scholarly journals Assessment of presence in augmented and mixed reality

2021 ◽  
Author(s):  
Alexander Toet ◽  
Tina Mioch ◽  
Simon N.B. Gunkel ◽  
Omar Niamut ◽  
Jan B.F. van Erp
Keyword(s):  
Mixed Reality ◽  
Repeated Application ◽  
Sense Of Presence ◽  
Psychological Processing

While the sense of presence in VR has been extensively studied, there are currently no scales available to measure the sense of presence in AR and MR. Here we propose a general Holistic Presence Questionnaire (HPQ), that measures presence through the sense of telepresence, internal and external plausibility and perceived behavioral and cognitive affordances in the mediated environment. The HPQ is sufficiently general to measure presence experienced in any type of multi-sensory (visual, auditory, haptic and olfactory) setting (including VR, AR and MR systems). By using single items to tap into each of the relevant psychological processing levels the HPQ is comprehensive and efficient. Individual items are sufficiently concise so that their (repeated) application minimally interferes with the experience.

Ludic Learning

2013 ◽  
Vol 5 (2) ◽  
pp. 20-33 ◽  
Author(s):  
Aleshia T. Hayes ◽  
Carrie L. Straub ◽  
Lisa A. Dieker ◽  
Charlie E. Hughes ◽  
Michael C. Hynes
Keyword(s):  
Virtual Environments ◽  
User Experience ◽  
Social Presence ◽  
Mixed Reality ◽  
Emerging Technologies ◽  
Emerging Technology ◽  
Sense Of Presence ◽  
Suspension Of Disbelief

New and emerging technology in the field of virtual environments has permitted a certain malleability of learning milieus. These emerging environments allow learning and transfer through interactions that have been intentionally designed to be pleasurable experiences. TLE TeachLivE™ is just such an emerging environment that engages teachers in practice on pedagogical and content aspects of teaching in a simulator. The sense of presence, engagement, and ludus of TLE TeachLivE™ are derived from the compelling Mixed Reality that includes components of off-the shelf and emerging technologies. Some of the noted features that have been identified relevant to the ludic nature of TeachLivE include the flow, fidelity, unpredicability, suspension of disbelief, social presence, and gamelike elements. This article explores TLE TeachLivE™ in terms of the ludology, paideic user experience, the source of the ludus, and outcomes of the ludic nature of the experience.

scholarly journals Education in the Digital Age: Learning Experience in Virtual and Mixed Realities

2021 ◽  
pp. 073563312098512
Author(s):  
Devon Allcoat ◽  
Tim Hatchard ◽  
Freeha Azmat ◽  
Kim Stansfield ◽  
Derrick Watson ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Positive Emotions ◽  
New Technologies ◽  
Mixed Reality ◽  
Learning Experience ◽  
Traditional Learning ◽  
Simulator Sickness ◽  
Learning Condition ◽  
Sense Of Presence ◽  
The 1960S

In recent years Virtual Reality has been revitalized, having gained and lost popularity between the 1960s and 1990s, and is now widely used for entertainment purposes. However, Virtual Reality, along with Mixed Reality and Augmented Reality, has broader application possibilities, thanks to significant advances in technology and accessibility. In the current study, we examined the effectiveness of these new technologies for use in education. We found that learning in both virtual and mixed environments resulted in similar levels of performance to traditional learning. However, participants reported higher levels of engagement in both Virtual Reality and Mixed Reality conditions compared to the traditional learning condition, and higher levels of positive emotions in the Virtual Reality condition. No simulator sickness was found from using either headset, and both headsets scored similarly for system usability and user acceptance of the technology. Virtual Reality, however, did produce a higher sense of presence than Mixed Reality. Overall, the findings suggest that some benefits can be gained from using Virtual and Mixed Realities for education.

Effects of the Size of Mixed-Reality Person Representations on Stress and Presence in Telecommunication

2019 ◽  
Vol 13 (03) ◽  
pp. 311-328
Author(s):  
Michał Joachimczak ◽  
Juan Liu ◽  
Hiroshi Ando
Keyword(s):  
3D Reconstruction ◽  
Real Time ◽  
Subjective Experience ◽  
Mixed Reality ◽  
Human Subjects ◽  
Human Interaction ◽  
Long Distance ◽  
Job Interview ◽  
Depth Sensors ◽  
Sense Of Presence

We study how mixed reality (MR) telepresence can enhance long-distance human interaction and how altering 3D representations of a remote person can be used to modulate stress and anxiety during social interactions. To do so, we developed an MR telepresence system employing commodity depth sensors and Microsoft’s Hololens. A textured, polygonal 3D model of a person was reconstructed in real time and transmitted over network for rendering in remote location using HoloLens. In this study, we used mock job interview paradigm to induce stress in human–subjects interacting with an interviewer presented as an MR hologram. Participants were exposed to three different types of real-time reconstructed virtual holograms of the interviewer, a natural-sized 3D reconstruction (NR), a miniature 3D reconstruction (SR) and a 2D-display representation (LCD). Participants reported their subjective experience through questionnaires, while their biophysical responses were recorded. We found that the size of 3D representation of a remote interviewer had a significant effect on participants’ stress levels and their sense of presence. The questionnaire data showed that NR condition induced more stress and presence than SR condition and was significantly different from LCD condition. We also found consistent patterns in the biophysical data.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

The sense of presence in virtual environments:

2003 ◽  
Vol 15 (2) ◽  
pp. 69-71 ◽  
Author(s):  
Thomas W. Schubert
Keyword(s):  
Virtual Environments ◽  
Coding Theory ◽  
Model Building ◽  
Self Report ◽  
Survey Study ◽  
Spatial Presence ◽  
Component Structure ◽  
Sense Of Presence ◽  
Being There ◽  
Measure Sense

Abstract. The sense of presence is the feeling of being there in a virtual environment. A three-component self report scale to measure sense of presence is described, the components being sense of spatial presence, involvement, and realness. This three-component structure was developed in a survey study with players of 3D games (N = 246) and replicated in a second survey study (N = 296); studies using the scale for measuring the effects of interaction on presence provide evidence for validity. The findings are explained by the Potential Action Coding Theory of presence, which assumes that presence develops from mental model building and suppression of the real environment.

The Beat Goes On: Rhythm in Psychological Processing

1989 ◽  
Vol 34 (6) ◽  
pp. 601-602
Author(s):  
Fernanda Ferreira
Keyword(s):  
Psychological Processing

Narrative dimension, sense of presence and emotional involvement: An experimental analysis

2004 ◽  
Author(s):  
Fabrizia Mantovani ◽  
M. Mauri ◽  
G. De Leo ◽  
M. Mantovani ◽  
G. Castelnuovo ◽  
...  
Keyword(s):  
Experimental Analysis ◽  
Emotional Involvement ◽  
Sense Of Presence

Real-world environment affects the color appearance of virtual stimuli produced by augmented reality

2019 ◽  
Vol 2019 (1) ◽  
pp. 237-242
Author(s):  
Siyuan Chen ◽  
Minchen Wei
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Mixed Reality ◽  
Rapid Development ◽  
Light Level ◽  
Color Appearance ◽  
Chromatic Adaptation ◽  
Lighting Condition ◽  
The Real ◽  
World Environment

Color appearance models have been extensively studied for characterizing and predicting the perceived color appearance of physical color stimuli under different viewing conditions. These stimuli are either surface colors reflecting illumination or self-luminous emitting radiations. With the rapid development of augmented reality (AR) and mixed reality (MR), it is critically important to understand how the color appearance of the objects that are produced by AR and MR are perceived, especially when these objects are overlaid on the real world. In this study, nine lighting conditions, with different correlated color temperature (CCT) levels and light levels, were created in a real-world environment. Under each lighting condition, human observers adjusted the color appearance of a virtual stimulus, which was overlaid on a real-world luminous environment, until it appeared the whitest. It was found that the CCT and light level of the real-world environment significantly affected the color appearance of the white stimulus, especially when the light level was high. Moreover, a lower degree of chromatic adaptation was found for viewing the virtual stimulus that was overlaid on the real world.

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