Seamless and Secure VR: Adapting and Evaluating Established Authentication Systems for Virtual Reality

Virtual reality (VR) headsets are enabling a wide range of new opportunities for the user. For example, in the near future users may be able to visit virtual shopping malls and virtually join international conferences. These and many other scenarios pose new questions with regards to privacy and security, in particular authentication of users within the virtual environment. As a first step towards seamless VR authentication, this paper investigates the direct transfer of well-established concepts (PIN, Android unlock patterns) into VR. In a pilot study (N = 5) and a lab study (N = 25), we adapted existing mechanisms and evaluated their usability and security for VR. The results indicate that both PINs and patterns are well suited for authentication in VR. We found that the usability of both methods matched the performance known from the physical world. In addition, the private visual channel makes authentication harder to observe, indicating that authentication in VR using traditional concepts already achieves a good balance in the trade-off between usability and security. The paper contributes to a better understanding of authentication within VR environments, by providing the first investigation of established authentication methods within VR, and presents the base layer for the design of future authentication schemes, which are used in VR environments only

Community building and virtual teamwork in an online learning environment

In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem based learning by interacting with each other in a virtual semi-immersive environment. This paper aims to explore the issues that there was little interaction between students from different tutorial groups and virtual teamwork developed in each of the cross cultural tutorial groups. Synchronous data from European students was captured during tutorial sessions and peer booked meetings and evidence suggests that communities of interest were established. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment. </p

A Utility Framework for Selecting Immersive Interactive Capability and Technology for Virtual Laboratories

There has been an increase in the use of virtual reality (VR) technology in the education community since VR is emerging as a potent educational tool that offers students with a rich source of educational material and makes learning exciting and interactive. With a rise of popularity and market expansion in VR technology in the past few years, a variety of consumer VR electronics have boosted educators and researchers’ interest in using these devices for practicing engineering and science laboratory experiments. However, little is known about how such devices may be well-suited for active learning in a laboratory environment. This research aims to address this gap by formulating a utility framework to help educators and decision-makers efficiently select a type of VR device that matches with their design and capability requirements for their virtual laboratory blueprint. Furthermore, a framework use case is demonstrated by not only surveying five types of VR devices ranging from low-immersive to full-immersive along with their capabilities (i.e., hardware specifications, cost, and availability) but also considering the interaction techniques in each VR device based on the desired laboratory task. To validate the framework, a research study is carried out to compare these five VR devices and investigate which device can provide an overall best-fit for a 3D virtual laboratory content that we implemented based on the interaction level, usability and performance effectiveness

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

Comparing Training Effects of Virtual Reality Flight Simulation to Conventional PC-Based Flight Simulation

The purpose of the current project was to investigate the effect of utilizing Virtual Reality (VR) technologies for flight training by comparing the training results when using conventional desktop flight simulation versus VR flight simulation. Additionally, this project examined the user experience of VR flight simulation and how users’ motivation and satisfaction with VR simulations. This research employed a quasi-transfer of training experiment including 48 participants. Analyses indicated that VR group participants performed better in the post-training maneuver performance on an FTD than in the conventional desktop simulation group. Findings also supported that VR flight simulation could provide a better user experience and generate a higher motivation for usage. This work contributed positive evidence that VR flight simulation has a large potential to be an effective flight training and provided a foundation for future research to continue exploring the training effect of VR flight simulation. Keywords: virtual reality, flight training, user experience, self-efficac

Collaboration and teamwork: immersion and presence in an online learning environment

In the world of OTIS, an online Internet School for occupational therapists, students from four European countries were encouraged to work collaboratively through problem-based learning by interacting with each other in a virtual semi-immersive environment. This paper describes, often in their own words, the experience of European occupational therapy students working together across national and cultural boundaries. Collaboration and teamwork were facilitated exclusively through an online environment, since the students never met each other physically during the OTIS pilot course. The aim of the paper is to explore the observations that here was little interaction between students from different tutorial groups and virtual teamwork developed in each of the cross-cultural tutorial groups. Synchronous data from the students was captured during tutorial sessions and peer-booked meetings and analysed using the qualitative constructs of ‘immersion’, ‘presence’ and ‘reflection in learning’. The findings indicate that ‘immersion’ was experienced only to a certain extent. However, both ‘presence’ and shared presence were found by the students, within their tutorial groups, to help collaboration and teamwork. Other evidence suggests that communities of interest were established. Further study is proposed to support group work in an online learning environment. It is possible to conclude that collaborative systems can be designed, which encourage students to build trust and teamwork in a cross cultural online learning environment.</p

Presence and rehabilitation: toward second-generation virtual reality applications in neuropsychology

Virtual Reality (VR) offers a blend of attractive attributes for rehabilitation. The most exploited is its ability to create a 3D simulation of reality that can be explored by patients under the supervision of a therapist. In fact, VR can be defined as an advanced communication interface based on interactive 3D visualization, able to collect and integrate different inputs and data sets in a single real-like experience. However, "treatment is not just fixing what is broken; it is nurturing what is best" (Seligman & Csikszentmihalyi). For rehabilitators, this statement supports the growing interest in the influence of positive psychological state on objective health care outcomes. This paper introduces a bio-cultural theory of presence linking the state of optimal experience defined as "flow" to a virtual reality experience. This suggests the possibility of using VR for a new breed of rehabilitative applications focused on a strategy defined as transformation of flow. In this view, VR can be used to trigger a broad empowerment process within the flow experience induced by a high sense of presence. The link between its experiential and simulative capabilities may transform VR into the ultimate rehabilitative device. Nevertheless, further research is required to explore more in depth the link between cognitive processes, motor activities, presence and flow

物理/バーチャル空間の接続と分離を媒介する可動壁に関する研究

Tohoku University博士（情報科学）thesi