Breaking the psychological distance: the effect of immersive virtual reality on perceived novelty and user satisfaction

This paper proposes a hand interface through a novel deep learning that provides easy and realistic interactions with hands in immersive virtual reality. The proposed interface is designed to provide a real-to-virtual direct hand interface using a controller to map a real hand gesture to a virtual hand in an easy and simple structure. In addition, a gesture-to-action interface that expresses the process of gesture to action in real-time without the necessity of a graphical user interface (GUI) used in existing interactive applications is proposed. This interface uses the method of applying image classification training process of capturing a 3D virtual hand gesture model as a 2D image using a deep learning model, convolutional neural network (CNN). The key objective of this process is to provide users with intuitive and realistic interactions that feature convenient operation in immersive virtual reality. To achieve this, an application that can compare and analyze the proposed interface and the existing GUI was developed. Next, a survey experiment was conducted to statistically analyze and evaluate the positive effects on the sense of presence through user satisfaction with the interface experience.

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Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

Virtual Reality ◽

10.1007/s10055-021-00607-1 ◽

2021 ◽

Author(s):

David Checa ◽

Ines Miguel-Alonso ◽

Andres Bustillo

Keyword(s):

Virtual Reality ◽

Student Satisfaction ◽

Learning Outcomes ◽

User Satisfaction ◽

Well Being ◽

Serious Game ◽

Autonomous Learning ◽

Computer Hardware ◽

Immersive Virtual Reality ◽

Conventional Teaching

AbstractImmersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate’s introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture; and (2) playing the same serious game on a desktop PC. An extensive sample of students (n = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students.

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