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

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

Spatial Analysis of Navigation in Virtual Geographic Environments

Human performance and navigation activity in virtual environments can be measured and assessed with the aim to draw specific conclusions about human cognition. This paper presents an original virtual geographic environment (VGE) designed and used for this purpose. The presented research is rooted in an interdisciplinary approach combining knowledge and principles from the fields of psychology, cartography, and information technologies. The VGE was embedded with user logging functionality to provide a basis from which conclusions about human cognitive processes in a VGE could be drawn. The scope of this solution is introduced, described, and discussed under a behavioral measurement framework. An exploratory research design was adopted to demonstrate the environment’s utility in proof-of-concept user testing. Twenty participants were observed in interactive, semi-interactive and non-interactive tasks, their performance and individual differences were analyzed. The behavioral measurements were supplemented by Object-Spatial Imagery and a Verbal Questionnaire to determine the participants’ cognitive styles. In this sample, significant differences in exploration strategies between men and women were detected. Differences between experienced and non-experienced users were also found in their ability to identify spatial relations in virtual scenes. Finally, areas for future research areas and development were pinpointed

Exploring cross-cultural variations in visual attention patterns inside and outside national borders using immersive virtual reality

Abstract We examined theories of cross-cultural differences in cognitive style on a sample of 242 participants representing five cultural groups (Czechia, Ghana, eastern and western Turkey, and Taiwan). The experiment involved immersive virtual environments consisting of two salient focal objects and a complex background as stimuli, which were presented using virtual reality headsets with integrated eye-tracking devices. The oculomotor patterns confirmed previous general conclusions that Eastern cultures have a more holistic cognitive style, while Western cultures predominantly have an analytic cognitive style. The differences were particularly noticeable between Taiwan and the other samples. However, we found that the broader cultural background of each group was perhaps just as important as geographical location or national boundaries. For example, observed differences between Eastern (more holistic style) and Western Turkey (more analytic style), suggest the possible influence of varying historical and cultural characteristics on the cognitive processing of complex visual stimuli

Analytic and holistic cognitive style as a set of independent manifests: Evidence from a validation study of six measurement instruments.

Cognitive styles are commonly studied constructs in cognitive psychology. The theory of field dependence-independence was one of the most important cognitive styles. Yet in the past, its measurement had significant shortcomings in validity and reliability. The theory of analytic and holistic cognitive styles attempted to extend this theory and overcome its shortcomings. Unfortunately, the psychometric properties of its measurement methods were not properly verified. Furthermore, new statistical approaches, such as analysis of reaction times, have been overlooked by current research. The aim of this pre-registered study was to verify the psychometric properties (i.e., factor structure, split-half reliability, test-retest reliability, discriminant validity with intelligence and personality, and divergent, concurrent and predictive validity) of several methods routinely applied in the field. We developed/adapted six methods based on self-report questionnaires, rod-and-frame principles, embedded figures, and hierarchical figures. The analysis was conducted on 392 Czech participants, with two data collection waves. The results indicate that the use of methods based on the rod-and-frame principle may be unreliable, demonstrating no absence of association with intelligence. The use of embedded and hierarchical figures is recommended. The self-report questionnaire used in this study showed an unsatisfactory factor structure and also cannot be recommended without futher validation on independent samples. The findings also did not correspond with the original two-dimensional theory

Collaborative Immersive Virtual Environments for Education in Geography

Immersive virtual reality (iVR) devices are rapidly becoming an important part of our lives and forming a new way for people to interact with computers and each other. The impact and consequences of this innovative technology have not yet been satisfactory explored. This empirical study investigated the cognitive and social aspects of collaboration in a shared, immersive virtual reality. A unique application for implementing a collaborative immersive virtual environment (CIVE) was developed by our interdisciplinary team as a software solution for educational purposes, with two scenarios for learning about hypsography, i.e., explanations of contour line principles. Both scenarios allow switching between a usual 2D contour map and a 3D model of the corresponding terrain to increase the intelligibility and clarity of the educational content. Gamification principles were also applied to both scenarios to augment user engagement during the completion of tasks. A qualitative research approach was adopted to obtain a deep insight into the lived experience of users in a CIVE. It was thus possible to form a deep understanding of very new subject matter. Twelve pairs of participants were observed during their CIVE experience and then interviewed either in a semistructured interview or a focus group. Data from these three research techniques were analyzed using interpretative phenomenological analysis, which is research method for studying individual experience. Four superordinate themes—with detailed descriptions of experiences shared by numerous participants—emerged as results from the analysis; we called these (1) Appreciation for having a collaborator, (2) The Surprising “Fun with Maps”, (3) Communication as a challenge, and (4) Cognition in two realities. The findings of the study indicate the importance of the social dimension during education in a virtual environment and the effectiveness of dynamic and interactive 3D visualization

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