scholarly journals Lessons Learned from Implementing Virtual Reality in an Introductory Engineering Course

2020 ◽  
Author(s):  
Fadi Castronovo ◽  
Robert Schaffer ◽  
Varsha Reddy Kandi
Keyword(s):  
Virtual Reality ◽  
Lessons Learned ◽  
Introductory Engineering Course

Investigating a Virtual Reality-based Emergency Response Scenario and Intelligent User Interface for First Responders

2020 ◽  
Vol 64 (1) ◽  
pp. 2114-2118
Author(s):  
Randall Spain ◽  
Jason Saville ◽  
Barry Lui ◽  
Donia Slack ◽  
Edward Hill ◽  
...  
Keyword(s):  
Virtual Reality ◽  
User Interface ◽  
Emergency Response ◽  
User Interfaces ◽  
Mental Workload ◽  
First Responders ◽  
Lessons Learned ◽  
Future Research ◽  
Intelligent User Interfaces ◽  
Intelligent User Interface

Because advances in broadband capabilities will soon allow first responders to access and use many forms of data when responding to emergencies, it is becoming critically important to design heads-up displays to present first responders with information in a manner that does not induce extraneous mental workload or cause undue interaction errors. Virtual reality offers a unique medium for envisioning and testing user interface concepts in a realistic and controlled environment. In this paper, we describe a virtual reality-based emergency response scenario that was designed to support user experience research for evaluating the efficacy of intelligent user interfaces for firefighters. We describe the results of a usability test that captured firefighters’ feedback and reactions to the VR scenario and the prototype intelligent user interface that presented them with task critical information through the VR headset. The paper concludes with lessons learned from our development process and a discussion of plans for future research.

Immersive Virtual Reality Exergames for People Living with Dementia: Working Through a User-Centered Co-Creation Process as a Multi-Stakeholder Team During the COVID-19 Pandemic (Preprint)

2021 ◽  
Author(s):  
John Muñoz ◽  
Samira Mehrabi ◽  
Yirou Li ◽  
Aysha Basharat ◽  
Jennifer Boger ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Collaborative Design ◽  
Participatory Design ◽  
Healthy Lifestyle ◽  
Lessons Learned ◽  
Term Care ◽  
Design Elements ◽  
Complex Needs ◽  
Activity Promotion ◽  
Multi Stakeholder

BACKGROUND Advancements in supporting personalized healthcare and wellbeing using virtual reality (VR) has created opportunities to use immersive games to support a healthy lifestyle for persons living with dementia (PLWD) and mild cognitive impairment (MCI). Collaboratively designing exercise-video games (exergames) as a multi-stakeholder team is fundamental to creating games that are attractive, effective, and accessible. OBJECTIVE This research explores the use of participatory design methods that involve PLWD in long-term care facilitates, exercise professionals, content developers, game designers, and researchers in the creation of VR exergames targeting physical activity promotion for PLWD/MCI. METHODS Conceptualization, collaborative design, and playtesting activities were carried out to design VR exergames to engage PLWD in exercises to promote upper-limb flexibility, strength and aerobic endurance RESULTS Our results demonstrate how different stakeholders contribute to the design of VR exergames that consider/complement complex needs, preferences, and motivators of an underrepresented group of end-users as well as game design elements that reflect feedback for therapists and researchers. CONCLUSIONS This study provides evidence that collaborative multi-stakeholder design results in more tailored and context-aware VR games for PLWD. The insights and lessons learned in from this research can be used by others to co-design games, including remote engagement techniques that were used during the COVID-19 pandemic.

scholarly journals End-user involvement in rehabilitation virtual reality implementation research

2019 ◽  
Vol 13 (2) ◽  
pp. 92-100 ◽  
Author(s):  
Rachel Proffitt ◽  
Stephanie Glegg ◽  
Danielle Levac ◽  
Belinda Lange
Keyword(s):  
Virtual Reality ◽  
Research Design ◽  
Implementation Research ◽  
User Involvement ◽  
End Users ◽  
Lessons Learned ◽  
End User ◽  
Content Type ◽  
End User Involvement ◽  
Design And Methods

Purpose Despite increasing evidence for the effectiveness of off-the-shelf and rehabilitation-specific active video games (AVGs) and virtual reality (VR) systems for rehabilitation, clinical uptake remains poor. A better match between VR/AVG system capabilities and client/therapist needs, through improved end-user involvement (UI) in VR/AVG implementation research, may increase uptake of this technology. The purpose of this paper is to review four case examples from the authors’ collective experience of including end users in VR/AVG research to identify common benefits, challenges and lessons learned. Design/methodology/approach The authors apply knowledge and lessons learned from the four cases to make recommendations for subsequent user-engaged research design and methods, including evaluation of the impact of end UI. Findings A better match between VR/AVG system capabilities and client/therapist needs leads to improved end UI in all stages of VR/AVG implementation research. There are common benefits of increasing buy-in and soliciting early on the knowledge and skills of therapists as well as input from the ultimate end users: people participating in rehabilitation. Most settings have the challenges of balancing the technology requirements with the needs and goals of the practice setting and of the end users. Research limitations/implications Increasing end UI in VR/AVG implementation research may address issues related to poor clinical uptake. In the VR/AVG context, end users can be therapists, clients or technology developers/engineers. This paper presented four case scenarios describing the implementation of different VR/AVG systems and involving a variety of populations, end users and settings. Originality/value The set of recommendations for subsequent user-engaged research design and methods span the process of development, research and implementation. The authors hope that these recommendations will foster collaborations across disciplines, encourage researchers and therapists to adopt VR/AVGs more readily, and lead to efficacious and effective treatment approaches for rehabilitation clients.

Eleven Months of home virtual reality telerehabilitation - Lessons learned

2009 ◽  
Author(s):  
Meredith R. Golomb ◽  
Monica Barkat-Masih ◽  
Brian Rabin ◽  
Moustafa Abdelbaky ◽  
Meghan Huber ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Lessons Learned

Lessons Learned From 600 Virtual Reality Sessions

2000 ◽  
Vol 3 (3) ◽  
pp. 393-400 ◽  
Author(s):  
Brenda K. Wiederhold ◽  
Mark D. Wiederhold
Keyword(s):  
Virtual Reality ◽  
Lessons Learned

scholarly journals Learning and Building Together in an Immersive Virtual World

1999 ◽  
Vol 8 (3) ◽  
pp. 247-263 ◽  
Author(s):  
Maria Roussos ◽  
Andrew Johnson ◽  
Thomas Moher ◽  
Jason Leigh ◽  
Christina Vasilakis ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Virtual World ◽  
Informal Education ◽  
Lessons Learned ◽  
Narrative Development ◽  
Collaborative Environments ◽  
Research Directions ◽  
Approach To Learning ◽  
The Past ◽  
Immersive Virtual Environment

This paper describes the design, evaluation, and lessons learned from a project involving the implementation of an immersive virtual environment for children called NICE (Narrative-based, Immersive, Constructionist/Collaborative Environments). The goal of the NICE project was to construct a testbed for the exploration of virtual reality as a learning medium within the context of the primary educational reform themes of the past three decades. With a focus on informal education and domains with social content, NICE embraces the constructivist approach to learning, collaboration, and narrative development, and is designed to utilize the strengths of virtual reality: a combination of immersion, telepresence, immediate visual feedback, and interactivity. Based on our experiences with a broad range of users, the paper discusses both the successes and limitations of NICE and concludes with recommendations for research directions in the application of immersive VR technologies to children's learning.

scholarly journals A MULTI-COMPONENT SYSTEM FOR DATA ACQUISITION AND VISUALIZATION IN THE GEOSCIENCES BASED ON UAVS, AUGMENTED AND VIRTUAL REALITY

2018 ◽  
Vol XLII-4 ◽  
pp. 45-49
Author(s):  
S. Bernardes ◽  
M. Madden ◽  
A. Knight ◽  
N. Neel ◽  
N. Morgan ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Lessons Learned ◽  
Instructional Materials ◽  
Unmanned Aerial Systems ◽  
Present System ◽  
Student Interest ◽  
High Definition ◽  
Computer Gaming ◽  
Component System ◽  
Multi Component System

<p><strong>Abstract.</strong> In this age of computer gaming, portable device video and high definition entertainment, students are exposed to sophisticated graphics and virtual reality every day. As a result, students arrive at universities with a high level of expectation and experience in visualization and 3D graphics. Traditional materials for education and outreach rely predominantly on two-dimensional displays of maps, photographs, data graphs/histograms and conceptual diagrams. Advances in geospatial technologies, including unmanned aerial systems and virtual/ augmented reality devices can be used to enhance and innovate instructional materials in classrooms from pre-K to graduate degree programs. This work reports on these technologies and the integration of the 3D Immersion and Geovisualization (3DIG) system at the Center for Geospatial Research at the University of Georgia, USA. We present system components, lessons learned during design and implementation of the system, and the incorporation of 3DIG into teaching, learning and research. Data flow is used as a multi-component system integrator and shows how interconnected and complementary technologies can provide hands-on and immersive experiential learning to students in the geosciences. System evaluation shows increased student interest/engagement and indicates that 3DIG facilitates the understanding of complex concepts.</p>

scholarly journals Lessons Learned From Immersive and Desktop VR Training of Mines Rescuers

2021 ◽  
Vol 2 ◽  
Author(s):  
Shiva Pedram ◽  
Richard Skarbez ◽  
Stephen Palmisano ◽  
Matthew Farrelly ◽  
Pascal Perez
Keyword(s):  
Virtual Reality ◽  
Lessons Learned ◽  
Learning Context ◽  
Desktop Virtual Reality ◽  
Learning Content ◽  
Collective Decisions ◽  
Vr Training ◽  
Components Analysis ◽  
Desktop Vr

This paper discusses results from two successive rounds of virtual mines rescue training. The first round was conducted in a surround projection environment (360-VR), and the second round was conducted in desktop virtual reality (Desktop-VR). In the 360-VR condition, trainees participated as groups, making collective decisions. In the Desktop-VR condition, trainees could control their avatars individually. Overall, 372 participants took part in this study, including 284 mines rescuers who took part in 360-VR, and 243 in Desktop-VR. (155 rescuers experienced both.) Each rescuer who trained in 360-VR completed a battery of pre- and post-training questionnaires. Those who attended the Desktop-VR session only completed the post-training questionnaire. We performed principal components analysis on the questionnaire data, followed by a multiple regression analysis, the results of which suggest that the chief factor contributing to positive learning outcome was Learning Context, which extracted information about the quality of the learning content, the trainers, and their feedback. Subjective feedback from the Desktop-VR participants indicated that they preferred Desktop-VR to 360-VR for this training activity, which highlights the importance of choosing an appropriate platform for training applications, and links back to the importance of Learning Context. Overall, we conclude the following: 1) it is possible to train effectively using a variety of technologies but technology that is well-suited to the training task is more useful than technology that is “more advanced,” and 2) factors that have always been important in training, such as the quality of human trainers, remain critical for virtual reality training.

scholarly journals Virtual Reality and game engines for interactive data visualization and event displays in HEP, an example from the ATLAS experiment

2019 ◽  
Vol 214 ◽  
pp. 02013
Author(s):  
Bianchi Riccardo Maria ◽  
Claire Adam Bourdarios ◽  
Michael Hovdesven ◽  
Ilija Vukotic
Keyword(s):  
Virtual Reality ◽  
Data Visualization ◽  
Strong Support ◽  
Lessons Learned ◽  
Atlas Experiment ◽  
Public Events ◽  
3D Data ◽  
Game Engines ◽  
Cross Platform ◽  
Interactive 3D

Interactive 3D data visualization plays a key role in HEP experiments, as it is used in many tasks at different levels of the data chain. Outside HEP, for interactive 3D graphics, the game industry makes heavy use of so-called “game engines”, modern software frameworks offering an extensive set of powerful graphics tools and cross-platform deployment. Recently, a very strong support for Virtual Reality (VR) technology has been added to such engines. In this talk we explore the usage of game engines and VR for HEP data visualization, discussing the needs, the challenges and the issues of using such technologies. We will also make use of ATLASrift, a VR application developed by the ATLAS experiment, to discuss the lessons learned while developing it using the game engine Unreal Engine, and the feedback on the use of Virtual Reality we got from users while using it at many demonstrations and public events.

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