Head-mounted display-based application for cognitive training

Virtual Reality (VR) has had significant advances in rehabilitation, due to the gamification of cognitive activities that facilitate treatment. On the other hand, Immersive Virtual Reality (IVR) produces outstanding results due to the interactive features with the user. This work introduces a VR application for memory rehabilitation by walking through a maze and using the Oculus Go head-mounted display (HMD) technology. The mechanics of the game require memorizing geometric shapes while the player progresses in two modes, autonomous or manual, with two levels of difficulty depending on the number of elements to remember. The application is developed in the Unity 3D video game engine considering the optimization of computational resources to improve the performance in the processing and maintaining adequate benefits for the user, while the generated data is stored and sent to a remote server. The maze task was assessed with 29 subjects in a controlled environment. The obtained results show a significant correlation between participants’ response accuracy in both the maze task and a face–pair test. Thus, the proposed task is able to perform memory assessments

Increasing user motivation of neurological occupational therapy in virtual reality using gamification

Abstract. Neurological rehabilitation is a long process which requires a lot of work and motivation from the patient to be effective. Though patients might be motivated to partake in rehabilitation just to improve their own ability to live a more fulfilling life, it is beneficial for all parties involved to enhance patient motivation by other means as well. Gamification aims to increase user motivation with the introduction of game-like elements in a non-game context. In this study, the effectiveness of gamification techniques, common in fields such as education and life-style applications, are investigated on a virtual reality-based neurological rehabilitation software. In this study a user study was conducted to evaluate the motivational aspect of gamification. Ten test subjects (six male and four female) aged 22–34 participated in two settings in a random predetermined order: a gamified environment and a simplified environment. After each play session, the participants filled a questionnaire and partook in a short semi-structured interview relating to the experience. Mixed methods analysis was conducted, meaning results were analyzed both quantitatively and qualitatively. In quantitative analysis, the results showed that participants’ intrinsic motivation was greater during the gamified play session as opposed to the simplified one. Additionally, participant amotivation was somewhat higher in the simplified version. Qualitative analysis showed that the aesthetic elements combined with scoring system increased interest and motivation in the gamified environment. Though which independent elements contributed how much remained inconclusive. Follow-up studies with larger sample sizes could confirm the findings in this study and even go as far as to compare different gamification methods to further improve the usefulness of gamification in rehabilitation context.Pelillistämisen hyödyntäminen motivaation kasvattamisessa virtuaalitodellisuudessa järjestettävässä neurologisessa kuntoutuksessa. Tiivistelmä. Neurologinen kuntoutus on pitkä prosessi, joka vaatii paljon työtä ja motivaatiota potilaalta vaikuttaakseen tehokkaasti. Vaikka potilaat voivat olla motivoituneita kuntoututumaan parantaakseen elämänlaatuaan ja toimintakykyään, on hyödyllistä tukea motivaatiota myös toisin keinoin. Tässä tutkimuksessa tutkittiin pelillistämisen, jota on käytetty muun muassa koulutusja elämäntapasovelluksissa, hyötyjä virtuaalitodellisuudessa järjestettävässä neurologisessa kuntoutussovelluksessa. Kymmenen koehenkilöä (kuusi miestä ja neljä naista) iältään 22–34 ottivat osaa tutkimukseen, jossa he kokeilivat kahta satunnaisessa järjestyksessä valittua virtuaalitodellisuusympäristöä: pelillistettyä, sekä yksinkertaistettua. Molemman pelisession jälkeen osallistujat täyttivät kyselylomakkeen ja osallistuivat lyhyeen haastatteluun. Tulokset analysoitiin monimenetelmä analyysillä, tarkoittaen että tulokset analysoitiin kvantitatiivisesti ja kvalitatiivisesti. Kvantitatiivisessa analyysissä tulokset osoittivat osallistujien kokeneen enemmän sisäistä motivaatiota pelillistetyssä ympäristössä kuin yksinkertaistetussa. Lisäksi koehenkilöt kokivat jokseenkin enemmän motivaation puutetta yksinkertaisessa versiossa ympäristöstä. Kvalitatiivinen analyysi osoitti, että esteettiset elementit sekä pisteiden lasku lisäsivät kiinnostusta ja motivaatiota pelillistettyyn version. Kuitenkin epäselväksi jäi, kuinka paljon yksittäiset elementit vaikuttivat tähän tuntemukseen. Jatkotutkimukset suuremmalla osallistujamäärällä voisivat vahvistaa tämän tutkimuksen löytöjä. Lisäksi olisi mahdollista vertailla eri pelillistämismenetelmiä ja niiden hyötyjä neurologisessa kuntoutuksessa

Head-mounted display for clinical evaluation of neck movement validation with Meta Quest 2

Neck disorders have a significant impact on people because of their high incidence. The head-mounted display (HMD) systems, such as Meta Quest 2, grant access to immersive virtual reality (iRV) experiences. This study aims to validate the Meta Quest 2 HMD system as an alternative for screening neck movement in healthy people. The device provides data about the position and orientation of the head and, thus, the neck mobility around the three anatomical axes. The authors develop a VR application that solicits participants to perform six neck movements (rotation, flexion, and lateralization on both sides), which allows the collection of corresponding angles. An InertiaCube3 inertial measurement unit (IMU) is also attached to the HMD to compare the criterion to a standard. The mean absolute error (MAE), the percentage of error (%MAE), and the criterion validity and agreement are calculated. The study shows that the average absolute errors do not exceed 1° (average = 0.48 ± 0.09°). The rotational movement’s average %MAE is 1.61 ± 0.82%. The head orientations obtain a correlation between 0.70 and 0.96. The Bland–Altman study reveals good agreement between the HMD and IMU systems. Overall, the study shows that the angles provided by the Meta Quest 2 HMD system are valid to calculate the rotational angles of the neck in each of the three axes. The obtained results demonstrate an acceptable error percentage and a very minimal absolute error when measuring the degrees of neck rotation; therefore, the sensor can be used for screening neck disorders in healthy peoplePartial funding for open access charge: Universidad de Málag

Supporting Collaborative Learning in Computer-Enhanced Environments

As computers have expanded into almost every aspect of our lives, the ever-present graphical user interface (GUI) has begun facing its limitations. Demanding its own share of attention, GUIs move some of the users\u27 focus away from the task, particularly when the task is 3D in nature or requires collaboration. Researchers are therefore exploring other means of human-computer interaction. Individually, some of these new techniques show promise, but it is the combination of multiple approaches into larger systems that will allow us to more fully replicate our natural behavior within a computing environment. As computers become more capable of understanding our varied natural behavior (speech, gesture, etc.), the less we need to adjust our behavior to conform to computers\u27 requirements. Such capabilities are particularly useful where children are involved, and make using computers in education all the more appealing. Herein are described two approaches and implementations of educational computer systems that work not by user manipulation of virtual objects, but rather, by user manipulation of physical objects within their environment. These systems demonstrate how new technologies can promote collaborative learning among students, thereby enhancing both the students\u27 knowledge and their ability to work together to achieve even greater learning. With these systems, the horizon of computer-facilitated collaborative learning has been expanded. Included among this expansion is identification of issues for general and special education students, and applications in a variety of domains, which have been suggested

Intelligent tutoring in virtual reality for highly dynamic pedestrian safety training

This thesis presents the design, implementation, and evaluation of an Intelligent Tutoring System (ITS) with a Virtual Reality (VR) interface for child pedestrian safety training. This system enables children to train practical skills in a safe and realistic virtual environment without the time and space dependencies of traditional roadside training. This system also employs Domain and Student Modelling techniques to analyze user data during training automatically and to provide appropriate instructions and feedback. Thus, the traditional requirement of constant monitoring from teaching personnel is greatly reduced. Compared to previous work, especially the second aspect is a principal novelty for this domain. To achieve this, a novel Domain and Student Modeling method was developed in addition to a modular and extensible virtual environment for the target domain. While the Domain and Student Modeling framework is designed to handle the highly dynamic nature of training in traffic and the ill-defined characteristics of pedestrian tasks, the modular virtual environment supports different interaction methods and a simple and efficient way to create and adapt exercises. The thesis is complemented by two user studies with elementary school children. These studies testify great overall user acceptance and the system’s potential for improving key pedestrian skills through autonomous learning. Last but not least, the thesis presents experiments with different forms of VR input and provides directions for future work.Diese Arbeit behandelt den Entwurf, die Implementierung sowie die Evaluierung eines intelligenten Tutorensystems (ITS) mit einer Virtual Reality (VR) basierten Benutzeroberfläche zum Zwecke von Verkehrssicherheitstraining für Kinder. Dieses System ermöglicht es Kindern praktische Fähigkeiten in einer sicheren und realistischen Umgebung zu trainieren, ohne den örtlichen und zeitlichen Abhängigkeiten des traditionellen, straßenseitigen Trainings unterworfen zu sein. Dieses System macht außerdem von Domain und Student Modelling Techniken gebrauch, um Nutzerdaten während des Trainings zu analysieren und daraufhin automatisiert geeignete Instruktionen und Rückmeldung zu generieren. Dadurch kann die bisher erforderliche, ständige Überwachung durch Lehrpersonal drastisch reduziert werden. Verglichen mit bisherigen Lösungen ist insbesondere der zweite Aspekt eine grundlegende Neuheit für diesen Bereich. Um dies zu erreichen wurde ein neuartiges Framework für Domain und Student Modelling entwickelt, sowie eine modulare und erweiterbare virtuelle Umgebung für diese Art von Training. Während das Domain und Student Modelling Framework so entworfen wurde, um mit der hohen Dynamik des Straßenverkehrs sowie den vage definierten Fußgängeraufgaben zurecht zu kommen, unterstützt die modulare Umgebung unterschiedliche Eingabeformen sowie eine unkomplizierte und effiziente Methode, um Übungen zu erstellen und anzupassen. Die Arbeit beinhaltet außerdem zwei Nutzerstudien mit Grundschulkindern. Diese Studien belegen dem System eine hohe Benutzerakzeptanz und stellt das Potenzial des Systems heraus, wichtige Fähigkeiten für Fußgängersicherheit durch autodidaktisches Training zu verbessern. Nicht zuletzt beschreibt die Arbeit Experimente mit verschiedenen Formen von VR Eingaben und zeigt die Richtung für zukünftige Arbeit auf

Immersive user interface for first person view games

This study aimed to investigate the immersion of user interfaces that bring first person games using virtual reality based on the concepts established by the Diegesis theory. To conclude, a table has been created with identified elements of the games that bring more or less immersion to the player. Through the data collected, a questionnaire was developed to obtain information from developers, designers and players, in relation to the more immersive elements, and others with less immersive elements of the interfaces and concluding that the Diegetic and Spatial Interfaces are the most immersive for first-person games in virtual reality, and less immersive were the Meta and Non-Diegetic interfaces. Through this information, it is possible that there is a strong influence in the creation of games interfaces, after all we all want to be immersed when playing digital games.Este trabalho se propôs a investigar a imersão que as interfaces de usuário trazem a jogos de primeira pessoa que utilizam a realidade virtual, baseada nos conceitos estabelecidos pela teoria da Diegese. Por fim, foi criado uma tabela com interfaces identificadas dos jogos que trazem mais ou menos imersão ao jogador. Através dos dados coletados foi desenvolvido um questionário para obter informações de desenvolvedores, designers e jogadores, em relação com os elementos mais imersivos, e outros com elementos menos imersivos, e concluímos que as interfaces Diegetic e Spatial são as mais imersivas para os jogos em primeira pessoa na realidade virtual, e menos imersivas são as interfaces Meta e Non-Diegetic. Através dessa informação, é possível que exista uma influência forte na criação de interfaces de jogos, afinal todos queremos ficar imersos enquanto jogamos

Implementation of Virtual Reality (VR) simulators in Norwegian maritime pilotage training

With millions of tons of cargo transported to and from Norwegian ports every year, the maritime waterways in Norway are heavily used. The high consequences of accidents and mishaps require well-trained seafarers and safe operating practices. The normal crews of vessels are supported by the Norwegian Coastal Administration (NCA) pilot service when operating vessels not meeting specific regulations. Simulator training is used as part of the toolset designed to educate, train, and advance the knowledge of maritime pilots in order to improve their operability. The NCA is working on an internal project to distribute Virtual Reality (VR) simulators to selected pilot stations along the coast and train and familiarize maritime pilots with the tool. There has been a lack of research on virtual reality simulators and how they are implemented in maritime organizations. The goal of this research is to see if a VR-simulator can be used as a training tool within the Norwegian Coastal Administration's pilot service. Furthermore, the findings of this study contribute to the understanding of VR-simulators in the field of Maritime Education and Training (MET). The thesis is addressing two research questions: 1. Is the Virtual Reality training useful in the competence development process of Norwegian maritime pilots? 2. How can the Virtual Reality simulators improve training outcomes of today’s maritime pilot education? The data gathered from the systematic literature review corresponds to the findings of the interviews. Considering the similarities with previous study findings from sectors such as healthcare, construction, and education, it is concluded that the results of the interviews can be generalized. For maritime pilots, the simulator offers recurrent scenario-based training and a high level of immersion. Pilots can learn at home, onboard a vessel, at the pilot station, and in group settings thanks to the system's mobility and user-friendliness. In terms of motivation and training effectiveness, the study finds that VR-simulators are effective and beneficial. The technology received positive reviews from the pilots. The simulator can be used to teach both novice and experienced maritime pilots about new operations, larger tonnage, and new operational areas, according to the findings of the research. After the NCA has utilized VR-simulators for some time, additional research may analyze the success of VR-simulators using a training evaluation study and investigate the impact of VR-training in the organization

Immersive Virtual Environments and Wearable Haptic Devices in rehabilitation of children with neuromotor impairments: a single-blind randomized controlled crossover pilot study

Background: The past decade has seen the emergence of rehabilitation treatments using virtual reality. One of the advantages in using this technology is the potential to create positive motivation, by means of engaging environments and tasks shaped in the form of serious games. The aim of this study is to determine the efficacy of immersive Virtual Environments and weaRable hAptic devices (VERA) for rehabilitation of upper limb in children with Cerebral Palsy (CP) and Developmental Dyspraxia (DD). Methods: A two period cross-over design was adopted for determining the differences between the proposed therapy and a conventional treatment. Eight children were randomized into two groups: one group received the VERA treatment in the first period and the manual therapy in the second period, and viceversa for the other group. Children were assessed at the beginning and the end of each period through both the Nine Hole Peg Test (9-HPT, primary outcome) and Kinesiological Measurements obtained during the performing of similar tasks in a real setting scenario (secondary outcomes). Results: All subjects, not depending from which group they come from, significantly improved in both the performance of the 9-HPT and in the parameters of the kinesiological measurements (movement error and smoothness). No statistically significant differences have been found between the two groups. Conclusions: These findings suggest that immersive VE and wearable haptic devices is a viable alternative to conventional therapy for improving upper extremity function in children with neuromotor impairments. Trial registration ClinicalTrials, NCT03353623. Registered 27 November 2017-Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT03353623

An Immersive Learning Model

Our overarching goal is to provide children with immersive game-based learning environments to support Arabic linguistic skills acquisition. We postulate that immersion in- creases learning. To investigate this hypothesis, we developed a model and built an implementation of an educational virtual environment (EVE) that supports immersion and thus, induces effective learning. Experimental results confirm our hypothesis. Our model integrates learning content, learning activities, immersion and gameplay. Based on our analysis of various curricula, specifically the United Arab Emirates grade one curriculum, we identified the nature of the learning content in order to satisfy the curriculum requirements. This content is conceptually structured to support gradual and independent learning. Acquiring knowledge from the learning content involves a learning process that we operationalize as a set of well-defined cognitive activities, which are categorized as perception, recognition, association, composition and recall. Accordingly, gameplay events and actions are designed to afford and instantiate these activities to engage the learner. Besides gameplay, engagement is explicitly addressed by modeling immersion using three different dimensions (sensory, imaginative and challenge-based). Our implementation is a 3D virtual reality game that captures various learning environments, each of which provides adventure, exploration, and learning. The gameplay engages players into learning activities that stimulate their senses, challenges them, and keep them absorbed in their quests. The implemented system runs on PC’s with Oculus and on smart phones with virtual glasses. These configurations were used in experiments in the lab- oratory, at a primary school, and in informal settings to measure immersion and learning. Results show that our model contributes effectively to immersion and learning