätyttyä. Lisäksi tutkimuksessa mitattiin oppilaiden avaruudellista hahmotuskykyä, ja kuultiin opettajien havaintoja innovatiivisten verkkohaastatteluiden avulla. Pääsääntöisesti laadullista aineistoa analysoitiin sisällönanalyysin varassa teemoitellen aineistoa, ja analysoiden eroja ja yhtäläisyyksiä osanottajien kirjallisesti kuvaamissa kokemuksissa. Tutkimuksessa seurattiin kuinka opettajat keksivät soveltaa VR-järjestelmää osana ympäristöopin projektia. Projekti alkoi joulukuussa 2017 ja päättyi huhtikuussa 2018. Oppilaat arvioivat VR-järjestelmän käyttöä ja siihen liittyviä omia kokemuksiaan niin projektin aikana kuin sen päätyttyäkin. Tulokset ja johtopäätökset. Opettajat kohtasivat vaihtelevasti oppimisen orkestroinnin haasteita, teknisiä vaikeuksia, sekä tilallisen - ja ajallisen ulottuvuuden rajoitteita projektin aikana. Vaikutti siltä, että sovelletun VR järjestelmän sujuva käyttöönotto vaatisi olemassa olevien skriptien purkamista, sekä toisenlaisia ja jouhevia tilallisia, ajallisia ja pedagogisia ratkaisuja, kuin mihin kouluissa oltiin totuttu. Tästä huolimatta oppilaat omaksuivat VR teknologian käytön varsin nopeasti ja kokivat sen erittäin myönteisesti. VR järjestelmää käytettiin projektissa lähinnä motivoivana lisänä. Roolileikkien ja maapallon visuaalisesti tehostetun tutkimisen lisäksi VR järjestelmän havaitut toiminnan mahdollisuudet sisälsivät oppilaiden mielenkiinnon heräämistä, teknologian käytöstä nauttimista, todentuntuisuuden ja mielen uppoutumisen kokemuksia, sekä onnistumisen kokemuksia. Oppilaat pitivät VR laitetta erittäin mukavana ja VR ohjelmaa käyttäjäystävällisenä. Näytti siltä, että sovellettu VR järjestelmä ja sen käyttötavat projektin aikana vaikuttivat oppilaiden käsityksiin virtuaalitodellisuudesta. Tästä huolimatta oppilaat kykenivät kuvittelemaan monenlaisia virtuaalisia maailmoja, joissa haluaisivat vierailla ja opiskella. Tyypillisten kategorioiden lisäksi he kuvittelivat korkean fantasian maailmoja ja aikamatkustusta tulevaisuuteen. Yleisesti ottaen oppilaat vaikuttivat halukkailta jatkamaan VR teknologian käyttöä tulevissa opinnoissaan. Projektin jälkimittauksissa heidän itseraportoimansa minäpystyvyys ja osallistumisen into olivat korkeat. Poikien raportoima pystyvyys oli tilastollisesti merkittävästi tyttöjä korkeampi. Oppilaat pitivät VR ohjelman maailmaa luotettavana lähteenä lähinnä kokemusperäisesti; joko järjestelmän tuottaman todentuntuisuuden takia tai koska virtuaalimaailma vaikutti vastaavan täsmällisesti heidän kokemuksiaan fyysisestä maailmasta. Kaiken kaikkiaan vaikuttaisi siltä, että tutkimukseen osallistuneet 11-12 vuotiaat oppilaat ottaisivat VR teknologian mieluusti osaksi omaa oppimisympäristöään, toisaalta opettajat oikeutetustikin kokivat, että sovellettu VR järjestelmä olisi siihen vielä liian monimutkainen ja vaativa.The purpose of this study is to implement immersive virtual reality (VR) technology as part of an environmental studies project in the actual complex school reality and analyze both the students’ and their teachers’ experiences and observations on the use of VR in learning and teaching. This study focuses on the user experiences and affordances that the appliance of VR technology brings forth in education. There are but few earlier studies on similar topics, most of which have been conducted in clinical settings. Three teachers and 59 students, 5-6th graders, from two different Finnish elementary schools participated in this study. The participants were all volunteers and took part in a nationwide VISIOT-project, coordinated by a nationwide Innokas Network. Its main purpose was to provide opportunities for trying out and developing virtual reality, augmented reality and Internet of things -technologies in education. The three teachers in this study applied a VR system that consisted of HTC Vive -device and Google Earth VR -program. The different ways in which the teachers ended up implementing the VR system turned out to be an important research topic in this study. The project went on for over three months, spanning from December 2017 to April 2018. The students assessed the use of the VR system during and after the project. Their experiences became another key research area in this study. Data was gathered with online questionnaires, pre and post-surveys for students, a test of the students’ spatial reasoning abilities, and with a pre-survey and innovative post interviews for the teachers. This mostly qualitative data was analyzed with clustering content analysis, where I would find similarities and differences in the participants’ answers and place them in schematized categories. The teacher’s encountered technical, spatial and temporal challenges, as well as challenges in orchestrating the implementation of the VR system. It appeared that VR’s implementation in education demanded more innovative scripts and different spatial, temporal and pedagogical arrangements than the two studied schools were used to. Albeit, the students adapted to the use of VR technology rather quickly and had a very positive emotional experience with it. The VR system was mostly used as a motivational addition to learning. Besides the visually enhanced exploration of the Earth and tourist role-play, the VR system’s actualized affordances included enjoyment and interest, realism and mental immersion, and mastery experiences. Students found the device as very comfortable and the program as user-friendly. Their conception of virtual reality was evidently affected by the applied VR system and its uses during the virtual field trip project. Despite of this, the students were able to imagine diverse learning worlds for VR. In addition to typical categories, they imagined high fantasy worlds and time travelling to the future. By and large, the students appeared willing to use VR technology again in the future. Their post-survey measures for self-efficacy and interest to engage with the technology were relatively high. The self-reported self-efficacy of boys was statistically significantly higher than the girls corresponding. The students found the VR program to be a credible source mostly due to the virtual world’s realism or resemblance with their experiences of the real world. Altogether, VR technology appears to be something that these 11-12-year-old students would gladly include in their learning environment, on the other hand, the teachers rightfully felt that the implemented VR system was too complex and demanding for permanent inclusion

Lean to Fly: Leaning-Based Embodied Flying can Improve Performance and User Experience in 3D Navigation

When users in virtual reality cannot physically walk and self-motions are instead only visually simulated, spatial updating is often impaired. In this paper, we report on a study that investigated if HeadJoystick, an embodied leaning-based flying interface, could improve performance in a 3D navigational search task that relies on maintaining situational awareness and spatial updating in VR. We compared it to Gamepad, a standard flying interface. For both interfaces, participants were seated on a swivel chair and controlled simulated rotations by physically rotating. They either leaned (forward/backward, right/left, up/down) or used the Gamepad thumbsticks for simulated translation. In a gamified 3D navigational search task, participants had to find eight balls within 5 min. Those balls were hidden amongst 16 randomly positioned boxes in a dark environment devoid of any landmarks. Compared to the Gamepad, participants collected more balls using the HeadJoystick. It also minimized the distance travelled, motion sickness, and mental task demand. Moreover, the HeadJoystick was rated better in terms of ease of use, controllability, learnability, overall usability, and self-motion perception. However, participants rated HeadJoystick could be more physically fatiguing after a long use. Overall, participants felt more engaged with HeadJoystick, enjoyed it more, and preferred it. Together, this provides evidence that leaning-based interfaces like HeadJoystick can provide an affordable and effective alternative for flying in VR and potentially telepresence drones

“DID THAT JUST HAPPEN?”: INFLUENCE OF EMBODIMENT AND IMMERSION ON CHARACTER IDENTIFICATION IN VIRTUAL REALITY ENVIRONMENTS

The purpose of this study is to explore character identification in virtual reality (VR) in connection to embodiment and immersion. Using previous data gathered from a qualitative study investigating character roles and character identification, I conduct a mixed-method study (survey and qualitative data analysis) to operationalize the concepts of character identification, embodiment, and immersion, study their relationships, and investigate the mediating role of character identification. This study, is a step toward building and validating measurement scales for character identification, embodiment, and VR immersion, suggests future avenues for exploring how character identification shapes user experiences in VR

Touching is believing: creating illusions and feeling of embodiment with mid-air haptic technology

Over the last two decades, the sense of touch has received new attention from the scientific community.Several haptic devices have been developed to address the complexity of the sense of touch, the latest addition being mid-air (contactless) haptic technology. An interesting series of previous research has suggested an easier way to tackle the complexity of designing convincing tactile sensations by exploiting tactile illusions. Tactile illusions rely on perceptual shortcuts based on the psychophysics of the tactile receptors. Currently, studies exploring the perceptual space of mid-air haptics and its applicability in the tactile illusions field are still limited in number. This thesis aims to contribute to the field of Human-Computer Interaction (HCI) by investigating the perceptual design space of ultrasonic mid-air haptics technology. Specifically, in a first set of three studies, we investigate the absolute thresholds (minimal amount of a property of astimulus that a user can detect) for control points (CP) at different frequencies on the hand and arm (Study 1). Then we investigate the optimal sampling rate needed to drive the device in an optimal fashion and its relationship with shape size (Study 2). Next, we apply a new technique to increase users’ performance in a shape discrimination task (Study 3). In Study 4, we start the exploration of a tactile illusion of movement using contact touch and later, we apply a similar procedure to investigate the feasibility of creating a tactile illusion of movement between the two non-interconnected hands by using mid-air touch (Study 5). Finally, in Study 6, we explore our sense of touch in VR, while providing an illusion of rain drops through mid-air haptics, to recreate a virtual hand illusion (VHI) to explore the boundaries of our sense of embodiment. Therefore, the contribution of this work is threefold: a) we contribute by adding new knowledge on the psychophysical space for mid-air haptics, b) we test the potential to create realistic tactile sensations by exploiting tactile illusions with mid-air haptic technology, and c) we demonstrate how tactile illusions mediated by mid-air haptics can convey a sense of embodiment in VR environments