Differences in Distance Estimations in Real and Virtual 3D Environments

This chapter aimed to reveal how the analysis, design, and development processes should be carried out while history teaching environments are being developed in 3D virtual environments and to set a concrete definition of teaching process in 3D virtual environments. In the history teaching session, the participants were represented in the 3D virtual environment developed in OpenSim simultaneously with their own avatars. They role-played the historical characters and actively participated in the events of that period by using historical reenactment technique in historical spaces. Additionally, this chapter describes the development process of a 3D virtual teaching environment from the design of the teaching process to the implementation. The procedures performed during the preparation of the 3D virtual teaching environment are presented with a flowchart. It is expected that this flowchart, suggested as a 3D virtual instructional design model, will guide researchers through the process of developing teaching implementations in 3D virtual environments in future studies.

To understand the nature of hemispatial attention allocation in virtual reality (VR), a line bisection task (LBT) was administered both in a real environment and a virtual environment to assess the rate of pseudoneglect. The mental construction of real and virtual environments was assumed to increase visuospatial activity in right hemisphere-related cognitive processes; an alteration in the activity that manifests in the direction and rate of line bisection lateral error. In the present study, fifty-one right-handed healthy college students were recruited. They performed a line bisection task in real and virtual environments. The obtained data showed that LBT errors in real and VR environments were correlated and individually consistent. Furthermore, a leftward LBT error was found in the physically real environment, however, in a VR the line bisection bias drifted towards the right hemispace. Participants with a lower right-handedness score showed a lower rate of left LBT bias in a real environment, but in VR, their LBT error showed a stronger rightwards error. Participants showed an individually consistent pattern in both real and VR environments, but VR-induced visuospatial reality construction was associated with rightward LBT bias in a virtual environment.

In this paper, an immersive virtual roller coaster is introduced. A three Degree-Of-Freedom (3DOF) computer controlled simulator with special effects is designed, implemented, and tested. The simulator platform moves in response to control signals generated by a three-dimensional (3D) virtual gaming environment. In order to add more reality to the gaming environment, external effects, that represent a fourth dimension to virtual environment, are added to the simulator environment such as smell, sound, light, and sense of temperature (heat or cold) that are synchronized with the events happening in the 3D virtual gaming environment. The controlled simulator is developed for entertainment purposes and to suit all ages. The proposed system was tested and verified in the sense that the platform interacts with all events occur in the 3D virtual environment and external effects. The proposed 4D entertainment machine can be used in amusement parks and family entertainment centers and malls.

Two fundamental purposes of human spatial perception, in either a real or virtual 3D environment, are to determine where objects are located in the environment and to distinguish one object from another. Although various sensory inputs, such as haptic and auditory inputs, can provide this spatial information, vision usually provides the most accurate, salient, and useful information (Welch and Warren, 1986). Moreover, of the visual cues available to humans, stereopsis provides an enhanced perception of depth and of three-dimensionality for a visual scene (Yeh and Silverstein, 1992). (Stereopsis or stereoscopic vision results from the fusion of the two slightly different views of the external world that our laterally displaced eyes receive (Schor, 1987; Tyler, 1983).) In fact, users often prefer using 3D stereoscopic displays (Spain and Holzhausen, 1991) and find that such displays provide more fun and excitement than do simpler monoscopic displays (Wichanski, 1991). Thus, in creating 3D virtual environments or 3D simulated displays, much attention recently has been devoted to visual 3D stereoscopic displays. Yet, given the costs and technical requirements of such displays, we should consider several issues. First, we should consider in what conditions and situations these stereoscopic displays enhance perception and performance. Second, we should consider how binocular geometry and various spatial factors can affect human stereoscopic vision and, thus, constrain the design and use of stereoscopic displays. Finally, we should consider the modeling geometry of the software, the display geometry of the hardware, and some technological limitations that constrain the design and use of stereoscopic displays by humans. In the following section we consider when 3D stereoscopic displays are useful and why they are useful in some conditions but not others. In the section after that we review some basic concepts about human stereopsis and fusion that are of interest to those who design or use 3D stereoscopic displays. Also in that section we point out some spatial factors that limit stereopsis and fusion in human vision as well as some potential problems that should be considered in designing and using 3D stereoscopic displays. Following that we discuss some software and hardware issues, such as modelling geometry and display geometry as well as geometric distortions and other artifacts that can affect human perception.

Virtual reality (VR) enables the study of visually-guided behavior in situations that are otherwise not amenable to laboratory research. An example is a fire evacuation scenario, in which building occupants have to find their way to safety through smoke and flames, identify safe egress routes, and avoid threats. First, however, it must be determined whether evacuation behavior in VR is comparable to that in a real environment. We are thus initially studying participant responses to a fire alarm in matched virtual and real environments. The present experiment investigates how the decision to evacuate is influenced by visual cues about a neighbor’s behavior. In the Control group, a lone participant is exposed to a fire alarm while performing a bogus task. In the Passive group, a participant performs the same task with a confederate who ignores the fire alarm. In the Active group, the confederate immediately leaves the room when the fire alarm sounds. The gender of the participant is crossed with the gender of the confederate. 75 participants experience the scenario in a real environment (25 per group), and 75 others in a matched virtual environment presented in a wireless head mounted display (HMD), with avatars of the confederates. In the real environment, two-thirds of participants in the Control group evacuated the room. In the Active group, nearly all did so, whereas in the Passive group all but one did. More female than male participants evacuated in the Control group, but there were no other gender effects. Data collection in the virtual environment is in progress, and will be completed by spring. The findings thus far demonstrate a very strong influence of neighbor behavior on a participant’s evacuation decision. The results will provide answers to the much-debated question of whether evacuation behavior is similar in virtual and real environments. Meeting abstract presented at VSS 2015

The purpose of this case study was to determine if learning occurred within a 3D virtual learning environment by determining if elements of collaboration and Nonaka and Takeuchi's (1995) knowledge spiral were present. A key portion of this research was the creation of a Virtual Learning Environment. This 3D VLE utilized the Torque Game Engine provided by Garage Games and a content pack created by BraveTree Productions, LLC. By creating this 3D didactic constructivist virtual environment, conversations were observed for collaborative and knowledge creation elements. Data for this mixed-design case study were gathered through three sources: the 3D virtual environment; a survey created by the researchers; and follow-up interviews. Findings revealed that the five forms of collaboration (Elementary Clarification, In-Depth Clarification, Inference, Judgment, and Application) amplified the knowledge creation process and indeed occurred within the virtual learning environment. It was also determined that all four modes for knowledge creation (socialization, externalization, combination, and internalization) were observed as well.

It is expected that See-Through Head-Mounted Display (STHMD), which superimposes the virtual environment generated by computer graphics (CG) on the real world, can vividly execute various simulations and designs by using both of the real and virtual environment around us. In STHMDs, information given as a virtual environment has to exactly match with the real environment, because both environments are visible. This is one of the problems to be solved for practical use. Particularly for matching of locations and size between real and virtual objects, disaccordance is likely to occur between the world coordinate of the real environment where the user of STHMD actually exists and that of the virtual environment described as parameters of CG, which directly causes displacement of locations where virtual objects are superimposed. This must be calibrated so that the virtual environment is superimposed properly. Among causes of such errors, we focused both on systematic errors of visual parameters caused in manufacturing process and differences between actual and supposed location of user's eye on STHMD when in use. The former is required to be calibrated only once after the fabrication of STHMDs, whereas the latter has to be calibrated every time users start using STHMDs. We have proposed calibration methods which are suitable to properties of these causes of errors. In the method, the direct fitting of the virtual cursor drawn in the virtual environment onto targets in the real environment is performed. Then, based on the result of fitting, the least square method identifies values of the visual parameters which minimize differences between locations of virtual cursor in the virutal environment and targets in the real environment. Application of the method to the STHMD which we have made is also repored. The differences between the virtal cursor and targets in the real environment due to systematic errors caused in the manufacturing process were reduced to about 1 [mm] per target, which was less than one-thirtieth of that before the calibration. The differences between the virtual cursor and targets in the real environment due to the location of user's eyes were also reduced about 2 [mm] per target, which was a half of that before the calibration. This result was well enough to prove the effectiveness of the calibration methods.

Abstract. People always need the help of maps when traveling or finding a restaurant. Maps carry geospatial information of a place with roads, landmarks, coordinate systems and so on. When people are reading maps, the first thing our brains do is to fit the map to the realistic environment, trying to integrate the 2-D maps into the 3-D world. In other words, we are managing to align the two different coordinate systems which the map and external realistic environment provide. However, when the direction of the map is not perfectly aligned with the external realistic environment, a person may need more time and effort to do the alignment. And if the map is near upside down, this task could become a challenge and possibly cause a person making a wrong judgment. This situation is called the alignment effect. Alignment effect is the extra time and effort required to rotate the mental representation of physical maps. When someone is doing map aligning, the ability of rotation is needed, either rotating the actual map or rotating the space in the mind. Mental rotation is one of the fundamental factors that could determine a person’s map aligning ability. Previous studies have highlighted the significance of mental rotation ability in map aligning and also confirmed the relationship between mental rotation ability and alignment effect. Measuring mental rotation ability could understand how and where people see on a map. Its significance is not just about designing a map, but also how people process geospatial information on a map. Therefore, the research question of the study is how we quantify people’s ability of mental rotation.Eye tracking approach helps understand how people see or read things, and provide insights into people’s ways of reasoning and problem solving. We randomly choose the 12 college students (undergraduate and graduate) as participants in this study, all in the age of 18–30, and studied in the same university. The sex ratio is balanced; among the 12 participants, there were 6 males and 6 females. All the participants were required to fill the questionnaires and experiment consents before the eye tracking experiment. Then, we are attempted to profile the geospatial reasoning process by measuring and recording participants’ gaze positions and eye movements. The eye-tracking experiment for each participant includes 6 tasks, including different degrees of rotation and quantities of key map elements with high degree of rotation. Each of the tasks contains two stimuli, the first stimuli would instruct the participants to find their own location and the destination, and the second stimuli would examine their abilities of map aligning. When doing map aligning, they would see a map and a street view from their location. The participants are required to decide which direction is the destination from his/her position. This stimulus remains 15 seconds. Then, a participant is requested to give his/her answer in 8 directions and cannot be able to look at the map and the street view. The participant will score one point if his/her answer is correct. Finally, we summarize the scores of these tasks for representing the his/her performance of mental rotation ability.Our preliminary results showed participants with good mental rotation ability share similar patterns, implying that common rules of geospatial reasoning can be identified. Meanwhile, participants with poor mental rotation ability spent more time to search map information in difficult tasks. Therefore, we conclude that landmarks could be better clues than street names for map alignment and building a sense of direction, which implies that better map design (e.g. more landmarks) may be the key for improving map reading. In sum, we measured people’s map aligning performances and identify common rules of geospatial reasoning. This study lightens up the importance and value of eye-tracking approach in cartographic studies, and also brings a new perspective to understand the process of geospatial reasoning.

The performance levels of human subjects in size identification and size discrimination experiments in both real and virtual environments are presented. The virtual environments are displayed with a PHANToM desktop three degree-of-freedom haptic interface. Results indicate that performance of the size identification and size discrimination tasks in the virtual environment is comparable to that in the real environment, implying that the haptic device does a good job of simulating reality for these tasks. Additionally, performance in the virtual environment was measured at below maximum machine performance levels for two machine parameters. The tabulated scores for the perception tasks in a sub-optimal virtual environment were found to be comparable to that in the real environment, supporting previous claims that haptic interface hardware may be able to convey, for these perceptual tasks, sufficient perceptual information to the user with relatively low levels of machine quality in terms of the following parameters: maximum endpoint force and maximum virtual surface stiffness. Results are comparable to those found for similar experiments conducted with other haptic interface hardware, further supporting this claim. Finally, it was found that varying maximum output force and virtual surface stiffness simultaneously does not have a compounding effect that significantly affects performance for size discrimination tasks.

As educational systems emphasize and experiment with forms of online and remote learning, it is increasingly important to investigate the cultural competence of instructional designers. This chapter addresses the experiences of instructional designers in a 3D virtual learning environment designed for development of cultural competence. Design-based research (DBR) and user experience (UX) methodologies were employed to explore experience of six instructional designers in 3D virtual environment. A taxonomy of experience (ToE) established by Coxon guided qualitative data collection and analysis. Through examples and data, the chapter emphasizes the necessity for instructional designers to keep in mind the challenge of cultural diversity in the backgrounds of students and their own, and bring guidelines and principles into culturally sensitive and responsive instructional design processes. The authors recommend four future research directions, including cross-cultural instructional designer competencies along with research into cultural personas, avatars, and guest-host relations.

This paper presents an interactive computational system for developing architectural compositions within a 3D real-time virtual environment. The features of implemented system within the interface of Activeworlds platform includes (a) providing a set of 3D building objects that are made available within the virtual environment and can be utilized by the user to construct architectural compositions; (b) allowing users to modify both geometrical and non-geometrical properties of these objects; and (c) maintaining interrelationships between these objects using constrain-based rules automated by the developed system in real-time. The developed IAMVE (Interactive Architectural Modeling in Virtual Environments) system provides more flexibility to architectural designers and develops an edge to multi-user real time 3D virtual environments to be better utilized in the context of architectural design

A review of the evidence on active and passive learning in virtual environments (VEs) suggests that both conditions have shown superiority under some conditions of learning and testing, but there is no consistent outcome pattern. Measures of transfer between virtual and real environments have also revealed a variety of outcomes. Following either active or passive learning in a VE, experiment 1 assessed measures of orientation and distance estimation in that VE and in a real-world equivalent environment. On measures of direct and relative distance, more accurate estimates were found for active than passive VE explorers. A suggestion was also noted for the orientation estimates to benefit from real-world rather than VE testing. With an improvement to the procedure, experiment 2 found similar real versus virtual orientation judgements, suggesting that an opportunity for active learning during the test procedure probably influenced orientation measures in experiment 1. We conclude that the effects of interactivity are unreliable and vary with the measures used, and that testing in virtual and real environments leads to similar outcomes.

Online systems, especially 3D virtual environments, hold great potential to enrich and expand learning opportunities for those who are challenged by traditional modes of instruction and interaction. In the process of developing a 3D Virtual Learning Environment to support the development and practice of social competence for individuals with Autism Spectrum Disorders, the iSocial project explored and advanced ideas for social orthotics in virtual environments. By social orthotics the authors mean structures in the environment that overcome barriers to facilitate social interaction and social learning. The vision of social orthotics in a 3D world is to be both assistive and adaptive for appropriate social behavior when the student, peers and guide are represented by avatars in a 3D virtual world designed to support learning and development. This chapter describes the formulation of social orthotics for avatar orientation and conversational turn-taking and describes experiences and lessons from early tests of prototype orthotics.

Nowadays the process of workstation design tends to include assessment steps in a virtual environment (VE) to evaluate the ergonomic features. These approaches are cost-effective and convenient since working directly on the digital mock-up in a VE is preferable to constructing a real physical mock-up in a real environment (RE). This study aimed at understanding the ability of a VR-based assembly tasks simulator to evaluate physical risk factors in ergonomics. Sixteen subjects performed simplified assembly tasks in RE and VE. Motion of the upper body and five muscle electromyographic activities were recorded to compute normalized and averaged objective indicators of discomfort, that is, rapid upper limb assessment score, averaged muscle activations, and total task time. Rated perceived exertion (RPE) and a questionnaire were used as subjective indicators of discomfort. The timing regime and complexity of the assembly tasks were investigated as within-subject factors. The results revealed significant differences between measured indicators in RE and VE. While objective measures indicated lower activity and exposure in VE, the subjects experienced more discomfort than in RE. Fairly good correlation levels were found between RE and VE for six of the objective indicators. This study clearly demonstrates that ergonomic studies of assembly tasks using VR are still challenging. Indeed, objective and subjective measurements of discomfort that are usually used in ergonomics to minimize the risks of work-related musculoskeletal disorders development exhibit opposite trends in RE and VE. Nevertheless, the high level of correlation found during this study indicates that the VR-based simulator can be used for such assessments.

Although the focus of Virtual Reality (VR) lies predominantly on the visual world, acoustic components enhance the functionality of a 3D environment. To study the interaction between visual and auditory modalities in a 3D environment, we investigated the effect of auditory cues on visual searches in 3D virtual environments with both visual and auditory noise. In an experiment, we asked participants to detect visual targets in a 360° video in conditions with and without environmental noise. Auditory cues indicating the target location were either absent or one of simple stereo or binaural audio, both of which assisted sound localization. To investigate the efficacy of these cues in distracting environments, we measured participant performance using a VR headset with an eye tracker. We found that the binaural cue outperformed both stereo and no auditory cues in terms of target detection irrespective of the environmental noise. We used two eye movement measures and two physiological measures to evaluate task dynamics and mental effort. We found that the absence of a cue increased target search duration and target search path, measured as time to fixation and gaze trajectory lengths, respectively. Our physiological measures of blink rate and pupil size showed no difference between the different stadium and cue conditions. Overall, our study provides evidence for the utility of binaural audio in a realistic, noisy and virtual environment for performing a target detection task, which is a crucial part of everyday behaviour—finding someone in a crowd.