Study on the Quality of Experience Evaluation Metrics for Astronaut Virtual Training System

The development of virtual reality makes it possible to apply the technology in many fields, but the experience of users received limited attention. Quality of experience (QoE) is an evaluation metrics can be used to evaluate applications and services from the perspective of users. By an intensive analysis of the literature about user experience models and QoE related projects, three strategies for QoE evaluation were put forward: emphasizing user needs, emphasizing system characteristics and emphasizing emotional experience. As an example, a set of metrics for the evaluation of astronaut virtual training system (AVTS) are designed under the guidance of the strategies, which consists of five first-level indicators and ten second-level indicators and can be used to quantify the quality of experience of the astronaut virtual training system.

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

Over the last years, with the rapid development of 3D Web technologies, such as Web3D, HTML5 and WebGL, have allowed complex 3D scenes to be rendered interactively, within a web browser. Compared to the traditional virtual training system, the traing system with WebGL, which requires no explicit installation plug-in and is able to achieve cross-platform easily, is getting more and more popular. This foundation has made it possible to build powerful the virtual acupuncture training system. However, designing and implementing a complete virtual training system using WebGL is not straightforward and complex. In this paper, the author presents a virtual acupuncture training system that using WebGL and Three.js 3D Engine. It can be used to learn acupuncture, and also give ordinary people a reference. Our experiment result shows that WebGL and Three.js 3D Engine can easily support the virtual acupuncture training system, and have a good response. By using this system, the trainers can be more familiar with the acupoint of the human body. At the same time, the trainer will improve his ability in acupuncture therapy. We also hope to provide some references for the development of the virtual training system.

<p>The development of Virtual Reality (VR) and Augmented Reality (AR) technologies has significantly transformed the tourism industry, including travel agencies in Indonesia. This study aims to analyze the adoption level and impact of VR and AR technology implementation in travel agencies in Indonesia. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) theoretical framework<em>,</em> this research combines a literature review, case studies, and interviews as the research methodology. The case studies involve ten of the largest travel agencies in Indonesia that have implemented VR and AR technologies in their marketing strategies. Semi-structured interviews were conducted with representatives from these travel agencies to gain an in-depth understanding of the experiences, challenges, and benefits of implementing VR and AR technologies. The researcher carried out data triangulation by comparing findings from the literature review, case studies, and interviews to ensure the validity of the research findings. The results indicate that the adoption of VR and AR technologies by travel agencies in Indonesia is still in its early stages. However, travel agencies implementing VR and AR technologies report significant positive impacts, such as increased tourist interest, enhanced product differentiation, and improved customer engagement. The case studies demonstrate that implementing VR and AR technologies helps travel agencies promote tourist destinations more innovatively and attractively. Nevertheless, several challenges are also encountered, such as the high cost of developing VR and AR content, regular content updates, and the limited human resources skills needed to operate these technologies. This research contributes to understanding the adoption and impact of VR and AR technology implementation in travel agencies in Indonesia. The findings of this study can assist travel agencies in evaluating the potential adoption of VR and AR technologies and developing effective implementation strategies.</p><p><strong>Keywords:</strong> <em>Virtual Reality, Augmented Reality, travel agencies, adoption level, implementation impact.</em></p>

The evolution of Virtual Reality (VR) technology has contributed in all fields, including psychology. This evolution involves improvements in hardware and software allowing more immersive experiences. In a VR environment users can perceive the sensation of presence and feel immersed. These sensations are possible using VR devices as HMDs. Nowadays, the development of the HMDs has focused on improving their technical features to offer full immersion. In psychology, VR environments are research tools because they allow the use of new paradigms that are not possible to employ in a real environment. There are some applications for assessing spatial memory that use basic methods of HCI. However, VR systems that incorporate stereoscopy and physical movement have not yet been exploited in psychology. In this thesis, a novel VR system combining immersive, interactive and motion features was developed. This system was used for the assessment of the spatial memory and the evaluation of depth perception. For this system, a virtual maze task was designed and implemented. In this system, two different types of interaction were integrated: a locomotion-based interaction pedaling a fixed bicycle (condition1), and a stationary interaction using a gamepad (condition2). This system integrated two types of display systems: 1) The Oculus Rift; 2) A large stereo screen. Two studies were designed to determine the efficacy of the VR system using physical movement and immersion. The first study (N=89) assessed the spatial short term memory using the Oculus Rift and the two types of interaction The results showed that there were statistically significant differences between both conditions. The participants who performed the condition2 got better performance than participants who performed the condition1. However, there were no statistically significant differences in satisfaction and interaction scores between both conditions. The performance on the task correlated with the performance on other classical neuropsychological tests, revealing a verisimilitude between them. The second study (N=59) involved participants who had and who had not stereopsis. This study assessed the depth perception by comparing the two display systems. The participants performed the task using the condition2. The results showed that the different features of the display system did not influence the performance on the task between the participants with and without stereopsis. Statistically significant differences were found in favor of the HMD between the two conditions and between the two groups of participants regard to depth perception. The participants who did not have stereopsis and could not perceive the depth when they used other display systems (e.g. CAVE); however, they had the illusion of depth perception when they used the Oculus Rift. The study suggests that for the people who did not have stereopsis, the head tracking largely influences the 3D experience. The statistical results of both studies have proven that the VR system developed for this research is an appropriate tool to assess the spatial short-term memory and the depth perception. Therefore, the VR systems that combine full immersion, interaction and movement can be a helpful tool for the assessment of human cognitive processes as the memory. General conclusions from these studies are: 1) The VR technology and immersion provided by current HMDs are appropriate tools for psychological applications, in particular, the assessment of spatial short-term memory; 2) A VR system like the one presented in this thesis could be used as a tool to assess or train adults in skills related to spatial short-term memory; 3) The two types of interaction (condition1 and condition2) used for navigation within the virtual maze could be helpful to use with different collectives; 4) The Oculus Rift allows that the users without stereopsis can perceive the depth perception of 3D objects and have rich 3D experiences.

Immersive learning system for manufacturing industries

Groundwater resources are essential for drinking water, irrigation, and the economy mainly in semiarid environments where rainfall is limited. Currently, unpredictable rainfall due to climate change and pollution on the Earth’s surface directly affects groundwater resources. In this area, most people depend on groundwater resources for irrigation and drinking purposes, and every summer, most of the area depends on groundwater in a semiarid environment. Hence, we selected two popular methods, the analytical hierarchy process (AHP) and multiple influence factor (MIF) methods, which can be applied to map groundwater potential zones. Nine thematic layers, such as land use and land cover (LULC), geomorphology, soil, drainage density, slope, lineament density, elevation, groundwater level, and geology maps, were selected for this study using remote sensing and geographic information system (GIS) techniques. These layers are integrated in ArcGIS 10.5 software with the help of the AHP and MIF methods. The map of the groundwater potential zones in the study area revealed four classes, i.e., poor, moderate, good, and very good, based on the AHP and MF methods. The groundwater potential zone area is 241.50 (ha) Poor, 285.64 (ha) moderate, 408.31 (ha) good, and 92.75 (ha) very good using the AHP method. Similarly, the MIF method revealed that the groundwater potential classes were divided into four classes: 351.29 (ha) poor, 511.18 (ha), moderate, 123.95 (ha) good, and 41.78 (ha) very good. The results were compared to determine which methods are best for planning water and land resource development in specific areas that have basaltic rock and drought conditions. Both groundwater potential zone maps were validated with water yield data. The receiver operating characteristic (ROC) curve and area under the curve (AUC) model results are found to be 0.80 (good) and 0.93 (excellent) using the MIF and AHP methods, respectively; hence, the AHP method is best for delineation of groundwater potential zone maps and groundwater resource planning. The present study’s framework and the results will be valuable for improving the efficiency of irrigation, conserving rainwater and maintaining the ecosystem in India.

Since the last few decades, virtual reality (VR) and augmented-reality (AR) interfaces have shown the potential to enhance teaching and learning, by combining physical and virtual worlds and leveraging the advantages of both [Yannier et al. 2015]. Educators from different countries have been experimenting this technology in their education systems. In 2007, Hougang Elementary school in Singapore applied an AR prototype in a typical primary (11 years-old) class to facilitate the learning of seed germination and plant growth, and indicated significant engagement and motivation encouraged by the use of the technology [Pang et al. 2007]. More recently, the advanced development of the VR devices has make VR an affordable and suitable interface for educations in different levels, including primary schools, secondary schools, colleges, and universities. In particular, virtual sandbox environment [min 2015], as defined as the VR environments that allow users to freely move through a virtual world, choose how/when to approach objectives, and create domain-specific mods, serve as a good candidate for teachers to design VR-based teaching and learning environment, and for students to explore the new knowledge freely. Motivated by the rapid development of AR and VR, this panel invites representatives from Hong Kong, Australia, and UK. The discussion will focus on the application of AR and VR technologies in different levels of education.

The sense of touch is essential to perform discriminating tasks in virtual reality applications or virtual training systems. To discriminate between different virtual objects, a human operator needs to clearly perceive the stiffness of each object. Stiffness is not only a material property, but also a characteristic of the particular object and express how it is being touched. Stiffness affects the perception of surface topography and depends on the area of applied force. While haptic-enabled virtual reality training systems have been received considerable attention in recent years, our main criticism on these systems is that their virtual environments provide homogeneous haptic stiffness and less perceptually accurate virtual space. This paper investigated how texture affects the perception of haptic stiffness of the virtual object. By performing a psychophysical experiment, we determined that human operator' average accuracy in discriminating perceived haptic stiffness of the virtual object is depending on its texture information and spatial variations. Our findings underscore the importance of implementing spatially varying haptic parameters.

Within the context of the informal science center, exhibits are the main interface for public learning. Essential to the success of a science center is how well exhibits model effective strategies for learning. Virtual Reality (VR) technology with its flexible, adaptive, multimedia, and immersive-learning capabilities is emerging for use by science centers in exhibits; however, research on learning in virtual environments at exhibits is scarce. To support the future development of VR science exhibits it is critical to investigate VR's pedagogical value and effects on science learning. Research investigated the Smoke & Mirrors VR exhibit at the Reuben H. Fleet Science Center in San Diego, California. Inquiry focused on the interplay between elements of the exhibit's design, assessing the separate and interactive effects of visual imagery, moving images, sound, narration, and interactive tools to differentiate the causal characteristics and influences that enhanced and detracted from learning. Case study methodology was employed utilizing visitor observations and interviews with 14 participants. Findings indicated that realistic visual elements with text were the primary sources of content learning; however, positive results were limited to only a few participants. High cognitive load due to interactive tools; instructional design; and movement of visual images were found to be significant detracting characteristics of participant learning. Other characteristics and influences of VR were also found that directly effected learning. Research results will inform the forthcoming design of a new VR exhibit at the Reuben H. Fleet Science Center and to the design and development of future VR exhibits at informal science centers. A prior brief mixed-methods evaluation of Smoke & Mirrors was conducted in 2003, contributing background to the study and its future implications and strategies.

Personalized virtual reality simulation training system for percutaneous needle insertion and comparison of zSpace and vive

Operating on high voltage switchgears in oil plants in Russia as well as anywhere else in the world requires well-trained operative personnel. To improve the training of the workers in such plants computer-based logical simulators are developed usually. However, they are not sufficient enough in training because the trainees learn theoretically and not practically. Training specialists from different areas of industry using virtual reality environments where participants learn practically is up-to-date topic and a sphere for top-of-the-art research and development. This article examines the creation of a virtual reality training system for personnel from oil plants and represents the requirements for the training environment, the model of the system and the selection of a specific virtual reality technology and development environment. The definitions of the problem, the research and the development of the system have been entrusted to the authors of this paper by CS Construction Solutions Ltd., UK.

With the development of Virtual Reality (VR) technology, the growing number of VR users puts tremendous pressure on network bandwidth. The tile-based scheme is proposed to reduce the transmission size of 360° video and improve bandwidth utilization. However, when the Field of View (FoV) of the user changes unexpectedly, the tile-based scheme will cause video distortion and quality switching by unacceptable delay. Therefore, many methods are proposed to cache the tiles that users are most likely to playback in Cloud/Edge to decrease delay. However, the dynamic adaptive bitrate delivery and the caching decision is a complex joint optimization problem, which will be a dimensional explosion problem when the scale of users and videos is large. In this paper, we design a QoE-based 360° video adaptive bitrate delivery and caching scheme aiming to maximize the quality of experience (QoE) of multi-user and ensure the fairness of users. To solve this optimization problem which is proved to be NP-Hard, we propose a bitrate selection and caching decision algorithm by greedy strategy. Numerical simulation results demonstrate that our algorithm significantly improves cache hit rate and QoE performance compared with other algorithms with fairness guaranteed.

Virtual Reality (VR) technology has emerged as one of the most transformative and promising innovations in contemporary education. VR refers to a sophisticated technology that generates artificial environments, offering users an immersive experience that simulates presence within a digitally constructed, three-dimensional world. Using devices such as VR headsets, students are able to engage with these virtual environments in a manner that replicates real-world interactions, thereby providing access to experiences that would otherwise be difficult or impossible to attain in reality. This study seeks to investigate the utilization and acceptance of Virtual Reality (VR) technology among teachers and students in schools across the state of Perlis. In the context of a rapidly advancing digital era, VR offers unprecedented opportunities for education by facilitating interactive, immersive learning experiences. However, the extent of readiness and acceptance of this innovative technology among teachers and students in Perlis remains uncertain. Employing a quantitative research methodology, this study gathered data through the administration of structured questionnaires. The results indicate that both students and teachers exhibit a strong interest in integrating VR technology into the educational landscape. The respondents demonstrate a foundational understanding of VR and express confidence that its application in schools can significantly enhance learning outcomes. Despite the widespread enthusiasm for incorporating VR into teaching and learning processes, several critical challenges must be addressed to facilitate its adoption. These challenges include inadequate access to necessary equipment, insufficient training, and a lack of robust infrastructure support. This study offers a set of strategic recommendations aimed at overcoming these obstacles and fostering the broader acceptance and implementation of VR technology in the schools of Perlis.

The evolution of virtual reality (VR) has created the opportunity for a relatively low-cost and accessible method to practice motor skills. Previous studies have demonstrated how motor skill practice in non-immersive virtual environments transfers to physical environments. Though minimal research has investigated motor learning and transfer within immersive VR, multiple experiments provide empirical evidence of positive transfer effects. Most studies have used software engines and modified hardware to enhance the similarities between virtual and physical environments. However, many learners and practitioners currently use commercially available VR intending to enhance real-world performance, though there is very little evidence to support the notion of positive transfer for these systems. Therefore, this experiment aimed to investigate how motor skill practice using a commercially available VR system improved real-world performance and how that compared to physical practice. Participants (n = 68) were randomly selected into one of two groups: virtual reality (VR) practice (n = 33) or real-world (RW) practice (n = 35). The experiment occurred over two consecutive days, with a pretest, posttest, and practice phase occurring each day. The pre- and post-testing phases were identical for both groups and consisted of putting a golf ball 10 times on a carpeted surface towards the center of a target. The practice phases consisted of 60 total putts per day in the respective environment (VR or RW). Participants continuously alternated golf putting holes from three different distances until they accrued 60 total putts. Participants in the RW group performed golf putts to three targets. Participants in the VR group also performed golf putts on three different miniature golf putting holes, using the commercially available Oculus Rift and the Cloudlands VR Minigolf game. The VR putting targets were designed to replicate the putting holes in the physical environment. Separate 2 (group) x 4 (test) repeated measures ANOVAs were used to assess accuracy and club head kinematics. The results revealed a significant main effect for test, but not for group. Post hoc analyses revealed that both groups significantly improved their putting accuracy and club head kinematics at similar rates. The results from this study indicate that the transfer of learning that occurred as a result of practicing in a commercially available VR environment was similarly effective when compared to RW practice.