A physiological model of cybersickness during virtual environment interaction

Author(s):  
W. Kendal Roberts ◽  
Jennie J. Gallimore
Author(s):  
W. Kendal Roberts ◽  
Jennie J. Gallimore

The challenges of measuring, managing, and predicting negative side effects (i.e. cybersickness) during virtual environment (VE) interaction and unwanted aftereffects continue to persist. Most assessments have been limited to subjective questionnaires. This study investigated the effects of VE interaction on nausea (gastric activity) and the development of a quantitative model affording cybersickness prediction. This cybersickness state estimation model (CSEM) offers a quantitative (i.e. physiological based) predictability to cybersickness. The model relates time, recordable gastric activity using electrogastrogram (EGG) measures as a physiological predictor and subjective sickness estimates. This work employs neural network algorithms to model user state associated with cybersickness. Neural network models were designed, trained, and tested to determine the network trainability and accuracy. Mean SSQ total severity scores indicate significant differences between conditions. All CSEM models had a low sum of squared error. The models were found to be accurate in predicting cybersickness from unseen data.


Author(s):  
Aušra Vidugirienė ◽  
Aistė Pranckevičienė ◽  
Egidijus Vaškevičius ◽  
Minija Tamošiūnaitė

2019 ◽  
Vol 11 (3) ◽  
pp. 139-152
Author(s):  
Ana Borgobello ◽  
Andrea Espinosa ◽  
Mariana Sartori

Virtual environment interaction has been studied from different theoretical-methodological approaches. The purpose of this paper is to describe the characteristics of written texts in a blended learning course, and to analyze six theoretical systems that contrast them with data. The collected data come from all the texts written in Moodle by the teacher in a year-long course. The variables were set up from six approaches (coding systems): (a)- Communities of inquiry; (b)- Teaching assistance dimensions; (c)- Macro and micro-scripting; (d)- Twelve ways of teaching; (e)- Rethinking the class; and (f)- Observation record. Reliability and multivariable analyses were carried out. Results showed different consistency of approaches. The analyzed texts revealed how interaction took place and showed pedagogical issues underlying the didactic proposals. Associations among categories produced three typical groups of texts related with the different variables from theoreticalmethodological coding systems used: Cluster 1 gathered general instructions; Cluster 2 illustrated the virtual environment usage as repository; and Cluster 3 represented tutorial interactivity. Future studies should continue to explore these approaches, contrasting them with new data -and vice versa- to get a better understanding of socio-cognitive interaction among students and teachers in blended learning.


2002 ◽  
Vol 6 (3) ◽  
pp. 122-129 ◽  
Author(s):  
D. A. Bowman ◽  
C. A. Wingrave ◽  
J. M. Campbell ◽  
V. Q. Ly ◽  
C. J. Rhoton

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