Search Results (27)

Presence is widely recognized as a key quality metric for immersive virtual reality (IVR) experiences. However, research on factors contributing to presence is impeded by the plethora of identified factors, contradictory results, and unclear interactions. Based on the analysis of the current literature, we propose a two-step research methodology combining exploratory and confirmatory paradigms to address these issues. As existing IVR study tools do not focus on presence and its determinants, we developed our own tool consisting of two components: an IVR app, based on Unreal Engine for designing and displaying IVR scenarios, and a browser-based experimenter interface using Vue.js, enabling precise control over presence factors and study procedure. The methodology and study tool underwent a formative expert evaluation (N = 6) and a first practical application within the AgeVR research project (N = 115). Their feasibility was confirmed by expert feedback, as well as data from 115 successfully completed exploratory studies with participants of various ages. The exploratory study procedure works for general presence, involvement, and plausibility illusion. Measures that will enable the seamless investigation of the remaining presence subcomponents are proposed. Our next step is to develop and test hypotheses in the confirmatory studies. The study tool was made publicly available as an open source project. Full article

This research paper explores the impact of immersive virtual reality (IVR) on the teaching of conceptual design in engineering and architecture fields, focusing on the use of interactive 3D drawing tools in virtual and augmented reality environments. The study analyzes how IVR influences spatial understanding, idea communication, and immersive 3D sketching for industrial and architectural design. Additionally, it examines user perceptions of virtual spaces prior to physical construction and evaluates the effectiveness of these technologies through surveys administered to mechanical engineering students utilizing VR/AR headsets. A structured methodology was developed for students enrolled in an industrial design course, comprising four phases: initial theoretical instruction on ephemeral architecture, immersive 3D sketching sessions using Meta Quest 2 and Microsoft HoloLens 2 VR/AR headsets, detailed CAD modeling based on conceptual sketches, and immersive virtual tours to evaluate user perception and design efficacy. Ad hoc questionnaires specifically designed for this research were employed. The results indicate a positive reception to IVR, emphasizing its ease of use, intuitive learning process, and effectiveness in improving motivation, academic performance, and student engagement during the conceptual design phase in graphic engineering education. Full article

Background: Integrating serious games in immersive virtual reality (IVR) enhances university physics education by addressing student motivation and engagement challenges. Traditional methods often fail to link abstract concepts with real-world applications, reducing interest. IVR and serious games create interactive environments that dynamically reinforce complex scientific principles, improving learning experiences. Methodology: A pre- and post-experimental design was conducted with 17 Physics 1 students from Universidad Tecnologica de Pereira (UTP). The participants were assessed before engaging with “Parabolic Basketball VR” to measure their initial understanding of projectile motion. After gameplay, post-intervention evaluations were conducted to analyze learning outcomes. Results: The intervention significantly improved students’ understanding, with post-intervention scores notably higher. The Wilcoxon signed-rank test (p = 0.007, Z = −2.687) confirmed a substantial increase in scores, demonstrating the game’s effectiveness in enhancing conceptual learning. Conclusions: “Parabolic Basketball VR” effectively enhances learning of projectile motion through immersive and interactive experiences. The significant improvements observed confirm the potential of integrating well-designed serious games into physics education, suggesting that these tools can significantly enhance both the theoretical understanding and practical application of complex scientific concepts. This study underscores the importance of aligning educational content with interactive gameplay to achieve learning objectives, providing a valuable approach for future educational strategies in scientific disciplines. Full article

The growing attention to virtual reality (VR) suggests that immersive technologies will be widely applied across various contexts, including education. However, conceptual divergences and a lack of understanding regarding the learning process in immersive virtual environments reveal the nascent understanding of the use of immersive virtual reality (iVR) and its benefits in educational contexts. Against this backdrop, this article presents a proposed pedagogical framework aimed at aligning the affordances of iVR environments—such as immersion, interactivity, and embodiment—with educational objectives, thereby enhancing learning experiences. Developed through a design-based research (DBR) methodology, the framework integrates theoretical contributions from the CAMIL model and the XR ABC framework in conjunction with the revised Bloom’s taxonomy. The structure organizes immersive experiences into three levels—Absorb, Experience, and Explore—which are distinguished by the interactivity and complexity of the proposed tasks. Each level is mapped to the cognitive domains and dimensions of knowledge, promoting the progressive development of cognitive and psychomotor skills. It is posited that aligning the technological features of the environment with educational objectives and the level of active student engagement can facilitate learning in immersive environments. Full article

Peri-personal space (PPS) refers to the area immediately surrounding our body where interactions with objects and others occur. Immersive virtual reality (IVR) offers a controlled and adaptable environment, enabling the precise modulation of PPS boundaries. This provides significant benefits across various fields, including enhancing spatial awareness, advancing therapeutic interventions, and improving ergonomic designs. This systematic review aims to synthesize and evaluate the existing literature on this topic through various methodologies. To achieve this, three databases, PubMed, Scopus, and Web of Science, were searched following the PRISMA framework. Twenty studies met the eligibility criteria, were assessed for quality, and were included in the review. Across all studies, IVR was utilized to provide multisensory interactions and implement methods were used to manipulate PPS boundaries. The review categorizes PPS extension methods into three main domains: tool-use extension, extension related to tool use, social interaction extension, and embodiment-related extension. The findings confirm IVR’s potential to expand PPS boundaries and offer recommendations for leveraging this technology in future research. This work highlights the importance of IVR in advancing our understanding of PPS and its practical applications across diverse contexts. Full article

Background: Immersive virtual reality (IVR) serves as a promising tool to provide adolescents with enriched social experience due to its high-fidelity simulations and multimodal interaction. This study aims to design and develop a multi-user IVR collaborative game utilizing simultaneous localization and mapping (SLAM)-based inside-out tracking technique to foster social experience among students. Also, this study explored the mechanism by which technology acceptance affected social experience in the IVR collaboration game, focusing on the mediating effects of presence, collective efficacy, and group effectiveness, as well as the moderating effect of social–emotional competence (SEC). Methods: A total of 104 seventh graders from a middle school in Central China participated in this study and completed the questionnaire. Finally, 87 valid questionnaire responses were retrieved. Results: The results revealed that technology acceptance both directly and indirectly influenced social experience. The mediation analysis revealed a key pathway influencing social experience: technology acceptance → presence → collective efficacy → group effectiveness → social experience. However, no moderating effect of SEC was found in the relationship between technology acceptance and social experience, group effectiveness, and social experience. Conclusions: Based on these results, more appropriate IVR interventions could be developed for social–emotional learning among children and adolescents. Full article

The aim of this study is to understand the experiences of university students who took part in a pilot program for an experiential learning opportunity in immersive virtual reality (iVR). Experiential learning opportunities are essential for students who will be expected to apply their knowledge in a professional setting. Head-mounted display devices were distributed to university students and individuals with developmental disabilities at a partnering community organization. The university students met community partners in a virtual world and interacted with them to learn about their partners’ self-selected goals related to communication and job skills. A mixed methods analysis of survey responses and journal entries was conducted. Students reported an overall positive experience with iVR and indicated an interest in pursuing future opportunities to include iVR in their learning. Full article

The emergence of new display technologies can change the perception of product design features and their assessment. Previous studies are limited to comparisons between a few technologies; the real product is considered only occasionally. This work compares the perceptions of 10 design features in two household products, shown by five display technologies (image rendering, 360° rotation, and augmented, immersive, and non-immersive virtual reality), and also with the real product. Results show that the 360° rotation provides the best perception for the most important features. However, the perception of aesthetic features is better achieved with i_VR. Other global results vary depending on the product. Finally, interaction with the real product shows a quite different perception for many features. The results contribute to the understanding of product perceptions influenced by different displays, comparing them with perceptions generated through real interaction. It is expected that the conclusions will be used to optimize the presentation of product features. Full article

Virtual-reality 3D modeling helps primary school students to develop creative thinking and problem-solving skills. Through hands-on practice, students can understand abstract concepts more intuitively, and can realize the combination of theory and practice. However, in conventional virtual 3D modeling teaching, students often lack immersive modeling experience, and the modeling method may not be in line with the cognitive way of thinking of primary school students, which, in turn, causes high cognitive load. Immersive virtual reality (IVR) environments provide students with more immersive and intuitive interactions, which can help promote students’ cognitive, emotional, and social development. Therefore, this study combined IVR with 3D virtual modeling to form an immersive virtual-reality-based 3D modeling approach (IVR-based 3D modeling) and designed a quasi-experiment to compare it with the conventional virtual reality 3D modeling approach (CVR-based 3D modeling) to explore its effectiveness. The results of the study show that the IVR-based 3D modeling approach significantly enhanced elementary school students’ creative thinking, including its sub-dimensions (e.g., challenge, imagination, and curiosity), when compared to the CVR-based 3D modeling approach. The same conclusion was reached for problem-solving skills. IVR-based 3D modeling also reduced students’ cognitive load during the learning process, especially in terms of mental effort. The results of the interviews complement the experimental results, and the learners’ perceptions of the new approach explain the experimental results to some extent. Full article

The 20th National Congress of the Communist Party of China and the 14th Five Year Plan for Education Informatization focus on digital technology and intelligent learning and implement innovation-driven education environment reform. An immersive virtual reality (IVR) environment has both immersive and interactive characteristics, which are an important way of virtual learning and are also one of the important ways in which to promote the development of smart education. Based on the above background, this article proposes an intelligent analysis system for Teaching and Learning Cognitive engagement in an IVR environment based on computer vision. By automatically analyzing the cognitive investment of students in the IVR environment, it is possible to better understand their learning status, provide personalized guidance to improve learning quality, and thereby promote the development of smart education. This system uses Vue (developed by Evan You, located in Wuxi, China) and ECharts (Developed by Baidu, located in Beijing, China) for visual display, and the algorithm uses the Pytorch framework (Developed by Facebook, located in Silicon Valley, CA, USA), YOLOv5 (Developed by Ultralytics, located in Washington, DC, USA), and the CRNN model (Convolutional Recurrent Neural Network) to monitor and analyze the visual attention and behavioral actions of students. Through this system, a more accurate analysis of learners’ cognitive states and personalized teaching support can be provided for the education field, providing certain technical support for the development of smart education. Full article

The gradual pace of climate change means that its awareness plays a particularly important role in encouraging support for its amelioration or adopting adaptive behavior. This case study involves an action research project that engages twelve urban planning-related professionals in the experience of immersive virtual reality (IVR) as a tool to improve awareness of the effects of climate change. Mobile LiDAR technology was used to digitally recreate urban models in which the participants could navigate a simulated inundated urban environment and interact with the virtual objects involved. Feedback from the participants indicated the IVR technology to be a potentially useful educational tool for both professionals and the community, offering unparalleled immersion and interaction for climate change awareness which, based on its unique attributes, could offer insights and understanding of the necessity for building resiliency into our living environments. Full article

Virtual environments have been widely adopted for design and training tasks in the industrial domain. Low-cost automation (LCA) is a technology that automatizes some activities using mostly standard automation mechanisms available off the shelf. However, LCA systems should adapt to existing standard production lines and workstations. Thus, workers must customize standard LCA templates and perform adaptation and customization steps. This activity can be very time consuming with physical LCA systems, and in case of errors, it may be necessary to rebuild many parts from scratch. Thus, LCA systems would greatly benefit from a design and prototyping step experienced in a virtual simulation environment. An immersive virtual reality (IVR) application for rapid and easy prototyping of LCA solutions has been investigated in previous work; the assessment of the system usability proved that the users highly appreciated the proposed solutions. This research explores further improvements to exploit the existing IVR application as a training tool for LCA prototyping trainees. The proposed application now provides users with two different interaction paradigms based on the VIVE controllers and the Manus Prime II data gloves. The application’s interface has been revised to allow a proper comparison of the two interaction models. The two interfaces have been compared, involving 12 participants in an LCA building task. The System Usability Scale (SUS) and the NASA Task Load Index (TLX) questionnaires have been used to assess the usability and workload of the two solutions. Full article

In recent years, emerging technologies such as immersive virtual reality (IVR) and Metaverse are pointing to new directions for the future of education. To summarise the current research status and development trend of immersive virtual reality in the field of education, this paper used the CiteSpace tool to search the SSCI literature included in the Web of Science under the theme of “Immersive virtual reality” or “Educational technology”. The results show a total of 1293 SSCI publications between 1996 and 2022, with the number of studies in this area increasing year on year. Current research hot spots focus on the application of IVR technology, evaluation and effectiveness research, and curriculum design and teaching. Analysis of node network diagrams and knowledge graphs suggest that future trends in the field will be to deepen immersive experiences, increase interactivity, and continue to explore more pedagogical value and application scenarios. In addition, there are increasingly close partnerships between research institutions and large-scale collaborative research is taking place internationally. In future research, researchers can explore scenarios for the application of Metaverse and the design of assessment systems that can facilitate the development of immersive education. Full article

Interior design industries have evolved to adopt advanced digital and interactive virtual reality (IVR) technologies for promotion. Marketing using a platform with a virtual interior design feature is an approach that enables not only the building up of a positive image for an interior design firm but also allows customers to experience home design intuitively on the digital platform. This study researched the relationship between the three factors of aesthetics, ease of use, and information quality in digital marketing and consumer satisfaction. Data from 120 respondents were collected via the internet. The results generated from structural equation modelling indicated that the above factors positively influence customer satisfaction with a digital platform empowered with the IVR interior design. It was found that information quality has the most influence among the three factors. Despite numerous scholars having conducted in-depth research on digital marketing, existing research lacks a consumer perspective for examining what factors have the most significant impact on consumers. Moreover, relatively little work has been conducted to determine the customer’s perceptions towards the digital marketing approach using virtual interior design and its interactive features. A theoretical model for interactive virtual interior design features for digital marketing is thus proposed. Full article

The emergence of immersive technologies, such as virtual reality (VR) headsets, has revolutionized the way we experience the physical world by creating a virtual, interactive environment. In the field of education, this technology has immense potential to provide students with a safe and controlled environment in which to experience real-world scenarios that may be otherwise unfeasible or unsafe. However, limited research exists on the effectiveness of integrating immersive technologies into technical education delivery. This research investigated the potential use of immersive virtual reality (IVR) in university-level construction management courses, with a focus on integrating IVR technology into traditional education for construction project planning and control. The experiment involved comparing the students’ learning and understanding of the subject matter using a set of two-dimensional construction drawings and a critical path method (CPM)-based construction schedule, with and without the use of an immersive environment. The findings suggested that the use of immersive technology significantly improved the students’ ability to understand technical concepts and identify any errors in the construction sequence when compared to traditional teaching methods. This paper presents the details of the experiment and a comparative analysis of both approaches in terms of students’ learning and understanding of project planning, sequencing, and scheduling. Full article