Understanding user experience in gaming

This research examines the effect of virtual reality gaming versus desktop based gaming on spatial presence, social presence, and intention to play. It draws on cognitive theory of presence, social presence theory, and theory of reasoned action to generate the research hypotheses and explain the observed phenomenon. A within-subject experimental design (N=53) was used to evaluate the effects of virtual reality versus desktop based gaming. The results suggest that both spatial presence and social presence were significantly enhanced in the virtual reality gaming environment while intention to play was significantly greater in the desktop based gaming environment --Abstract, page iii

Improving Dental Experiences by Using Virtual Reality Distraction: A Simulation Study

Dental anxiety creates significant problems for both patients and the dental profession. Some distraction interventions are already used by healthcare professionals to help patients cope with unpleasant procedures. The present study is novel because it a) builds on evidence that natural scenery is beneficial for patients, and b) uses a Virtual Reality (VR) representation of nature to distract participants. Extending previous work that has investigated pain and anxiety during treatment, c) we also consider the longer term effects in terms of more positive memories of the treatment, building on a cognitive theory of memory (Elaborated Intrusions). Participants (n = 69) took part in a simulated dental experience and were randomly assigned to one of three VR conditions (active vs. passive vs. control). In addition, participants were distinguished into high and low dentally anxious according to a median split resulting in a 362 between-subjects design. VR distraction in a simulated dental context affected memories a week later. The VR distraction had effects not only on concurrent experiences, such as perceived control, but longitudinally upon the vividness of memories after the dental experience had ended. Participants with higher dental anxiety (for whom the dental procedures were presumably more aversive) showed a greater reduction in memory vividness than lower dental-anxiety participants. This study thus suggests that VR distractions can be considered as a relevant intervention for cycles of care in which people’s previous experiences affect their behaviour for future events

Player–video game interaction: A systematic review of current concepts

International audienceVideo game design requires a user-centered approach to ensure that the experience enjoyed by players is as good as possible. However, the nature of player-video game interactions has not as yet been clearly defined in the scientific literature. The purpose of the present study was to provide a systematic review of empirical evidences of the current concepts of player-video game interactions in entertainment situations. A total of 72 articles published in scientific journals that deal with human-computer interaction met the criteria for inclusion in the present review. Major findings of these articles were presented in a narrative synthesis. Results showed that player-video game interactions could be defined with multiple concepts that are closely linked and intertwined. These concepts concern player aspects of player-video game interactions, namely engagement and enjoyment, and video game aspects, namely information input/output techniques, game contents and multiplayer games. Global approaches, such as playability, also exist to qualify player-video game interactions. Limitations of these findings are discussed to help researchers to plan future advances of the field and provide supplementary effort to better know the role of less-studied aspects. Practical implications are also discussed to help game designers to optimize the design of player-video game interactions

Crossing the Uncanny Valley? Understanding Affinity, Trustworthiness, and Preference for More Realistic Virtual Humans in Immersive Environments

Developers have long strived to create virtual avatars that are more realistic because they are believed to be preferred over less realistic avatars; however, an “Uncanny Valley” exists in which avatars that are almost but not quite realistic trigger aversion. We used a field study to investigate whether users had different affinity, trustworthiness, and preferences for avatars with two levels of realism, one photo-realistic and one a cartoon caricature. We collected survey data and conducted one-on-one interviews with SIGGRAPH conference attendees who watched a live interview carried out utilizing two avatars, either on a large screen 2D video display or via 3D VR headsets. 18 sessions were conducted over four days, with the same person animating the photo realistic avatar but with different individuals animating the caricature avatars. Participants rated the photo-realistic avatar more trustworthy, had more affinity for it, and preferred it as a virtual agent. Participants who observed the interview through VR headsets had even stronger affinity for the photo-realistic avatar and stronger preferences for it as a virtual agent. Interviews further surprisingly suggested that our ability to cross the Uncanny Valley may depend on who controls the avatar, a human or a virtual agent

Is Virtual Reality the Future of Learning? A Critical Reflection

The year 2016 marks the so-called second wave of VR, which was initiated by the first consumer VR-HMD, Oculus Rift (development kit), entering the market. There are four practical advantages in the field of virtual reality learning: a shift from abstract to tangible settings, interactivity rather than passive observations, using desirable but practically infeasible methods, and breaking the bounds of reality. In contrast, current VR technologies also feature certain limitations. The most common negative factor is motion sickness, which distracts the user. We conducted a multiple case study and invited 41 people to participate in two different scenarios. One was a self-developed 360° video and the other was a self-developed interactive scenario. We investigate different barriers which hamper individual learning in VR and we point out that there is a potential for implicit learning in virtual reality

Leveraging icebreaking tasks to facilitate uptake of voice communication in multiplayer games

Voice Communication (VC) is widely employed by developers as an essential component of online games. Typically, it is assumed that communications through this mechanism will be helpful and enjoyable, but existing literature suggests that the entry into VC can be problematic. In this paper, we present a study that attempts to mitigate player discomfort when first engaging with VC with strangers, through the use of traditional icebreaking tasks. We integrate these into the game RET, an online cooperative first person shooter which requires effective communication for players to succeed. An online user study with 18 participants suggests that icebreaking tasks can contribute to a positive VC experience, but their inclusion also creates further issues to be considered for successful integration

Emergence of technostress in multi-user VR environments for work-related purposes

The virtual reality market is growing exponentially with forecasts indicating the global virtual reality market-scale to rise by almost eighty-three percent from 2022 by 2025. Social virtual reality is the virtual environment designed to function as a communication platform—comprising of multi-user characteristics such as shared spaces, avatar-based interactions, and tools facilitating remote collaboration. Despite the use of virtual reality and social virtual reality in organizations, the research highlighting the stress experienced by the users of multi-user virtual reality environments in organizations remain sparse. To address this gap in the research, this study applies the concept of technostress. While prior literature on technostress has highlighted several stress creating conditions with severe consequences (i.e., strains) for organizational use as well as use of virtual reality and social virtual reality, very little remains known about the stress creating conditions and the emergence of technostress in users using multi-user virtual reality in a work-related setting. A qualitative analysis using the critical incident technique was employed in this paper to highlight the stress creating factors and subsequent strains due to using social virtual reality in the organizational context. Semi-structured interviews were conducted with open-ended questions to glean the experiences of the users who are active in the multi-user VR environments for work-related purposes. The study identified four stressor categories which contained various stress creating conditions relevant to the context and therefore contributing to the existing literature of technostress. The study also identifies two strain categories that emerged. Furthermore, the study discusses the common patterns between the technostressors and the subsequent strains, opening new avenues of research on this topic

Designing Video Games and Interactive Applications to Enhance Learning in Children with Autism Spectrum Disorders

Autism Spectrum Disorders (ASD) are a group of developmental neuropsychiatric disorders that can be highly variable in their intensity and in the types of symptoms displayed among different people. Over the years, various intervention techniques using computer-based or computer-assisted therapy have been explored to help individuals with autism in their everyday lives. This paper proposes a set of special guidelines for developing computer-based interactive applications and games to assist learning in children on the autism spectrum. The guidelines proposed here form a framework of interactive and adaptive techniques to be employed in designing computer games and applications that can be used to enhance various aspects of learning and development in children on the autism spectrum. These guidelines are based on the learning activities and other peer-to-peer interactions employed by teachers in inclusive classrooms which help optimize learning in a classroom environment. Other sources of game design considerations include prior research on the limitations encountered by children with ASD in motion, sensory perception, communication and cognition. Prior and ongoing research relating to their abilities in these particular areas are also utilized in this study as important factors in designing the interactive applications and games. Lastly, studies regarding the use of technologies and augmented communication devices are used to help outline the necessary mediums of delivery for the games and applications. The guidelines created in this study are introduced to parents and researchers of children on the autism spectrum through a survey in which these participants are asked to evaluate the techniques and technologies presented in this paper. This research delves into one of the new areas of exploration that have a huge potential in intervention techniques for children with ASD. It is expected that the outlines developed here will offer helpful insight into design and development for future efforts and advancements in gaming technologies for children with ASD

Realism, Storytelling and User Experience in HMD-based eXtended Reality for Holocaust Museum

Due to the COVID-19 lockdowns and travel restrictions, the demand for remote museum visiting experiences has increased. Fortunately, technologies like Head Mounted Display (HMD)-based Virtual Reality (VR) and Augmented Reality (AR) have made HMD-based eXtended Reality Museum (HXRM) experiences possible. HXRMs can be one of or a combination of the following: an HMD-based AR museum for on-site experience, or an HMDbased VR museum and an HMD-based Augmented Virtuality (AV) museum for remote online access. HXRM is a new approach for museums to enhance user experience while increasing learning outcomes and accessibility. Though there has been some previous research for HXRM, gaps still exist in the interactive narrative and user experience of HXRM. Thus, this study proposes following three Research Questions (RQ): (1) What is the difference between the impact of NUI and GUI on user experience in the HMD-based AR museum? (2) What is the user experience difference between HMD VR and HMD AV as the medium for XR remotesite museums? (3) How is the user acceptance of HMD-based remote-site XR museums? Based the Technology Acceptance Model (TAM) and several user experience theories, the author proposed a user experience model for HXRM, an uncanny valley framework for realistic CG character, and an interactive narrative model. Then, in collaboration with National Holocaust Centre and Museum, The Extended Journey project was initiated. The project included an AR HoloLens application, The AR Journey, and a VR application, The Virtual Journey, that can be deployed on AR headsets like HoloLens and VR headsets like HTC Vive, respectively. The Extended Journey is an interactive narrative experience that presents the story of a fictional Jewish boy named Leo using virtual CG characters and environments, allowing the audience to participate in his story from the second-person-view. The audience can not only decide the direction of the storyline by helping Leo make choices, but they could also inspect the environments and objects within them to learn the stories behind them. Three experiments were then conducted using The Extended Journey, and a mixed approach of quantitative and qualitative methods were used for analysis. In experiment 1, a between-subjects design was conducted to answer RQ1, and the results showed that the influence of interaction mapping on presences and narrative engagement for an HMD-based AR museum experience is moderated by prior game experience. In experiments 2 and 3, a between-subjects design and a within-subjects design were performed together to answer RQ 2 and RQ 3. The results showed that HMD VR can produce better narrative immersion, presence, and enjoyment, while also increasing CG characters’ affinities compared to HMD AV in XR remote-site museums. The data analysis also showed narrative-based HXRM had high user acceptance, within which HMD VR demonstrated significantly higher user acceptance levels than HMD AV for remote-site HXRM. Experiments 2 and 3 verified all the hypotheses for the mechanism behind the extended TAM via regression analysis, confirming the influence of the four external factors of narrative engagement, presence, interactivity, and CG characters’ affinity. In addition, the analysis also revealed two other potential external factors with influence over the extended TAM: use environment and device ergonomics. Two independent variables, learning interest and prior game experience, were found to have an impact on these external factors. Finally, the author summarised the design guidelines for HXRM and provide an outlook on the limitations and potential future work of this study