Comparable human spatial memory distortions in physical, desktop virtual and immersive virtual environments

Boundaries define regions of space and are integral to episodic memories. The impact of boundaries on spatial memory and neural representations of space has been extensively studied in freely-moving rodents. But less is known in humans and many prior studies have employed desktop virtual reality (VR) which lacks the body-based self-motion cues of the physical world, diminishing the potentially strong input from path integration to spatial memory. We replicated a desktop-VR study testing the impact of boundaries on spatial memory (Hartley et al., 2004) in a physical room (2.4m x 2.4m, 2m tall) by having participants (N = 27) learn the location of a circular stool and then after a short delay replace it where they thought they had found it. During the delay, the wall boundaries were either expanded or contracted. We compared performance to groups of participants undergoing the same procedure in a laser-scanned replica in both desktop VR (N = 44) and freely-walking head mounted display (HMD) VR (N = 39) environments. Performance was measured as goodness of fit between the spatial distributions of group responses and seven modelled distributions that prioritised different metrics based on boundary geometry or walking paths to estimate the stool location. The best fitting model was a weighted linear combination of all the geometric spatial models, but an individual model derived from place cell firing in Hartley et al. 2004 also fit well. High levels of disorientation in all three environments prevented detailed analysis on the contribution of path integration. We found identical model fits across the three environments, though desktop VR and HMD-VR appeared more consistent in spatial distributions of group responses than the physical environment and displayed known variations in virtual depth perception. Thus, while human spatial representation appears differentially influenced by environmental boundaries, the influence is similar across virtual and physical environments. Despite differences in body-based cue availability, desktop and HMD-VR allow a good and interchangeable approximation for examining human spatial memory in small-scale physical environments.

An exploratory student-centred approach to immersive virtual reality: Reflections and future directions

Advancements in immersive virtual reality (VR) have encouraged educators to start looking for ways to leverage the potentials of this technology. This concise paper reports the preliminary findings of a study where VR was used in an educational setting. A small group of teachers and students explored free VR apps and investigated their usefulness for learning. Through this activity, they not only compiled a list of VR apps that could potentially be used by teachers but also co-investigated the benefits and challenges of implementing VR-powered activities. The study was backed up by student app reviews, teacher observations, and focus group interviews. The results revealed that students found VR engaging and stimulating and successfully explored the educational values of multiple apps; however, they experienced some degree of cybersickness. As a response to this concern, the next phase of the study will focus on desktop VR and learner-generated content.

Navigation Tasks in Desktop VR Environments to Improve the Spatial Orientation Skill of Building Engineers

Virtual reality is a powerful tool for teaching 3D digital technologies in building engineering, as it facilitates the spatial perception of three-dimensional space. Spatial orientation skill is necessary for understanding 3D space. With VR, users navigate through virtually designed buildings and must be constantly aware of their position relative to other elements of the environment (orientation during navigation). In the present study, 25 building engineering students performed navigation tasks in a desktop-VR environment workshop. Performance of students using the desktop-VR was compared to a previous workshop in which navigation tasks were carried out using head-mounted displays. The Perspective Taking/Spatial Orientation Test measured spatial orientation skill. A questionnaire on user experience in the virtual environment was also administered. The gain in spatial orientation skill was 12.62%, similar to that obtained with head-mounted displays (14.23%). The desktop VR environment is an alternative to the HMD-VR environment for planning strategies to improve spatial orientation. Results from the user-experience questionnaire showed that the desktop VR environment strategy was well perceived by students in terms of interaction, 3D visualization, navigation, and sense of presence. Unlike in the HDM VR environment, student in the desktop VR environment did not report feelings of fatigue or dizziness.

Visibility matters during wayfinding in the vertical

Visibility is the degree to which different parts of the environment can be observed from a given vantage point. In the absence of previous familiarity or signage, the visibility of key elements in a multilevel environment (e.g., the entrance, exit, or the destination itself) becomes a primary input to make wayfinding decisions and avoid getting lost. Previous research has focused on memory-based wayfinding and mental representation of 3D space, but few studies have investigated the direct effects of visibility on wayfinding. Moreover, to our knowledge, there are no studies that have explicitly observed the interaction between visibility and wayfinding under uncertainty in a multilevel environment. To bridge this gap, we studied how the visibility of destinations, as well as the continuity of sight-lines along the vertical dimension, affects unaided and goal-directed wayfinding behavior in a multilevel desktop Virtual Reality (VR) study. We obtained results from a total of 69 participants. Each participant performed a total of 24 wayfinding trials in a multilevel environment. Results showcase a significant and nonlinear correlation between the visibility of destinations and wayfinding behavioral characteristics. Specifically, once the destination was in sight, regardless of whether it was highly or barely visible, participants made an instantaneous decision to switch floors and move up towards the destination. In contrast, if the destination was out-of-sight, participants performed ‘visual exploration’, indicated by an increase in vertical head movements and greater time taken to switch floors. To demonstrate the direct applicability of this fundamental wayfinding behavioral pattern, we formalize these results by modeling a visibility-based cognitive agent. Our results show that by modeling the transition between exploration and exploitation as a function of visibility, cognitive agents were able to replicate human wayfinding patterns observed in the desktop VR study. This simple demonstration shows the potential of extending our main findings concerning the nonlinear relationship between visibility and wayfinding to inform the modeling of human cognition.

A Study of Class Meetings in VR: Student Experiences of Attending Lectures and of Giving a Project Presentation

We study student experiences of social VR for remote instruction, with students attending class from home. The study evaluates student experiences when: (1) viewing remote lectures with VR headsets, (2) viewing with desktop displays, (3) presenting with VR headsets, and (4) reflecting on several weeks of VR-based class attendance. Students rated factors such as presence, social presence, simulator sickness, communication methods, avatar and application features, and tradeoffs with other remote approaches. Headset-based viewing and presenting produced higher presence than desktop viewing, but had less-clear impact on overall experience and on most social presence measures. We observed higher attentional allocation scores for headset-based presenting than for both viewing methods. For headset VR, there were strong negative correlations between simulator sickness (primarily reported as general discomfort) and ratings of co-presence, overall experience, and some other factors. This suggests that comfortable users experienced substantial benefits of headset viewing and presenting, but others did not. Based on the type of virtual environment, student ratings, and comments, reported discomfort appears related to physical ergonomic factors or technical problems. Desktop VR appears to be a good alternative for uncomfortable students, and students report that they prefer a mix of headset and desktop viewing. We additionally provide insight from students and a teacher about possible improvements for VR class technology, and we summarize student opinions comparing viewing and presenting in VR to other remote class technologies.

Development of a Virtual Ecological Environment for Learning the Taipei Tree Frog

The learning objectives of environmental education emphasize investigation in real life to enhance students’ skills and experiences in solving practical problems. This study used the virtual reality (VR) technology to develop a virtual ecological environment for learning about the Taipei tree frog, supported by situated learning and game-based learning design to enhance students’ learning interest and motivation. Users can wear the head-mounted display (HMD) to explore the virtual environment for learning the Taipei tree frog’s ecological behavior, such as foraging and mating as well as its habitats and predators. A teaching experiment was conducted to investigate students’ learning effectiveness and the senses of presence and anxiety after using the virtual ecological environment. The experimental group (wearing the HMD) contained 40 students, the control group (using the desktop VR) contained 40 students, and both groups were used as samples to learn about the Taipei tree frog. The results indicated that using HMD VR and desktop VR could both enhance learning achievements, but the learning effectiveness of the former was significantly higher than that of the latter. The levels of anxiety for both groups were about the same, but the level of presence for the experimental group was higher than that of the control group because the HMD VR provided a more immersive experience than the desktop VR. The virtual ecological environment can save the time and effort of travelling to the natural habitat for observing the Taipei tree frog, and the design of role-playing game (RPG) can enhance learners’ interest and motivation. Therefore, it is a useful tool for promoting environmental education.

Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes

The study aims to evaluate the effectiveness of an inquiry-based virtual reality (VR) science lab used in junior high school science classes. The Scientific Investigation VR Lab (SIVRLAB) is designed for 9th-grade students to learn about electrochemical cells. It is situated in a guided problem-solving context, where learners need to review the concept of oxidation-reduction reactions and assemble a voltaic cell to save a robot. The SIVRLAB features several cognitive supports and guides for students to plan and record experiments and resolve the problem. It has both a head-mounted display (HMD) version and a desktop VR version. The study recruited 66 9th graders from three classes to evaluate the two versions of the SIVRLAB. The students were assigned to one of three conditions, namely, (1) using immersive HMD SIVRLAB individually, (2) using desktop SIVRLAB individually, and (3) observing one student use immersive HMD SIVRLAB. The students were briefly introduced to the concept of electrochemical cells in the first class and were instructed to use the SIVRLAB sessions in the next class. The results from knowledge pre- and post-tests, a user experience survey, and students’ reflections were collected and analyzed qualitatively. The findings revealed that students who used the desktop VR obtained the highest test scores among the three groups. However, in the follow-up physical laboratory test, the performance of the students in the original HMD VR experimental group was better than those in the desktop VR experimental group. The paper also discusses student feedback and teacher observations regarding the design and interaction with immersive VR. Lastly, the implications of the study and recommendations for future studies are presented.