Examining the Design Process for 3D Interactions in Performing Arts: A Spatial Augmented Reality Cyber-Opera Case Study.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

“Awe” is a category of emotion within the spectrum of self-transcendent experiences. Awe has wellness benefits, with feelings of social interconnectivity and increased life satisfaction. However, awe experiences remain rare in our everyday lives, and rarer in lab environments. We posit that Virtual Reality (VR) may help to make self-transcendent and potentially transformative experiences of awe more accessible to individuals. Here, we investigated how interactive VR as a positive technology may elicit awe, and how features of aesthetic beauty/scale, familiarity, and personalization (self-selection of travel destinations) may induce awe. In this mixed-methods study, participants used an interactive VR system to explore Earth from ground and orbit. We collected: introspective interviews and self-report questionnaires with participants’ experience of awe; information on personality traits and gender; and we recorded physiological goose bumps on the skin (using an arm-mounted goose bump camera instrument), which is a documented marker of an awe experience. Results showed that on a scale of 0–100 for self-reported awe, four different interactive VR environments yielded an average awe rating of 79.7, indicating that interactive VR can indeed induce awe. 43.8% of participants experienced goose bumps: awe ratings positively correlated with the occurrence of goose bumps with those who experienced goose bumps having showed significantly higher ratings of awe than those who did not. Most (64%) of the goose bumps occurred when participants self-selected their VR environment. Participant statements from the interviews were characteristic of an awe-inspiring experience, revealed themes of social connection, and usability problems with the VR interface. Personality traits yielded no clear correlation to awe ratings, and females appear to experience more goose bumps than males. In summary: (1) Interactive VR can elicit awe, especially within familiar, self-selected environments; (2) Physiological goose bumps can be recorded to provide reliable, non-intrusive indications of awe; (3) Care must be taken to design interaction interfaces that do not impede awe; and (4) While personality traits are not correlated to awe ratings, goose bumps were experienced more frequently among females. We aim to conduct future studies using custom VR environments, interfaces, and additional physiological measures to provide further insight into awe.

This is the dataset for the doctoral thesis A Novel Neural Network Architecture with Applications to 3D Animation and Interaction in Virtual Reality by Javier de la Dehesa Cueto-Felgueroso. See the original document for details. The dataset is structured in three parts. The files `gfnn_code.zip` and `gfnn_data.zip` contain the code and data for the experiments with grid-functioned neural networks discussed in chapter 3 of the thesis. The files `quadruped_code.zip` and `quadruped_data.zip` contain the code and data for the quadruped locomotion experiments and user study discussed in chapter 4. The files `framework_code.zip` and `framework_data.zip` contain the code and data for the human-character interaction framework experiments and user studies discussed in chapter 5. Each pair of files should be decompressed in the same directory, but separate from the other parts. Further details and instructions for each of the parts can be found within the corresponding compressed files.

This paper presents the development of a Virtual Reality (VR) indoor navigation system for a university building that incorporates the principles of Inclusion, Diversity, Equity, and Accessibility (IDEA). The system integrates 3D modeling, VR interactions, navigation, and user interface design to create an immersive and accessible experience for students, faculty, and visitors. The system supports detailed indoor modeling, searchbased navigation, and accessibility-focused pathways to facilitate orientation, virtual campus tours, and future virtual events or classes. Key components include 3D environment modeling using Rhino and Blender, VR integration and interaction in Unity, and a map-based navigation and search system with accessibility features for wheelchair users. The project contributes to inclusive digital campus experiences, offering both standard and wheelchair-accessible modes, and demonstrates how VR can improve orientation and accessibility in higher education environments.

Autistic people often face challenges in face-to-face social interactions, especially in unfamiliar or high-stakes situations. Virtual reality has been proposed as a tool to support social connection by offering a more controlled and accessible environment. While previous research has focused on virtual reality-based social skills training, little is known about how autistic people experience social interactions in virtual reality. We interviewed 22 autistic young people (aged 9-22 years, MAge = 14.5) after they engaged in a social interaction with a stranger in immersive virtual reality. Using reflexive thematic analysis, we found that participants generally found virtual reality interactions tolerable, engaging and helpful as a low-pressure first step towards more challenging social situations. Virtual reality was valued for reducing sensory overload, increasing confidence and offering novel social opportunities. However, participants did not view virtual reality as a replacement for in-person interaction, which they saw as essential for building meaningful relationships. These findings highlight the potential of virtual reality to support autistic people by modifying the social environment rather than demanding behavioural change. They also challenge deficit-based assumptions about autistic social motivation, emphasising the importance of aligning technological supports with autistic people's lived experiences and preferences.Lay abstractAutistic young people can find social situations stressful and overwhelming, particularly if meeting strangers in high-stakes settings (e.g. first date, job interview). Virtual reality has been suggested as a tool that might help make these interactions easier. In this study, we asked 22 autistic young people, aged 9-22, to try out a social interaction in virtual reality and then tell us about their experience. We found that most participants enjoyed using virtual reality and felt it made social interactions feel safer and less intimidating. They said virtual reality helped reduce distractions and gave them more control over how they presented themselves. Some even said it made them feel more confident when talking to others. However, young people were clear that virtual reality should not replace real-life interactions. They said that in-person contact is still important for building real connections with others. While virtual reality can be a helpful first step when interacting with new people, especially in situations that feel scary or unfamiliar, it is not a substitute for face-to-face relationships. This research shows that autistic young people value social connection and want tools that support, rather than replace, real-life interaction.

Selection is one of the fundamental user interactions in virtual reality (VR) and 3D user interaction, and raycasting has been one of the most popular object selection techniques in VR. However, the selection of small or distant objects through raycasting has been known to be difficult. To overcome this limitation, this study proposed a new technique called ViewfinderVR for improved selection of distant objects in VR, utilizing a virtual viewfinder panel with a modern adaptation of the through-the-lens metaphor. ViewfinderVR enables faster and more accurate target selection by allowing customization of the interaction space projected onto a virtual panel within reach, and users can select objects reflected on the panel with either ray-based or touch interaction. Experimental results of Fitts' law-based tests with 20 participants showed that ViewfinderVR outperformed traditional raycasting in terms of task performance (movement time, error rate, and throughput) and perceived workload (NASA-TLX ratings), where touch interaction was superior to ray-based interaction. The associated user behavior was also recorded and analyzed to understand the underlying reasons for the improved task performance and reduced workload. The proposed technique can be used in VR applications to enhance the selection of distant objects.

Mixed and Virtual Reality (MVR) devices are now more accessible. However, developing MVR applications is still complex for the majority of developers, because it requires specific expertise. For the past few years, several packaged solutions offered to assist developers who are non-MVR experts. These solutions rarely offer full freedom to create specific interactions adapted to the context. We therefore propose a new MVR tool named MIREDGE (MIxed and virtual REality Development tool for Game Engine). Its interface allows visual programming of MVR interactions. This solution aims at allowing developers to capitalize, re- use, share and associate interaction algorithms. It also takes into account software and hardware compatibility in order to compose new algorithms. The specific architecture of MIREDGE provides opportunities for MVR and non-MVR developers to collaborate to meet a common need: writing efficient MVR interaction algorithms. MIREDGE Editor was evaluated by 31 MVR and non-MVR developers. Results shows that MIREDGE Editor seems effective and efficient particularly for non-MVR developers.

The complex spatial organization and deeply embedded position of the cerebral ventricular system present substantial difficulties for anatomic comprehension, particularly among neurosurgical trainees and residents. These challenges are most pronounced in understanding the supratentorial ventricular system's orientation and its projection to superficial cortical and cranial structures. To investigate how advanced three-dimensional (3D) anatomic reconstructions, using photogrammetry and virtual reality (VR) technologies, may offer an educational tool-providing interactive, high-fidelity visualization that enhances the understanding of the supratentorial ventricular system. Three brain specimens and one head specimen were used. Window craniotomies were performed to expose superficial brain anatomy in relation to cranial landmarks. Each brain was sequentially dissected to expose the anatomy of the lateral and third ventricles. The specimens were photogrammetrically scanned to generate photorealistic 3D models, which were subsequently imported into VR. A segmented ventricular system from an open-access database was fused with a photogrammetric whole brain and a model highlighting craniometric key points to better present the projection of the ventricles to superficial structures. Nine photogrammetric models were created, enabling visualization of the ventricular system in all 3 anatomic planes in relation to superficial cortical and skull landmarks. 3D interaction in VR allowed for better observation of the deep ventricular anatomy sequentially with their corresponding superficial brain structures. In addition, semitransparent renderings of craniometric landmark models, incorporating the segmented ventricle data, allowed for clear identification of their projections over the overlying cortical structures and VR simulation of ventricular entry trajectories. This study integrates traditional dissection techniques with 3D photogrammetry and VR to investigate the cortical projections of the supratentorial ventricular system and its related structures. These photorealistic anatomic models offer a novel, reproducible platform to enhance spatial understanding of the (peri-)ventricular anatomy, with direct implications for neurosurgical training.

3iVClass: a new classification method for Virtual, Augmented and Mixed Realities

The article considers the possibility of using virtual and mixed reality in studying the geometry of the crystal lattice in the framework of the course of solid state physics. The application of mixed and virtual reality technologies in the study of various branches of physics is receiving more and more attention. Virtual reality headsets were used in practical and laboratory classes, where students had to create crystal structures and carry out modeling of various processes. When studying complex spatial objects of crystallography, virtual reality technology allowed students to familiarize themselves with the object of study in more detail, understand the structure of crystals and, accordingly, complete the task in a timely manner. At the same time, the prolonged use of virtual reality headsets led to rapid fatigue of students.

Interactive 3D visualizations of geospatial data are currently available and popular through various applications such as Google EarthTM and others. Several studies have focused on user performance with 3D maps, but static 3D maps were mostly used as stimuli. The main objective of this paper was to identify differences between interactive and static 3D maps. We also explored the role of different tasks and inter-individual differences of map users. In the experimental study, we analyzed effectiveness, efficiency, and subjective preferences, when working with static and interactive 3D maps. The study included 76 participants and used a within-subjects design. Experimental testing was performed using our own testing tool 3DmoveR 2.0, which was based on a user logging method and open web technologies. We demonstrated statistically significant differences between interactive and static 3D maps in effectiveness, efficiency, and subjective preferences. Interactivity influenced the results mainly in ‘spatial understanding’ and ‘combined’ tasks. From the identified differences, we concluded that the results of the user studies with static 3D maps as stimuli could not be transferred to interactive 3D visualizations or virtual reality.

Rapid development in processing power, graphic cards and mobile computers open up a wide domain for Mixed Reality applications. Thereby the Mixed Reality continuum covers the complete spectrum from Virtual Reality using immersive projection technology to Augmented Reality using mobile systems like Smartphones and UMPCs. At the Fraunhofer IGD the Mixed Reality Framework instantreality (www.instantreality. org) has been developed as a single and consistent interface for AR/VR developers. This framework provides a comprehensive set of features to support classic Virtual Reality (VR) as well as mobile Augmented Reality (AR). The goal is to provide a very simple application interface which includes the latest research results in the fields of high-realistic rendering, 3D user interaction and total-immersive display technology. The system design is based on various industry standards to facilitate application development and deployment.

This study examined whether interactive Virtual Reality (VR) provides a more ecologically valid assessment of children’s aggressive social information processing (SIP) and aggressive responses than a standard vignette-based assessment. We developed a virtual classroom where children could meet and play games with virtual peers. Participants were boys (N = 184; ages 7–13) from regular education and special education for children with disruptive behavior problems. They reported on their SIP in four scenarios (i.e., two instrumental gain and two provocation scenarios) presented through both interactive VR and vignettes. Teachers reported on children’s real-life aggressive behavior and reactive and proactive motives for aggression. Results demonstrated that children found the interactive VR assessment more emotionally engaging and immersive than the vignette-based assessment. Moreover, compared to vignettes, the interactive VR assessment evoked higher levels of aggressive SIP and responses in provocation scenarios only. Results supported the enhanced predictive validity of the interactive VR assessment of children’s aggressive SIP and responses, which predicted children’s real-life aggression above and beyond the vignette-based assessment with 2 to 12% additional explained variance. Similar results were found for children’s real-life reactive and proactive motives for aggression, with 3 to 12% additional variance explained by interactive VR above and beyond vignettes. Interactive VR did not, however, evoke larger individual differences (i.e., variances) in children’s aggressive SIP and responses than vignettes. Together, these findings suggest that interactive VR provides a more ecologically valid method to assess children’s aggressive SIP and responses than hypothetical vignettes.

Virtual Reality (VR) applications often require users to perform actions with two hands when performing tasks and interacting with objects in virtual environments. Although bimanual interactions in VR can resemble real-world interactions—thus increasing realism and improving immersion—they can also pose significant accessibility challenges to people with limited mobility, such as for people who have full use of only one hand. An opportunity exists to create accessible techniques that take advantage of users’ abilities, but designers currently lack structured tools to consider alternative approaches. To begin filling this gap, we propose Two-In-One, a design space that facilitates the creation of accessible methods for bimanual interactions in VR from unimanual input. Our design space comprises two dimensions, bimanual interactions and computer assistance, and we provide a detailed examination of issues to consider when creating new unimanual input techniques that map to bimanual interactions in VR. We used our design space to create three interaction techniques that we subsequently implemented for a subset of bimanual interactions and received user feedback through a video elicitation study with 17 people with limited mobility. Our findings explore complex tradeoffs associated with autonomy and agency and highlight the need for additional settings and methods to make VR accessible to people with limited mobility.

The perceptual behavior of consumers on a product displayed in the market has a vital role in analyzing the importance given to that product. Therefore, various strategies have been developed to understand this consumer behavior in the selection of products. Immersive technologies like virtual, augmented, and mixed reality are among them. With the foremost feature of immersion in the virtual world and interaction of users with virtual objects, virtual reality, and augmented reality have unlocked their potential in research and a user-friendly tool for analyzing consumer behavior. In addition to these technologies, mixed reality also has a significant role in investigating consumer behavior. Studies on immersive technologies in food applications are vast, hence this review focuses on the applications of virtual, augmented, and mixed reality in the food selection behavior of consumers. The behavioral studies are elicited to develop new products based on consumer needs, to understand the shopping behavior in supermarkets for real-time usage, and to know the influence of emotions in a selection of products. The findings suggest that virtual, augmented, and mixed reality induce immersion of the users in food selection behavioral studies. Information on the technological advancements in the tools used for bringing immersion and interaction are discussed for its futuristic applications in food. Though immersive technology gives users a realistic virtual environment experience, its application in food systems is in the budding stage. More research on human response studies would contribute to its innovative and inevitable application in the future.