scholarly journals Perceptual uncertainty and action consequences independently affect hand movements in a virtual environment

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Martin Giesel ◽  
Anna Nowakowska ◽  
Julie M. Harris ◽  
Constanze Hesse
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Hand Movements ◽  
Perceptual Information ◽  
Avoidance Task ◽  
Natural Environments ◽  
Motor Behaviour ◽  
Virtual And Augmented Reality

AbstractWhen we use virtual and augmented reality (VR/AR) environments to investigate behaviour or train motor skills, we expect that the insights or skills acquired in VR/AR transfer to real-world settings. Motor behaviour is strongly influenced by perceptual uncertainty and the expected consequences of actions. VR/AR differ in both of these aspects from natural environments. Perceptual information in VR/AR is less reliable than in natural environments, and the knowledge of acting in a virtual environment might modulate our expectations of action consequences. Using mirror reflections to create a virtual environment free of perceptual artefacts, we show that hand movements in an obstacle avoidance task systematically differed between real and virtual obstacles and that these behavioural differences occurred independent of the quality of the available perceptual information. This suggests that even when perceptual correspondence between natural and virtual environments is achieved, action correspondence does not necessarily follow due to the disparity in the expected consequences of actions in the two environments.

scholarly journals The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Ashraf Ayoub ◽  
Yeshwanth Pulijala
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Environment ◽  
Orthognathic Surgery ◽  
Maxillofacial Surgery ◽  
The Body ◽  
Historical Perspectives ◽  
Virtual And Augmented Reality ◽  
The Impact

Abstract Background Virtual reality is the science of creating a virtual environment for the assessment of various anatomical regions of the body for the diagnosis, planning and surgical training. Augmented reality is the superimposition of a 3D real environment specific to individual patient onto the surgical filed using semi-transparent glasses to augment the virtual scene.. The aim of this study is to provide an over view of the literature on the application of virtual and augmented reality in oral & maxillofacial surgery. Methods We reviewed the literature and the existing database using Ovid MEDLINE search, Cochran Library and PubMed. All the studies in the English literature in the last 10 years, from 2009 to 2019 were included. Results We identified 101 articles related the broad application of virtual reality in oral & maxillofacial surgery. These included the following: Eight systematic reviews, 4 expert reviews, 9 case reports, 5 retrospective surveys, 2 historical perspectives, 13 manuscripts on virtual education and training, 5 on haptic technology, 4 on augmented reality, 10 on image fusion, 41 articles on the prediction planning for orthognathic surgery and maxillofacial reconstruction. Dental implantology and orthognathic surgery are the most frequent applications of virtual reality and augmented reality. Virtual planning improved the accuracy of inserting dental implants using either a statistic guidance or dynamic navigation. In orthognathic surgery, prediction planning and intraoperative navigation are the main applications of virtual reality. Virtual reality has been utilised to improve the delivery of education and the quality of training in oral & maxillofacial surgery by creating a virtual environment of the surgical procedure. Haptic feedback provided an additional immersive reality to improve manual dexterity and improve clinical training. Conclusion Virtual and augmented reality have contributed to the planning of maxillofacial procedures and surgery training. Few articles highlighted the importance of this technology in improving the quality of patients’ care. There are limited prospective randomized studies comparing the impact of virtual reality with the standard methods in delivering oral surgery education.

A Theoretical Model of Wayfinding in Virtual Environments: Proposed Strategies for Navigational Aiding

1999 ◽  
Vol 8 (6) ◽  
pp. 671-685 ◽  
Author(s):  
Jui Lin Chen ◽  
Kay M. Stanney
Keyword(s):  
Theoretical Model ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Large Scale ◽  
Cognitive Mapping ◽  
Spatial Information ◽  
Current Model ◽  
Spatial Knowledge ◽  
Natural Environments ◽  
Virtual Spaces

This paper proposes a theoretical model of wayfinding that can be used to guide the design of navigational aiding in virtual environments. Based on an evaluation of wayfinding studies in natural environments, this model divides the wayfinding process into three main subprocesses: cognitive mapping, wayfinding plan development, and physical movement or navigation through an environment. While this general subdivision has been proposed before, the current model further delineates the wayfinding process, including the distinct influences of spatial information, spatial orientation, and spatial knowledge. The influences of experience, abilities, search strategies, motivation, and environmental layout on the wayfinding process are also considered. With this specification of the wayfinding process, a taxonomy of navigational tools is then proposed that can be used to systematically aid the specified wayfinding subprocesses. If effectively applied to the design of a virtual environment, the use of such tools should lead to reduced disorientation and enhanced wayfinding in large-scale virtual spaces. It is also suggested that, in some cases, this enhanced wayfinding performance may be at the expense of the acquisition of an accurate cognitive map of the virtual environment being traversed.

Virtual Reality for Industrial Application - The Influence of Presence and its Relation to Usability and User Experience

2016 ◽  
Vol 1140 ◽  
pp. 537-544 ◽  
Author(s):  
Jennifer Brade ◽  
Mario Lorenz ◽  
Philipp Klimant ◽  
Franziska Pürzel ◽  
Matthias Putz
Keyword(s):  
Virtual Environments ◽  
User Experience ◽  
Positive Influence ◽  
Economic Benefits ◽  
Negative Effects ◽  
Pilot Studies ◽  
Mobile Navigation ◽  
Virtual And Augmented Reality ◽  
Hedonic Quality

Virtual and augmented reality are two big buzzwords in the industrial context and they are increasingly used. A main argument for the use of virtual techniques are their economic benefits, which are confirmed by pilot studies. However there is a research gap on how virtual techniques influence the user. This study addresses the impacts of virtual environments on presence, usability and user experience compared to a real environment. Therefore two groups of participants take part in a geocaching tour through the real or virtual city center of Chemnitz and rate the presence of the environment as well as the usability and user experience of a mobile navigation application. The results of 60 participants show that there are general differences between the environments and verify the strengths and weaknesses of virtual environments: Virtual techniques have a positive influence on the user, like a more engaging experience and a perceived higher hedonic quality of the product. Beside these benefits the negative effects have to be considered too, because they influence the ratings of the user. This study shows the potential of virtual techniques for the user and also the deficits, that need to be improved.

Motor Development in Context

2021 ◽  
Author(s):  
Sarah Berger ◽  
Melissa Horger ◽  
Aaron DeMasi ◽  
Lana Karasik
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Parenting Practices ◽  
Perceptual Information ◽  
Culturally Specific ◽  
Attentional Resources ◽  
Opportunities For Learning ◽  
Developmental Domains ◽  
Simultaneous Change

The study of motor development has traditionally focused on the timing and sequence of the acquisition of motor skills, such as sitting, crawling, or walking, over the first years of life. Because motor skills are directly observable, motor development serves as a useful exemplar for general principles of development. Current frameworks emphasize motor development in and as a context, such as how change in motor skill interacts with simultaneous change in other developmental domains, how the acquisition of new motor skills creates new opportunities for learning, and how the context in which motor development occurs shapes the course of development. For example, the onset of new motor skills changes the allocation of attentional resources, the quality of infants’ sleep, and available perceptual information. Reciprocally, contexts such as culturally specific parenting practices and individual differences in everyday experiences impact the timing and trajectory of new motor skills.

scholarly journals Sequential motor learning transfers from real to virtual environment

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Yuhi Takeo ◽  
Masayuki Hara ◽  
Yuna Shirakawa ◽  
Takashi Ikeda ◽  
Hisato Sugata
Keyword(s):  
Motor Learning ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Learning Task ◽  
Button Press ◽  
Reaching Task ◽  
Learning Tasks ◽  
Task Order

Abstract Background Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions. Methods Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button-press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively. Results The results showed that the sequential reaching task in VEs was facilitated after the sequential finger task in REs. Conclusions These findings suggested that the sequential reaching task in VEs can be facilitated by a motor learning task comprising the same sequential finger task in REs, even when a different task is applied.

The Effects of Optic Flow, Proprioception, and Texture on Novice Locomotion in Virtual Environments

1995 ◽  
Vol 39 (21) ◽  
pp. 1405-1409 ◽  
Author(s):  
K. R. James ◽  
J. K. Caird
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Real World ◽  
Optic Flow ◽  
Target Object ◽  
Perceptual Information ◽  
Proprioceptive Information ◽  
The Real ◽  
Relative Contribution ◽  
Error Measures

The ability of a user to move to different locations within a virtual environment (VE) is a fundamental action that subserves the activities of exploration and manipulation. By empirical analogy, the perceptual information used to locomote to a target within a virtual environment is compared to the perceptual information used to walk to a location in the real world. An experiment is reported that had participants move to a location as accurately as possible within a VE where a target object was presented. The amount of visual feedback available to participants was manipulated. Three conditions were compared: static viewing of the target and virtual environment before locomotion, the disappearance of the target object as movement to the object was initiated, and locomotion to the target while both object and environment were present. In addition, the composition of virtual environments was either textured or polygonal. Error measures indicated that users locomote within VE's with less accuracy than those that walk blindfolded in the real world. Texture had its largest effect on the accuracy of movement when optic flow was not available, that is, static estimates of distance. Discussions center on the relative contribution of visual, cognitive, and proprioceptive information to VE user movement accuracy.

scholarly journals Sequential Motor Learning Transfers from Real to Virtual Environment

2020 ◽  
Author(s):  
Yuhi Takeo ◽  
Masayuki Hara ◽  
Yuna Shirakawa ◽  
Takashi Ikeda ◽  
Hisato Sugata
Keyword(s):  
Motor Learning ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Learning Task ◽  
Button Press ◽  
Reaching Task ◽  
Learning Tasks ◽  
Task Order

Abstract Background:Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions.Methods:Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively.Results:The results revealed that sequential motor learning was transferred when motor learning in VEs was performed after motor learning in REs, but not when motor learning in REs was performed after motor learning in VEs.Conclusions:These findings suggested that sequential motor learning in VEs can be facilitated by motor learning task consisting of the same sequence in REs even when different task is applied. These results may derive from the fact that motor learning in REs is more implicit than that in VEs.

Effect of Visual Display Parameters on Driving Performance in a Virtual Environments Driving Simulator

1996 ◽  
Vol 40 (22) ◽  
pp. 1136-1140 ◽  
Author(s):  
Oren H. Levine ◽  
Ronald R. Mourant
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Driving Simulator ◽  
Visual Image ◽  
Visual Display ◽  
Driving Performance ◽  
Display Devices ◽  
Beneficial Effects ◽  
Driver Performance

In virtual environment applications, there is a tradeoff between the quality of the graphic image and the speed at which the application runs. In driving simulation, the content and quality of the visual image are particularly important, which suggests that there are limits to the degree they can be reduced. A virtual environments driving simulator was used to investigate the effects of visual display parameters on driver performance and perception. A road tracking study compared two display devices, two rendering algorithms, and three levels of road side delineation poles. Subjects drove the simulator through a series of road courses, and answered questionnaires designed to evaluate their perception of the realism of the simulator and the sense of immersion in the virtual environment. The results of the study confirm previous work on the beneficial effects of road side delineation poles on driving performance. They also suggest the importance of lag in the perception of driving performance and immersion, and the importance of shaded images in actual driving task performance.

Educational STEM designing of virtual and real devices on the Arduino platform

2020 ◽  
pp. 17-27
Author(s):  
S. G. Grigoriev ◽  
M. V. Kurnosenko ◽  
A. M. Kostyuk
Keyword(s):  
Virtual Environments ◽  
Electronic Devices ◽  
Practical Training ◽  
Full Time ◽  
Stem Design ◽  
Face To Face ◽  
Interdisciplinary Knowledge ◽  
Virtual Modeling ◽  
Surface Mounting

The article discusses possible forms of educational STEM projects in the field of electronics and device control using Arduino controllers. As you know, the implementation of such STEM projects can be carried out not only using various electronic constructors, but also using virtual modeling environments. The knowledge obtained during modeling in virtual environments makes it possible to increase the efficiency of face-to-face practical training with a real constructor, and to improve the quality of students’ knowledge. The use of virtual modeling environments in combination with the use of real constructors provides links between distance and full-time learning. A real constructors can be used simultaneously by both the teacher and the student, jointly practicing the features of solving practical problems. The article provides examples of using a virtual environment for preliminary prototyping of circuits available in the documentation for electronic constructors, to familiarize students with the basics of designing and assembling electronic circuits using the surface mounting method and on a breadboard, as well as programming controllers on the Arduino platform that control electronic devices. This approach allows students to accelerate the assimilation of various interdisciplinary knowledge in the field of natural sciences using STEM design.

Dropouts and Aftereffects: Examining General Accessibility to Virtual Environment Technology

2002 ◽  
Vol 46 (26) ◽  
pp. 2114-2118 ◽  
Author(s):  
Kay M. Stanney ◽  
Kelly S. Kingdon ◽  
Robert S. Kennedy
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Broad Spectrum ◽  
General Public ◽  
Dropout Rates ◽  
Environment Exposure ◽  
Oculomotor Disturbances ◽  
A Minor

Are current virtual environments (VEs) usable by the broad spectrum of people who may wish to utilize this technology? The current study, which examined over 1000 participants, indicates the answer to this question is a definitive ‘no’. Virtual environment exposure was found to cause people to vomit (1.1%), experience nausea (71%), disorientation (70%), and oculomotor disturbances (79%). Overall, 88% of participants reported some level of adverse symptomatology, ranging from a minor headache to vomiting and intense vertigo. These disturbances led 12% of those exposed to prematurely cease their interaction. Dropout rates as high as nearly 50% were found in exposures of 1 hr in length. In addition, long-term aftereffects were found, including headaches, drowsiness, nausea, and fatigue. These problems could substantially reduce the accessibility of VE technology by the general public and thus must be resolved if this technology is to be widely adopted.

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