Immersive Virtual Reality for the Management of Pain in Community-Dwelling Older Adults.

Immersive virtual reality (VR) can provide a high level of engagement and distraction analgesia to address pain. However, community-based applications of this technology for older adults have not been studied. The objective of this study was to examine the applicability and effectiveness of an immersive VR intervention for pain, depression, and quality of life (QOL) in older adults. This pretest–posttest, mixed-methods design included senior center members (n = 12) with pain that interfered with daily functioning. The outcomes included the Numeric Pain Rating Scale, Patient-Reported Outcomes Measurement Information System (PROMIS®) depression scale, World Health Organization Quality of Life Scale Brief Version (WHO QOL-BREF), and open-ended questions. The VR intervention (15- to 45-min sessions, 12 sessions over 6 weeks) was well accepted with no dropouts. There was a significant decrease in pain (p =.002, d = −1.54) with no effect on depression and QOL. There were no adverse effects, and positive perceptions of VR were reported. The 6-week immersive VR intervention was applicable and effective in reducing pain intensity for community-dwelling older adults

Exploring the Use of Virtual Worlds as a Scientific Research Platform: The Meta-Institute for Computational Astrophysics (MICA)

We describe the Meta-Institute for Computational Astrophysics (MICA), the first professional scientific organization based exclusively in virtual worlds (VWs). The goals of MICA are to explore the utility of the emerging VR and VWs technologies for scientific and scholarly work in general, and to facilitate and accelerate their adoption by the scientific research community. MICA itself is an experiment in academic and scientific practices enabled by the immersive VR technologies. We describe the current and planned activities and research directions of MICA, and offer some thoughts as to what the future developments in this arena may be.Comment: 15 pages, to appear in the refereed proceedings of "Facets of Virtual Environments" (FaVE 2009), eds. F. Lehmann-Grube, J. Sablating, et al., ICST Lecture Notes Ser., Berlin: Springer Verlag (2009); version with full resolution color figures is available at http://www.mica-vw.org/wiki/index.php/Publication

Immersive Virtual Reality Error Management Training for CNC Machining Setup Procedures

In order to address the expanding manufacturing talent gap for skilled machinists and limitations with existing machining training programs, this study introduces an immersive Virtual Reality (VR) computer numerical control (CNC) machining training environment CNC machine setup processes with a novel error management-based training curriculum. Current machinist training programs typically require active mentorship from skilled individuals over several years and consume a large amount of materials and tools. In addition, mistakes and errors made during the setup process can create safety risks, waste material, and break equipment, which have not been considered by the existing VR CNC milling training environments. In order to address these operational challenges, a novel error-management based training in VR is proposed, which allows trainees to learn machine setup procedures, common errors and mistakes, and provides an opportunity to practice identifying errors. The training first introduces students to the setup procedure, followed by demonstrations of error cases and identification and management strategies culminating in practice opportunities. Through the VR system, trainees witness a spatial demonstration of the procedure, guided by auditory and text instructions with a realistic error identification practice session. In order to evaluate the impact of the novel error management curriculum and the virtual reality training environment, this study compared the efficacy of three training conditions; video based training, video training with an error management module, and VR training with integrated error management training. The results of the study indicate error management training increases the mistake identification and correction and task completion time. Participant feedback indicates that immersive training increases engagement and reduces distractions during the training phase. Furthermore, participants feel more confident by asking fewer questions in order to operate the CNC milling machine. These findings suggest further developments in error management training for CNC machining training in an immersive VR environment may improve training outcomes and workforce readiness

Emotional Qualities of VR Space

The emotional response a person has to a living space is predominantly affected by light, color and texture as space-making elements. In order to verify whether this phenomenon could be replicated in a simulated environment, we conducted a user study in a six-sided projected immersive display that utilized equivalent design attributes of brightness, color and texture in order to assess to which extent the emotional response in a simulated environment is affected by the same parameters affecting real environments. Since emotional response depends upon the context, we evaluated the emotional responses of two groups of users: inactive (passive) and active (performing a typical daily activity). The results from the perceptual study generated data from which design principles for a virtual living space are articulated. Such a space, as an alternative to expensive built dwellings, could potentially support new, minimalist lifestyles of occupants, defined as the neo-nomads, aligned with their work experience in the digital domain through the generation of emotional experiences of spaces. Data from the experiments confirmed the hypothesis that perceivable emotional aspects of real-world spaces could be successfully generated through simulation of design attributes in the virtual space. The subjective response to the virtual space was consistent with corresponding responses from real-world color and brightness emotional perception. Our data could serve the virtual reality (VR) community in its attempt to conceive of further applications of virtual spaces for well-defined activities.Comment: 12 figure

Immersive Virtual Experiences affecting Drivers of Pro-Environmental Behavior: a Systematic Literature Review

By providing immersive virtual experiences, technologies such as augmented and virtual reality (AR and VR) offer possibilities to advance environmental communication and behavioral interventions. We surveyed studies published in peer-reviewed journals to identify key drivers of pro-environmental behavior (PEB) that have been affected using immersive virtual experiences. This systematic literature review contributes to our understanding of the effectiveness of immersive storytelling for motivating proenvironmental behavior

Designing a 3D Gestural Interface to Support User Interaction with Time-Oriented Data as Immersive 3D Radar Chart

The design of intuitive three-dimensional user interfaces is vital for interaction in virtual reality, allowing to effectively close the loop between a human user and the virtual environment. The utilization of 3D gestural input allows for useful hand interaction with virtual content by directly grasping visible objects, or through invisible gestural commands that are associated with corresponding features in the immersive 3D space. The design of such interfaces remains complex and challenging. In this article, we present a design approach for a three-dimensional user interface using 3D gestural input with the aim to facilitate user interaction within the context of Immersive Analytics. Based on a scenario of exploring time-oriented data in immersive virtual reality using 3D Radar Charts, we implemented a rich set of features that is closely aligned with relevant 3D interaction techniques, data analysis tasks, and aspects of hand posture comfort. We conducted an empirical evaluation (n=12), featuring a series of representative tasks to evaluate the developed user interface design prototype. The results, based on questionnaires, observations, and interviews, indicate good usability and an engaging user experience. We are able to reflect on the implemented hand-based grasping and gestural command techniques, identifying aspects for improvement in regard to hand detection and precision as well as emphasizing a prototype's ability to infer user intent for better prevention of unintentional gestures.Comment: 30 pages, 6 figures, 2 table

Theseus : a 3D virtual reality orientation game with real-time guidance system for cognitive training

Des études soutiennent que l’entraînement cognitif est une méthode efficace pour ralentirle déclin cognitif chez les personnes âgées. Les jeux sérieux basés sur la réalité virtuelle(RV) ont trouvé une application dans ce domaine en raison du haut niveau d’immersionet d’interactivité offert par les environnements virtuels (EV). Ce projet implémente unjeu d’orientation 3D en réalité virtuelle entièrement immersif avec un système pour guiderl’utilisateur en temps réel. Le jeu d’orientation 3D est utilisé comme exercice pour entraînerles capacités cognitives des utilisateurs. Les effets immédiats du jeu d’orientation sur lescapacités de mémoire et d’attention ont été étudiés sur quinze personnes âgées présentant undéclin cognitif subjectif (DCS). Il a été observé que bien qu’il n’y ait pas eu d’améliorationsignificative des résultats pour les exercices d’attention, les participants ont obtenu demeilleurs résultats aux exercices de mémoire spécifiques après avoir joué au jeu d’orientation. Le manque de succès dans la réalisation de l’objectif requis peut parfois augmenter lesémotions négatives chez les êtres humains, et plus particulièrement chez les personnes quisouffrent de déclin cognitif. C’est pourquoi le jeu a été équipé d’un système de guidageavec indices de localisation en temps réel pour contrôler les émotions négatives et aiderles participants à accomplir leurs tâches. Le système de guidage est basé sur des règleslogiques; chaque indice est délivré si une condition spécifique est remplie. Le changement desémotions des participants a montré que les indices sont efficaces pour réduire la frustration,étant donné qu’ils sont facilement compréhensibles et conçus pour donner un retour positif. La dernière partie du projet se concentre sur le système de guidage et met en oeuvre unmoyen pour l’activer entièrement selon les émotions d’une personne. Le problème consisteà identifier l’état des émotions qui devraient déclencher l’activation du système de guidage.Ce problème prend la forme d’un processus de décision markovien (PDM), qui peut êtrerésolu via l’apprentissage par renforcement (AR). Le réseau profond Q (RPQ) avec relectured’expérience (ER), qui est l’un des algorithmes d’apprentissage par renforcement les plusavancés pour la prédiction d’actions dans un espace d’action discret, a été utilisé dans cecontexte. L’algorithme a été formé sur des données d’émotions simulées, et testé sur les données de quinze personnes âgées acquises lors d’expériences menées dans la première partiedu projet. On observe que la méthode basée sur l’AR est plus performante que la méthodebasée sur les règles pour identifier l’état mental d’une personne afin de lui fournir des indices.Studies support cognitive training as an efficient method to slow the cognitive declinein older adults. Virtual reality (VR) based serious games have found application in thisfield due to the high level of immersion and interactivity offered by virtual environments(VE). This project implements a fully immersive 3D virtual reality orientation game with areal-time guidance system to be used as an exercise for cognitive training. The immediateaftereffects of playing the orientation game on memory and attention abilities were studiedon fifteen older adults with subjective cognitive decline (SCD). It was observed that whilethere was no significant improvement in attention exercises, the participants performedbetter in specific memory exercises after playing the orientation game. Sometimes lack of success in achieving the required objective may increase the negativeemotions in humans and more so in people who suffer from cognitive decline. Hence, thegame was equipped with a real-time guidance system with location hints to control negativeemotions and help participants to complete the tasks. The guidance system is based onlogical rules; each hint is delivered if a specific condition is met. Change in emotions ofparticipants showed that hints are effective in reducing frustration, given that the hints areeasily comprehensible and designed to give positive feedback. The final part of the project focuses on the guidance system and implements a way toactivate it entirely based on a person’s emotions. The problem calls for identifying the stateof the emotions that should trigger the guidance system’s activation. This problem takes theform of a Markov decision process (MDP), which can be solved by setting it in a reinforcementlearning framework. Deep Q-Learning network (DQN) with experience replay (ER),which is one of the state-of-the-art reinforcement learning algorithms for predicting actionsin discrete action space, was used in this context. The algorithm was trained on simulateddata of emotions and tested on the data of fifteen older adults acquired in experimentsconducted in the first part of the project. It is observed that the RL based method performsbetter than the rule-based method in identifying the mental state of a person to provide hints

Making the body tangible: Elementary geometry learning through VR

Given increasing evidence of the importance of sensorimotor experience and meaningful movement in geometry learning and spatial thinking, the potential of digital designs to foster specific movements in mathematical learning is promising. This article reports a study with elementary children engaging with a learning environment designed to support meaningful mathematical movement through the use of two shared, but alternative, representations around Cartesian co-ordinates: a 3D immersive virtual environment, where one child collects flowers from target co-ordinates selected by another child using a 2D visual representation of the virtual garden and person location in space. In this design, the body becomes a ‘tangible’ resource for thinking, learning and joint activity, through bodily experience, and where body movement, position and orientation are made visible to collaborators. A qualitative, multimodal analysis examining collaborative interaction among twenty-one children 8–9 years old shows ways in which the ‘body’ became an instrument for children’s thinking through, and reasoning about, finding positions in space and movement in relation to Cartesian co-ordinates. In particular, it shows how the use of different representations (tangible and visual 2D screen-based) situated the meaning-making process in a space where children, using their bodies, crafted connections between the different representations and used transcending objects to facilitate an integration of the different perspectives