scholarly journals Effects of simulated darkness on the affective appraisal of a virtual environment

2015 ◽  
Author(s):  
Alexander Toet ◽  
Joske M. Houtkamp ◽  
Paul E. Vreugdenhil
Keyword(s):  
Virtual Environment ◽  
Real World ◽  
Fear Of Crime ◽  
Ecological Validity ◽  
Young Female ◽  
Self Report ◽  
Night Time ◽  
The Real ◽  
Safety Research

This study investigated whether simulated darkness influences the affective appraisal of a desktop virtual environment (VE). In the real world darkness often evokes thoughts of vulnerability, threat, and danger, and may automatically precipitate emotional responses consonant with those thoughts (fear of darkness). This influences the affective appraisal of a given environment after dark and the way humans behave in that environment in conditions of low lighting. Desktop VEs are increasingly deployed to study the effects of environmental qualities and (architectural or lighting) interventions on human behaviour and feelings of safety. Their (ecological) validity for these purposes depends critically on their ability to correctly address the user’s cognitive and affective experience. However, it is currently not known how and to what extent simulated darkness in desktop (i.e., non-immersive) VEs affects the user’s affective appraisal of the represented environment. In this study young female volunteers explored either a daytime or a night-time version of a desktop VE representing a deserted prototypical Dutch polder landscape. The affective appraisal of the VE and the emotional response of the participants were measured through self-report. To enhance the personal relevance of the simulation, a fraction of the participants was led to believe that the virtual exploration tour would prepare them for a follow-up tour through the real world counterpart of the VE. The results show that the VE was appraised as slightly less pleasant and more arousing in simulated darkness (compared to a daylight) condition. The fictitious follow-up assignment had no emotional effects and did not influence the affective appraisal of the VE. Further research is required to assess on the validity of desktop VEs for both etiological (e.g., the effects of signs of darkness on navigation behaviour and fear of crime) and intervention (e.g., effects of street lighting on feelings of safety) research.

scholarly journals Effects of simulated darkness on the affective appraisal of a virtual environment

2015 ◽  
Author(s):  
Alexander Toet ◽  
Joske M. Houtkamp ◽  
Paul E. Vreugdenhil
Keyword(s):  
Virtual Environment ◽  
Real World ◽  
Fear Of Crime ◽  
Ecological Validity ◽  
Young Female ◽  
Self Report ◽  
Night Time ◽  
The Real ◽  
Safety Research

This study investigated whether simulated darkness influences the affective appraisal of a desktop virtual environment (VE). In the real world darkness often evokes thoughts of vulnerability, threat, and danger, and may automatically precipitate emotional responses consonant with those thoughts (fear of darkness). This influences the affective appraisal of a given environment after dark and the way humans behave in that environment in conditions of low lighting. Desktop VEs are increasingly deployed to study the effects of environmental qualities and (architectural or lighting) interventions on human behaviour and feelings of safety. Their (ecological) validity for these purposes depends critically on their ability to correctly address the user’s cognitive and affective experience. However, it is currently not known how and to what extent simulated darkness in desktop (i.e., non-immersive) VEs affects the user’s affective appraisal of the represented environment. In this study young female volunteers explored either a daytime or a night-time version of a desktop VE representing a deserted prototypical Dutch polder landscape. The affective appraisal of the VE and the emotional response of the participants were measured through self-report. To enhance the personal relevance of the simulation, a fraction of the participants was led to believe that the virtual exploration tour would prepare them for a follow-up tour through the real world counterpart of the VE. The results show that the VE was appraised as slightly less pleasant and more arousing in simulated darkness (compared to a daylight) condition. The fictitious follow-up assignment had no emotional effects and did not influence the affective appraisal of the VE. Further research is required to assess on the validity of desktop VEs for both etiological (e.g., the effects of signs of darkness on navigation behaviour and fear of crime) and intervention (e.g., effects of street lighting on feelings of safety) research.

scholarly journals Effects of personal relevance and simulated darkness on the affective appraisal of a virtual environment

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e1743 ◽  
Author(s):  
Alexander Toet ◽  
Joske M. Houtkamp ◽  
Paul E. Vreugdenhil
Keyword(s):  
Virtual Environment ◽  
Social Presence ◽  
Real World ◽  
Emotional Responses ◽  
Self Report ◽  
Personal Relevance ◽  
The Real ◽  
Ambient Light Level ◽  
Ambient Lighting

This study investigated whether personal relevance influences the affective appraisal of a desktop virtual environment (VE) in simulated darkness. In the real world, darkness often evokes thoughts of vulnerability, threat, and danger, and may automatically precipitate emotional responses consonant with those thoughts (fear of darkness). This influences the affective appraisal of a given environment after dark and the way humans behave in that environment in conditions of low lighting. Desktop VEs are increasingly deployed to study the effects of environmental qualities and (architectural or lighting) interventions on human behaviour and feelings of safety. Their (ecological) validity for these purposes depends critically on their ability to correctly address the user’s cognitive and affective experience. Previous studies with desktop (i.e., non-immersive) VEs found that simulated darkness only slightly affects the user’s behavioral and emotional responses to the represented environment, in contrast to the responses observed for immersive VEs. We hypothesize that the desktop VE scenarios used in previous studies less effectively induced emotional and behavioral responses because they lacked personal relevance. In addition, factors like signs of social presence and relatively high levels of ambient lighting may also have limited these responses. In this study, young female volunteers explored either a daytime or a night-time (low ambient light level) version of a desktop VE representing a deserted (no social presence) prototypical Dutch polder landscape. To enhance the personal relevance of the simulation, a fraction of the participants were led to believe that the virtual exploration tour would prepare them for a follow-up tour through the real world counterpart of the VE. The affective appraisal of the VE and the emotional response of the participants were measured through self-report. The results show that the VE was appraised as slightly less pleasant and more arousing in simulated darkness (compared to a daylight) condition, as expected. However, the fictitious follow-up assignment had no emotional effects and did not influence the affective appraisal of the VE. Further research is required to establish the qualities that may enhance the validity of desktop VEs for both etiological (e.g., the effects of signs of darkness on navigation behaviour and fear of crime) and intervention (e.g., effects of street lighting on feelings of safety) research.

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.

Can people with brain injury transfer route knowledge from a virtual environment to the real world?

2004 ◽  
Author(s):  
Roy C. Davies ◽  
Gerd Johansson ◽  
Anita Linden ◽  
Kersin Boschian ◽  
Berigt Sonesson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Virtual Environment ◽  
Real World ◽  
Route Knowledge ◽  
The Real

scholarly journals Performance in complex life situations: effects of age, cognition, and walking speed in virtual versus real life environments

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Michal Kafri ◽  
Patrice L. Weiss ◽  
Gabriel Zeilig ◽  
Moshe Bondi ◽  
Ilanit Baum-Cohen ◽  
...  
Keyword(s):  
Older Adults ◽  
Heart Rate ◽  
Virtual Environment ◽  
Real World ◽  
Age Groups ◽  
Age Effects ◽  
Shopping Mall ◽  
Complex Task ◽  
The Real ◽  
Gait Parameters

Abstract Background Virtual reality (VR) enables objective and accurate measurement of behavior in ecologically valid and safe environments, while controlling the delivery of stimuli and maintaining standardized measurement protocols. Despite this potential, studies that compare virtual and real-world performance of complex daily activities are scarce. This study aimed to compare cognitive strategies and gait characteristics of young and older healthy adults as they engaged in a complex task while navigating in a real shopping mall and a high-fidelity virtual replica of the mall. Methods Seventeen older adults (mean (SD) age = 71.2 (5.6) years, 64% males) and 17 young adults (26.7 (3.7) years, 35% males) participated. In two separate sessions they performed the Multiple Errands Test (MET) in a real-world mall or the Virtual MET (VMET) in the virtual environment. The real-world environment was a small shopping area and the virtual environment was created within the CAREN™ (Computer Assisted Rehabilitation Environment) Integrated Reality System. The performance of the task was assessed using motor and physiological measures (gait parameters and heart rate), MET or VMET time and score, and navigation efficiency (cognitive performance and strategy). Between (age groups) and within (environment) differences were analyzed with ANOVA repeated measures. Results There were no significant age effects for any of the gait parameters but there were significant environment effects such that both age groups walked faster (F(1,32) = 154.96, p < 0.0001) with higher step lengths (F(1,32) = 86.36, p < 0.0001), had lower spatial and temporal gait variability (F(1,32) = 95.71–36.06, p < 0.0001) and lower heart rate (F(1,32) = 13.40, p < 0.01) in the real-world. There were significant age effects for MET/VMET scores (F(1,32) = 19.77, p < 0.0001) and total time (F(1,32) = 11.74, p < 0.05) indicating better performance of the younger group, and a significant environment effect for navigation efficiency (F(1,32) = 7.6, p < 0.01) that was more efficient in the virtual environment. Conclusions This comprehensive, ecological approach in the measurement of performance during tasks reminiscent of complex life situations showed the strengths of using virtual environments in assessing cognitive aspects and limitations of assessing motor aspects of performance. Difficulties by older adults were apparent mainly in the cognitive aspects indicating a need to evaluate them during complex task performance.

Real-world evidence of cancer immunotherapy (CIT) combination treatment in first-line (1L) extensive-stage small cell lung cancer (ES-SCLC).

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 8561-8561
Author(s):  
Eric S. Nadler ◽  
Anupama Vasudevan ◽  
Kalatu Davies ◽  
Yunfei Wang ◽  
Ann Johnson ◽  
...  
Keyword(s):  
Brain Metastases ◽  
Real World ◽  
Performance Status ◽  
Descriptive Analysis ◽  
Patient Characteristics ◽  
Treatment Patterns ◽  
Combination Regimen ◽  
Duration Of Treatment ◽  
The Real

8561 Background: Atezolizumab plus chemotherapy was the first CIT combination regimen approved for 1L treatment of ES-SCLC in 2019. This study investigated patient characteristics and treatment patterns for patients with ES-SCLC receiving this regimen in the real-world community oncology setting. Methods: This was a retrospective study including adult patients diagnosed with ES-SCLC between 01-Oct-2018 (after IMpower 133 publication in NEJM Sep-2018) and 31-Dec-2019, with follow-up through 31-March-2020 using The US Oncology Network electronic health records data. Descriptive analyses of patient characteristics and treatment patterns were conducted, with Kaplan-Meier (K-M) methods used to assess time to treatment discontinuation (TTD) and time to next treatment/death (TTNT). Results: Of the 408 patients included in this study, 267 (71.4%) received atezo+carboplatin+etoposide (Atezo+Chemo), 80 (21.4%) received carboplatin+etoposide (Chemo only) and the rest received other regimens. The Atezo+Chemo patients in the real-world cohort compared with the IMpower 133 trial (n = 201) were older (median age 68 vs. 64 years) and included fewer males (45% vs. 64%), fewer white race (73% vs. 81%), more patients with brain metastases at baseline (23% vs. 9%), and more patients with worse ECOG (2/3) performance-status score (24% vs. 0%). The median follow-up, TTD, and TTNT in months (mo) for the real-world cohort are presented in the table alongside the best comparable measures reported for the trial. Conclusions: Most patients in this real-world ES-SCLC cohort received the Atezo+Chemo regimen in the 1L setting. While the follow-up was much shorter and patients had worse baseline characteristics (age, brain metastases, ECOG) in the real-world setting compared to the IMpower 133 trial, the real-world median TTD in this descriptive analysis was found to be in line with the median duration of treatment in the trial. Further research with longer follow-up comparing the real-world effectiveness of the CIT and chemo regimens is needed.[Table: see text]

A-136 The Transfer of Cognitive Training to Real-World Functioning: Results of our First Six Pilot Subjects at Six-Month Follow-Up

2021 ◽  
Vol 36 (6) ◽  
pp. 1187-1188
Author(s):  
Jason A Blake ◽  
Brandon Mitchell ◽  
Staci McKay ◽  
Gitendra Uswatte ◽  
Edward Taub
Keyword(s):  
Cognitive Training ◽  
Real World ◽  
Cognitive Task ◽  
Case Series ◽  
Performance Measure ◽  
The Real ◽  
Cognitive Activities ◽  
The Mean ◽  
Laboratory Measures

Abstract Objective Currently, the majority of cognitive training research measures treatment efficacy using in-laboratory measures, with minimal focus on real-world treatment changes. This case series demonstrates the feasibility of transferring cognitive improvements from the laboratory into the everyday life setting. Method This case series includes 6 chronic post-stroke participants; mild to moderate cognitive impairment. The intervention combines cognitive training with behavioral techniques, known as the Transfer Package (TP). The TP involves components that target functionality on IADLs in the real-world. Performance on cognitively-based IADLs in the real world are measured pre-treatment, post, and 6-month follow-up. Measures of real-world ability are the: Canadian Occupational Performance Measure (COPM), Cognitive Task Activity Log (CTAL) and Inventory of Improved and New Abilities (INCA). In-laboratory measures included the D-KEFS and Timed IADL assessments. Results The real-world outcome measures used in this study were the COPM and two measures developed for this study, the CTAL and INCA. The mean change from pre to post on the COPM Performance Scale was 2.18 (SD = 1.33) and the mean change on the COPM Satisfaction Scale was 2.70 (SD = 1.27). The mean change on the CTAL was 1.96 (SD = 0.93). On the INCA, the mean number of improved real-world cognitive activities was 11.8 (SD = 4.9) and the mean number of new cognitive activities was 7.6 (SD = 3.9). Follow-up reported near-perfect retention on CTAL and continued improvement on the INCA. There were minimal changes on in-laboratory measures. Conclusions This case series provides a framework for achieving the transfer of cognitive training treatment effects in the real-world life situation by overcoming behavioral barriers to functioning.

scholarly journals Exploring sensorimotor performance and user experience within a virtual reality golf putting simulator

2020 ◽  
Author(s):  
David J. Harris ◽  
Gavin Buckingham ◽  
Mark R. Wilson ◽  
Jack Brookes ◽  
Faisal Mushtaq ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Real World ◽  
High Performance ◽  
Task Demands ◽  
Self Report ◽  
The Real ◽  
Task Load ◽  
Golf Putting ◽  
Effective Transfer

Abstract In light of recent advances in technology, there has been growing interest in virtual reality (VR) simulations for training purposes in a range of high-performance environments, from sport to nuclear decommissioning. For a VR simulation to elicit effective transfer of training to the real-world, it must provide a sufficient level of validity, that is, it must be representative of the real-world skill. In order to develop the most effective simulations, assessments of validity should be carried out prior to implementing simulations in training. The aim of this work was to test elements of the physical fidelity, psychological fidelity and construct validity of a VR golf putting simulation. Self-report measures of task load and presence in the simulation were taken following real and simulated golf putting to assess psychological and physical fidelity. The performance of novice and expert golfers in the simulation was also compared as an initial test of construct validity. Participants reported a high degree of presence in the simulation, and there was little difference between real and virtual putting in terms of task demands. Experts performed significantly better in the simulation than novices (p = .001, d = 1.23), and there was a significant relationship between performance on the real and virtual tasks (r = .46, p = .004). The results indicated that the simulation exhibited an acceptable degree of construct validity and psychological fidelity. However, some differences between the real and virtual tasks emerged, suggesting further validation work is required.

scholarly journals Study of the correlation of factors affecting frequency of social activity transfer from virtual environment to real-world environment and vice versa

2019 ◽  
Vol 70 ◽  
pp. 08046
Author(s):  
Anton Zagranichniy
Keyword(s):  
Virtual Environment ◽  
Real World ◽  
Social Activity ◽  
Subjective Assessment ◽  
Demographic Characteristics ◽  
Factors Affecting ◽  
The Real ◽  
Size Number ◽  
Environment Factor ◽  
World Environment

The article presents research results demonstrating interrelation between factors affecting frequency of social activity transfer from the virtual environment to the real-world one and vice versa. In the course of the study we investigated 19 different factors, including socio-demographic characteristics, amount and specificity of contacts in each of the environments, subjective assessment of social activity characteristics in various environments. The study involved 214 respondents aged 15 to 24 from the cities of Balakovo, Saratov, and Moscow. We analysed and interpreted the correlation interrelation via social activity transfer from one environment to another and by such factors as: place of residence size; number of friends in the virtual environment; factor regarding frequency of misconduct situations that were followed by moral responsibility in the real environment; factor of compliance with social norms in the virtual environment.

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