Using Multi-Core to Debug Interactive Applications

Pre-execution techniques have received much attention as an effective way of prefetching cache blocks to tolerate the ever-increasing memory latency. A number of pre-execution techniques based on hardware, compiler, or both have been proposed and studied extensively by researchers. They report promising results on simulators that model a simultaneous multithreading (SMT) processor. We apply the helper threading idea on a real multithreaded machine, i.e., Intel Pentium 4 processor with hyper-threading technology, and show that indeed it can provide wall-clock speedup on real silicon. To achieve further performance improvements via helper threads, we investigate three helper threading scenarios that are driven by automated compiler infrastructure, and identify several key challenges and opportunities for novel hardware and software optimizations. Our study shows a program behavior changes dynamically during execution. In addition, the organizations of certain critical hardware structures in the hyper-threaded processors are either shared or partitioned in the multithreading mode and thus, the tradeoffs regarding resource contention can be intricate. Therefore, it is essential to judiciously invoke helper threads by adapting to the dynamic program behavior so that we can alleviate potential performance degradation due to resource contention. Moreover, since adapting to the dynamic behavior requires frequent thread synchronization, having light-weight thread synchronization mechanisms is important.

Pre-execution techniques have received much attention as an effective way of prefetching cache blocks to tolerate the ever-increasing memory latency. A number of pre-execution techniques based on hardware, compiler, or both have been proposed and studied extensively by researchers. They report promising results on simulators that model a simultaneous multithreading (SMT) processor. We apply the helper threading idea on a real multithreaded machine, i.e., Intel Pentium 4 processor with hyper-threading technology, and show that indeed it can provide wall-clock speedup on real silicon. To achieve further performance improvements via helper threads, we investigate three helper threading scenarios that are driven by automated compiler infrastructure, and identify several key challenges and opportunities for novel hardware and software optimizations. Our study shows a program behavior changes dynamically during execution. In addition, the organizations of certain critical hardware structures in the hyper-threaded processors are either shared or partitioned in the multithreading mode and thus, the tradeoffs regarding resource contention can be intricate. Therefore, it is essential to judiciously invoke helper threads by adapting to the dynamic program behavior so that we can alleviate potential performance degradation due to resource contention. Moreover, since adapting to the dynamic behavior requires frequent thread synchronization, having light-weight thread synchronization mechanisms is important.

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.

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.

Pain management in children often is inadequate, and the single most common painful procedure in children who are hospitalized is needle procedures. Virtual reality (VR) is a promising and engaging intervention that may help to decrease anxiety and pain in children undergoing painful procedures. Our aim for this study is to investigate patient satisfaction and pain reduction by using a three-dimensional VR interactive game as a distraction. In this randomized clinical trial, we enrolled 64 children aged 7 to 16 years who were scheduled for venous cannulation. Patients assigned to the control group were adherent to our standard of care, including topical numbing cream, positioning, and distraction by a specialized pain nurse. In the study group, children were adherent to the standard of care and were distracted by an interactive VR game. Primary outcomes were patient satisfaction and the procedural pain assessed by using a visual analog score; secondary outcomes were the procedural time and any adverse events. We found a high level of patient satisfaction with using the VR custom-made three-dimensional interactive game. All children (28 of 28 [100%]) in the VR group answered that they would prefer VR as a distraction for a later procedure, a borderline significant result compared with that of the control group (26 of 31 [84.9%]). No significant difference was found in pain scores and procedural times between the 2 groups. The number of adverse effects was low, with no significant difference between the 2 groups. We found no difference in pain scores but higher satisfaction when using VR versus standard care as part of a multimodal approach for management of procedural pain in children.

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.

This dissertation explores the potential of a virtual reality serious game to help people understand the complexity of a nature-based attraction, and leverage this to cultivate a connectedness to the ecosystem, working towards increasing pro-environmental behaviour. Specifically, this research examines what design considerations are necessary in working towards these goals. To this end, the opportunities in the tourism space for serious games and virtual reality were investigated through a site visit and subsequent pilot application. The opportunities were used to create a set of objectives for a virtual reality serious game artefact. Through several iterations the artefact was developed and modified, and was used to analyse the design considerations relevant to building a videogame around a nature-based tourism attraction. Further to this, design considerations around influencing a player’s connectedness to the attraction were investigated. Iterations One and Two were developed as part of Associate Professor Alexandra Coghlan’s project on VR games and reef conservation through tourism. The final iteration formed part of this dissertation. Utilising a Design Science methodology, the artefact was developed through a series of iterative activities. The Design, Play, Experience (DPE) Framework, a serious game specific extension of the Mechanics-Dynamics-Aesthetics (MDA) Framework, is used to guide the development and evaluation process. While design considerations for creating serious games exists in literature, theory has neglected those specific to nature-based attractions and those around creating a connection between real-world attractions and players. Through the iterative process, a virtual reality serious game is created around the Great Barrier Reef, the chosen nature-based tourism attraction context for the work. Involvement in the project during the Pilot, Iteration One and Iteration Two was as a paid employee for Associate Professor Alexandra Coghlan. Through the first two iterations of design science, the work identifies a series of design considerations for creating virtual reality serious games about nature-based tourism attractions for visitors. From a gameplay perspective, designers can look to engage players with non-typical elements of the attraction, while using both completely player-controlled and completely simulated events and actions from the attraction to show the attraction’s complexity. Towards teaching visitors about the attraction, designers shouldn’t focus on accuracy but interpretation when representing the environment and allow the player to conduct detrimental activities so they can see the consequences of those actions. Designers can utilize virtual reality to showcase unique perspectives, both from a literal vantage point in the attraction, and to help embody the player as the attraction. Finally, designers can create a visual language that separates the videogame components and the simulated real-world components to ensure visitors know how to interpret various elements. Through the final iteration of design science, the work identifies several more design considerations pertaining specifically to creating a sense of connectedness between the visitor and the tourism attraction. Designers should highlight knowledge about the attraction that pertains to its struggles or threats not necessarily to for visitors to remember, but to create emotional moments. Designers should find ways to evoke different emotions from a typical visit to the attraction or find ways to evoke similar emotions towards different elements of the attraction. Designers can consider the emotional journey the visitor goes on while playing the videogame and make clear connections to the real-world attraction through various stages of their journey. Designers can highlight actions that mimic pro-environmental behaviour in the videogame to help visitors continue those actions in the real-world. The findings seek to better enable videogame creators and designers to create systems around complex ecosystems, towards encouraging pro-environmental behaviour in players. The significance of this dissertation is that it gives videogame designers new lenses to look at their designs through, to better capture the complexity of an ecosystem into a simplified, interactive and educational videogame, while ensuring their videogame brings people closer emotionally to the attraction.

“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 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.

Background Vestibular rehabilitation therapy is a safe, effective and non-invasive treatment for the uncompensated peripheral vestibular lesions. Virtual reality can be utilized in vestibular rehabilitation. There are no standardized guidelines settled in the literature involving virtual reality settings for the treatment of the peripheral vestibular lesions. Aim of the Work To study the efficacy of virtual reality (VR) interventions in vestibular rehabilitation in patients with peripheral vestibular disorders. Methods The following databases were examined: PubMed, Google scholar andEmbase. The following search terms were utilized: (Virtual reality – video games – Vestibular rehabilitation – peripheral vestibular dysfunction). Results Based on the inclusion and exclusion criteria, four studies were selected for inclusion in this study. Statistical analysis was done using outcome measures as Dizziness Handicap Inventory (DHI) and Activities-specific Balance Confidence questionnaire (ABC). This study found that virtual reality interventions can improve balance function in patients with peripheral vestibular disorders. Conclusions This study suggests that virtual reality has potential clinical benefit for vestibular rehabilitation in peripheral vestibular dysfunction compared with conventional vestibular rehabilitation.

Introduction: There is a rising interest in using virtual reality (VR) applications in learning, yet different studies have reported different findings for their impact and effectiveness. The current paper addresses this heterogeneity in the results. Moreover, contrary to most studies, we use a VR application actually used in industry thereby addressing ecological validity of the findings.Methods and Results of Study1: In two studies, we explored the effects of an industrial VR safety training application on learning. In our first study, we examined both interactive VR and passive monitor viewing. Using univariate, comparative, and correlational analytical approaches, the study demonstrated a significant increase in self-efficacy and knowledge scores in interactive VR but showed no significant differences when compared to passive monitor viewing. Unlike passive monitor viewing, however, the VR condition showed a positive relation between learning gains and self-efficacy.Methods and Results of Study2: In our subsequent study, a Structural Equation Model (SEM) demonstrated that self-efficacy and users’ simulation performance predicted the learning gains in VR. We furthermore found that the VR hardware experience indirectly predicted learning gains through self-efficacy and user simulation performance factors.Conclusion/Discussion of both studies: Conclusively, the findings of these studies suggest the central role of self-efficacy to explain learning gains generalizes from academic VR tasks to those in use in industry training. In addition, these results point to VR behavioral markers that are indicative of learning.

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.

Appears in: EDULEARN19 Proceedings Publication year: 2019Pages: 982-989ISBN: 978-84-09-12031-4ISSN: 2340-1117doi: 10.21125/edulearn.2019.0320Conference name: 11th International Conference on Education and New Learning TechnologiesDates: 1-3 July, 2019Location: Palma, Spain

This study examines the integration of Virtual Reality (VR) as a development platform within a university-level Software Construction course, specifically in a video game design module for Computer Science students. Traditionally centered around 2D game development, the course introduced a VR-based project to modernize the learning experience and increase student motivation. Students were paired based on similar academic performance and provided with Meta Quest headsets. Each team was assigned a random thematic prompt—such as magic, city, forest, retro, or miniature world—and tasked with creating a fully interactive 3D environment in Unity. Within this space, they developed a mini game featuring essential mechanics, including objectives, rules, timers, and win/loss conditions. The activity emphasized both creative design and technical implementation within an immersive gameplay context. In addition to its immersive qualities, the activity incorporated gamification strategies, including random challenge constraints, milestone-based progression, peer feedback, and a final showcase that simulated real-world presentation scenarios. These elements were designed to enhance motivation and engagement through a structured, game-like learning journey. The primary aim of this pedagogical intervention was to assess whether the interactive and immersive nature of VR, augmented by gamified instructional design, could enhance student engagement, motivation, and the perceived relevance of course content. A post-activity survey gathered students' perceptions, focusing on engagement levels and the comparative educational value of the platform relative to traditional ones. Findings reveal that students considered the VR activity significantly more engaging and professionally relevant. They reported increased motivation, greater satisfaction with the creative process, and a stronger connection to real-world software development practices. These outcomes suggest that integrating virtual reality (VR) and gamification can promote deeper involvement and a more meaningful learning experience in software engineering education. In this undergraduate-level course, the baseline requirement is to develop a video game and briefly explore the topic of haptics in gaming. Nevertheless, this VR-based activity offers students an added value by enabling them to fully design and implement a video game deployed on the Meta Quest platform. The technical knowledge and practical experience gained through this process go beyond the standard curriculum and are exclusive to the groups that engage in the VR implementation. This not only deepens their understanding of immersive technologies but also equips them with skills rarely acquired at this stage of their academic training. However, it is important to recognize that the study relies mainly on self-reported data. While such perceptions provide valuable insight, they are inherently subjective and may reflect novelty effects or social desirability bias. Future research should incorporate additional data sources such as more performance metrics, code quality analysis, or instructor evaluations to assess actual learning and skill acquisition. Additionally, learning in this context is understood as the development of both technical competencies – such as Unity programming and VR interaction design – and transversal skills including teamwork, adaptability, and creative problem-solving. These skills, while difficult to quantify, are essential for software development careers. This paper details the instructional design, implementation strategies, technical considerations, and student feedback associated with the activity.

Introduction: Using our own hands allows humans to interact with the real world, as we learn from an early age. Virtual reality (VR) gloves allow a similar interaction in VR by transferring hand movements through natural mapping. Research outside the VR domain has already shown that this process creates a high level of presence and perceived naturalness. Research in the VR context, on the other hand, is still in an early stage and lacks explorative qualitative research following a human-centered approach and including the direct perceptions of users on mapped controls in system design. Against that background, this research investigates natural mapping in the VR context qualitatively. The study examines how participants experience VR input devices with different degrees of natural mapping (VR gloves, a Valve index controller, and an HTC Vive controller) on perceived naturalness, spatial presence, embodiment, and cognitive absorption.Methods: A focus group (N = 20 aged 22–36) did the VR experience with the devices and was asked about their experience in semi-structured interviews. Questions focused on perceived naturalness, spatial presence, cognitive absorption, and embodiment with the three devices. Data were analyzed using qualitative content analysis.Results: Feedback on spatial presence was widely positive for the VR glove due to the highly natural perceived movement capabilities. Mapping with the partly mapped index controller was also seen as natural and immersing if the movement matched the operated actions in the system. Participants mainly perceived the highest degree of cognitive absorption and embodiment while doing the task with the VR glove.Discussion: The findings indicate that the natural mapping capabilities of VR input devices strongly influence spatial presence. The VR glove stands out while being able to induce a feeling of embodiment in most cases. Furthermore, participants reported a connection between natural mapping and perceived cognitive absorption in the task.