Eye-Tracking in Interactive Virtual Environments: Implementation and Evaluation

Not all eye-tracking methodology and data processing are equal. While the use of eye-tracking is intricate because of its grounding in visual physiology, traditional 2D eye-tracking methods are supported by software, tools, and reference studies. This is not so true for eye-tracking methods applied in virtual reality (imaginary 3D environments). Previous research regarded the domain of eye-tracking in 3D virtual reality as an untamed realm with unaddressed issues. The present paper explores these issues, discusses possible solutions at a theoretical level, and offers example implementations. The paper also proposes a workflow and software architecture that encompasses an entire experimental scenario, including virtual scene preparation and operationalization of visual stimuli, experimental data collection and considerations for ambiguous visual stimuli, post-hoc data correction, data aggregation, and visualization. The paper is accompanied by examples of eye-tracking data collection and evaluation based on ongoing research of indoor evacuation behavior

Představení projektu GAČR: Identifikace bariér v procesu komunikace prostorových sociálně-demografických informací

Příspěvek byl podpořen projektem GAČR – 23-06187S – Identifikace bariér v procesu komunikace prostorových sociálně-demografických informac

VR-pilots

Aplikace je leteckým simulátorem pro piloty paraglidingu. Jedná se o aplikaci pro imerzivní virtuální realitu připravenou v Unity.The application is an flying simulator for paragliding pilots. it is a application for immersive virtual reality developed in Unity

Isovists compactness and stairs as predictors of evacuation route choice

AbstractThe building design is a crucial factor that can be actively adjusted and optimized to prevent human and property threats in emergency scenarios. Previous research suggests that specific building layouts may significantly influence human behaviour during evacuation. However, detailed empirical data about human behaviour in various types of buildings with different layouts are still missing and only marginal recommendations from this field are reflected in actual construction practice. In this study, desktop VR technologies were employed to study human decision-making in problematic T-intersections in the context of an emergency evacuation. More specifically, we studied fundamental attributes of buildings such as the width and length of the corridors and the presence of stairs to explore how they influence the choice of the evacuation route. The space-syntax isovist method was used to describe spatial parameters of corridors, which makes the results applicable to all buildings. Behavioural data from 208 respondents were analysed using multilevel regression models. Our results support previous claims concerning the importance of specific spatial layouts of evacuation corridors because respondents systematically chose wider and shorter corridors with visible staircases as the preferred evacuation route. The present findings further promote the ongoing discussion on the design of marked evacuation routes and building design that takes human factors into consideration.</jats:p

Představení projektu GAČR: Identifikace bariér v procesu komunikace prostorových sociálně-demografických informací

Příspěvek byl podpořen projektem GAČR – 23-06187S – Identifikace bariér v procesu komunikace prostorových sociálně-demografických informac

Geography Education in a Collaborative Virtual Environment: A Qualitative Study on Geography Teachers

The presented study aspires to utilize the gradually validated immense potential of collaborative immersive virtual environments (CIVEs) in higher education when designing and conducting geography lessons. These particular lessons focused on hypsography. A Research through Design approach and relevant qualitative methodology were used as we engaged two groups of domain experts (experienced geography teachers) to validate both the learning scenarios and the virtual environment we used. The lessons were administered via eDIVE—a novel platform for collaborative learning and teaching in virtual reality of our own design. The teachers underwent a hypsography virtual lesson and were randomly divided into two groups to be compared, which differed in the level of structure given to the lesson (one group received detailed instructions on what task they were to solve, while the other was given a free hand in exploring the environment and activities it afforded). The teachers’ experiences were then summarized in a post-lesson reflection and a subsequent focus group following the tasks. The participants’ expertise allowed insights to be gained into their first-hand experience as students, as well as their expert view of the lesson from an educational point of view. Virtual reality’s implementation into teaching practice was the key topic of the discussion