Virtual reality: aplikasi teknologi untuk peningkatan kunjungan wisatawan

The development of Indonesia's tourist destinations when supported by technological advances. With a destination, technology can be known and visited. One influence of technology is a virtual reality in the context of destinations. Virtual reality is a technology that allows users to interact with the environment in a virtual world that is simulated by a computer, so users feel they are in that environment. Focus on consumer behavior in choosing tourist destinations associated with virtual reality. Specifically, the research objective is to determine the effect of presence in virtual reality, on perceived enjoyment, attitude toward Virtual reality, and intention to visit destinations. The study population was tourists in East Java, with a purposive sampling method. Samples were asked to play virtual reality in destinations that had never been visited, then they answered questionnaires related to their experiences using virtual reality. The analysis tool uses SEM-PLS. The results show five proposed hypotheses, four hypotheses were accepted and one hypothesis was rejected. Presence influences perceive enjoyment, but presence does not affect attitudes toward virtual reality. Perceive enjoyment influences attitudes toward virtual reality and intention to visit tourist destinations. Attitudes toward virtual reality affect the intention to visit tourist attraction

I walk, therefore I am: a multidimensional study on the influence of the locomotion method upon presence in virtual reality

[EN] A defining virtual reality (VR) metric is the sense of presence, a complex, multidimensional psychophysical construct that represents how intense is the sensation of actually being there, inside the virtual environment (VE), forgetting how technology mediates the experience. Our paper explores how locomotion influences presence, studying two different ways of artificial movement along the VE: walking-in-place (through head bobbing detection) and indirect walking (through touchpad). To evaluate that influence, a narrative-neutral maze was created, from where 41 participants (N=41) had to escape. Measuring presence is a controversial topic since there is not a single, objective measure but a wide range of metrics depending on the different theoretical basis. For this reason, we have used for the first time, representative metrics from all three traditional dimensions of presence: subjective presence (SP) (self-reported through questionnaires), behavioral presence (BP) (obtained from unconscious reactions while inside the VE), and physiological presence (PP) [usually measured using heart rate or electrodermal activity (EDA)]. SP was measured with the ITC-SOPI questionnaire, BP by collecting the participants' reactions, and PP by using a bracelet that registered EDA. The results show two main findings: (i) There is no correlation between the different presence metrics. This opens the door to a simpler way of measuring presence in an objective, reliable way. (ii) There is no significant difference between the two locomotion techniques for any of the three metrics, which shows that the authenticity of VR does not rely on how you move within the VE.Soler-Domínguez, JL.; Juan-Ripoll, CD.; Contero, M.; Alcañiz Raya, ML. (2020). I walk, therefore I am: a multidimensional study on the influence of the locomotion method upon presence in virtual reality. Journal of Computational Design and Engineering. 7(5):577-590. https://doi.org/10.1093/jcde/qwaa040S57759075Baños, R. M., Botella, C., Garcia-Palacios, A., Villa, H., Perpiña, C., & Alcañiz, M. (2000). Presence and Reality Judgment in Virtual Environments: A Unitary Construct? CyberPsychology & Behavior, 3(3), 327-335. doi:10.1089/10949310050078760Biocca, F. (1992). Will Simulation Sickness Slow Down the Diffusion of Virtual Environment Technology? Presence: Teleoperators and Virtual Environments, 1(3), 334-343. doi:10.1162/pres.1992.1.3.334Biocca, F., Harms, C., & Burgoon, J. K. (2003). Toward a More Robust Theory and Measure of Social Presence: Review and Suggested Criteria. Presence: Teleoperators and Virtual Environments, 12(5), 456-480. doi:10.1162/105474603322761270Boletsis, C. (2017). The New Era of Virtual Reality Locomotion: A Systematic Literature Review of Techniques and a Proposed Typology. Multimodal Technologies and Interaction, 1(4), 24. doi:10.3390/mti1040024Boletsis, C., & Cedergren, J. E. (2019). VR Locomotion in the New Era of Virtual Reality: An Empirical Comparison of Prevalent Techniques. Advances in Human-Computer Interaction, 2019, 1-15. doi:10.1155/2019/7420781Bowman, D. A., Koller, D., & Hodges, L. F. (1998). A methodology for the evaluation of travel techniques for immersive virtual environments. Virtual Reality, 3(2), 120-131. doi:10.1007/bf01417673Bozgeyikli, E., Raij, A., Katkoori, S., & Dubey, R. (2016). Point & Teleport Locomotion Technique for Virtual Reality. Proceedings of the 2016 Annual Symposium on Computer-Human Interaction in Play. doi:10.1145/2967934.2968105Bozgeyikli, E., Raij, A., Katkoori, S., & Dubey, R. (2019). Locomotion in virtual reality for room scale tracked areas. International Journal of Human-Computer Studies, 122, 38-49. doi:10.1016/j.ijhcs.2018.08.002BRESLOW, N. (1970). A generalized Kruskal-Wallis test for comparing K samples subject to unequal patterns of censorship. Biometrika, 57(3), 579-594. doi:10.1093/biomet/57.3.579Chertoff, D. B., Goldiez, B., & LaViola, J. J. (2010). Virtual Experience Test: A virtual environment evaluation questionnaire. 2010 IEEE Virtual Reality Conference (VR). doi:10.1109/vr.2010.5444804Cohen, J. (1992). Statistical Power Analysis. Current Directions in Psychological Science, 1(3), 98-101. doi:10.1111/1467-8721.ep10768783Critchley, H. D. (2002). Review: Electrodermal Responses: What Happens in the Brain. The Neuroscientist, 8(2), 132-142. doi:10.1177/107385840200800209Hale, K. S., & Stanney, K. M. (Eds.). (2014). Handbook of Virtual Environments. doi:10.1201/b17360Larsson, P., Västfjäll, D., & Kleiner, M. (2001). The Actor-Observer Effect in Virtual Reality Presentations. CyberPsychology & Behavior, 4(2), 239-246. doi:10.1089/109493101300117929Lee, K. M. (2004). Presence, Explicated. Communication Theory, 14(1), 27-50. doi:10.1111/j.1468-2885.2004.tb00302.xLessiter, J., Freeman, J., Keogh, E., & Davidoff, J. (2001). A Cross-Media Presence Questionnaire: The ITC-Sense of Presence Inventory. Presence: Teleoperators and Virtual Environments, 10(3), 282-297. doi:10.1162/105474601300343612Lilliefors, H. W. (1967). On the Kolmogorov-Smirnov Test for Normality with Mean and Variance Unknown. Journal of the American Statistical Association, 62(318), 399-402. doi:10.1080/01621459.1967.10482916Mantovani, G., & Riva, G. (1999). «Real» Presence: How Different Ontologies Generate Different Criteria for Presence, Telepresence, and Virtual Presence. Presence: Teleoperators and Virtual Environments, 8(5), 540-550. doi:10.1162/105474699566459Meehan, M., Razzaque, S., Insko, B., Whitton, M., & Brooks, F. P. (2005). Review of Four Studies on the Use of Physiological Reaction as a Measure of Presence in StressfulVirtual Environments. Applied Psychophysiology and Biofeedback, 30(3), 239-258. doi:10.1007/s10484-005-6381-3Peck, T. C., Fuchs, H., & Whitton, M. C. (2011). An evaluation of navigational ability comparing Redirected Free Exploration with Distractors to Walking-in-Place and joystick locomotio interfaces. 2011 IEEE Virtual Reality Conference. doi:10.1109/vr.2011.5759437Riva, G., Wiederhold, B. K., & Mantovani, F. (2019). Neuroscience of Virtual Reality: From Virtual Exposure to Embodied Medicine. Cyberpsychology, Behavior, and Social Networking, 22(1), 82-96. doi:10.1089/cyber.2017.29099.griSanchez-Vives, M. V., & Slater, M. (2005). From presence to consciousness through virtual reality. Nature Reviews Neuroscience, 6(4), 332-339. doi:10.1038/nrn1651Sano, A., Picard, R. W., & Stickgold, R. (2014). Quantitative analysis of wrist electrodermal activity during sleep. International Journal of Psychophysiology, 94(3), 382-389. doi:10.1016/j.ijpsycho.2014.09.011Schloerb, D. W. (1995). A Quantitative Measure of Telepresence. Presence: Teleoperators and Virtual Environments, 4(1), 64-80. doi:10.1162/pres.1995.4.1.64Schubert, T., Friedmann, F., & Regenbrecht, H. (2001). The Experience of Presence: Factor Analytic Insights. Presence: Teleoperators and Virtual Environments, 10(3), 266-281. doi:10.1162/105474601300343603Schuemie, M. J., van der Straaten, P., Krijn, M., & van der Mast, C. A. P. G. (2001). Research on Presence in Virtual Reality: A Survey. CyberPsychology & Behavior, 4(2), 183-201. doi:10.1089/109493101300117884Sheridan, T. B. (1992). Musings on Telepresence and Virtual Presence. Presence: Teleoperators and Virtual Environments, 1(1), 120-126. doi:10.1162/pres.1992.1.1.120Sheridan, T. B. (1996). Further Musings on the Psychophysics of Presence. Presence: Teleoperators and Virtual Environments, 5(2), 241-246. doi:10.1162/pres.1996.5.2.241Slater, M. (2004). How Colorful Was Your Day? Why Questionnaires Cannot Assess Presence in Virtual Environments. Presence: Teleoperators and Virtual Environments, 13(4), 484-493. doi:10.1162/1054746041944849Slater, M., & Steed, A. (2000). A Virtual Presence Counter. Presence: Teleoperators and Virtual Environments, 9(5), 413-434. doi:10.1162/105474600566925Slater, M., & Usoh, M. (1993). Representations Systems, Perceptual Position, and Presence in Immersive Virtual Environments. Presence: Teleoperators and Virtual Environments, 2(3), 221-233. doi:10.1162/pres.1993.2.3.221SLATER, M., USOH, M., & STEED, A. (1994). STEPS AND LADDERS IN VIRTUAL REALITY. Virtual Reality Software and Technology. doi:10.1142/9789814350938_0005Slater, M., Steed, A., & Usoh, M. (1995). The Virtual Treadmill: A Naturalistic Metaphor for Navigation in Immersive Virtual Environments. Virtual Environments ’95, 135-148. doi:10.1007/978-3-7091-9433-1_12Slater, M., Usoh, M., & Steed, A. (1995). Taking steps. ACM Transactions on Computer-Human Interaction, 2(3), 201-219. doi:10.1145/210079.210084Slater, M., McCarthy, J., & Maringelli, F. (1998). The Influence of Body Movement on Subjective Presence in Virtual Environments. Human Factors: The Journal of the Human Factors and Ergonomics Society, 40(3), 469-477. doi:10.1518/001872098779591368So, R. H. Y., Lo, W. T., & Ho, A. T. K. (2001). Effects of Navigation Speed on Motion Sickness Caused by an Immersive Virtual Environment. Human Factors: The Journal of the Human Factors and Ergonomics Society, 43(3), 452-461. doi:10.1518/001872001775898223Steuer, J. (1992). Defining Virtual Reality: Dimensions Determining Telepresence. Journal of Communication, 42(4), 73-93. doi:10.1111/j.1460-2466.1992.tb00812.xSullivan, G. M., & Feinn, R. (2012). Using Effect Size—or Why the P Value Is Not Enough. Journal of Graduate Medical Education, 4(3), 279-282. doi:10.4300/jgme-d-12-00156.1Takatalo, J., Nyman, G., & Laaksonen, L. (2008). Components of human experience in virtual environments. Computers in Human Behavior, 24(1), 1-15. doi:10.1016/j.chb.2006.11.003Usoh, M., Catena, E., Arman, S., & Slater, M. (2000). Using Presence Questionnaires in Reality. Presence: Teleoperators and Virtual Environments, 9(5), 497-503. doi:10.1162/105474600566989Welch, R. B., Blackmon, T. T., Liu, A., Mellers, B. A., & Stark, L. W. (1996). The Effects of Pictorial Realism, Delay of Visual Feedback, and Observer Interactivity on the Subjective Sense of Presence. Presence: Teleoperators and Virtual Environments, 5(3), 263-273. doi:10.1162/pres.1996.5.3.263Witmer, B. G., Jerome, C. J., & Singer, M. J. (2005). The Factor Structure of the Presence Questionnaire. Presence: Teleoperators and Virtual Environments, 14(3), 298-312. doi:10.1162/105474605323384654Zanbaka, C., Babu, S., Xiao, D., Ulinski, A., Hodges, L. F., & Lok, B. (s. f.). Effects of travel technique on cognition in virtual environments. IEEE Virtual Reality 2004. doi:10.1109/vr.2004.131006

Effects of prolonged exposure to feedback delay on the qualitative subjective experience of virtual reality

When interacting with virtual environments, feedback delays between making a movement and seeing the visual consequences of that movement are detrimental for the subjective quality of the VR experience. Here we used standard measures of subjective experiences such as ownership, agency and presence to investigate whether prolonged exposure to the delay, and thus the possibility to adapt to it, leads to the recovery of the qualitative experience of VR. Participants performed a target-tracking task in a Virtual Reality environment. We measured the participants' tracking performance in terms of spatial and temporal errors with respect to the target in both No-Delay and Delay conditions. Additionally, participants rated their sense of ``ownership'' of holding a virtual tool, agency and presence on each trial using sliding scales. These single trial ratings were compared to the results of the more traditional questionnaires for ownership and agency and presence for both No-Delay and Delay conditions. We found that the participants' sliding scales ratings corresponded very well to the scores obtained from the traditional questionnaires. Moreover, not only did participants behaviourally adapt to the delay, their ratings of ownership and agency significantly improved with prolonged exposure to the delay. Together the results suggest a tight link between the ability to perform a behavioural task and the subjective ratings of ownership and agency in virtual reality

Assessing the Acceptability of Human-Robot Co-Presence on Assembly Lines: A Comparison Between Actual Situations and their Virtual Reality Counterparts

International audienceThis paper focuses on the acceptability of human-robot collaboration in industrial environments. A use case was designed in which an operator and a robot had to work side-by-side on automotive assembly lines, with different levels of co-presence. This use case was implemented both in a physical and in a virtual situation using virtual reality. A user study was conducted with operators from the automotive industry. The operators were asked to assess the acceptability to work side-by-side with the robot through questionnaires, and physiological measures (heart rate and skin conductance) were taken during the user study. The results showed that working close to the robot imposed more constraints on the operators and required them to adapt to the robot. Moreover, an increase in skin conductance level was observed after working close to the robot. Although no significant difference was found in the questionnaires results between the physical and virtual situations, the increase in physiological measures was significant only in the physical situation. This suggests that virtual reality may be a good tool to assess the acceptability of human-robot collaboration and draw preliminary results through questionnaires, but that physical experiments are still necessary to a complete study, especially when dealing with physiological measures

Virtual Reality: It’s Impact on Art and Design Education

‘Can using Virtual Reality software and media have as great an impact on learning Art and Design as older and more traditional 2D and 3D equipment and media.’ Research has been carried out on a sample of 6 students studying Level 3 Art and Design. All students are 18- 19years old and a mix of male and female gender. Students took part in a series of task activities including exploration and application of media for a specific design outcome, using both virtual reality media and non -virtual reality media. Students responses to each media and its environment were recorded before, during and after the timed task activities. Methods of gathering and recording both quantitative and qualitative data took place in the form of written and verbal questionnaires. Questions both highlighted feedback, and provided data which is being examined as to students’ feelings and responses to the varying medias, with attention given to motivation, anxiety, physical and psychological comfort, media appeal, confidence, capabilities, engagement and productivity. As virtual reality technology advances in society, so does its presence in education and industry. But how and when should it be used in learning? Exploring the capabilities and impact of virtual reality learning in art and design will provide both teachers and students with not just understanding and exposure to an ever-advancing field, but also the opportunity to capitalise on the strengths of this media, and build foundational experiences using virtual reality which could inform future career choices

Virtual reality and body rotation: 2 flight experiences in comparison

Embodied interfaces, represented by devices that incorporate bodily motion and proprioceptive stimulation, are promising for Virtual Reality (VR) because they can improve immersion and user experience while at the same time reducing simulator sickness compared to more traditional handheld interfaces (e.g.,gamepads). The aim of the study is to evaluate a novel embodied interface called VitruvianVR. The machine is composed of two separate rings that allow its users to bodily rotate onto three different axes. The suitability of the VitruvianVR was tested in a Virtual Reality flight scenario. In order to reach the goal we compared the VitruvianVR to a gamepad using perfomance measures (i.e., accuracy, fails), head movements and position of the body. Furthermore, a series of data coming from questionnaires about sense of presence, user experience, cognitive load, usability and cybersickness was retrieved.Embodied interfaces, represented by devices that incorporate bodily motion and proprioceptive stimulation, are promising for Virtual Reality (VR) because they can improve immersion and user experience while at the same time reducing simulator sickness compared to more traditional handheld interfaces (e.g.,gamepads). The aim of the study is to evaluate a novel embodied interface called VitruvianVR. The machine is composed of two separate rings that allow its users to bodily rotate onto three different axes. The suitability of the VitruvianVR was tested in a Virtual Reality flight scenario. In order to reach the goal we compared the VitruvianVR to a gamepad using perfomance measures (i.e., accuracy, fails), head movements and position of the body. Furthermore, a series of data coming from questionnaires about sense of presence, user experience, cognitive load, usability and cybersickness was retrieved

Instructional Considerations For Virtual Reality In Engineering Training And Education: Preliminary Research Results

Digital reality has been gradually introduced into all parts of human society, and the field of education is no exception due to the potential of technology and related tools to enhance the teaching and learning process. However, there is still a paucity of research in this area within an Irish higher education context. The research explores how to best employ virtual reality (VR), using the Oculus Quest 2 system, to improve and develop the level of contemporary training, as well as to enhance the educational experience. Both the technical and educational perspectives will be considered. The researched sample consists of 25 undergraduate students representing different profiles from within engineering education. The data collection included two stages, namely written questionnaires, and short semi-structured interviews relating to training sessions with Oculus Quest 2, in which participants were exposed to life on board the International Space Station (ISS), including the experiments and missions performed on the station. The results of the short interviews and questionnaires extracted in this work reflected that all the participants were very excited to work and interact with the experiences of virtual reality in engineering education. In addition, they rated the usability of virtual reality glasses overall as being very satisfactory, despite some students expressing the presence of minor challenges or problems. Most of the participants\u27 reactions were positive regarding the possibility of including virtual reality devices and associated technologies in future training and support, as they indicated that these training sessions increased their motivation and passion for learning, whilst at the same time, supported the development of their digital reality skills.. In general, the outputs of the research show that the inclusion and empowerment of digital reality within higher education programmes can have significant value and benefit, leading to the recommendation that it would be used more extensively in the future

Meditation experts try Virtual Reality Mindfulness: A pilot study evaluation of the feasibility and acceptability of Virtual Reality to facilitate mindfulness practice in people attending a Mindfulness conference

Regular mindfulness practice benefits people both mentally and physically, but many populations who could benefit do not practice mindfulness. Virtual Reality (VR) is a new technology that helps capture participants’ attention and gives users the illusion of “being there” in the 3D computer generated environment, facilitating sense of presence. By limiting distractions from the real world, increasing sense of presence and giving people an interesting place to go to practice mindfulness, Virtual Reality may facilitate mindfulness practice. Traditional Dialectical Behavioral Therapy (DBT®) mindfulness skills training was specifically designed for clinical treatment of people who have trouble focusing attention, however severe patients often show difficulties or lack of motivation to practice mindfulness during the training. The present pilot study explored whether a sample of mindfulness experts would find useful and recommend a new VR Dialectical Behavioral Therapy (DBT®) mindfulness skills training technique and whether they would show any benefit. Forty four participants attending a mindfulness conference put on an Oculus Rift DK2 Virtual Reality helmet and floated down a calm 3D computer generated virtual river while listening to digitized DBT® mindfulness skills training instructions. On subjective questionnaires completed by the participants before and after the VR DBT® mindfulness skills training session, participants reported increases/improvements in state of mindfulness, and reductions in negative emotional states. After VR, participants reported significantly less sadness, anger, and anxiety, and reported being significantly more relaxed. Participants reported a moderate to strong illusion of going inside the 3D computer generated world (i.e., moderate to high “presence” in VR) and showed high acceptance of VR as a technique to practice mindfulness. These results show encouraging preliminary evidence of the feasibility and acceptability of using VR to practice mindfulness based on clinical expert feedback. VR is a technology with potential to increase computerized dissemination of DBT® skills training modules. Future research is warranted

Meditation experts try Virtual Reality Mindfulness: a pilot study evaluation of the feasibility and acceptability of Virtual Reality to facilitate mindfulness practice in people attending a Mindfulness conference

Regular mindfulness practice benefits people both mentally and physically, but many populations who could benefit do not practice mindfulness. Virtual Reality (VR) is a new technology that helps capture participants’ attention and gives users the illusion of “being there” in the 3D computer generated environment, facilitating sense of presence. By limiting distractions from the real world, increasing sense of presence and giving people an interesting place to go to practice mindfulness, Virtual Reality may facilitate mindfulness practice. Traditional Dialectical Behavioral Therapy (DBT®) mindfulness skills training was specifically designed for clinical treatment of people who have trouble focusing attention, however severe patients often show difficulties or lack of motivation to practice mindfulness during the training. The present pilot study explored whether a sample of mindfulness experts would find useful and recommend a new VR Dialectical Behavioral Therapy (DBT®) mindfulness skills training technique and whether they would show any benefit. Forty four participants attending a mindfulness conference put on an Oculus Rift DK2 Virtual Reality helmet and floated down a calm 3D computer generated virtual river while listening to digitized DBT® mindfulness skills training instructions. On subjective questionnaires completed by the participants before and after the VR DBT® mindfulness skills training session, participants reported increases/improvements in state of mindfulness, and reductions in negative emotional states. After VR, participants reported significantly less sadness, anger, and anxiety, and reported being significantly more relaxed. Participants reported a moderate to strong illusion of going inside the 3D computer generated world (i.e., moderate to high “presence” in VR) and showed high acceptance of VR as a technique to practice mindfulness. These results show encouraging preliminary evidence of the feasibility and acceptability of using VR to practice mindfulness based on clinical expert feedback. VR is a technology with potential to increase computerized dissemination of DBT® skills training modules. Future research is warranted

Virtual Reality-Based Interface for Advanced Assisted Mobile Robot Teleoperation

[EN] This work proposes a new interface for the teleoperation of mobile robots based on virtual reality that allows a natural and intuitive interaction and cooperation between the human and the robot, which is useful for many situations, such as inspection tasks, the mapping of complex environments, etc. Contrary to previous works, the proposed interface does not seek the realism of the virtual environment but provides all the minimum necessary elements that allow the user to carry out the teleoperation task in a more natural and intuitive way. The teleoperation is carried out in such a way that the human user and the mobile robot cooperate in a synergistic way to properly accomplish the task: the user guides the robot through the environment in order to benefit from the intelligence and adaptability of the human, whereas the robot is able to automatically avoid collisions with the objects in the environment in order to benefit from its fast response. The latter is carried out using the well-known potential field-based navigation method. The efficacy of the proposed method is demonstrated through experimentation with the Turtlebot3 Burger mobile robot in both simulation and real-world scenarios. In addition, usability and presence questionnaires were also conducted with users of different ages and backgrounds to demonstrate the benefits of the proposed approach. In particular, the results of these questionnaires show that the proposed virtual reality based interface is intuitive, ergonomic and easy to use.This research was funded by the Spanish Government (Grant PID2020-117421RB-C21 funded byMCIN/AEI/10.13039/501100011033) and by the Generalitat Valenciana (Grant GV/2021/181).Solanes, JE.; Muñoz García, A.; Gracia Calandin, LI.; Tornero Montserrat, J. (2022). Virtual Reality-Based Interface for Advanced Assisted Mobile Robot Teleoperation. Applied Sciences. 12(12):1-22. https://doi.org/10.3390/app12126071122121