Vibrotactile feedback in virtual motor learning: A systematic review

The usability of virtual reality (VR) controller interfaces are often complex and difficult for first time users. Most controllers provide minimal feedback which relegates the potential for heightened interaction and feedback within virtual experiences. This research explores how haptic technology systems partnered with VR can deliver immersive interactions between user and virtual environment (VE). This research involves the development of a haptic glove interface prototype that incorporates a force feedback and vibrotactile feedback system. It focuses on determining a workflow that communicates in real-time user interaction and environmental feedback using Unreal Engine and the produced haptic glove system. Testing and calibrating the prototype feedback system provided a baseline for developers to rationalise and improve accuracy of current real-time virtual feedback systems. The evaluation of this research in industry unfolds new technical knowledge for implementing a wider range of haptic technologies within VR. This further development would involve reviewing the usability and interaction standards for VR users in the design process.

In this demonstration, we introduce Face/On, an embedded feedback device that leverages the contact area between the user's face and a virtual reality (VR) head-mounted display (HMD) to provide rich haptic feedback in virtual environments (VEs). Head-worn haptic feedback devices have been explored in previous work to provide directional cues via grids of actuators and localized feedback on the users' skin. Most of these solutions were immersion breaking due to their encumbering and uncomfortable design and build around a single actuator type, thus limiting the overall fidelity and flexibility of the haptic feedback. We present Face/On, a VR HMD face cushion with three types of discreetly embedded actuators that provide rich haptic feedback without encumbering users with invasive instrumentation on the body. By combining vibro-tactile and thermal feedback with electrical muscle stimulation (EMS), Face/On can simulate a wide range of scenarios and benefit from synergy effects between these feedback types.

We present a novel haptic rendering method that translates the vir-tual performer's motions into real-time vibrotactile feedback. Our method characterizes salient motion points from proposing system Motion Salient Triangle to generate haptic parameters to highlight the performer's motions. Here, we employ an entire upper-body hap-tic system that provides vibrotactile feedback on the torso, back, and shoulders. We enable immersive virtual reality (VR) performance experiences by accommodating the performer's motions on top of motion-to-haptic feedback.

Sound is an important, but often neglected, component for creating a self-motion illusion (vection) in Virtual Reality applications, for example, motion simulators. Apart from auditory motion cues, sound can provide contextual information representing self-motion in a virtual environment. In two experiments we investigated the benefits of hearing an engine sound when presenting auditory (Experiment 1) or auditory-vibrotactile (Experiment 2) virtual environments inducing linear vection. The addition of the engine sound to the auditory scene significantly enhanced subjective ratings of vection intensity in Experiment 1 and vection onset times but not subjective ratings in Experiment 2. Further analysis using individual imagery vividness scores showed that this disparity between vection measures was created by participants with higher kinesthetic imagery. On the other hand, for participants with lower kinesthetic imagery scores, the engine sound enhanced vection sensation in both experiments. A high correlation with participants' kinesthetic imagery vividness scores suggests the influence of a first person perspective in the perception of the engine sound. We hypothesize that self-motion sounds (e.g., the sound of footsteps, engine sound) represent a specific type of acoustic body-centered feedback in virtual environments. Therefore, the results may contribute to a better understanding of the role of self-representation sounds (sonic self-avatars), in virtual and augmented environments.

In this paper, we present an evaluation of vibrotactile onbody feedback for the purpose of pedestrian navigation. For this specific task, many researchers already provide different approaches such as vibrating belts, wristbands or shoes. Still, there are issues left that have to be considered, such as which body position is most suitable, what kind of vibration patterns are easy to interpret, and how applicable are vibrotactile feedback systems in real scenarios. To find answers, we reconstructed prototypes commonly found in literature and continued to further evaluate different foot-related designs. On the one hand, we learned that vibrotactile feedback at the foot reduces visual attention and thus also potentially reduces stress. However, on the other hand, we found that urban space can be very diverse, and ambiguous and therefore a vibrotactile system cannot completely replace common path finding systems for pedestrians. Rather, we envision such a system to be applied complementary as an assistive technology.

Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment 
 Context and motivation:
 Containers are transforming modern application infrastructure, providing advantages for accessibility and allow many instances of existing legacy applications to be run at the same time on the latest operating systems. This can implement an ideal virtual learning environment which offers a dynamic learning space where instructors upload activities and resources to enhance learning. The goal is to provide a structured learning environment suited to both the student and the instructor, where materials are easily accessed, and that many files can be transferred at one time. The system should cope with the demands of many students occupying the same virtual learning space, providing each student with individual learning experiences. There are challenges when instructors attempt to adapt the learning environment to meet the learning objectives. Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016; Puvaneswary & Siew Hwa, 2019).
 
 What will be demonstrated in this presentation?
 The use of containers provides the ability to supply many instances of the same application running on a single machine. Each instance is isolated, along with any associated dependencies, allowing efficient utilisation of system resources, such as processing and memory. The presentation will demonstrate how many instances of the same application can be activated and the resource advantages gained. The presentation will show a system that has been used to provide a complex structured virtual learning environment to level 7 students and discuss how the system was utilised to provide a positive, individualised learning experience to the students. Security and confidentiality is maintained within each containerized instance. The presentation will show how the system can be configured to be self-healing, respond to scheduling, and to automatically restart single instances as required.
 
 The implications for future practice
 The presentation will show how the advantages of containerization can be integrated at many levels of the virtual learning environment, providing many separate and individual instances of the same application. The number of instances can be easily adjusted as required, and resources are automatically allocated, reducing support overhead and cost of infrastructure. The implications are that each instance can provide a unique experience to each student, whilst reducing the workload of the instructor, and minimizing the cost to the education provider.
 
 
 References
 Katz, P. M., & Council of Independent, C. (2016). High-Tech or High-Touch? Online Learning and Independent Higher Education. Innovations in Teaching and Learning. Research Brief 5: Council of Independent Colleges. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED569215&site=eds-live
 Puvaneswary, M., & Siew Hwa, Y. (2019). Navigating the Shortcomings of Virtual Learning Environments Via Social Media. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 1-14. https://doi.org/10.4018/IJVPLE.2019070101
 

Readiness is an important indicator of learners' willingness to engage productively in a virtual learning environment. Low readiness is believed to be the main reason behind virtual learning failure. The purpose of this present study is to investigate the effects of online readiness on learners’ learning satisfaction and performance in a virtual second language learning environment on a sample of 203 Malaysian Non-Arabic Speaking Learners using a cross-sectional survey. This study further explored which dimension of readiness is found to be the strongest predictor of their level of satisfaction and performance. Partial least square structural equation modeling (PLS-SEM) analysis examined the predictive relationships between readiness, satisfaction, and performance. The results proved that online readiness was statistically a significant predictor of their learning satisfaction and performance, indicating computer and internet self-efficacy in performing activities in the virtual learning environment as the strongest predictor. By identifying the most influential predictors, this groundbreaking study recognizes which key elements of the virtual learning environment language learners would need more to relish learning and achieve their goals. This study offers critical insights that have not been previously explored by conducting a comprehensive analysis of the factors influencing learning satisfaction and performance. The findings, therefore, highlight the paramount importance of assessing the readiness of online learners and their learning environment, providing valuable guidance for higher education institutions seeking to enhance the success of VLLE. In addition, this study sets a precedent for future research in the field. It underscores the need for ongoing efforts to improve virtual language learning environments to serve students’ needs better.

The Sense of Agency (SoA) refers to the subjective experience of having control over our own actions and their outcomes. SoA is experienced when there is a match between the predicted and actual sensory outcomes of an intended motor action. Thus, receiving sensory feedback related to motor actions is essential for the formation of the SoA. As a consequence, individuals with sensory loss due to neuropathies or limb impairments might experience reduced SoA. Therefore, incorporating artificial sensory feedback in assistive technologies (e.g. prosthetics, exoskeletons, sensory substitution systems) is crucial for patients to properly experience SoA and thereby enhance the effective use of such technologies. In this study, with the use of neuro-cognitive measures, we validated the effect of a vibrotactile sensory feedback system on SoA for lower-limb movements. Healthy participants (n = 25) performed a stepping task while receiving vibrotactile sensory feedback and, in a control condition, auditory feedback. We employed SoA measures to validate the sensory feedback system, in particular the N100 ERP component of the electroencephalography (EEG) signal as an implicit neural measure of SoA, temporal interval estimation tasks as an implicit behavioural measure, and SoA questionnaires as an explicit measure. Statistical analyses, including repeated-measures ANOVA and t-tests, were conducted to examine the effects of externally generated versus self-generated stimuli on N100 modulation, temporal interval estimations, and SoA questionnaire results. Our results showed a significant modulation of the N100 component for self-generated, relative to externally generated, sensory feedback. The direction of the effect was opposite for vibrotactile and auditory sensory feedback, with enhancement in vibrotactile and attenuation in auditory modality. In contrast, no notable effects were found in interval estimation tasks or explicit agency measures, pointing to a possible dissociation between implicit and explicit measures of SoA and indicating higher sensitivity of implicit neural measures. Sensory processing of the vibrotactile sensory feedback is sensitive to the difference between outcomes that are actively generated compared to passively received, as indexed by the modulation in amplitude of the N100 component. This is an indication that vibrotactile sensory feedback is capable of eliciting sense of agency. Additionally, we found that modulation of sensory processing is more sensitive than temporal interval estimates to self- vs. externally-generated outcomes. Therefore, we suggest using it as a metric for the design and validation of assistive technologies.

In a laboratory study with N = 42 participants (thirty novices and twelve virtual reality (VR) specialists), we evaluated different variants of collision feedback in a virtual environment. Individuals had to perform several object manipulations (peg-in-hole, narrow passage) in a virtual assembly scenario with three different collision feedback modalities (visual vs. vibrotactile vs. force feedback) and two different task complexities (small vs. large peg or wide vs. narrow passage, respectively). The feedback modalities were evaluated in terms of assembly performance (completion time, movement precision) and subjective user ratings. Altogether, results indicate that high resolution force feedback provided by a robotic arm as input device is superior in terms of movement precision, mental workload, and spatial orientation compared to vibrotactile and visual feedback systems.

Presentation of more haptic information to improve the users interactive capability is an important and challenging task in the virtual environment. As an emerging haptic feedback technology, electrovibration is an underlying solution to enhance the systems interactivity and improve user experience. However, such a solution is rarely studied in a virtual environment. In this work, we explore a new VR interaction method based on electrovibration technology with a touch screen and conduct evaluations about it. The key idea is to incorporate a set of manipulation gestures and three types of electrovibration in the VR interaction to help users acquire different kinds of tactile perception in the virtual manipulation. We present the evaluation in which we compare user performance measured first in a Fitts law task to evaluate different electrovibration types and then in a virtual office application to assess the interactive user interface. Our results show that the precision of interactions is significantly improved with the electrovibration haptic feedback. To the best of our knowledge, this is the first work to introduce electrovibration haptic feedback into the VR human-computer interaction and our work enlightens the potential of the electrovibration touchscreen-based interaction in virtual environments.

The study explores the students’ engagement in learning critical reading via virtual learning environment. It employs an exploratory case study using a purposive sampling technique and taking 20 student respondents from university English study program. Questionnaire, interview and Learning Management System (LMS) observation were used to collect data on students’ engagement in learning critical reading via virtual learning environment. The result of the study falls into three dimension of students’ engagement, namely cognitive, behavior and emotional engagement. The findings show a moderate students’ engagement in those three dimensions since the students engaged collaboratively, enthusiastically involve and interest in learning critical reading via virtual learning environment, hence some were found to be slightly showed non cognitive engagement. However, in this virtual learning environment, the students did not show negative engagement in studying critical reading via virtual learning environment. This research is expected to be of benefit to lecturers, students and stakeholders to enrich knowledge and to develop critical reading skills based on the teaching of critical reading in virtual learning environment.

Background: Research on sensory feedback systems for prosthetic devices aims to enhance sensory capabilities to better meet user needs. Feedback systems for lower limb amputees (LLA) have been shown to reduce cognitive efforts, metabolic cost and phantom limb pain. This study evaluated the effect of a non-invasive, gait-synchronized, vibrotactile feedback system (VTFS) on the gait parameters of LLA. Methods: Four stimulators applied vibrotactile stimulation to the thigh of LLA during walking, corresponding to four pressure sensors located at the fore- and hindfoot embedded in a sock worn on the prosthetic foot. Standardized gait tests, such as the Timed “Up and Go” Test (TUG), the Four Square Step Test (FSST), the 10 Meter Walk Test (10 MWT) and the 2 Minute Walk Test (2 MWT), were performed to assess the risk of falling, coordination, walking speed and endurance before and after intervention. Results: After an average of 61.5 days using the VTFS, gait stability (TUG) improved significantly. Coordination (FSST) improved in 36% of subjects, while 45% showed a clinically relevant increase in gait speed (10 MWT). Conclusions: The results suggest an improved gait performance in the cohort. Though FSST lacked statistical significance, a p-value near 0.05 indicates a trend toward meaningful improvement. Notably, the participant with Targeted Sensory Reinnervation demonstrated the most favorable outcomes.

Current immersive Virtual Reality (VR) system strategies do not fully support dynamic Human Computer Interaction (HCI) and since there is a growing need for better immersion, due consideration should be given to integrate additional modalities for improved HCI. While feedback in Virtual Environments (VE) is predominantly provided to the user through the visual and auditory channels, additional modalities such as haptics can increase the sense of presence and efficiency in VE simulations. Haptic interfaces can enhance the VE interaction by enabling users to “touch” and “feel” virtual objects that are simulated in the environment. This paper examines the reasons behind its integration based on the limitations of present immersive projection system.

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 synaptic pathways in the striatum are central to basal ganglia functions including motor control, learning and organization, action selection, acquisition of motor skills, cognitive function, and emotion. Here, we review the role of the striatum and its connections in motor learning and performance. The development of new techniques to record neuronal activity and animal models of motor disorders using neurotoxin, pharmacological, and genetic manipulations are revealing pathways that underlie motor performance and motor learning, as well as how they are altered by pathophysiological mechanisms. We discuss approaches that can be used to analyze complex motor skills, particularly in rodents, and identify specific questions central to understanding how striatal circuits mediate motor learning.