Desktop vs. Headset: A Comparative Study of User Experience and Engagement for Flexibility Exercise in Virtual Reality

This study aimed to investigate the effectiveness of Virtual Reality (VR) technology for flexibility exercise and compare the physical outcomes, user experience, and engagement of VR desktops and VR headsets. The VR exercise application was designed using motion capture technology and exported to different VR devices. Each of the devices was used by 30 participants to perform a flexibility exercise in VR. Physical outcomes were measured using the sit-and-reach test, and user experience and engagement were evaluated using questionnaires and group discussions. The results showed that VR desktop participants had higher sit-and-reach scores. However, VR headset participants reported a more immersive experience (reality judgment) and motivation (value and usefulness). They also had higher engagement (focused attention and reward) levels than VR desktop participants. There were no significant differences between the two approaches in terms of enjoyment, effort, pressure, choice, correspondence, absorption, perceived usability, and aesthetic appeal. The study highlights the importance of considering physical outcomes, user experience, and engagement by comparing two different VR approaches for flexibility exercise. Further research is needed to explore the limitations and potential benefits of VR technology for physical activity. Doi: 10.28991/ESJ-2023-07-04-03 Full Text: PD

The Effectiveness of Augmented Reality with Gamification in Learning 3D Geometry

Augmented Reality (AR) technology facilitates the learning of 3D geometry because it allows students to easily manipulate 3D geometric shapes. Besides, gamification can further enhance the potential of AR technology as an educational tool by increasing user engagement. However, some methodological limitations were identified in the existing work on this specific topic. First, one of the major drawbacks was the lack of control groups for evaluating the effect of learning geometry with the conventional teaching methods as compared to that of the AR-based approaches. Second, the AR application assessment focused on learning outcomes, neglecting the user experience aspect.Therefore, the main research question of this PhD research project was to explore to what extent AR-based applications with gamification could make learning 3D geometry more effective and engaging for students as compared with the traditional 2D approach. To address this question, two empirical studies were conducted. In Study 1, an AR application for learning cross-sectional shapes and variables in 3D geometry was developed. The AR-based approach was compared with the traditional chalk-and-board one by involving sixty 12-16 year-olds from two schools in Thailand. In Study 2, how certain gamification elements - Badges, Points and Timer - influenced the motivational effect of the AR application in the learning of 3D geometric shapes was examined. It involved 150 students of 12-16 years old. A motivation questionnaire for measuring Interest, Confidence and Intention to Use level was constructed. Results indicated that the AR classes showed significantly stronger learning effects than the traditional ones, especially for more complex geometric concepts. However, there were no statistically significant differences in the motivational effect between the gamified and non-gamified AR applications, and Points had a stronger learning effect than Badges or Timer. One implication for designing gamified AR educational applications is that time pressure seems an inappropriate gamification element.</div

An Indoor Navigation Support for the Student Halls of Residence using Augmented Reality: A Design Perspective

Augmented Reality (AR) technology has become increasingly popular due to its potential use in an indoor environment. AR technology enables virtual information, such as navigation instructions, to be merged into the actual environment via a mobile screen. Using an AR-based Indoor Navigation speeds uptime while also being interactive in searching for a particular building location. Every year when new semester students enroll in the university, some students will have difficulty finding a particular location on the campus. The most searched for building upon arrival at the university is the student halls of residence. While searching for it, students waste time asking others for information or looking for a nearby campus map. Therefore, this project investigates the requirements needed for an AR-based indoor navigation application to be applied within the student halls of residence and identifies technical issues through a small-scale prototype development within a small navigational area. Seventy-one students participated in the feasibility study by responding to a set of questionnaires related to the Student Residence AR indoor navigation application. At the same time, four users with and without previous experience with AR applications evaluated the prototype application. The results identified that the more the students have difficulty searching, the more they require additional time to reach their destination and seek help from others, an excellent reason to implement the Student Residence AR indoor navigation. In addition, the prototype evaluation results discussed issues related to arrow path confusion, distance accuracy, assistive guideline, and software development challenges in AR development that could be beneficial to future developers and researchers