The Interplay Between Presence and Learning

The highly immersive Virtual reality (VR) headset is gaining popularity in multiple application domains. In the context of learning, it has been proposed to be beneficial by increasing presence and attention in noisy and distracting environments, both factors that are considered important for learning. Despite intensified research efforts in recent years, empirical knowledge of experimental research addressing the link between presence and learning in specific environmental contexts is still rather scarce. In this study following an experimental mixed-method approach, the link between presence and memorization as a particular form of learning is addressed by comparing memorization with a highly immersive VR headset to a less immersive system (desktop screen) in noisy and calm learning environments. Using a 2 (learning location) x 2 (learning device) between-subjects design, 63 participants interacted with one of the two devices in either of the two environments. As expected, VR headset users reported higher presence levels. While participants subjectively evaluated the VR headset as a better device for learning, the memorization test scores were higher for desktop screen users in both calm and noisy environments. Learning location did not show significant effects. Attention distraction and context-dependent learning are discussed with regard to the unexpected results, while implications for practice and future research are discussed

How Spatial Presence in VR Affects Memory Retention and Motivation on Second Language Learning: A Comparison of Desktop and Immersive VR-Based Learning

Virtual Reality (VR) software and hardware are becoming increasingly stable as are the production values for VR content. This progress makes it essential to research the impacts of language learning in VR to provide directions and guidelines for the field of educational technology. This research examines the efficacy of media effects and memory retention in language learning through computer assistance with an increased focus on VR. This paper evaluates the effectiveness of using VR as a method for the second language (L2) learning. It is assumed that VR uses latent acquisition when used for learning L2, increasing memory retention by producing spatial presence and a stronger immersion experience. Thus, the VR method has potential to be an effective novel approach that uses subconscious mechanisms of memory coding, ‘Method of Loci’, to facilitate the acquisition of new words through learning. In order to corroborate it, immersive and desktop learning environments based on VR need to be compared to analyze the media’s impact on constructs, such as spatial presence, memory, enjoyment, and motivation. The Korean language learning module and a test were administered to a group of participants, none of whom had a prior learning experience with the Korean language. The research implication is a positive correlation between media and medium impacts with findings that provide an important foundation in the fields of language education and media communications. Accordingly, L2 learning through VR offers a novel method to learning new languages by facilitating convenience and effectiveness

The Effect of Touch Simulation in Virtual Reality Shopping

This study aims to explore the effect of touch simulation on virtual reality (VR) store satisfaction mediated by VR shopping self-efficacy and VR shopping pleasure. The moderation effects of the autotelic and instrumental need for touch between touch simulation and VR store satisfaction are also explored. Participants wear a head-mounted display VR device (Oculus Go) in a controlled laboratory environment, and their VR store experience is recorded as data. All participants’ responses (n = 58) are analyzed using SPSS 20.0 for descriptive statistics, reliability analysis, exploratory factor analysis, and the Process macro model analysis. The results show that touch simulation positively influences VR store satisfaction, which is mediated by the self-efficacy and by the dual path of the self-efficacy and the pleasure. Furthermore, the relation between touch simulation and pleasure is moderated by need for touch. For individuals with a high level of autotelic need for touch, the effect of touch simulation on the pleasure is heightened. However, instrumental need for touch does not moderate the path of touch simulation on the self-efficacy

The effects of augmented virtuality on presence, workload, and input performance

Head-Mounted Displays (HMDs) offer, more than any easily accessible technology that has come before, the sensation of presence – that feeling that you are “really there” in a virtual world. However, HMDs cut the wearer off from the real world, making even trivial interactions, such as having a drink or typing, difficult and frustrating. In the home context where these devices are most likely to be used, such interactions are commonplace, and in order to execute them, users have to remove the HMD (“peep”), breaking their sense of presence. How, then, can real-world interactions during HMD usage be facilitated such that presence is damaged as little as possible? Previous work indicates that Augmented Virtuality (AV), a technique that allows the wearer of an HMD to see through it when they need to, is a promising answer to this question. However, direct comparisons between AV and VR that thoroughly account for presence and workload are lacking. To corroborate previous findings, and to address some of the gaps in the current literature, we conducted a quantitative user experiment to compare our own implementation of AV to VR in terms of presence, workload, and typing performance. The experiment followed a betweengroups design with participants selected via pseudo-random convenience sampling of university students. To simulate the context of home usage – an extended immersive session that must occasionally be interrupted – we designed a mixed reality game that periodically required the player to interact with real-world objects before they could proceed. Participants in the experimental group played the game using our AV system to assist them in completing the required real-world tasks. Participants in the control group used pure VR to play the game and had to peep. This allowed us to directly compare AV to VR in terms of the levels of presence and workload experienced. These data were gathered using post-hoc self-report questionnaires. To measure and compare typing performance under various conditions, we created desktop, VR, and AV versions of a typing test that participants had to complete. We found that typing performance in AV was significantly better than in VR, but did not reach the levels achieved in baseline desktop conditions. While there was not a significant difference in the overall level of workload associated with using AV compared to VR, participants in the AV condition were able to interact successfully with the real world without having to remove the HMD, and reported being significantly less frustrated than those in the VR condition. Finally, AV users reported significantly higher levels of presence than those who used VR

Measuring the effectiveness of virtual training : a systematic review

The amount of research on virtual reality learning tools increases with time. Despite the diverse environments and theoretical foundations, enough data have been accumulated in recent years to provide a systematic review of the methods used. We pose ten questions concerning the methodological aspects of these studies. We performed a search in three databases according to the PRISMA guidelines and evaluated several characteristics, with particular emphasis on researchers' methodological decisions. We found an increase over time in the number of studies on the effectiveness of VR-based learning. We also identified shortcomings related to how the duration and number of training sessions are reported. We believe that these two factors could affect the effectiveness of VR-based training. Furthermore, when using the Kirkpatrick model, a significant imbalance can be observed in favor of outcomes from the ‘Reaction’ and ‘Learning’ levels compared to the ‘Behavior’ and ‘Results’ levels. The last of these was not used in any of the 330 reviewed studies. These results highlight the importance of research on the effectiveness of VR training. Taking into account the identified methodological shortcomings will allow for more significant research on this topic in the future

Augmented reality and scene examination

The research presented in this thesis explores the impact of Augmented Reality on human performance, and compares this technology with Virtual Reality using a head-mounted video-feed for a variety of tasks that relate to scene examination. The motivation for the work was the question of whether Augmented Reality could provide a vehicle for training in crime scene investigation. The Augmented Reality application was developed using fiducial markers in the Windows Presentation Foundation, running on a wearable computer platform; Virtual Reality was developed using the Crytek game engine to present a photo-realistic 3D environment; and a video-feed was provided through head-mounted webcam. All media were presented through head-mounted displays of similar resolution to provide the sole source of visual information to participants in the experiments. The experiments were designed to increase the amount of mobility required to conduct the search task, i.e., from rotation in the horizontal or vertical plane through to movement around a room. In each experiment, participants were required to find objects and subsequently recall their location. It is concluded that human performance is affected not merely via the medium through which the world is perceived but moreover, the constraints governing how movement in the world is controlled

XR, music and neurodiversity: design and application of new mixed reality technologies that facilitate musical intervention for children with autism spectrum conditions

This thesis, accompanied by the practice outputs,investigates sensory integration, social interaction and creativity through a newly developed VR-musical interface designed exclusively for children with a high-functioning autism spectrum condition (ASC).The results aim to contribute to the limited expanse of literature and research surrounding Virtual Reality (VR) musical interventions and Immersive Virtual Environments (IVEs) designed to support individuals with neurodevelopmental conditions. The author has developed bespoke hardware, software and a new methodology to conduct field investigations. These outputs include a Virtual Immersive Musical Reality Intervention (ViMRI) protocol, a Supplemental Personalised, immersive Musical Experience(SPiME) programme, the Assisted Real-time Three-dimensional Immersive Musical Intervention System’ (ARTIMIS) and a bespoke (and fully configurable) ‘Creative immersive interactive Musical Software’ application (CiiMS). The outputs are each implemented within a series of institutional investigations of 18 autistic child participants. Four groups are evaluated using newly developed virtual assessment and scoring mechanisms devised exclusively from long-established rating scales. Key quantitative indicators from the datasets demonstrate consistent findings and significant improvements for individual preferences (likes), fear reduction efficacy, and social interaction. Six individual case studies present positive qualitative results demonstrating improved decision-making and sensorimotor processing. The preliminary research trials further indicate that using this virtual-reality music technology system and newly developed protocols produces notable improvements for participants with an ASC. More significantly, there is evidence that the supplemental technology facilitates a reduction in psychological anxiety and improvements in dexterity. The virtual music composition and improvisation system presented here require further extensive testing in different spheres for proof of concept

Spatial cognition in virtual environments

Since the last decades of the past century, Virtual Reality (VR) has been developed also as a methodology in research, besides a set of helpful applications in medical field (trainings for surgeons, but also rehabilitation tools). In science, there is still no agreement if the use of this technology in research on cognitive processes allows us to generalize results found in a Virtual Environment (VE) to the human behavior or cognition in the real world. This happens because of a series of differences found in basic perceptual processes (for example, depth perception) suggest a big difference in visual environmental representation capabilities of Virtual scenarios. On the other side, in literature quite a lot of studies can be found, which give a proof of VEs reliability in more than one field (trainings and rehabilitation, but also in some research paradigms). The main aim of this thesis is to investigate if, and in which cases, these two different views can be integrated and shed a new light and insights on the use of VR in research. Through the many experiments conducted in the "Virtual Development and Training Center" of the Fraunhofer Institute in Magdeburg, we addressed both low-level spatial processes (within an "evaluation of distances paradigm") and high-level spatial cognition (using a navigation and visuospatial planning task, called "3D Maps"), trying to address, at the same time, also practical problems as, for example, the use of stereoscopy in VEs or the problem of "Simulator Sickness" during navigation in immersive VEs. The results obtained with our research fill some gaps in literature about spatial cognition in VR and allow us to suggest that the use of VEs in research is quite reliable, mainly if the investigated processes are from the higher level of complexity. In this case, in fact, human brain "adapts" pretty well even to a "new" reality like the one offered by the VR, providing of course a familiarization period and the possibility to interact with the environment; the behavior will then be “like if” the environment was real: what is strongly lacking, at the moment, is the possibility to give a completely multisensorial experience, which is a very important issue in order to get the best from this kind of “visualization” of an artificial world. From a low-level point of view, we can confirm what already found in literature, that there are some basic differences in how our visual system perceives important spatial cues as depth and relationships between objects, and, therefore, we cannot talk about "similar environments" talking about VR and reality. The idea that VR is a "different" reality, offering potentially unlimited possibilities of use, even overcoming some physical limits of the real world, in which this "new" reality can be acquired by our cognitive system just by interacting with it, is therefore discussed in the conclusions of this work