Effects of Interaction Level, Framerate, Field of View, 3D Content Feedback, Previous Experience on Subjective User eXperience and Objective Usability in Immersive Virtual Environment

This paper investigates the effects of interaction level, framerate, field of view, 3D content feedback and previous experience on subjective User eXperience (i.e., presence, engagement, immersion, flow, emotion, skill, experience consequence, judgement, technology adoption) and objective usability in immersive virtual environment. Data were collected from a series of five sub- experiments (i.e., one for each influential factor) that involved a total of 152 individuals. The participants were asked to use the "Think and Shoot" immersive virtual environment and to complete a User eXperience questionnaire. Their subjective perceptions and objective measures were collected and analyzed. The results revealed that interactivity level and previous experience had an effect on subjective User eXperience and on objective usability. Framerate and field of view had an effect on objective usability. Finally, 3D content feedback had no significant influence on User eXperience. From these findings, key points for User eXperience practitioners are proposed.

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Towards a user experience in immersive virtual environment model

Proceedings of the 27th Conference on l'Interaction Homme-Machine - IHM '15 ◽

10.1145/2820619.2825006 ◽

2015 ◽

Cited By ~ 2

Author(s):

Katy Tcha-Tokey ◽

Emilie Loup-Escande ◽

Olivier Christmann ◽

Gaëlle Canac ◽

Fabien Farin ◽

...

Keyword(s):

Virtual Environment ◽

User Experience ◽

Immersive Virtual Environment ◽

Environment Model

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Towards a Model of User Experience in Immersive Virtual Environments

Advances in Human-Computer Interaction ◽

10.1155/2018/7827286 ◽

2018 ◽

Vol 2018 ◽

pp. 1-10 ◽

Cited By ~ 8

Author(s):

Katy Tcha-Tokey ◽

Olivier Christmann ◽

Emilie Loup-Escande ◽

Guillaume Loup ◽

Simon Richir

Keyword(s):

Virtual Environments ◽

Virtual Environment ◽

Learning Environments ◽

User Experience ◽

User Study ◽

Scientific Literature ◽

Immersive Environments ◽

Immersive Virtual Environments ◽

Immersive Virtual Environment ◽

Emotion Experience

There are increasing new advances in virtual reality technologies as well as a rise in learning virtual environments for which several studies highlighted the pedagogical value, knowledge transfer, and learners’ engaged-behaviors. Moreover, the notion of user experience is now abundant in the scientific literature without the fact that there are specific models for immersive environments. This paper aims at proposing and validating a model of User eXperience in Immersive Virtual Environment, including virtual learning environments. The model is composed of 10 components extracted from existing models (i.e., presence, engagement, immersion, flow, usability, skill, emotion, experience consequence, judgement, and technology adoption). It was validated in a user study involving 152 participants who were asked to use the edutainment application Think and Shoot and to complete an immersive virtual environment questionnaire. The findings lead us to a modified user experience model questioning new paths between user experience components (e.g., the influence of experience consequence on flow).

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Proposition and Validation of a Questionnaire to Measure the User Experience in Immersive Virtual Environments

International Journal of Virtual Reality ◽

10.20870/ijvr.2016.16.1.2880 ◽

2016 ◽

Vol 16 (1) ◽

pp. 33-48 ◽

Cited By ~ 16

Author(s):

Katy Tcha-Tokey ◽

Olivier Christmann ◽

Emilie Loup-Escande ◽

Simon Richir

Keyword(s):

Virtual Environments ◽

Virtual Environment ◽

User Experience ◽

Item Analysis ◽

Point Of View ◽

Immersive Virtual Environments ◽

Immersive Virtual Environment ◽

Emotion Experience ◽

Scale Scores ◽

Insight Into

There are increasing new advances in virtual reality technologies as well as a rise in immersive virtual environments research and user experience research. Within this framework, we decided to address the overall user experience in immersive virtual environments. Indeed, in our point of view, this topic is not fully dealt with in the scientific literature, neither in terms of user experience components nor in terms of user experience measurement methods. It is in this context that we conducted a study aiming at proposing and validating a unified questionnaire on user experience in immersive virtual environment(IVEQ). Our questionnaire contains 10 subscales measuring presence, engagement, immersion, flow, usability, skill, emotion, experience consequence, judgement and technology adoption. The construction of our questionnaire was based on existing ones. It was tested on 116 participants after they use the edutainment virtual environment "Think and Shoot". Results show that 9 out of 10 subscales and 68 out of 87 items are reliable as demonstrated by an internal consistency analysis with Cronbach's alpha and an item analysis. Findings also indicate that the scale scores from 6 subscales are considered normal distributed (e.g. presence) whereas the scale scores from 3 subscales are considered negatively skewed (e.g. skill). This study provides important new insight into UX in IVEs assessment.

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Effects of Age and Field-of-Viewon Spatial Learning in an Immersive Virtual Environment

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/154193129804202106 ◽

1998 ◽

Vol 42 (21) ◽

pp. 1491-1495 ◽

Cited By ~ 5

Author(s):

Faith A. McCreary ◽

Robert C. Williges

Keyword(s):

Virtual Environment ◽

Spatial Learning ◽

Spatial Knowledge ◽

Field Of View ◽

Route Knowledge ◽

Immersive Virtual Environment

Adults and middle elementary schoolchildren (7-9 years old) were taught a route through a six room virtual house, while wearing a helmet mounted display (HMD) and using a joystick to navigate the virtual environment (VE). Participants viewed the environment under monoscopic conditions with field-of-view (FOV) set at either 30° H × 22° V or 48° H × 36° V. Participants performed tasks designed to assess their spatial knowledge in terms of landmark knowledge, route knowledge, and three configuration knowledge metrics. Landmark knowledge did not significantly change with age or FOV (p > .05). As both age and FOV increased, route and configuration knowledge significantly increased (p < .05). The results are discussed in terms of designing VEs for children.

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