scholarly journals Characterization of Visual Acuity and Contrast Sensitivity using Head-Mounted Displays in a Virtual Environment: A Pilot Study

2019 ◽  
Vol 63 (1) ◽  
pp. 547-551
Author(s):  
David Sproule ◽  
Rosemarie Figueroa Jacinto ◽  
Steve Rundell ◽  
Jacob Williams ◽  
Sam Perlmutter ◽  
...  
Keyword(s):  
Visual Acuity ◽  
Virtual Reality ◽  
Pilot Study ◽  
Contrast Sensitivity ◽  
Virtual Environment ◽  
Real World ◽  
Appropriate Use ◽  
Head Mounted Displays ◽  
Visualization Tools

Virtual reality (VR) and personal head-mounted displays (HMDs) can be a viable tool for the presentation of scientifically accurate and valid demonstrative data in the courtroom. However, the capabilities and limitations of the technology need to be fully characterized. The current pilot study evaluated visual acuity and contrast sensitivity using two commercially available HMDs (Oculus Rift and HTC Vive Pro). Preliminary findings indicated that visual acuity and contrast sensitivity experienced in VR may be less than what is experienced in real-world scenarios. The current pilot study provides a quantitative approach for characterizing the limitations of VR with respect to visual acuity and contrast sensitivity, and provides recommendations for the appropriate use of this technology when performing forensic investigations and developing visualization tools.

Virtual Reality (VR) in Pediatrics: Innovative Perspectives With Special Reference To Clinical Applications and Pediatric Rehabilitation

2021 ◽  
Author(s):  
Stefan Bittmann
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Virtual World ◽  
Mixed Reality ◽  
Clinical Applications ◽  
Virtual Space ◽  
Data Glove ◽  
Input Devices ◽  
Head Mounted Displays

Virtual reality (VR) is the term used to describe representation and perception in a computer-generated, virtual environment. The term was coined by author Damien Broderick in his 1982 novel “The Judas Mandala". The term "Mixed Reality" describes the mixing of virtual reality with pure reality. The term "hyper-reality" is also used. Immersion plays a major role here. Immersion describes the embedding of the user in the virtual world. A virtual world is considered plausible if the interaction is logical in itself. This interactivity creates the illusion that what seems to be happening is actually happening. A common problem with VR is "motion sickness." To create a sense of immersion, special output devices are needed to display virtual worlds. Here, "head-mounted displays", CAVE and shutter glasses are mainly used. Input devices are needed for interaction: 3D mouse, data glove, flystick as well as the omnidirectional treadmill, with which walking in virtual space is controlled by real walking movements, play a role here.

A Theoretical Framework for Generating Copious Multi-Sensory Feedback From Virtual Buttons

2010 ◽  
Author(s):  
Adam J. Faeth ◽  
Chris Harding
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Real World ◽  
Sensory Feedback ◽  
Haptic Feedback ◽  
Theoretical Framework ◽  
Software Library ◽  
Multimodal Feedback

This research describes a theoretical framework for designing multimodal feedback for 3D buttons in a virtual environment. Virtual button implementations often suffer from inadequate feedback compared to their mechanical, real-world, counterparts. This lack of feedback can lead to accidental button actuations and reduce the user’s ability to discover how to interact with the virtual button. We propose a framework for more expressive virtual button feedback that communicates visual, audio, and haptic feedback to the user. We apply the theoretical framework by implementing a software library prototype to support multimodal feedback from virtual buttons in a 3D virtual reality workspace.

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.

Equivalence of Real-World and Virtual-Reality Route Learning: A Pilot Study

2009 ◽  
Vol 12 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Joanne Lloyd ◽  
Nathan V. Persaud ◽  
Theresa E. Powell
Keyword(s):  
Virtual Reality ◽  
Pilot Study ◽  
Real World ◽  
Route Learning

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 Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

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.

A-12 Relationships between Performance on the Virtual Environment Grocery Store and Adaptive Functioning among Older Adults

2021 ◽  
Vol 36 (6) ◽  
pp. 1052-1052
Author(s):  
Danielle R Hardesty ◽  
Carmen Chek ◽  
Michael Persin ◽  
Emma Barr ◽  
Hannah Sasser ◽  
...  
Keyword(s):  
Older Adults ◽  
Virtual Reality ◽  
Construct Validity ◽  
Virtual Environment ◽  
Real World ◽  
Neuropsychological Tests ◽  
Adaptive Functioning ◽  
Grocery Store ◽  
Daily Activities ◽  
Functional Capacities

Abstract Background/Problem Neuropsychologists are often asked to evaluate patients’ functional capacities, yet traditional neuropsychological tests have limited correspondence with real-world outcomes. The Virtual Environment Grocery store (VEGS) is a virtual environment that stimulates shopping tasks. Previous research has found support for the construct validity of the VEGS among older adults (Parsons & Barnett, 2017); however, no extant research has examined relationships between the VEGS and adaptive functioning among older adults. Method Older adults (n = 30; age 43–90 M = 77.09, SD = 12.94) were administered the Virtual Reality Grocery Store (VEGS) and the Texas Functional Living Scale (TFLS) and completed the Instruments of Daily Activities (IADLS) Questionnaire. Results VEGS variables explained 39.6% of the variance in self-reported adaptive functioning (I, e., the IADLS) and 60.0% of the variance in performance-based adaptive functioning (i.e., the TFLS). Conclusion These results suggest that the VEGS is a predictor of adaptive functioning – particularly when measured with a performance-based measure – among older adults.

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