Train vs. play: Evaluating the effects of gamified and non-gamified wheelchair skills training using virtual reality

This study compares the influence of a gamified and a non-gamified virtual reality (VR) environment on wheelchair skills training. In specific, the study explores the integration of gamification elements and their influence on wheelchair driving performance in VR-based training. Twenty-two non-disabled participants volunteered for the study, of whom eleven undertook the gamified VR training, and eleven engaged in the non-gamified VR training. To measure the efficacy of the VR-based wheelchair skills training, we captured the heart rate (HR), number of joystick movements, completion time, and number of collisions. In addition, an adapted version of the Wheelchair Skills Training Program Questionnaire (WSTP-Q), the Igroup Presence Questionnaire (IPQ), and the Simulator Sickness Questionnaire (SSQ) questionnaires were administered after the VR training. The results showed no differences in wheelchair driving performance, the level of involvement, or the ratings of presence between the two environments. In contrast, the perceived cybersickness was statistically higher for the group of participants who trained in the non-gamified VR environment. Remarkably, heightened cybersickness symptoms aligned with increased HR, suggesting physiological connections. As such, while direct gamification effects on the efficacy of VR-based wheelchair skills training were not statistically significant, its potential to amplify user engagement and reduce cybersickness is evident

A Reflection on Virtual Reality Design for Psychological, Cognitive & Behavioral Interventions: Design Needs, Opportunities & Challenges

Despite the substantial research interest in using Virtual Reality (VR) in healthcare in general and in Psychological, Cognitive, and Behavioral (PC&B) interventions in specific, as well as emerging research supporting the efficacy of VR in healthcare, the design process of translating therapies into VR to meet the needs of critical stakeholders such as users and clinicians is rarely addressed. In this paper, we aim to shed light onto the design needs, opportunities and challenges in designing efficient and effective PC&B-VR interventions. Through analyzing the co-design processes of four user-centered PC&B-VR interventions, we examined how therapies were adapted into VR to meet stakeholders’ requirements, explored design elements for meaningful experiences, and investigated how the understanding of healthcare contexts contribute to the VR intervention design. This paper presents the HCI research community with design opportunities and challenges as well as future directions for PC&B-VR intervention design

A standardised and cost-effective VR approach for powered wheelchair training

Mastering wheelchair driving skills is essential for the safety of wheelchair users (WUs), yet the acquisition of these skills can be challenging, and training resources can be costly or not available. Technologies such as virtual reality (VR) have grown in popularity as they can provide a motivating training environment without the risks found in real-life training. However, these approaches often deploy navigation controllers which are different from the ones WUs utilise, and do not use a standardised approach in assessing the acquisition of skills. We propose a VR training system based on the wheelchair skills training program (WSTP) and utilizing a sensor device that can be retrofitted to any joystick and communicates wirelessly with a Head-Mounted Display. In this paper, we present a first-validation study with fourteen able-bodied participants, split between a VR test group and a non-VR control group. To determine the acquisition of skills, participants complete tasks in real-life before and after the VR training, where completion time and length of joystick movements are measured. We also assess our system using heart rate measurements, the WSTP questionnaire, the simulator sickness questionnaire and the igroup presence questionnaire. We found that the VR training facilitates the acquisition of skills for more challenging tasks; thus, our system has the potential of being used for training skills of powered wheelchair users, with the benefit of conducting the training in safely and in a low-cost setup

Train vs. Play: Evaluating the Effects of Gamified and Non-Gamified Wheelchair Skills Training Using Virtual Reality

This study compares the influence of a gamified and a non-gamified virtual reality (VR) environment on wheelchair skills training. In specific, the study explores the integration of gamification elements and their influence on wheelchair driving performance in VR-based training. Twenty-two non-disabled participants volunteered for the study, of whom eleven undertook the gamified VR training, and eleven engaged in the non-gamified VR training. To measure the efficacy of the VR-based wheelchair skills training, we captured the heart rate (HR), number of joystick movements, completion time, and number of collisions. In addition, an adapted version of the Wheelchair Skills Training Program Questionnaire (WSTP-Q), the Igroup Presence Questionnaire (IPQ), and the Simulator Sickness Questionnaire (SSQ) questionnaires were administered after the VR training. The results showed no differences in wheelchair driving performance, the level of involvement, or the ratings of presence between the two environments. In contrast, the perceived cybersickness was statistically higher for the group of participants who trained in the non-gamified VR environment. Remarkably, heightened cybersickness symptoms aligned with increased HR, suggesting physiological connections. As such, while direct gamification effects on the efficacy of VR-based wheelchair skills training were not statistically significant, its potential to amplify user engagement and reduce cybersickness is evident

How Real is Unreal? Virtual Reality and the Impact of Visual Imagery on the Experience of Exercise-Induced Pain

As a consequence of prolonged muscle contraction, acute pain arises during exercise due to a build-up of noxious biochemicals in and around the muscle. Specific visual cues, e.g., the size of the object in weight lifting exercises, may reduce acute pain experienced during exercise. In this study, we examined how Virtual Reality (VR) can facilitate this “material-weight illusion”, influencing perception of task difficulty, which may reduce perceived pain. We found that when vision understated the real weight, the time to exhaustion was 2 minutes longer. Furthermore, participants’ heart rate was significantly lower by 5-7 bpm in the understated session. We concluded that visual-proprioceptive information modulated the individual’s willingness to continue to exercise for longer, primarily by reducing the intensity of negative perceptions of pain and effort associated with exercise. This result could inform the design of VR aimed at increasing the level of physical activity and thus a healthier lifestyle

Bringing the outside in: The feasibility of virtual reality with people with dementia in an inpatient psychiatric care setting

Background and objectives: Emerging research supports virtual reality use with people with dementia in the community, but is limited to this area, warranting further investigation in different care settings. The feasibility of virtual reality within an inpatient psychiatric care setting was therefore explored. Research design and methods: Eight people with dementia and 16 caregivers were recruited in January and February 2018 from a UK hospital specialising in progressive neurological conditions. A mixed methods design measured affect and behaviour using the Observed Emotion Rating Scale, Overt Aggression Scale-Modified for Neurorehabilitation and St Andrew’s Sexual Behaviour Assessment. Thematic analysis was conducted following semi-structured interviews. Caregivers who worked at the hospital supported people with dementia throughout the process and were interviewed for their views on Head Mounted Display-Virtual Reality (HMD-VR) use with people with dementia. Results: HMD-VR was tried and accepted by people with dementia. Participants viewed HMD-VR positively as a ‘change in environment’ and would use it again. People with dementia experienced more pleasure during and after HMD-VR compared to before exposure, as well as increased alertness after. Three core themes emerged: ‘Virtual Reality Experiences’, ‘Impact of Virtual Reality’ and ‘Experiences within the Virtual Environment’. Caregivers discussed preconceptions about virtual reality use and how these changed. Discussion and implications: This is the first study to explore the feasibility of HMD-VR with people with mild to moderately severe dementia in hospital and found that overall HMD-VR is viable. Findings evidence the clinical feasibility of HMD-VR implementation in this environment and inform future research

Bring the Outside In: Providing Accessible Experiences Through VR for People with Dementia in Locked Psychiatric Hospitals

Many people with dementia (PWD) residing in long-term care may face barriers in accessing experiences beyond their physical premises; this may be due to location, mobility constraints, legal mental health act restrictions, or offence-related restrictions. In recent years, there have been research interests towards designing non-pharmacological interventions aiming to improve the Quality of Life (QoL) for PWD within long-term care. We explored the use of Virtual Reality (VR) as a tool to provide 360°-video based experiences for individuals with moderate to severe dementia residing in a locked psychiatric hospital. We discuss at depth the appeal of using VR for PWD, and the observed impact of such interaction. We also present the design opportunities, pitfalls, and recommendations for future deployment in healthcare services. This paper demonstrates the potential of VR as a virtual alternative to experiences that may be difficult to reach for PWD residing within locked setting

Emotional Spaces in Virtual Reality: Applications for Healthcare & Wellbeing

Despite the abundance of research that supports the efficacy of Virtual Reality (VR) in applications for healthcare and wellbeing, the process of designing VR as an emotional space that fosters the appropriate therapeutic milieu is rarely discussed. Furthermore, current approaches for VR design tend to be lone one-off controlled experiments, rather than extensions to advance knowledge of best practices that considers the real-world deployment contexts. In this research thesis, a series of studies were carried out to investigate the effects of emotional experiences in VR within healthcare contexts, and how to design emotional spaces in VR, in a way that meets the needs of key stakeholders such as clinicians, patients and the deployment setting. First, the psychological and physiological effects of VR was explored. This study investigated the emotional effects of engaging in 360-degree video-based experiences in VR and the use of eye-tracking in VR to predict emotional elicitation. The study also explored the potential of eye-tracking in VR as a tool for emotional assessment in healthcare and wellbeing. The second study investigated the use of VR as an emotional space in a healthcare setting by presenting VR as a non-pharmacological intervention for people living with moderate to severe dementia residing in a locked psychiatric hospital. The study concluded that by "bringing the outside in" VR was cognitively stimulating, sustained attention, promoted wellbeing among the patients, reduced behaviour that challenges, and offered a unique medium for caregivers and patients to build therapeutic rapport. Finally, the last study analysed the co-design, iterative prototyping and evaluation of four user-centred psychological, cognitive and behavioural VR interventions. This study aimed to understand the design elements of effective, meaningful and enriched VR interventions. The findings are drawn in this thesis, and the implications of these findings extend the theoretical and practical knowledge in designing emotional spaces within VR in a way that fosters the appropriate therapeutic medium for healthcare and wellbeing contexts

Enhancing Creative Industries Education: Integrating Industry Feedback Practice in an Undergraduate Curriculum

It is recognised that there is a shortage of skilled workers in Creative Industries. This is particularly prevalent in the visual effects, animation, and games industries, due to significant growth in the industry, heightened pressure to produce more content in less time, higher quality expectations relevant to technology advancements, and the emergence of novel technologies such as virtual production. Hence, the need to design and deliver Higher Education (HE) courses that meet the needs of the industry is imperative. In addition to technical and design thinking skills, pedagogical approaches in HE do not tend to focus on training students’ interpersonal skills in a way that matches industry practices. The ability to organise work, develop a “critical eye” to self-evaluate, deliver and receive feedback effectively, and action adjustments based on feedback are critical skills which could be underpinned more effectively. This paper explores the adoption of “Dailies” within a digital design undergraduate curriculum; an industry standard practice used to provide regular and formative feedback in a group setting. Specifically, the paper reflects on its integration across all stages of an undergraduate curriculum, with supporting data drawn from student mid-term and end-of-module evaluations. Findings reveal how the integration of the dailies practice helps students better understand the strengths and weaknesses of their work through self-evaluation, obtain better outcomes, build resilience, and how to effectively engage in meaningful feedback dialogue with their peers and others. Furthermore, it highlights how such practice can positively impact student experience whilst also having the potential to narrow the skills gap between graduates and industry expectations

Overcoming the barriers in client-based learning: a case study

Client-based learning in Higher Education presents the opportunity for students to work with a real client on a real project. Students studying Creative Industries subjects such as digital design benefit immensely from client-based learning; as it provides them with meaningful projects, real-world problems, interaction and feedback from clients who may not be design-literate. As a result, students learn how to digest feedback and translate it into design decisions, whilst strengthening their skills in time management, motivation, and resilience. However, when it comes to the practicality of integrating industrial clients into the curriculum, several challenges are faced. First, it's not always feasible to find clients that are interested and willing to spend time engaging with undergraduate students. Second, client-based projects are often sparse and therefore assigned to the high-achieving students; as such, it can be challenging to cater and facilitate client-based projects for an entire cohort of students, including students who vary in their abilities and academic performance. Finally, it can be challenging to map the client's own deadlines against academic terms and assessment deadlines.  This paper presents a case study of a client-based undergraduate digital design project where the client is a PhD student at the same university. Specifically, we discuss the appeal of utilising research-based projects as real-world problems for undergraduate students to tackle as an alternative for when it is not feasible to source and engage with industry-based clients. We discuss the process we adopted to facilitate this project as well as the potential benefits, drawbacks and challenges of such an approach