Influence of Physical Characteristics of Routes on Distance Cognition in Virtual Environments

2005 ◽  
Vol 32 (5) ◽  
pp. 777-785 ◽  
Author(s):  
Ebru Cubukcu ◽  
Jack L Nasar
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Real World ◽  
Three Dimensional ◽  
Spatial Behavior ◽  
Self Report ◽  
Parking Garage ◽  
The Real ◽  
Predicting Behavior

Discrepanices between perceived and actual distance may affect people's spatial behavior. In a previous study Nasar, using self report of behavior, found that segmentation (measured through the number of buildings) along the route affected choice of parking garage and path from the parking garage to a destination. We recreated that same environment in a three-dimensional virtual environment and conducted a test to see whether the same factors emerged under these more controlled conditions and to see whether spatial behavior in the virtual environment accurately reflected behavior in the real environment. The results confirmed similar patterns of response in the virtual and real environments. This supports the use of virtual reality as a tool for predicting behavior in the real world and confirms increases in segmentation as related to increases in perceived distance.

scholarly journals Transfer of Calibration in Virtual Reality to both Real and Virtual Environments

2019 ◽  
Vol 63 (1) ◽  
pp. 1943-1947 ◽  
Author(s):  
Hannah M. Solini ◽  
Ayush Bhargava ◽  
Christopher C. Pagano
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Real World ◽  
Optic Flow ◽  
Calibration Transfer ◽  
The Real ◽  
Before And After ◽  
Virtual Display ◽  
World Environment

It is often questioned whether task performance attained in a virtual environment can be transferred appropriately and accurately to the same task in the real world. With advancements in virtual reality (VR) technology, recent research has focused on individuals’ abilities to transfer calibration achieved in a virtual environment to a real-world environment. Little research, however, has shown whether transfer of calibration from a virtual environment to the real world is similar to transfer of calibration from a virtual environment to another virtual environment. As such, the present study investigated differences in calibration transfer to real-world and virtual environments. In either a real-world or virtual environment, participants completed blind walking estimates before and after experiencing perturbed virtual optic flow via a head-mounted virtual display (HMD). Results showed that individuals calibrated to perturbed virtual optic flow and that this calibration carried over to both real-world and virtual environments in a like manner.

Visiting Tourist Landmarks in Virtual Reality Systems by Real-Walking

2010 ◽  
pp. 180-193 ◽  
Author(s):  
F. Steinicke ◽  
G. Bruder ◽  
J. Jerald ◽  
H. Frenz
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Environment ◽  
User Interfaces ◽  
Large Scale ◽  
Three Dimensional ◽  
Interaction Space ◽  
Immersive Virtual Environments ◽  
Redirected Walking ◽  
Virtual City

In recent years virtual environments (VEs) have become more and more popular and widespread due to the requirements of numerous application areas in particular in the 3D city visualization domain. Virtual reality (VR) systems, which make use of tracking technologies and stereoscopic projections of three-dimensional synthetic worlds, support better exploration of complex datasets. However, due to the limited interaction space usually provided by the range of the tracking sensors, users can explore only a portion of the virtual environment (VE). Redirected walking allows users to walk through large-scale immersive virtual environments (IVEs) such as virtual city models, while physically remaining in a reasonably small workspace by intentionally injecting scene motion into the IVE. With redirected walking users are guided on physical paths that may differ from the paths they perceive in the virtual world. The authors have conducted experiments in order to quantify how much humans can unknowingly be redirected. In this chapter they present the results of this study and the implications for virtual locomotion user interfaces that allow users to view arbitrary real world locations, before the users actually travel there in a natural environment.

scholarly journals Exploring sensorimotor performance and user experience within a virtual reality golf putting simulator

2020 ◽  
Author(s):  
David J. Harris ◽  
Gavin Buckingham ◽  
Mark R. Wilson ◽  
Jack Brookes ◽  
Faisal Mushtaq ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Real World ◽  
High Performance ◽  
Task Demands ◽  
Self Report ◽  
The Real ◽  
Task Load ◽  
Golf Putting ◽  
Effective Transfer

Abstract In light of recent advances in technology, there has been growing interest in virtual reality (VR) simulations for training purposes in a range of high-performance environments, from sport to nuclear decommissioning. For a VR simulation to elicit effective transfer of training to the real-world, it must provide a sufficient level of validity, that is, it must be representative of the real-world skill. In order to develop the most effective simulations, assessments of validity should be carried out prior to implementing simulations in training. The aim of this work was to test elements of the physical fidelity, psychological fidelity and construct validity of a VR golf putting simulation. Self-report measures of task load and presence in the simulation were taken following real and simulated golf putting to assess psychological and physical fidelity. The performance of novice and expert golfers in the simulation was also compared as an initial test of construct validity. Participants reported a high degree of presence in the simulation, and there was little difference between real and virtual putting in terms of task demands. Experts performed significantly better in the simulation than novices (p = .001, d = 1.23), and there was a significant relationship between performance on the real and virtual tasks (r = .46, p = .004). The results indicated that the simulation exhibited an acceptable degree of construct validity and psychological fidelity. However, some differences between the real and virtual tasks emerged, suggesting further validation work is required.

scholarly journals Augmented Reality Research and Applications in Education

2021 ◽  
Author(s):  
Ezgi Pelin Yildiz
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Real Time ◽  
Virtual Environment ◽  
Real World ◽  
The Real ◽  
Virtual Objects ◽  
Physical Environments ◽  
Real Objects ◽  
As If

Augmented reality is defined as the technology in which virtual objects are blended with the real world and also interact with each other. Although augmented reality applications are used in many areas, the most important of these areas is the field of education. AR technology allows the combination of real objects and virtual information in order to increase students’ interaction with physical environments and facilitate their learning. Developing technology enables students to learn complex topics in a fun and easy way through virtual reality devices. Students interact with objects in the virtual environment and can learn more about it. For example; by organizing digital tours to a museum or zoo in a completely different country, lessons can be taught in the company of a teacher as if they were there at that moment. In the light of all these, this study is a compilation study. In this context, augmented reality technologies were introduced and attention was drawn to their use in different fields of education with their examples. As a suggestion at the end of the study, it was emphasized that the prepared sections should be carefully read by the educators and put into practice in their lessons. In addition it was also pointed out that it should be preferred in order to communicate effectively with students by interacting in real time, especially during the pandemic process.

scholarly journals Effects of simulated darkness on the affective appraisal of a virtual environment

2015 ◽  
Author(s):  
Alexander Toet ◽  
Joske M. Houtkamp ◽  
Paul E. Vreugdenhil
Keyword(s):  
Virtual Environment ◽  
Real World ◽  
Fear Of Crime ◽  
Ecological Validity ◽  
Young Female ◽  
Self Report ◽  
Night Time ◽  
The Real ◽  
Safety Research

This study investigated whether simulated darkness influences the affective appraisal of a desktop virtual environment (VE). In the real world darkness often evokes thoughts of vulnerability, threat, and danger, and may automatically precipitate emotional responses consonant with those thoughts (fear of darkness). This influences the affective appraisal of a given environment after dark and the way humans behave in that environment in conditions of low lighting. Desktop VEs are increasingly deployed to study the effects of environmental qualities and (architectural or lighting) interventions on human behaviour and feelings of safety. Their (ecological) validity for these purposes depends critically on their ability to correctly address the user’s cognitive and affective experience. However, it is currently not known how and to what extent simulated darkness in desktop (i.e., non-immersive) VEs affects the user’s affective appraisal of the represented environment. In this study young female volunteers explored either a daytime or a night-time version of a desktop VE representing a deserted prototypical Dutch polder landscape. The affective appraisal of the VE and the emotional response of the participants were measured through self-report. To enhance the personal relevance of the simulation, a fraction of the participants was led to believe that the virtual exploration tour would prepare them for a follow-up tour through the real world counterpart of the VE. The results show that the VE was appraised as slightly less pleasant and more arousing in simulated darkness (compared to a daylight) condition. The fictitious follow-up assignment had no emotional effects and did not influence the affective appraisal of the VE. Further research is required to assess on the validity of desktop VEs for both etiological (e.g., the effects of signs of darkness on navigation behaviour and fear of crime) and intervention (e.g., effects of street lighting on feelings of safety) research.

Virtual Environments Psychotherapy: A Case Study of Fear of Flying Disorder

1997 ◽  
Vol 6 (1) ◽  
pp. 127-132 ◽  
Author(s):  
Max M. North ◽  
Sarah M. North ◽  
Joseph R. Coble
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Real World ◽  
Psychological Disorders ◽  
Anxiety Symptoms ◽  
Fear Of Flying ◽  
The Real ◽  
Display Technology ◽  
The Subject

Current computer and display technology allows the creation of virtual environment scenes that can be utilized for treating a variety of psychological disorders. This case study demonstrates the effectiveness of virtual environment desensitization (VED) in the treatment of a subject who suffered from fear of flying, a disorder that affects a large number of people. The subject, accompanied by a virtual therapist, was placed in the cockpit of a virtual helicopter and flown over a simulated city for five sessions. The VED treatment resulted in both a significant reduction of anxiety symptoms and the ability to face the phobic situations in the real world.

scholarly journals Exploring sensorimotor performance and user experience within a virtual reality golf putting simulator

2019 ◽  
Author(s):  
David Harris
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Real World ◽  
High Performance ◽  
Simulation Method ◽  
Task Demands ◽  
Self Report ◽  
The Real ◽  
Golf Putting ◽  
Effective Transfer

Background: In light of recent advances in technology there has been growing interest in virtual reality (VR) simulations for training purposes in a range of high-performance environments, from sport to nuclear decommissioning. For a VR simulation to elicit effective transfer of training to the real-world, it must provide a sufficient level of validity, that is, it must be representative of the real-world skill. In order to develop the most effective simulations, assessments of validity should be carried out prior to implementing simulations in training.Objective: The aim of this work was to test elements of the physical fidelity, psychological fidelity and construct validity of a VR golf putting simulation. Method: Self-report measures of task load and presence in the simulation were taken following real and simulated golf putting to assess psychological and physical fidelity. The performance of novice and expert golfers in the simulation was also compared as an initial test of construct validity. Results: Participants reported a high degree of presence in the simulation and there was little difference between real and virtual putting in terms of task demands. Experts performed significantly better in the simulation than novices (p=.001, d=1.23) and there was a significant relationship between performance on the real and virtual tasks (r=.46, p=.004). Conclusions: The results indicated that the simulation exhibited an acceptable degree of construct validity and psychological fidelity. However, some differences between the real and virtual tasks emerged, suggesting further validation work is required.

scholarly journals Effects of personal relevance and simulated darkness on the affective appraisal of a virtual environment

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e1743 ◽  
Author(s):  
Alexander Toet ◽  
Joske M. Houtkamp ◽  
Paul E. Vreugdenhil
Keyword(s):  
Virtual Environment ◽  
Social Presence ◽  
Real World ◽  
Emotional Responses ◽  
Self Report ◽  
Personal Relevance ◽  
The Real ◽  
Ambient Light Level ◽  
Ambient Lighting

This study investigated whether personal relevance influences the affective appraisal of a desktop virtual environment (VE) in simulated darkness. In the real world, darkness often evokes thoughts of vulnerability, threat, and danger, and may automatically precipitate emotional responses consonant with those thoughts (fear of darkness). This influences the affective appraisal of a given environment after dark and the way humans behave in that environment in conditions of low lighting. Desktop VEs are increasingly deployed to study the effects of environmental qualities and (architectural or lighting) interventions on human behaviour and feelings of safety. Their (ecological) validity for these purposes depends critically on their ability to correctly address the user’s cognitive and affective experience. Previous studies with desktop (i.e., non-immersive) VEs found that simulated darkness only slightly affects the user’s behavioral and emotional responses to the represented environment, in contrast to the responses observed for immersive VEs. We hypothesize that the desktop VE scenarios used in previous studies less effectively induced emotional and behavioral responses because they lacked personal relevance. In addition, factors like signs of social presence and relatively high levels of ambient lighting may also have limited these responses. In this study, young female volunteers explored either a daytime or a night-time (low ambient light level) version of a desktop VE representing a deserted (no social presence) prototypical Dutch polder landscape. To enhance the personal relevance of the simulation, a fraction of the participants were led to believe that the virtual exploration tour would prepare them for a follow-up tour through the real world counterpart of the VE. The affective appraisal of the VE and the emotional response of the participants were measured through self-report. The results show that the VE was appraised as slightly less pleasant and more arousing in simulated darkness (compared to a daylight) condition, as expected. However, the fictitious follow-up assignment had no emotional effects and did not influence the affective appraisal of the VE. Further research is required to establish the qualities that may enhance the validity of desktop VEs for both etiological (e.g., the effects of signs of darkness on navigation behaviour and fear of crime) and intervention (e.g., effects of street lighting on feelings of safety) research.

scholarly journals Crimes in virtual reality: myth or reality?

2019 ◽  
pp. 161-169 ◽  
Author(s):  
R. I. Dremlyuga ◽  
A. V. Kripakova
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Real World ◽  
Digital Technologies ◽  
The Internet ◽  
The Real ◽  
Emotional Effect ◽  
Objective Side

The paper is devoted to the problems of committing crimes using virtual reality technologies and their qualifications. The optional features of the objective side and their significance when using new digital technologies are characterized. The factors complicating the investigation of such crimes are analyzed in detail. According to the results of the study, the authors come to the conclusion that the technology of virtual reality gives a criminal completely new opportunities. First, virtual reality allows you to manipulate the emotions and consciousness of the victim at a completely new level. The psycho-emotional effect is comparable in strength to the effect of events in the real world, at the same time it can be achieved remotely via the Internet. Secondly, in connection with the integration into the virtual environment of real-world devices, the consequences of actions in virtual reality also extend to the real world. This means that many criminal acts for which contact with the victim was necessary can now be performed remotely.

scholarly journals The Transition into Virtual Reality

Disputatio ◽  
2019 ◽  
Vol 11 (55) ◽  
pp. 437-451
Author(s):  
Mark Silcox
Keyword(s):  
Virtual Reality ◽  
Virtual Environments ◽  
Real World ◽  
Cognitive Penetration ◽  
The Real ◽  
Virtual Objects ◽  
David Chalmers ◽  
Physical Environments

AbstractIn “The Virtual and the Real,” David Chalmers argues that there is an epistemic and ontological parity between VR and ordinary reality. My argument here is that, whatever the plausibility of these claims, they provide no basis for supposing that there is a similar parity of value. Careful reflection upon certain aspects of the transition that individuals make from interacting with real-world, physical environments to interacting with VR provides a basis for thinking that, to the extent that there are good reasons to deny the reality of virtual objects, there are also reasons to place a correspondingly higher value upon the experience of interacting with a VR environment. Chalmers’ assumption to the contrary arises from a subtle misrepresentation of how the phenomenon of cognitive penetration works in the perception of virtual objects, and from an unwillingness to acknowledge how our attitudes toward virtual environments are conditioned by the values we adopt when engaged in gameplay.

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