Visualization of High-Intensity Laser–Matter Interactions in Virtual Reality and Web Browser

Considering 3D interactions in Virtual-Reality (VR), it is critical to study how visual awareness of real hands influences users scaled interaction performance in different VR environments. We used Fitts’s law to analyze user performance with five different Control-Display (CD) ratios (1:1 to 1:5). Fifteen participants performed a 3D selection task in three different setups: Head-Mounted Display (HMD), and two variations of the Active One-walled 3D Projection (AOP), with and without visual awareness of the real hand (AOP-A and AOP-B, respectively). The results show that the throughput of AOP-B is significantly higher than that of the AOP-A and HMD (p = .00001 and 0.0002, respectively) which suggests the existence of a conflict between the kinesthetic and visual real-hand movements, which we term as Virtual Kinesthetic Conflict (VKC). To reduce VKC during scaled movements, tasks should be designed such that the visual awareness of the real hand is avoided.

LinkGlide-S is a novel wearable hand-worn tactile display to deliver multi-contact and multi-modal stimuli at the user’s palm. The array of inverted five-bar linkages generates three independent contact points to cover the whole palm area. The independent contact points generate various tactile patterns at the user’s hand, providing multi-contact tactile feedback. An impedance control delivers the stiffness of objects according to different parameters. Three experiments were performed to evaluate the perception of patterns, investigate the realistic perception of object interaction in Virtual Reality, and assess the users’ softness perception by the impedance control. The experimental results revealed a high recognition rate for the generated patterns. These results confirm that the performance of LinkGlide-S is adequate to detect and manipulate virtual objects with different stiffness. This novel haptic device can potentially achieve a highly immersive VR experience and more interactive applications during telemanipulation.

Fitts’ Law posits that the time necessary for a user to move a pointer (such as a mouse or finger) to a target area is the function of the distance traveled and the size of the target. This translates to a simple rule that the smaller the target and larger the distance to the target, the longer it takes to reach and select. This principle is a fundamental consideration in the usability of any interface. Relatively little research has been done regarding the use of Fitts’ Law in Virtual Reality (VR) environments. This paper attempts to demonstrate that Fitts’ Law continues to hold when applied to VR interactions - specifically when a user is wearing a Head Mounted Display (HMD) and controlling a pointer with a VR controller. This oversight poses a significant problem as VR technology becomes increasingly prevalent in gaming, training, and many other applications. Understanding the applicability of Fitts' Law in VR is crucial for developing intuitive and efficient user interfaces in these immersive environments. This paper aims to bridge this gap by investigating whether Fitts' Law holds true in VR interactions. By measuring the time taken for participants to select a range of targets, a Fitts’ Law linear model was created to test if the law still applied. The experiment demonstrated that Fitts’ Law is still applicable in VR for pointing and selection with handheld controls, thereby filling an important gap in the understanding of user interactions in VR environments.

Bugscope is a second generation educational project in the World Wide Laboratory that provides web browser based control of scientific imaging instrumentation using the Internet. We had previously demonstrated web based remote access to sophisticated scientific imaging systems several years ago in the Chickscope project. The primary goal of the Bugscope project is to demonstrate that relatively low cost, sustainable access to an environmental scanning electron microscope (ESEM) can be made available to K-12 classrooms. Methods: To participate in the project, a classroom submits a web based application that describes how they plan to use the microscope. If the application is accepted, a one hour session on the ESEM is scheduled and the classroom mails in their chosen specimen. During their access time, classrooms use a standard web browser over the Internet to control and acquire images from the ESEM (Philips/FEI XL-30FEG).

We present a multi-device collaboration principle for virtual environments, using a combination of virtual and augmented reality (VR/AR) technology, used in the context of two educational applications, a virtual nasal cavity, and a visualisation of earthquake data. A head-mounted display (HMD) and a 3D-tracked tablet create two views of a shared virtual space. This allows two users to collaborate, utilising the strengths of each of the two technologies, e.g., intuitive spatial navigation and interaction in VR, and touch control of the visualisation parameters via the AR tablet. Touch gestures on the tablet are translated into a pointer ray in VR, so the users can easily indicate spatial features. The underlying networking infrastructure allows for an extension of this application to more than two users and across different rendering platforms.

The application of augmented reality in nature and in the context of environmental education is not common. Moreover, augmented reality is often used mainly for visualization, which puts the user in a rather passive state. To promote a more active user experience, we have created an interactive AR environment for outdoor scenarios. In this article, we investigate how near and far interaction using a head-mounted display can be combined with visualization on a tree. We compare both interaction techniques to decide which is more suitable for future use. We present some educational use cases and investigate the interaction with virtual leaves on the ground in combination with a virtual-real interaction with a physical tree. Parameters such as type of interaction, different real environments, and task performance time as well as the combination and interconnection between them are discussed and studied. In addition, process visualizations in nature, such as clouds and rain, and tree root growth are included in the augmented reality modules and are evaluated in user tests followed by questionnaires. The results show that both near and far interaction can be beneficial for a future educational application. We further present a number of outdoor-specific recommendations for AR design and usage to support future researchers and AR practitioners outdoors in the nature.

Virtual reality (VR) is becoming increasingly integrated into people’s lives. However, current applications are usually limited to a certain fixed location. With the introduction of wireless and mobile head mounted displays (HMD) there is no longer a need for a workstation. In this way it is possible to introduce VR experiences in public spaces. Some airlines have already started to use VR as an alternative entertainment system on flights. The company Inflight VR offers a complete system with various applications approved for in flight VR [2]. However, VR in an aircraft is a controlled space compared to other public transport systems. Flixbus in the US also offers FlixVR, a long distance bus experience, where passengers can experience different games and cinematic experiences [1]. It seems that VR is on the rise in the transportation system. The use of VR in any kind of transport brings new challenges. Especially in comparison to a controlled environment of a laboratory or living room. In this work we are focusing our evaluation on VR scenarios in public transport systems: planes, train, metro, tram or as a co-driver in a car. We analyse different seating situations for each type of transportation and its implications to VR applications. We present an analysis of possible scenarios including their challenges and constraints for interaction, space and navigation for public seated VR.

Purpose This pilot study aimed to (a) investigate opportunities for immersive Virtual Reality (VR) technology in communication, physical, and visual rehabilitation by examining the interaction of people without disabilities in a range of structured virtual environments; and (b) validate research protocols that might be used to evaluate the physical, visual, and verbal interaction of users in virtual worlds, and their safety while using the technology. Methods Thirteen adults identifying as people without disability were exposed to VR via a head-mounted display. A video-review method was used to qualitatively code and analyse each participant’s communication, movement, orientation, and support needs. Results All participants oriented to their virtual environments sufficiently to use applications. Their spoken language was effective for interaction, although unconventional social behaviours were also observed. Two participants reported minor adverse reactions consistent with mild cybersickness. Conclusion The results provide insight into the types of environments and characters that support the greatest communicative, physical, and visual interaction in immersive VR. The tested protocols are useful to assess safety when using VR, and to observe communicative, physical, and visual interaction with virtual environments and characters. Implications for future research and use of VR with people with communication, physical and visual disability are discussed.

Human–computer interaction is the study of a human and computer interaction in which we analyze and create an interface between the humans and the computer to decide to which extent it is possible to interact with computers which change the way of the usual lifestyle that can evolve the future generations according to the human’s convenience. Virtual reality environments in natural disasters are to train people to overcome or prevent their lives from risky situations. When it comes to natural disasters, people never know when such disasters strike in their daily lives, so it is necessary to be prepared to face such consequences. Though the rescuers are there to save the lives of the people, it is not possible to wait for the rescuers all the time, and the situations may also be even worse than the expected. It becomes highly impossible to take precautionary measures; therefore, after the warning of the disaster, people can prepare themselves to survive such situations without the help of rescuers. Different disasters happen in different landscapes; for example, Tsunami occurs in the sea, floods occur as a temporary disaster that covers the land with water, usually not covered by water, and many other disasters that cause life and damage property. Therefore, with the help of virtual reality simulation, people can be trained according to the scenarios or the natural disaster created by the computer-generated 3D environment where the trainee can interact and perform actions generated based on the scenarios. In the virtual world, provided in the head-mounted display, the user can be trained upon by first instructing what to be done and later, after understanding the situation, the trainee is put into a natural disaster scenario where he performs the precautionary measures that need to be done based on the scenario and prepare accordingly in such situations so that before the arrival of the rescuers, people would be more aware of what measures to be taken and react accordingly in such a way that it reduces the risk of life. The chapter further explains in detail about human–computer interaction (HCI), virtual reality (VR), advantages and disadvantages of virtual reality, various natural disasters, and the role and impact of VR environment in creating awareness and providing precautionary measures for preventing natural disasters.When it comes to immersive technology and smart cities, it is equally important to make everything smart according to the changing generations and technologies in our day-to-day lives. On the other hand, when dealing with people to make them understand and educate things, we must also enhance teaching and make them feel interested in whatever we impose on them. So, when we give the people a 360-degree view or a three-dimensional view of the scenarios, it helps them experience like they are actually into the scenario to understand and make immediate decisions. The advantage of using such immersive technology is that when errors or misjudgments are made to learn from the mistakes and correct it, it helps them understand the scenario and take spot and efficient decision at the time of disasters which will have a significant impact on rescuing the lives of the people.KeywordsNatural disastersVirtual realityHuman–computer interactionSimulationPrecautionaryInteraction3D environmentImmersion

Virtual Reality (VR) laboratories are a new pedagogical approach to support psychomotor skills development in undergraduate programmes to achieve practical competency. VR laboratories are successfully used to carry out virtual experiments in science courses and for clinical skills training in professional courses. This paper describes the development and evaluation of a VR-based microbiology laboratory on Head-Mounted Display (HMD) for undergraduate students. Student and faculty perceptions and expectations were collected to incorporate into the laboratory design. An interactive 3-dimensional VR laboratory with a 360° view was developed simulating our physical laboratory setup. The laboratory environment was created using Unity with the (created) necessary assets and 3D models. The virtual laboratory was designed to replicate the physical laboratory environment as suggested by the students and faculty. In this VR laboratory, six microbiology experiments on Gram staining, bacterial streaking, bacterial motility, catalase test, oxidase test and biochemical tests were placed on the virtual platform. First-year biomedical science students were recruited to evaluate the VR laboratory. Students’ perception of the virtual laboratory was positive and encouraging. About 70% of the students expressed they felt safe using the VR laboratory and that it was engaging. They felt that the VR laboratory provided an immersive learning experience. They appreciated that they could repeat each experiment multiple times without worrying about mistakes or mishaps. They could personalise their learning by concentrating on the specific experiments. Our in-house VR-based microbiology laboratory was later extended to other health professions programmes teaching microbiology.

Aiming is key for virtual reality (VR) interaction, and it is often done using VR controllers. Recent eye-tracking integrations in commercial VR head-mounted displays (HMDs) call for further research on usability and performance aspects to better determine possibilities and limitations. This paper presents a user study exploring gaze aiming in VR compared to a traditional controller in an aim and shoot task. Different speeds of targets and trajectories were studied. Qualitative data was gathered using the system usability scale (SUS) and cognitive load (NASA TLX) questionnaires. Results show a lower perceived cognitive load using gaze aiming and on par usability scale. Gaze aiming produced on par task duration but lower accuracy on most conditions. Lastly, the trajectory of the target significantly affected the orientation of the HMD in relation to the target's location. The results show potential using gaze aiming in VR and motivate further research.

Layer-based visualization and biomedical information exploration of multi-channel large histological data

Virtual Reality (VR) has expanded from the training and high-end entertainment world into the homes of everyday users through mobile head mounted displays (HMDs). Currently, several different interaction methods for mobile VR HMDs exist, including remotes, external controllers, motion controllers, touch, and free form hand tracking. The goal of this study was to evaluate the impact that these interaction methods have on specifically mobile VR HMD user experience, including performance, user preference, and enjoyment. It was hypothesized that interaction methods would vary significantly in enjoyment, preference, and performance as many factors such as ease of use and familiarity can influence these factors. To evaluate the interaction methods, participants performed trials of a matching task utilizing menus in a VR environment in which the participants selected the features of an object (e.g., shape, color, pattern) from a menu to the right of the object. The Leap Motion had usability issues that impacted it’s performance and enjoyment scores resulting in it being the poorest performer of the group. Overall the gamepad was most preferred and performed the best due to its ease of use and familiarity, but the touchpad and leap motion offered immersive aspects. These results highlight the importance of ease of use in interaction methods and the impact it has on overall user experience. This paper will discuss these results and implications for design of interaction methods and associated VR HMD controllers.

Internet-to-orbit gateway and virtual ground station: A tool for space research and scientific outreach

A classic conception held by many scientists is that their role is to produce and provide new and reliable information for use by the rest of society (public, decision-makers, media, etc). In the case of the ongoing climate and ecological crisis, this has been the dominant stance of many scientific actors, including the IPCC and IPBES. It has resulted in producing and making available syntheses of scientific results both on the “natural” processes and “societal” impacts. The relevance of this conception has been seriously challenged through decades of mismatch between expected and observed translation of scientific communication regarding the ongoing crisis into policy-relevant mitigation measures. At the same time, the urgency of current climate and ecological crisis calls more than ever for actionable science with a deep and immediate impact on society.Effective communication requires that the recipients of knowledge (i) are able to understand, (ii) want to understand, and (iii) are not distracted by contradictory information (Oreskes, 2022). Most of the effort on science communication has focused on (i), ignoring that conditions (ii) and (iii) are often not met. Other cognitive or psychological issues with important political implications must also be carefully pondered, most notably the fact that popularity or acceptability of a discourse is judged by the public in relation to other discourses, and not in absolute terms, (e.g., Overton window, Simpson et al., 2022) and in relation to the position of the communicator (such as emotional state and personal actions in relation the message, e.g., Attari et al., 2019).Here we contend that scientists joining environmental activist groups, including engaging in direct actions of civil disobedience, have the potential to enhance effective scientific communication on several levels. Indeed, scientists taking their share of discomfort and even breaking the law, is a strong signal of the emotional involvement of the scientists, of the magnitude of the crisis (e.g., the latter largely dwarfs the risk of receiving judiciary sanctions) and of the need to revise the interactions between science, media and politics. In addition to making more acceptable or even legitimizing more moderate ways of communication, such radical propositions of engagement may also raise media attention and therefore audience and support in the general public (Capstick et al., 2022).We review recent non-violent actions involving scientists, and then discuss the complementary/synergistic aspects that such disobedience and related direct actions bring to the spectrum of scientific outreach, as a renewed way of communication and dissemination, especially about urgent challenges. Besides, the question of its complementarity with common ways (process of peer review, consolidation of scientific knowledge before dissemination at the University) is also evaluated. The targeted strategy may not replace the "ancient system" with a new one but rather lead to the development of a new system aimed at reinforcing the efficiency of the existing ones.ReferencesAttari, S. Z., et al., Climatic Change, 154, 529–545, https://doi.org/10.1007/s10584-019-02463-0, 2019. Capstick, S., et al., Nat. Clim. Chang., 12, 773–774, https://doi.org/10.1038/s41558-022-01461-y, 2022. Oreskes, N., Proc.Indian Natl. Sci. Acad., 88, 824–828, https://doi.org/10.1007/s43538-022-00121-1, 2022.