An Introduction to 3D User Interface Design

3D user interface design is a critical component of any virtual environment (VE) application. In this paper, we present a broad overview of three-dimensional (3D) interaction and user interfaces. We discuss the effect of common VE hardware devices on user interaction, as well as interaction techniques for generic 3D tasks and the use of traditional two-dimensional interaction styles in 3D environments. We divide most user interaction tasks into three categories: navigation, selection/manipulation, and system control. Throughout the paper, our focus is on presenting not only the available techniques, but also practical guidelines for 3D interaction design and widely held myths. Finally, we briefly discuss two approaches to 3D interaction design, and some example applications with complex 3D interaction requirements. We also present an annotated online bibliography as a reference companion to this article

Design and Evaluation of Menu Systems for Immersive Virtual Environments

Interfaces for system control tasks in virtual environments (VEs) have not been extensively studied. This paper focuses on various types of menu systems to be used in such environments. We describe the design of the TULIP menu, a menu system using Pinch Gloves™, and compare it to two common alternatives: floating menus and pen and tablet menus. These three menus were compared in an empirical evaluation. The pen and tablet menu was found to be significantly faster, while users had a preference for TULIP. Subjective discomfort levels were also higher with the floating menus and pen and tablet

Using Virtual Environments in the Teaching of Computer Graphics

Education has long been touted as an appropriate application area for immersive virtual environments (VEs), but few immersive applications have actually been used in the classroom, and even fewer have been compared empirically with other teaching methods. This paper presents VENTS, a novel immersive VE application intended to teach the concept of the three-dimensional (3D) normalizing transformation in an undergraduate computer graphics class. VENTS was developed based on key principles for the use of VEs in education, systematically evaluated for usability, and refined based on the results of this evaluation. Students in a university course used VENTS, and their learning was compared to that of other students who either attended a lecture on the topic or used a 3D desktop application covering the same material. The results of pre- and post-tests showed a larger percent increase in test score for the VE group than the desktop or lecture groups, although these differences are not statistically significant

Designing Explicit Numeric Input Interfaces for Immersive Virtual Environments

User interfaces involving explicit control of numeric values in immersive virtual environments have not been well studied. In the context of designing three-dimensional interaction techniques for the creation of multiple objects, called cloning, we have developed and tested a dynamic slider interface (D-Slider) and a virtual numeric keypad (VKey). Our cloning interface requires precise number input because it allows users to place objects at any location in the environment with a precision of 1/10 unit. The design of the interface focuses on feedback, constraints, and expressiveness. Comparative usability studies have shown that the newly designed user interfaces were easy to use, effective, and had a good quality of interaction. We describe a working prototype of our cloning interface, the iterative design process for D-Slider and V-Key, and lessons learned. Our interfaces can be re-used for any virtual environment interaction tasks requiring explicit numeric input

Interfaces for Cloning in Immersive Virtual Environments

Three-dimensional objects in many application domains, such as architecture and construction, can be extremely complex and can consist of a large number of components. However, many of these complex objects also contain a great deal of repetition. Therefore, cloning techniques, which generate multiple spatially distributed copies of an object to form a repeated pattern, can be used to model these objects more efficiently. Such techniques are important and useful in desktop three-dimensional modeling systems, but we are not aware of any cloning techniques designed for immersive virtual environments (VEs). In this paper, we present an initial effort toward the design and development of such interfaces. We define the design space of the cloning task, and present five novel VE interfaces for cloning, then articulate the design rationale. We have also performed a usability study intended to elicit subjective responses with regard to affordance, feedback, attention, perceived usefulness, ease of use, and ease of learning in these interfaces. The study resulted in four major conclusions. First, slider widgets are better suited for discrete than for continuous numeric input. Second, the attentional requirements of the interface increase with increased degrees-of-freedom associated with widgets. Third, users prefer constrained widget movement, although more degrees-of-freedom allow more efficient parameter setting. Finally, appropriate feedback can reduce the cognitive load. The lessons we learned will influence our continuing design of cloning techniques, and these techniques will ultimately be applied to VE applications for design, construction, and prototyping

Social Virtual Reality: Neurodivergence and Inclusivity in the Metaverse

Whereas traditional teaching environments encourage lively and engaged interaction and reward extrovert qualities, introverts, and others with symptoms that make social engagement difficult, such as autism spectrum disorder (ASD), are often disadvantaged. This population is often more engaged in quieter, low-key learning environments and often does not speak up and answer questions in traditional lecture-style classes. These individuals are often passed over in school and later in their careers for not speaking up and are assumed to not be as competent as their gregarious and outgoing colleagues. With the rise of the metaverse and democratization of virtual reality (VR) technology, post-secondary education is especially poised to capitalize on the immersive learning environments social VR provides and prepare students for the future of work, where virtual collaboration will be key. This study seeks to reconsider the role of VR and the metaverse for introverts and those with ASD. The metaverse has the potential to continue the social and workplace changes already accelerated by the pandemic and open new avenues for communication and collaboration for a more inclusive audience and tomorrow

Automatic Speed Control For Navigation in 3D Virtual Environment

As technology progresses, the scale and complexity of 3D virtual environments can also increase proportionally. This leads to multiscale virtual environments, which are environments that contain groups of objects with extremely unequal levels of scale. Ideally the user should be able to navigate such environments efficiently and robustly. Yet, most previous methods to automatically control the speed of navigation do not generalize well to environments with widely varying scales. I present an improved method to automatically control the navigation speed of the user in 3D virtual environments. The main benefit of my approach is that automatically adapts the navigation speed in multi-scale environments in a manner that enables efficient navigation with maximum freedom, while still avoiding collisions. The results of a usability tests show a significant reduction in the completion time for a multi-scale navigation task

Exploratory Design of Animal Habitats Within an Immersive Virtual Environment

One of the first useful applications of virtual environments (VEs) was the architectural walkthrough, in which users view buildings or other structures in a natural, interactive manner. The obvious next step is to allow the user to create or modify designs while immersed in the virtual world, but such "immersive design" systems have not generally been successful, because of a lack of constraints, the inability to perform precise input, the difficulty of performing tasks while immersed, and the fact that designers generally have not been trained to design in all three dimensions, especially in the beginning stages of a project. We present an immersive design application, aimed at university-level architecture students, which addresses these issues. Users of the system are immersed within an existing zoo habitat, and can make modifications and enhancements to the exhibit, using a set of efficient and complementary interaction techniques for navigation, object manipulation, and system control. A usability study has shown that because the students are not creating a complete design, but rather making constrained modifications to an existing one, interesting and unique designs can be achieved in a short time