How does presentation method and measurement protocol affect distance estimation in real and virtual environments?

Egocentric distance perception in large screen immersive displays

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

Several experiments have provided evidence that ego-centric distances are perceived as compressed in immersive virtual environments relative to the real world. The principal factors responsible for this phenomenon have remained largely unknown. However, recent experiments suggest that when the virtual environment (VE) is an exact replica of a user's real physical surroundings, the person's distance perception improves. Furthermore, it has been shown that when users start their virtual reality (VR) experience in such a virtual replica and then gradually transition to a different VE, their sense of presence in the actual virtual world increases significantly. In this case the virtual replica serves as a transitional environment between the real and virtual world.In this paper we examine whether a person's distance estimation skills can be transferred from a transitional environment to a different VE. We have conducted blind walking experiments to analyze if starting the VR experience in a transitional environment can improve a person's ability to estimate distances in an immersive VR system. We found that users significantly improve their distance estimation skills when they enter the virtual world via a transitional environment.

For humans to effectively interact with their environment, it is important for the visual system to determine the absolute size and distance of objects. Previous experiments performed in full-cue, real-world environments have demonstrated that blind walking to targets serves as an accurate indication of distance perception, up to about 25 m. In contrast, the same task performed in virtual environments (VEs) using head-mounted displays shows significant underestimation in walking. To date, blind walking is the only visually directed action task that has been used to evaluate distance perception in VEs beyond reaching distances. The possible influence of the response measure itself on absolute distance perception in virtual environments is currently an open question. Blind walking involves locomotion and the egocentric updating of the environment with one's own movement. We compared this measure to blind throwing, a task that involves the initiation of a movement directed by vision, but no further interaction within the environment. Both throwing and walking were compressed in the VE but accurate in the real world. We suggest that distance compression found in VEs may be a result of a general perceptual origin rather than specific to the response measure.

The perception of distances is crucial in both the real world and virtual environments. However, distances can be incorrectly estimated in the latter one, and they can be affected by technological and human factors. We created a virtual environment to take a step toward understanding this phenomenon. We assessed the egocentric distance estimation skills of 239 university students at 10 various distances between 25 cm and 160 cm at 15 cm intervals. A desktop display was used by 157 students, while the Gear VR display was used by 72 students. The effects of the following factors were analyzed: gender, height, dominant arm, previous VR experience, gaming hours per week, whether the participants wore glasses, their field of study, and display device. Logistic regression analysis was performed to assess their influences on the probabilities of accurate distance estimates, while linear regression analysis was conducted to examine their effects on estimation times. The results show that except for the factors of whether the participants wore glasses and their field of study, the probabilities of accurate distance estimates can be affected along with estimation times themselves.

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.

3D multi-user virtual environments (MUVE) bring new opportunities to foreign language teaching and learning as a platform for teaching practices. Due to immersive and interactive nature of 3D MUVE, these tools have gained popularity in the field of foreign language learning and teaching. The power of virtual learning environments lies in creating immersive 3-D spaces that give users a sense of learning by doing. Moreover, the environment is interactive and is much the same as real world interaction. MUVE provides strong support for synchronous collaborations, interactions, and immersive environments for experiential and constructivist learning settings. Some key features of the virtual worlds comprise the ability to construct 3D environments that simulate real world situations, as well as the ability to have a virtual identity to create a cross-cultural self and the ability to have participants from around the world acting virtually in designated roles that convey new types of learning within this environment.

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.

The current study concerns the identification of possible differences in perception between the virtual and the real world in terms of the effect on brain activity. For this reason, an EEG device was used to capture participants' brain activity in different brain areas during their exposure to different virtual and real environments. The environments considered in this study portray a classroom environment with a scenario suitable for teacher training and professional development. The first aim of the experiment is to investigate if exposure to a virtual environment can affect motor, cognitive or other function of the users, and the second aim is to test if the graphics content and nature of such an environment can influence the user experience. During the study, the optimum duration of exposure in a virtual environment was also assessed by measuring the time that the brain needs to perceive and adapt to the new state. Our results, consisting of EEG data analyzed in 10 Regions of Interest (ROIs) and responses from an Igroup Presence questionnaire, indicated a significant difference in each brain area, especially in the frontal and occipital region, when a participant was exposed to a non-realistic virtual environment, compared to a realistic one, highlighting the impact of the selected virtual environment design. The results of the experiment can play an important role in defining the characteristics of optimal virtual environments for virtual reality-based training applications.

Do World of Warcraft (MMORPG) players experience less loneliness and social anxiety in online world (virtual environment) than in real world (offline)?

Virtual Research Environments (VRE) have been researched in detail in the past years. However, the connection to and between real resources has not been focused on in detail. Connecting real and virtual worlds has been a major research topic though in the field of logistics. The Internet of Things has become a synonym for combining both worlds in logistics and beyond. It seems a straight forward approach to relate both fields of research and find synergies for a distributed logistic research lab environment. In a case scenario of the LogDynamics Lab at the University of Bremen the technical requirements of distributed logistic research communities and infrastructures that combine both, virtual and real world, are investigated.

In an initial study, we characterized the properties of human reach motion in the presence or absence of visuo-haptic feedback in real and Immersive Virtual Environments (IVEs) or virtual reality within a participant’s maximum arm reach. Our goal is to understand how physical reaching actions to the perceived location of targets in the presence or absence of visuo-haptic feedback are different between real and virtual viewing conditions. Typically, participants reach to the perceived location of objects in the three-dimensional (3D) environment to perform selection and manipulation actions during 3D interaction in applications such as virtual assembly or rehabilitation. In these tasks, participants typically have distorted perceptual information in the IVE as compared to the real world, in part due to technological limitations such as minimal visual field of view, resolution, latency, and jitter. In an empirical evaluation, we asked the following questions: (i) how do the perceptual differences between virtual and real world affect our ability to accurately reach to the locations of 3D objects, and (ii) how do the motor responses of participants differ between the presence or absence of visual and haptic feedback? We examined factors such as velocity and distance of physical reaching behavior between the real world and IVE, both in the presence or absence of visuo-haptic information. The results suggest that physical reach responses vary systematically between real and virtual environments, especially in situations involving the presence or absence of visuo-haptic feedback. The implications of our study provide a methodological framework for the analysis of reaching motions for selection and manipulation with novel 3D interaction metaphors and to successfully characterize visuo-haptic versus non-visuo-haptic physical reaches in virtual and real-world situations.

This paper deals with the design of a 3D synthetic environment in which human operator can perform assembly operation in the same way as in real world (RW). The objective is to evaluate the product assemblability and refine the product design before launching its manufacture. The long term objective is to evaluate the product assembly/disassembly time, hence its cost at the design stage in order to support production planning and to determine the financial commitment associated with the product maintenance before its manufacture. To validate the virtual environment (VE) so that quantitative and qualitative information, such as relating to assembly planning activity can be derived from the interaction of the operator with virtual world, we suggest a validation technique based on the evaluation of the operator performance in terms of the generated assembly sequences in real and virtual environments.

Computerized 3D modelled spaces are thought to be reliable imitations of Real Environments (REs). Depth perception in displayed Virtual 3D Environments (VEs) is a controversial issue. The present work compared both egocentric and allocentric distances in a RE and a VE. Results showed more errors in the VE (underestimations) than in the RE (overestimations), and a gender effect in the different environments mediated by Mental Rotation ability. Findings suggested that spatial and perceptual processing underlying artificial 3D modelled space may not be similar to cognitive spatial processes in REs.

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