VR-Rides: An object-oriented application framework for immersive virtual reality exergames

Exercise can improve health and well-being. With this in mind, immersive virtual reality (VR) games are being developed to promote physical activity, and are generally evaluated through user studies. However, building such applications is time consuming and expensive. This paper introduces VR-Rides, an object-oriented application framework focused on the development of experiment-oriented VR exergames. Following the modular programming pattern, this framework facilitates the integration of different hardware (such as VR devices, sensors, and physical activity devices) within immersive VR experiences that overlay game narratives on Google Street View panoramas. Combining software engineering and interaction patterns, modules of VR-Rides can be easily added and managed in the Unity game engine. We evaluate the code efficiency and development effort across our VR exergames developed using VR-Rides. The reliability, maintainability, and usability of our framework are also demonstrated via code metrics analysis and user studies. The results show that investing in a systematic approach to reusing code and design can be a worthwhile effort for researchers beyond software engineering.     

Using immersive game-based virtual reality to teach fire-safety skills to children

Virtual reality (VR) has been used both to simulate situations that are too dangerous to practice in real life and as a tool to help children learn. This study was conducted as part of a larger more comprehensive long-term research project which aims to combine the two techniques and demonstrate a novel application of the result, using immersive VR to help children learn about fire hazards and practice escape techniques. In the current study, a CAVE was used to immerse participants in a fire scene. To improve the children’s motivation for learning over prior VR fire-safety training methods, game-like interface interaction techniques were used and students were encouraged to explore the virtual world. Rather than being passive viewers, as in prior related studies, the children were given full control to navigate through the virtual environment and to interact with virtual objects using a game pad and a 6DOF wand. Students identified home fire hazards with a partner and then practiced escaping from a simulated fire in the virtual environment. To test for improved motivation, a user study was completed. Results indicate that students were more engaged by the new game-like learning environment and that they reported that they found the experience fun and intriguing. Their enhanced enthusiasm for what is relatively standard fire-safety information demonstrates the promise of using game-based virtual environments for vital but otherwise tedious fire-safety skills training for children.     

Acoustic Simulation with Dynamic Mechanisms in Virtual Reality

Although most investigators have realized the importance of acoustic simulation in sophisticated VR systems,large computational load involved in this process often contradicts the requirements of real-time interaction,which in return bring on applying the expensive hardware or VR-specific workstations to this area.In order to reduce the computational cost and try to realize the real-time acoustic simulation in software with (or even without)some low-cost hardware,this paper proposes some dynamic mechanisms which can be used as possible strategies embedded into acoustic simulation in VR.Preliminary implementation of those mechanisms has proved to be fairly effective.     

Cognitive and affective processes for learning science in immersive virtual reality

As immersive virtual reality (IVR) systems proliferate in classrooms, it is important to understand how they affect learning outcomes and the underlying affective and cognitive processes that may cause these outcomes. Proponents argue that IVR could improve learning by increasing positive affective and cognitive processing, thereby supporting improved performance on tests of learning outcome, whereas opponents of IVR contend that it could hurt learning by increasing distraction, thereby disrupting cognitive learning processes and leading to poorer learning outcomes. In a media comparison study, students viewed a biology lesson either as an interactive animated journey in IVR or as a slideshow on a desktop monitor. Those who viewed the IVR lesson performed significantly worse on transfer tests, reported higher emotional arousal, reported more extraneous cognitive load and showed less engagement based on EEG measures than those who viewed the slideshow lesson, with or without practice questions added to the lessons. Mediational analyses showed that the lower retention scores for the IVR lesson were related to an increase in self-reported extraneous cognitive load and emotional arousal. These results support the notion that immersive environments create high affective and cognitive distraction, which leads to poorer learning outcomes than desktop environments.     

An effective FoV restriction approach to mitigate VR sickness on mobile devices

It has been noted that restricting field of view (FoV) is effective to mitigate virtual reality (VR) sickness, but it is prone to reduce the immersiveness. We propose an effective FoV restriction approach to mitigate VR sickness on mobile devices. The proposed approach includes a practical and reliable method for measuring VR sickness and a method of effectively limiting the FoV on mobile VR devices. Experimental result shows that the proposed method reduces VR sickness by 31.4%. The method was successfully applied to a VR application.     

虚拟现实技术在化学反应工程实验教学中的应用

将虚拟现实技术应用到化学反应工程实验教学中,能大大降低成本,同时也能满足实验教学中情景化及自然交互性的要求。本文概述虚拟现实及其实现技术,提出一种构建化学反应工程虚拟实验室的方案。     

Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments

The main objective of this study was to examine the effectiveness of immersive virtual reality (VR) as a medium for delivering laboratory safety training. We specifically compare an immersive VR simulation, a desktop VR simulation, and a conventional safety manual. The sample included 105 first year undergraduate engineering students (56 females).  We include five types of learning outcomes including post‐test enjoyment ratings; pre‐ to post‐test changes in intrinsic motivation and self‐efficacy; a post‐test multiple choice retention test; and two behavioral transfer tests. Results indicated that the groups did not differ on the immediate retention test, suggesting that all three media were equivalent in conveying the basic knowledge. However, significant differences were observed favoring the immersive VR group compared to the text group on the two transfer tests involving the solving problems in a physical lab setting (d = 0.54, d = 0.57), as well as enjoyment (d = 1.44) and increases in intrinsic motivation (d = 0.69) and self‐efficacy (d = 0.60). The desktop VR group scored significantly higher than the text group on one transfer test (d = 0.63) but not the other (d= 0.11), as well as enjoyment (d =1.11) and intrinsic motivation (d =0.83).     

Towards a customizable immersive virtual reality serious game for earthquake emergency training

Earthquake emergencies require a variety of behavioral responses in order to ensure the safety of occupants, which is different from simply exiting a building in fire emergencies. This makes it more complex to train building occupants in order to acquire skills that align to best practices for immediate earthquake response and post-earthquake evacuation. In recent years, Immersive Virtual Reality (IVR) and Serious Games (SGs) have become popular as training tools for earthquake emergencies. IVR SGs have been introduced to train individuals for specific building layouts or settings with fixed training objectives. However, the lack of flexibility in existing IVR SGs makes it challenging to have widespread uptake as trainees require different training objectives, pedagogical strategies, context, and content. As a result, the effectiveness of IVR SGs training is jeopardized if the customization ability is limited. To overcome this limitation, this paper presents a customization framework for IVR SGs suited to earthquake emergency training, using the concept of adaptive game-based learning. Trainees can receive training in context by customizing virtual environments, storylines, and teaching methods. A case study was undertaken to validate the proposed framework. Results showed the potential to carry out the customization process with ease, to generate a customized training experience, and to deliver the customized training for optimum learning.     

A method to measure the uniformity of the virtual image distance in an augmented reality or virtual reality device

The virtual image distance in an augmented reality (AR) or virtual reality (VR) device is an important factor in determining its performance. In this paper, a method for measuring the virtual image distance and its uniformity is proposed. The setup for measurement consists of a two-dimensional spatial sensor array on the translational stage and a pinhole array plate placed in front of the AR or VR device. As the distance between the pinhole plate and the two-dimensional spatial sensor array were changed, the positions of the rays through each pinhole were measured by a two-dimensional spatial sensor array. The ray trajectories through each pinhole were obtained by fitting these positions to straight lines. The relative distances between these ray trajectories were calculated with respect to the distance from the pinhole plate. This method is effective for measuring the uniformity, such as the azimuthal dependence of the virtual image distance or the dependence of the virtual image distance on the distance from the optical axis of the VR lens.     

The stress and workload of virtual reality training: the effects of presence,immersion and flow

The present investigation evaluated the effects of virtual reality (VR) training on the performance, perceived workload and stress response to a live training exercise in a sample of Soldiers. We also examined the relationship between the perceptions of that same VR as measured by engagement, immersion, presence, flow, perceived utility and ease of use with the performance, workload and stress reported on the live training task. To a degree, these latter relationships were moderated by task performance, as measured by binary (Go/No-Go) ratings. Participants who reported positive VR experiences also tended to experience lower stress and lower workload when performing the live version of the task. Thus, VR training regimens may be efficacious for mitigating the stress and workload associated with criterion tasks, thereby reducing the ultimate likelihood of real-world performance failure.

Practitioner Summary: VR provides opportunities for training in artificial worlds comprised of highly realistic features. Our virtual room clearing scenario facilitated the integration of Training and Readiness objectives and satisfied training doctrine obligations in a compelling engaging experience for both novice and experienced trainees.     

虚拟工厂现实场景系统平台设计与实现

随着现代化工业不断发展,模拟过程工业真实环境,并在此基础上进行地理信息显示与空间分析等成为当前的研究热点。构建基于虚拟现实(VR)和地理信息系统的(GIS)的虚拟工厂现实场景系统是进行工业生产仿真的一条有效途径,为此,设计开发一个三维的、可维护性强并具有一定扩展性的虚拟工厂现实场景系统具有重要的实用价值。本文通过数据准备、数据生成、系统扩展及客户端设计,实现了虚拟工厂现实场景系统开发过程。通过应用分析与对比,结果表明,该平台化系统具有更高的可扩展性且开发成本低,为虚拟工厂现实场景系统平台设计提供了一个良好的、可扩展的开发途径。     

基于VRML-Java的网络虚拟现实的实现

受到网络速度的限制,传统的网页只能显示文本和图片等二维信息,而网络虚拟现实技术把交互的、逼真的虚拟三维场景引入网络.虚拟现实建模语言（VRML）是一种在互联网上构筑三维虚拟场景的语言标准,通过VRML脚本节点及Java小应用程序实现了用户与虚拟场景更好的交互,并通过Java数据库连接（JDBC）,系统实现了三维场景与二维信息的集成.     

Motivation,engagement, and performance across multiple virtual reality sessions and levels of immersion

This study investigated changes in learners' motivation, engagement, performance, and spatial reasoning over time and across different levels of virtual reality (VR) immersion. Undergraduate participants explored a virtual solar system via a moderately immersive or highly immersive VR platform over three sessions. In a third condition, participants initially learned with moderate immersion and transitioned to higher immersion after the second session. Following research on novelty effects, we explored whether subjective experiences and performance would decline over time (e.g., decreasing motivation or performance) as participants became familiar with the virtual environment and tools. However, we hypothesized that transitional immersion (i.e., switching from moderate to higher immersion) might lead to a renewed sense of novelty. Results suggested that both moderate and higher levels of immersion were motivating, engaging, and supportive of learning. In contrast to predictions based on novelty effects, these outcomes did not decline overall as learners gained familiarity with the systems. However, transitional immersion emerged as a promising and testable pedagogical approach for future VR education. All participants also showed gains in spatial reasoning.     

Effects of virtual presence and learning outcome using low-end virtual reality systems

Low-cost technology is essential to integrate Virtual Reality (VR) into educative institutions around the world. However, low-cost technology usually refers to low-end technology, which may compromise the level of immersion of the VR system. This study evaluates whether low-end and high-end VR systems achieve a comparable learning outcome regardless their immersion level. We also analyze the relationship between virtual presence and the learning outcome arising from a VR educational experience. An evaluation with 42 participants was conducted. We measured learning outcome and virtual presence under three different configurations, namely: a desktop computer, a low-end VR system, and a high-end VR system. The impact of simulator sickness was also analyzed. Results revealed a lower learning outcome in the less immersive configuration (i.e. desktop) and a similar learning outcome in both low-end and high-end VR systems. Even though low-end VR systems are less immersive and produce a lower level of virtual presence than high-end VR systems, the results support the use of low-end VR systems for educative applications.     

基于虚拟现实的汽车平顺性仿真试验系统设计

本文将虚拟现实技术应用于汽车平顺性仿真试验技术中。对汽车平顺性虚拟试验场景进行了层次化虚拟场景结构设计和汽车平顺性虚拟试验系统对象类设计。研究了汽车平顺性虚拟试验环境建模和交互、双目立体视觉实现等问题。开发了面向视景仿真的汽车平顺性虚拟试验的桌面VR原型系统,划分了系统层次结构,介绍了系统的软硬件基本配置,设计了系统用户操作界面,实现了汽车平顺性虚拟试验要求。     

虚拟现实技术在城市建设中的应用

文章以虚拟现实 ( VR)系统为核心 ,综合利用全数字摄影测量系统、地理信息系统 ( GIS)和网络技术等 ,研究快速建立虚拟城市的技术和方法。通过这个方法 ,将虚拟现实作为一个开放系统和一门实用技术 ,为城市信息化提供一种可交互操作、集成化和人机和谐的方法     

虚拟现实图像客观质量评价研究进展

随着科学技术的发展,虚拟现实(virtual reality, VR)技术逐渐渗透到医疗、教育、军事和娱乐等众多领域,并凭借在各个领域广阔的应用前景而受到广泛关注。鉴于视觉质量是决定VR技术能否成功应用的关键,且图像是VR应用最基础和最重要的视觉信息载体,VR图像质量评价已经成为质量评价领域的重要前沿性研究方向。与传统图像质量评价类似,VR图像质量评价可以分为主观质量评价和客观质量评价。由于客观质量评价相比主观质量评价具有成本低、稳定性高和应用范围广等优点,对VR图像客观质量评价的研究受到了国内外学者的高度重视。目前,关于VR图像客观质量评价的研究已经取得了一定进展,但是文献中缺少对该方向相关研究方法的综述。基于此,本文针对VR图像客观质量评价的研究进行概述。首先,对VR图像质量评价的研究现状进行分析。然后,重点对现有的VR图像客观质量评价模型进行综述。具体地,根据模型是否需要使用原始无失真图像信息作为参考,将现有的VR图像客观质量评价模型划分为全参考型和无参考型两大类。其中,全参考型方法进一步划分为基于峰值信噪比/结构相似度的方法和基于传统机器学习的方法。根据特征表达空间的不同,无参...     

船舶工程虚拟现实应用平台建设及研究

基于船舶工程虚拟现实平台建设过程中的技术与应用问题提出相应的解决办法.介绍了作为船舶工程虚拟现实系统所应达到的功能要求,以及与船舶设计、制造的相关问题.对虚拟现实应用和船舶工程仿真有一定的参考价值.