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Special Issue "Mixed Reality Games—Playful Experiences in Immersive and Interactive Media"

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A special issue of Applied Sciences (ISSN 2076-3417). This special issue belongs to the section "Computing and Artificial Intelligence".

Deadline for manuscript submissions: 20 June 2023 | Viewed by 10970

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Special Issue Editor

Prof. Dr. Eike Langbehn

E-Mail Website
Guest Editor

Media Informatics, Hamburg University of Applied Sciences (HAW Hamburg), 22081 Hamburg, Germany
Interests: mixed reality; human–computer interaction; game design; interactive systems

Special Issue Information

Dear Colleagues,

Virtual, augmented and mixed reality (XR) technologies have received enormous attention in recent years. Nowadays, XR devices are used primarily in digital games and entertainment.

Games place particularly high demands on usability and accessibility. In most cases, games are consumed for entertainment and fun. This requires joyful user interfaces to keep up player motivation. Even more challenges for user interface design are added for XR games: Sense of presence, cyber sickness or spatial cognition. However, especially the spatiality of XR enables completely new kinds of interactions and game mechanics that can open up possibilities and innovations.

Additionally, beyond pure entertainment purposes, game mechanics can be exploited for serious applications such as health or training. The combination of XR and games has the potential to enhance involvement, understanding, performance or efficiency in these domains.

This Special Issue will publish high-quality research papers in the field of XR and games, spatial human–computer interaction, playful media, and 3D interface technologies. Of interest are papers that explore methods, techniques, technologies, reviews, (case) studies, applications, or novel ideas.

Prof. Dr. Eike Langbehn
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Applied Sciences is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2300 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

Game design and interaction design
Human–computer interaction
Virtual, augmented, and mixed reality
Game mechanics and Gamification
Playful media
3D user interfaces
Spatial interaction
3D input and output
Navigation and locomotion
Immersion and presence
VR sickness
Perception, cognition, action
Audio and haptic interfaces
3D rendering technologies
Virtual humans
Serious games
Health games and Exergames
News games
Training and simulation

Published Papers (3 papers)

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Research

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Open AccessArticle

Usability and Acceptance of Exergames Using Different Types of Training among Older Hypertensive Patients in a Simulated Mixed Reality

and

Appl. Sci. 2022, 12(22), 11424; https://doi.org/10.3390/app122211424 - 10 Nov 2022

Cited by 2 | Viewed by 873

Abstract

Virtual and augmented reality (VR/AR) exergames are promising tools for increasing training motivation. However, the use of exergames with mixed reality (MR) headsets remains under-researched. Older adults with hypertension could also benefit from the increased training adherence associated with MR. Endurance and strength endurance exercises are recommended for this group to lower blood pressure. The aim of the preliminary study (n = 22) was to compare the usability and acceptance of two exergames, which represent two different training types—strength endurance training (SET) and endurance training (ET). The developed exergame prototypes were applied in “simulated MR” using a VR head-mounted display. We examined the following outcomes: usability (TUI), intention to use (TUI), subjective task load (NASA-TLX), frustration (NASA-TLX), and presence (PQ). The results showed that frustration was significantly greater in the ET than in the SET (p = 0.038). Presence was significantly higher in the SET (p = 0.002). No significant differences in usability and acceptance were found in the exergames. The results indicate that usability and acceptance are not related to the type of training when utilizing MR exergames. Whether the results are transferable with a real MR headset must be determined in further research. Full article

(This article belongs to the Special Issue Mixed Reality Games—Playful Experiences in Immersive and Interactive Media)

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Open AccessArticle

Creating Audio Object-Focused Acoustic Environments for Room-Scale Virtual Reality

Constantin Popp

and

Damian T. Murphy

Appl. Sci. 2022, 12(14), 7306; https://doi.org/10.3390/app12147306 - 20 Jul 2022

Cited by 3 | Viewed by 2447

Abstract

Room-scale virtual reality (VR) affordance in movement and interactivity causes new challenges in creating virtual acoustic environments for VR experiences. Such environments are typically constructed from virtual interactive objects that are accompanied by an Ambisonic bed and an off-screen (“invisible”) music soundtrack, with the Ambisonic bed, music, and virtual acoustics describing the aural features of an area. This methodology can become problematic in room-scale VR as the player cannot approach or interact with such background sounds, contradicting the player’s motion aurally and limiting interactivity. Written from a sound designer’s perspective, the paper addresses these issues by proposing a musically inclusive novel methodology that reimagines an acoustic environment predominately using objects that are governed by multimodal rule-based systems and spatialized in six degrees of freedom using 3D binaural audio exclusively while minimizing the use of Ambisonic beds and non-diegetic music. This methodology is implemented using off-the-shelf, creator-oriented tools and methods and is evaluated through the development of a standalone, narrative, prototype room-scale VR experience. The experience’s target platform is a mobile, untethered VR system based on head-mounted displays, inside-out tracking, head-mounted loudspeakers or headphones, and hand-held controllers. The authors apply their methodology to the generation of ambiences based on sound-based music, sound effects, and virtual acoustics. The proposed methodology benefits the interactivity and spatial behavior of virtual acoustic environments but may be constrained by platform and project limitations. Full article

(This article belongs to the Special Issue Mixed Reality Games—Playful Experiences in Immersive and Interactive Media)

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Review

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Open AccessReview

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Georgios Lampropoulos

Euclid Keramopoulos

Konstantinos Diamantaras

and

Georgios Evangelidis

Appl. Sci. 2022, 12(13), 6809; https://doi.org/10.3390/app12136809 - 05 Jul 2022

Cited by 18 | Viewed by 6446

Abstract

This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident. Full article

(This article belongs to the Special Issue Mixed Reality Games—Playful Experiences in Immersive and Interactive Media)

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