Visual cues enhance user performance in virtual environments

2018 ◽  
Vol 46 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Yongsuk Hwang ◽  
Donghee Shin

We examined the effects of visual cueing in an effort to identify the optimal way to present information in a 3-dimensional (3D) virtual environment. To strategically compensate for the lack of permanency, we combined dynamic and static visualizations into 1 medium by adding transparent static images (visual cueing) to an animation. A between-subjects experiment (N = 100) was conducted to examine the effects of visual cueing on cognitive load and learning outcomes. Results showed that combining dynamic and static visualizations was beneficial for reducing cognitive load, although it did not improve learning outcomes. On the basis of our findings, we suggest a design strategy for improving the effectiveness of 3D instructional animations that is broadly applicable to numerous learning contexts, such as virtual or augmented reality.

2010 ◽  
Vol 27 (3) ◽  
pp. 173-185 ◽  
Author(s):  
Andrei Sherstyuk ◽  
Caroline Jay ◽  
Anton Treskunov

2021 ◽  
Vol 6 ◽  
Author(s):  
Suzanne W. Dietrich ◽  
Don Goelman ◽  
Jennifer Broatch ◽  
Sharon Crook ◽  
Becky Ball ◽  
...  

The goal of the Databases for Many Majors project is to engage a broad audience in understanding fundamental database concepts using visualizations with color and visual cues to present these topics to students across many disciplines. There are three visualizations: introducing relational databases, querying, and design. A unique feature of these learning tools is the ability for instructors in diverse disciplines to customize the content of the visualization’s example data, supporting text, and formative assessment questions to promote relevance to their students. This paper presents a study on the impact of the customized introduction to relational databases visualization on both conceptual learning and attitudes towards databases. The assessment was performed in three different courses across two universities. The evaluation shows that learning outcomes are met with any visualization, which appears to be counter to expectations. However, students using a visualization customized to the course context had more positive attitudes and beliefs towards the usefulness of databases than the control group.


Author(s):  
Elizabeth Thorpe Davis ◽  
Larry F. Hodges

Two fundamental purposes of human spatial perception, in either a real or virtual 3D environment, are to determine where objects are located in the environment and to distinguish one object from another. Although various sensory inputs, such as haptic and auditory inputs, can provide this spatial information, vision usually provides the most accurate, salient, and useful information (Welch and Warren, 1986). Moreover, of the visual cues available to humans, stereopsis provides an enhanced perception of depth and of three-dimensionality for a visual scene (Yeh and Silverstein, 1992). (Stereopsis or stereoscopic vision results from the fusion of the two slightly different views of the external world that our laterally displaced eyes receive (Schor, 1987; Tyler, 1983).) In fact, users often prefer using 3D stereoscopic displays (Spain and Holzhausen, 1991) and find that such displays provide more fun and excitement than do simpler monoscopic displays (Wichanski, 1991). Thus, in creating 3D virtual environments or 3D simulated displays, much attention recently has been devoted to visual 3D stereoscopic displays. Yet, given the costs and technical requirements of such displays, we should consider several issues. First, we should consider in what conditions and situations these stereoscopic displays enhance perception and performance. Second, we should consider how binocular geometry and various spatial factors can affect human stereoscopic vision and, thus, constrain the design and use of stereoscopic displays. Finally, we should consider the modeling geometry of the software, the display geometry of the hardware, and some technological limitations that constrain the design and use of stereoscopic displays by humans. In the following section we consider when 3D stereoscopic displays are useful and why they are useful in some conditions but not others. In the section after that we review some basic concepts about human stereopsis and fusion that are of interest to those who design or use 3D stereoscopic displays. Also in that section we point out some spatial factors that limit stereopsis and fusion in human vision as well as some potential problems that should be considered in designing and using 3D stereoscopic displays. Following that we discuss some software and hardware issues, such as modelling geometry and display geometry as well as geometric distortions and other artifacts that can affect human perception.


Author(s):  
Brian C. Nelson ◽  
Diane Jass Ketelhut ◽  
Catherine Schifter

SAVE Science is a research project focused on creating an innovative model for assessment of learning in STEM. In SAVE Science, we are implementing game-like modules for evaluating science content and inquiry in grades 7-8, using an assessment rubric of student interactions in a virtual environment designed to capture evolving patterns of scientific understanding among students. We are also investigating two “conditions for success” for virtual environment-based assessment: managing the effects of cognitive load students experience in complex virtual environments, and helping teachers integrate technology into their pedagogy. In this paper, we provide an overview of our design approaches aimed at helping students manage the high levels of cognitive load they report experiencing in virtual environments. By reducing the perceived complexity of virtual environment-based assessments, we hypothesize that learners will be better able to attend to the processes associated with the assessments, leading to more accurate evidentiary data.


2012 ◽  
Vol 25 (0) ◽  
pp. 173
Author(s):  
Donna M. Lloyd ◽  
Elizabeth Hall ◽  
Samantha Hall ◽  
Francis McGlone

Itching is a common subjective sensation experienced on the skin and is associated with the desire and impulse to scratch. We tested whether visual cues could generate feelings of itch and provoke a scratch response in healthy volunteers. A secondary aim was to assess whether certain pictures were more effective in evoking sensations of itch. Thirty participants viewed static images that could either be itch-related (i.e., viewing ants or skin conditions) or neutral (viewing butterflies or healthy skin). These were further separated by picture type: ‘skin contact’ (i.e., ants crawling on the skin or a butterfly sitting on the hand); ‘skin response’ (i.e., scratching an insect bite or washing the hands) or ‘no skin’ (simply viewing midges or birds flying). The results indicate that the sensation of itch was successfully generated using itch-related pictures in terms of significantly higher self-reports of itch in answer to the questions ‘how itchy do you feel?’ and ‘how itchy do you think the person in the picture feels?’ compared to viewing neutral pictures (). In addition, participants scratched themselves significantly more when viewing itch-related pictures compared to neutral (). The picture type also had an effect upon these measures with more scratching behaviour recorded when viewing pictures depicting others scratching (). This study demonstrates the impact of visual cues on the sensation of itch and the scratch response and may provide preliminary evidence linking contagious itching to the mirror neuron system and the effectiveness of itch-inducing stimuli as a way to probe social communication.


Sign in / Sign up

Export Citation Format

Share Document