Temporal Presence Variation in Immersive Computer Games

Increasingly, the sophistication of modern computer-gaming systems is becoming comparable to that of immersive, virtual reality (VR) environments, and the popular VR research topic of “presence” is now being explored in the context of computer games. The explosion of popularity of networked gameplay and the movement of computing infrastructure on to the Internet and the cloud mean that technical anomalies such as network latency, dropouts, and so on, may increasingly disrupt players' experience of presence. In this article, a study of these “Breaks in Presence” (BIPs), which examines a networked, first-person-shooter game in an immersive virtual environment, is presented. Our study investigates how participants react to BIPs in terms of their impact on participants' levels of presence and in terms of the time needed for participants to recover from BIPs. Four distinct BIP types, which were selected because of their practical significance and because of their relevance to an established model for presence, were tested. The effects of two contrasting game modes (a low-involvement “navigation game” and a high-involvement “combat game”) on the perceptions of these BIPs are analyzed. As part of our experimental procedure a new video-cued-recall slider technique is introduced.

Our study shows that participants experience different levels of impact and recovery from BIPs and that the perceptions of impact of BIPs depend on the overall sense of presence as well as being task dependent. The article shows that recovery time seems to be a well-defined concept and that an overall measure of recovery time exhibits believable correlations with overall presence, with the overall number of BIPs (including “spontaneous” BIPs) and with user characteristics. The article also shows that the slider data for recovery time from BIPs provide evidence for a smooth variation of presence during an immersive experience. It is found that perceptions of impact and recovery time behave differently and that, intriguingly, recovery time appears to be much more independent of game mode than impact is. Evidence is found of strong carry-over effects in participants' recollections of the impact of BIPs from one game experience to the next is found. Results from our slider technique appear to show general agreement with results from a postexperiment questionnaire, and our study motivates the usefulness of our slider technique for future experiments.     

May I experience more presence in doing the same thing in virtual reality than in reality? An answer from a simulated job interview

Is it possible to experience more presence in doing the same thing in virtual reality than in reality? According to the well known definition of presence as “disappearance of mediation”, the answer is no: technology is a barrier, a mediating tool that can only reduce the level of presence experienced in an interaction. However, the increasing diffusion of a technology like augmented reality that adds a technological layer of information to the real world suggests the opposite: the experience of “being there” may be influenced by the ability of “making sense there”.To explore this issue we used a sample of 20 university students to evaluate the level of presence experienced in two different settings: an immersive virtual reality job simulation and a real world simulation that was identical to its VR counterpart (same interviewer, same questions) but without technological mediation and without any social and cultural cues in the environment that may give a better meaning to both the task and its social context.Self-report data, and in particular the scores in the Spatial Presence and the Ecological Validity ITC-SOPI scales, suggest that experienced presence was higher during the virtual interview than in the real world simulation. This interpretation was confirmed by subjective (higher in VR) but not by objective (Skin Conductance) anxiety scores. These data suggest a vision of presence as a social construction, in which reality is co-constructed in the relationship between actors and their environments through the mediation of physical and cultural artifacts.     

Individual differences in virtual reality: Are spatial presence and spatial ability linked?

One aim of virtual reality technology is to immerse the user in a digital environment that is distinct from physical reality. Feeling spatially located in this digital environment is central to the experience and is more formally known as spatial presence. Experiences of spatial presence differ between individuals; prominent theories assume that these differences may, in part, be explained by differences in more general spatial abilities. Whilst there is some support for this claim with desktop systems, there is currently no direct empirical evidence to support this with more immersive technologies such as head-mounted displays (HMDs). In this study, participants completed three different measures of spatial ability before experiencing two virtual environments. These measures included a self-report of visuospatial imagery; the mental rotations test; and a test of topographical memory. After completing the measures, participants briefly experienced a virtual city and a virtual train ride through a HMD. The user’s head movements were tracked, and visual displays were updated to give the sense of a full 360° environment. After each experience, the participants reported how present they felt and the extent to which they had a mental model of the environment. Self-reports of imagery were positively correlated with reports of spatial presence, consistent with the previous literature. However, spatial presence was not related to performance on either of the more objective tests. Whilst this provides confirmatory evidence that self-reports of imagery can predict presence, it is still unclear which more basic spatial abilities, if any, could underlie this relationship.     

The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games

Does the immersive design of an educational gaming environment affect learners’ virtual presence and how much do they learn? Does virtual presence affect learning? This study tries to answer these questions by examining the differences in virtual presence and learning outcomes in two different computer-based multimedia environments: a gaming environment with high immersive design vs. hypertext learning environment with low immersive design. As the main focus, the effect of virtual presence on learning is also explained and tested. By identifying virtual presence as a variable that may determine learning, it is argued that computer gaming environments present a new challenge for researchers to investigate, particularly, the effects of virtual presence on the immersive design of games in order to help designers to predict which instructional configurations will maximize learning performance. In general, results revealed that the high-immersive gaming environment leads to the strongest form of virtual presence but also decreased learning. Although regression analyses indicate that virtual presence positively influences trivial- and non-trivial learning outcomes, learners who learned in a low-immersive environment outperformed the gaming group. A mediation analysis showed that the relation between virtual presence and non-trivial learning outcomes is partly mediated through increased cognitive load.     

Immersive Whiteboard Collaborative System

An immersive whiteboard system is presented where users at multiple locations can communicate with each other. The system features a virtual environment with vivid avatars, stroke compression and streaming technology to effectively deliver stroke data across meeting participants, friendly human interaction and navigation, virtual and physical whiteboard. The whiteboard is both a physical platform for our input/output interfaces and a virtual screen for sharing common multimedia. It is this whiteboard correspondence that allows the user to physically write on the virtual whiteboard. In addition to drawing on the shared virtual board, the immersive whiteboard in our setup permits users to control the application menus, insert multimedia objects into the world, and navigate around the virtual environment. By integrating multimedia objects and avatar representations into an immersive environment, we provide the users with a more transparent medium so that they feel as if they are communicating and interacting face-to-face. The whiteboard efficiently pulls all the collaboration technologies together. The goal of this collaborative system is to provide a convenient environment for participants to interact with each other and support collaborative applications such as instant messaging, distance learning and conferencing.     

面向沉浸式流场可视化的多视图数据管理方法

由于沉浸式环境下的三维交互方式对二维界面操作不够友好,使得依赖于二维列表界面的流场数据管理任务变得复杂且低效。为了实现沉浸式虚拟环境下对流场数据高效的组织和管理,增强用户对流场空间信息的理解,提出一种基于多视图结合交互的沉浸式流场可视化数据块管理方法。该方法构建了一个三维小视图用于提供场景概览,并通过“主视图交互+小视图辅助“”小视图交互+主视图反馈”等多种多视图组合交互方式完成对多块流场数据的管理交互操作。最后构建了一个基于手势的沉浸式流场可视化系统,定义多项交互任务,从学习时长、完成时间和用户反馈几个方面对比了多视图方法和传统交互方法差异。实验结果表明,相比于传统交互方法,多视图方法可以显著提高数据管理任务的效率。     

Measuring flow experience in an immersive virtual environment for collaborative learning

In contexts other than immersive virtual environments, theoretical and empirical work has identified flow experience as a major factor in learning and human–computer interaction. Flow is defined as a ‘holistic sensation that people feel when they act with total involvement’. We applied the concept of flow to modeling the experience of collaborative learning in an immersive virtual environment. The aims were, first, to psychometrically evaluate a measurement model of flow and, second, to test a structural model of flow. Pairs of small teams engaged in collaborative problem‐solving tasks while communicating by way of an immersive virtual environment. Flow was measured after each session, using Guo and Poole's inventory for measuring flow in human–computer interaction. In relation to the first aim, partial‐least‐squares analysis demonstrated strong evidence for the measurement model. In relation to the second aim, the structural model was supported: the effect of learning‐task characteristics on flow experience was mediated by its precursors, with extraneous variables held constant. It is reasoned that the experiment and resultant analysis of this work contributes to the development of measurement models and structural models of flow in immersive virtual environments.     

A fuzzy controller with supervised learning assisted reinforcement learning algorithm for obstacle avoidance

Fuzzy logic systems are promising for efficient obstacle avoidance. However, it is difficult to maintain the correctness, consistency, and completeness of a fuzzy rule base constructed and tuned by a human expert. A reinforcement learning method is capable of learning the fuzzy rules automatically. However, it incurs a heavy learning phase and may result in an insufficiently learned rule base due to the curse of dimensionality. In this paper, we propose a neural fuzzy system with mixed coarse learning and fine learning phases. In the first phase, a supervised learning method is used to determine the membership functions for input and output variables simultaneously. After sufficient training, fine learning is applied which employs reinforcement learning algorithm to fine-tune the membership functions for output variables. For sufficient learning, a new learning method using a modification of Sutton and Barto's model is proposed to strengthen the exploration. Through this two-step tuning approach, the mobile robot is able to perform collision-free navigation. To deal with the difficulty of acquiring a large amount of training data with high consistency for supervised learning, we develop a virtual environment (VE) simulator, which is able to provide desktop virtual environment (DVE) and immersive virtual environment (IVE) visualization. Through operating a mobile robot in the virtual environment (DVE/IVE) by a skilled human operator, training data are readily obtained and used to train the neural fuzzy system.     

Evaluating Presence for Customer Experience in a Virtual Environment: Using a Nuclear Power Plant as an Example

In contrast to experiences offered by traditional media, this study used a three‐dimensional virtual environment to evaluate customer experiences. The aims of this study were twofold: first, to investigate whether virtual interaction can impress customers in a visual or auditory sense and thereby further induce “presence”; and second, to understand how to provide a better sense of presence by using virtual interactions. This study used a nuclear power plant control room to construct virtual customer experience patterns. The results of the questionnaire showed no statistical significance, except for one question: “How responsive was the environment to actions that you initiated (or performed)?” During the experience, interactively receiving information in the active model offered a more significant sense of presence. For the physiological measurement, we used the multiscale entropy of complexity to analyze the heart rate. The complexity index for the active model proved significantly larger than for the passive, indicating better adaptability to the active model.     

How the physical appearance of companions affects females with high or low social physique anxiety: a virtual reality exercise study

Virtual Reality - Technologies such as virtual reality (VR), an immersive computer-based environment that induces a feeling of mental and physical presence, are becoming increasingly popular for...     

Coupling of interactive manufacturing operations simulation and immersive virtual reality

This paper presents a novel general-purpose simulation analysis application that combines concurrent operations simulation with the advanced data interrogation and user interaction capabilities of immersive virtual reality systems. The application allows for interactive modification of the simulation parameters, while providing the users with the available simulation information by effectively placing the operator in the midst of the environment being simulated. The major contribution of this research is the total integration of the immersive virtual reality environment with the simulation, allowing users in the environment to interactively change the inputs to the simulation as it is running. Implementation and functionality details of the developed application are presented. The experience of using the application to analyze a manufacturing operation in a collaborative scenario is also discussed.     

DVE中的空间一致性及坐标转换

在分布式交互仿真系统中,空间一致的分布虚拟环境(DVE)是得到正确仿真结果的基础。该文给出了DVE中常用的坐标系统,地心坐标系、测地坐标系、拓扑坐标系、实体坐标系和欧拉角定义,并推导了它们之间的转换公式。将这些公式应用在“多武器平台综合仿真示范系统”的分布式虚拟环境中,解决了其中的空间一致性问题。系统运行结果证明了这些公式的正确性。     

AWE: an animated work environment for working with physical and digital tools and artifacts

We discuss the design, development, and testing of animated work environment (AWE), a novel, programmable, AWE supporting everyday human activities at work, at home, or at school in an increasingly digital society. A physical example of the emerging genre of "architectural robotics," AWE features a programmable, reconfigurable “wall,” three horizontal, mobile work-surfaces, and embedded information technologies. AWE is the result of an iterative design process involving surveys, task analyses, virtual and physical prototyping, and usability testing accomplished by a transdisciplinary team of engineers, architects, sociologists, and human factors psychologists. Usability testing has demonstrated AWE’s potential to enhance working life: AWE adapts to variations in complex activities involving users working in one physical place with physical and digital tools and artifacts.     

The development of VAG—a 3D virtual agribusiness environment and strategy game

VAG—a prototype animated, interactive, three-dimensional virtual environment model of a supply chain in the agribusiness sector has been developed as a CD-based game of strategy. Users (players) have to both create their supply chain by choosing the components that make it up, and then play the game in the role of the Manager of one of the components in it: the goal being to maximise the success of that component. Evaluation of the player’s business acumen and the ‘health’ of the particular component in the supply chain are calculated based on the information use and decision making that transpires. Animation and activated 3D graphics of decision making are trialled as a way of providing an immersive learning experience (the “Know How” rather than simply the “Know What”). This paper introduces VAG Version 1—the concept, the issues and the workarounds required to create this first version as a demonstration tool to enhance agribusiness education and research. A small sample qualitative evaluation of the demonstration model is included to provide some feedback to the future design and development of the concept. The future developmental opportunity for extending VAG into a massive multiplayer online game in true virtual reality is also briefly discussed as a way of extending “E” learning scenarios.     

The virtual playground: an educational virtual reality environment for evaluating interactivity and conceptual learning

The research presented in this paper aims at investigating user interaction in immersive virtual learning environments, focusing on the role and the effect of interactivity on conceptual learning. The goal has been to examine if the learning of young users improves through interacting in (i.e. exploring, reacting to, and acting upon) an immersive virtual environment (VE) compared to non-interactive or non-immersive environments. Empirical work was carried out with more than 55 primary school students between the ages of 8 and 12, in different between-group experiments: an exploratory study, a pilot study, and a large-scale experiment. The latter was conducted in a virtual environment designed to simulate a playground. In this “Virtual Playground,” each participant was asked to complete a set of tasks designed to address arithmetical “fractions” problems. Three different conditions, two experimental virtual reality (VR) conditions and a non-VR condition, that varied the levels of activity and interactivity, were designed to evaluate how children accomplish the various tasks. Pre-tests, post-tests, interviews, video, audio, and log files were collected for each participant, and analysed both quantitatively and qualitatively. This paper presents a selection of case studies extracted from the qualitative analysis, which illustrate the variety of approaches taken by children in the VEs in response to visual cues and system feedback. Results suggest that the fully interactive VE aided children in problem solving but did not provide a strong evidence of conceptual change as expected; rather, it was the passive VR environment, where activity was guided by a virtual robot, that seemed to support student reflection and recall, leading to indications of conceptual change.     

The pleasure of being (there?): an explorative study into the effects of presence and identification on the enjoyment of an interactive theatrical performance using omnidirectional video

This study explores how participants in an immersive theatrical performance perceive their role in the virtual environment (VE) and the effects of this perception on how they experience the performance as a whole. Using a quasi-experimental 2 × 2 design, narrative and task-based search was manipulated to explore the effects on spatial presence, social presence, identification and enjoyment. Results show that the effect of spatial presence on enjoyment of the performance is entirely mediated by identification with the role of the self in the VE. This could have interesting consequences for the experience of more narrative VE’s and suggests that the role of identification is something to explore further in future presence research.     

Synchronous learning best practices: An action research study

Low cost and significant advances in technology now allow instructors to create their own virtual learning environments. Creating social interactions within a virtual space that emulates the physical classroom remains challenging. While students are familiar with virtual worlds and video meetings, they are inexperienced as virtual learners. Over a nine year period we applied iterative cycles of action research through numerous large classes to systematically uncover attributes of success when executing synchronous learning in distributed environments. Findings show technology is not the source of problems; rather, difficulties emerge from human behaviors and their interactions with system features. We conclude with practical takeaway guidelines for video conferencing and immersive virtual environments and a model of nexus of control that elaborates software and classroom management attributes that can lead to successful execution.     

Can a More Neutral Position of the Forearm When Operating a Computer Mouse Reduce the Pain Level for Visual Display Unit Operators? A Prospective Epidemiological Intervention Study: Part II

In virtual reality (VR) applications the user's subjective experiences and responses to the same VR technology, like the presence experience, can differ enormously between people. Such interindividual differences are not well examined yet. The aim of the present study was to examine the relationship between personality variables and presence in VR. Thirty female participants completed different personality questionnaires before they were exposed to an interactive and immersive virtual environment. Afterward, they completed various presence questionnaires to determine whether correlations between personality and presence depend on the used presence measure, or if different presence questionnaires reveal comparable results. Significant positive correlations were found among the different presence questionnaires. Nevertheless, personality variables like impulsive tendencies, empathy, locus of control, or the Big Five personality traits showed heterogeneous correlations with presence, depending on the presence questionnaire used. Absorption seemed to be the best predictor for the feeling of presence in VR and showed the strongest relationship with presence, independent of the used presence measure. Mental imagination, perspective taking, and immersive tendencies showed significant correlations with presence too, which were comparable between different presence measures. Hence, to find valid and meaningful relationships between personality variables and presence in VR it is beneficial to use different measures to assess presence.