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PubMed1995

The responsive workbench: a virtual working environment for physicians.

The paper describes the concept of the Responsive Workbench (RW). This virtual environment was designed to support end users working on desks, workbenches, and tables as physicians, architects and scientists with an adequate human-machine interface. We attempt to construct a task-driven interface for this class of users by working in an interdisciplinary team from the beginning. The system is explained and evaluated along three medical applications: medical education, a cardiological tutorial with a simulation system for ultrasonographic examinations of the heart and surgery planning. Virtual objects are located on a real "workbench". The objects, displayed as computer generated stereoscopic images are projected onto the surface of a table. The participants operate within a non-immersive virtual environment. A "guide" uses the virtual environment while several observers can also watch events by using shutter glasses. Depending on the application, various input and output modules can be integrated, such as motion, gesture and speech recognition systems which characterize the general trend away from the classical multimedia desktop interface. The RW is compared with other common virtual reality systems as head mounted displays. First experiences of the collaborators are drawn and future enhancements are proposed.

Computer Graphics↗

PubMed2001

Performance-driven facial animation: basic research on human judgments of emotional state in facial avatars.

Virtual reality is rapidly evolving into a pragmatically usable technology for mental health (MH) applications. As the underlying enabling technologies continue to evolve and allow us to design more useful and usable structural virtual environments (VEs), the next important challenge will involve populating these environments with virtual representations of humans (avatars). This will be vital to create mental health VEs that leverage the use of avatars for applications that require human-human interaction and communication. As Alessi et al.1 pointed out at the 8th Annual Medicine Meets Virtual Reality Conference (MMVR8), virtual humans have mainly appeared in MH applications to "serve the role of props, rather than humans." More believable avatars inhabiting VEs would open up possibilities for MH applications that address social interaction, communication, instruction, assessment, and rehabilitation issues. They could also serve to enhance realism that might in turn promote the experience of presence in VR. Additionally, it will soon be possible to use computer-generated avatars that serve to provide believable dynamic facial and bodily representations of individuals communicating from a distance in real time. This could support the delivery, in shared virtual environments, of more natural human interaction styles, similar to what is used in real life between people. These techniques could enhance communication and interaction by leveraging our natural sensing and perceiving capabilities and offer the potential to model human-computer-human interaction after human-human interaction. To enhance the authenticity of virtual human representations, advances in the rendering of facial and gestural behaviors that support implicit communication will be needed. In this regard, the current paper presents data from a study that compared human raters' judgments of emotional expression between actual video clips of facial expressions and identical expressions rendered on a three-dimensional avatar using a performance-driven facial animation (PDFA) system developed at the University of Southern California Integrated Media Systems Center. PDFA offers a means for creating high-fidelity visual representations of human faces and bodies. This effort explores the feasibility of sensing and reproducing a range of facial expressions with a PDFA system. In order to test concordance of human ratings of emotional expression between video and avatar facial delivery, we first had facial model subjects observe stimuli that were designed to elicit naturalistic facial expressions. The emotional stimulus induction involved presenting text-based, still image, and video clips to subjects that were previously rated to induce facial expressions for the six universals2 of facial expression (happy, sad, fear, anger, disgust, and surprise), in addition to attentiveness, puzzlement and frustration. Videotapes of these induced facial expressions that best represented prototypic examples of the above emotional states and three-dimensional avatar animations of the same facial expressions were randomly presented to 38 human raters. The raters used open-end, forced choice and seven-point Likert-type scales to rate expression in terms of identification. The forced choice and seven-point ratings provided the most usable data to determine video/animation concordance and these data are presented. To support a clear understanding of this data, a website has been set up that will allow readers to view the video and facial animation clips to illustrate the assets and limitations of these types of facial expression-rendering methods (www. USCAvatars.com/MMVR). This methodological first step in our research program has served to provide valuable human user-centered feedback to support the iterative design and development of facial avatar characteristics for expression of emotional communication.

Adolescent↗

PubMed2002

An investigation of immersiveness in virtual reality exposure using physiological data.

As virtual reality technology is increasingly attracting significant attention in clinical psychology, especially in the treatment of phobias, physiological monitoring is increasingly considered as an objective measuring tool for studying participants. However, there are few studies of the normal individual's physiological response to virtual environments, or their reactions to different virtual environments. The goal of this study is to analyze non-phobic participants' physiological reaction to two virtual environments: driving and flying and to investigate the usefulness of heart rate variability. Eleven non-phobic participants were exposed to each virtual environment for 15 minutes. Heart rate, skin resistance, and skin temperature measurements were taken for physiological monitoring and Presence and Simulator Sickness Questionnaires were obtained after each exposure. This study found that skin resistance and heart rate variability can be used to show arousal of participant exposed to virtual environments experience and that such measures generally returned to normal as time went by. The Study showed that skin resistance and heart rate can be used as objective measures in monitoring the reaction of non-phobic participants to virtual environments. Significantly, heart rate variability analysis in virtual environments showed that it could be useful for assessing the emotional states of participants.

Adult↗

PubMed2004

Virtual reality environment design of managing both presence and virtual reality sickness.

It is difficult to design the Virtual Reality (VR) Environment which controls VR sickness and promotes presence. This is because the relationship between the user's susceptibility to VR sickness and a sense of presence, determined by velocity and visual angle of the visual information, involves a trade-off between the two. Then we propose the optimal value search system which computes efficiently the velocity and visual angle which control VR sickness and do not impair presence by taking account of a subject's characteristic. Under certain experimental conditions, some subjects showed serious VR sickness whose simulator sickness questionnaire total score was more than 60 and needed more than 30 minutes to recover from VR sickness. However, on the condition of angular velocity and visual angle computed by our proposed method, all subjects felt their vection, which was our index for the sense of presence, over 70 percent of their experiment time; no subject needed more than 5 minutes to recover from VR sickness.

Adult↗

PubMed2002

"Active" and "passive" learning of three-dimensional object structure within an immersive virtual reality environment.

We used a fully immersive virtual reality environment to study whether actively interacting with objects would effect subsequent recognition, when compared with passively observing the same objects. We found that when participants learned object structure by actively rotating the objects, the objects were recognized faster during a subsequent recognition task than when object structure was learned through passive observation. We also found that participants focused their study time during active exploration on a limited number of object views, while ignoring other views. Overall, our results suggest that allowing active exploration of an object during initial learning can facilitate recognition of that object, perhaps owing to the control that the participant has over the object views upon which they can focus. The virtual reality environment is ideal for studying such processes, allowing realistic interaction with objects while maintaining experimenter control.

Adult↗

PubMed2003

A virtual reality environment for evaluation of a daily living skill in brain injury rehabilitation: reliability and validity.

OBJECTIVE: To establish the stability and validity of information collected in a virtual reality environment from persons with traumatic brain injury (TBI). DESIGN: Prospective correlation design to examine 3-week test-retest results for equivalence reliability between computer-simulated and natural environments. SETTING: A residential rehabilitation center for brain injury. PARTICIPANTS: Fifty-four consecutive patients with TBI who received comprehensive rehabilitation services and who were at different stages of recovery. INTERVENTION: An immersive virtual kitchen was developed in which a meal preparation task involving multiple steps was performed. The subjects completed meal preparation both in a virtual reality kitchen and an actual kitchen twice over a 3-week period. MAIN OUTCOME MEASURES: Time and errors on task completion using virtual reality assessment, actual kitchen performance (analogous to the virtual reality environment), occupational therapy (OT) evaluation, and neuropsychologic tests. RESULTS: The stability of performance using the simulated virtual environment was estimated with intraclass correlation coefficients (ICCs). The ICC value for total performance, based on all steps involved in the meal preparation task, was.76 (P<.01). The construct validity of the simulated environment was examined by correlating performance in the virtual environment with that in the actual kitchen (r=.63, P<.01), the OT evaluation (r=.30, P=.05 for meal preparation; r=.40, P=.01 for cognitive subskills), and neuropsychologic tests (r=.56, P<.01 for the full-scale intelligence quotient [IQ]; r=.40, P<.01 for the verbal IQ; r=.56, P<.01 for the performance IQ). Finally, a multiple regression analysis revealed that the virtual reality environment test was a good predictor for the actual assessment kitchen (beta=.35, P=.01). CONCLUSION: The virtual reality system showed adequate reliability and validity as a method of assessment in persons with brain injury.

Adolescent↗

PubMed2002

Introduction to the special issue on virtual reality environments in behavioral sciences.

Virtual reality (VR) is usually described in biology and in medicine as a collection of technologies that allow people to interact efficiently with three-dimensional (3-D) computerized databases in real time using their natural senses. This definition lacks any reference to head-mounted displays (HMDs) and instrumented clothing such as gloves or suits. In fact, less than 10% of VR healthcare applications in medicine are actually using any immersive equipment. However, if we focus our attention on behavioral sciences, where immersion is used by more than 50% of the applications, VR is described as an advanced form of human- computer interface that allows the user to interact with and become immersed in a computer-generated environment. This difference outlines a different vision of VR shared by psychologists, psychotherapists, and neuropsychologists: VR provides a new human-computer interaction paradigm in which users are no longer simply external observers of images on a computer screen but are active participants within a computer-generated 3-D virtual world. This special issue investigates this vision, presenting some of the most interesting applications actually developed in the area. Moreover, it discusses the clinical principles, human factors, and technological issues associated with the use of VR in the behavioral sciences.

Behavioral Sciences↗

PubMed2003

Managing and supporting medical education with a virtual learning environment: the Edinburgh Electronic Medical Curriculum.

Virtual learning environments (VLEs) can be a compelling and powerful way to support and manage contemporary medical education. A VLE purposively aligned to a course can integrate and normalize procedures and provide a central access point and reference mechanism for all of a course's component communities. The Edinburgh Electronic Medical Curriculum (EEMeC), developed in-house to support the Edinburgh under-graduate course, has proved to be a great success with students, teaching and administrative staff. It exists in a 'blended' relationship with the course, which uses both face-to-face and online delivery modes. This paper maps out the process of the EEMeC system's development and describes a number of factors that have contributed to its success.

Computer-Assisted Instruction↗

PubMed2003

Training brain retraction in a virtual reality environment.

A computer based virtual reality system is presented allowing the user to train skills related to brain retraction. The system is designed and the core training system implemented and tested. The initial test shows promising results.

Brain↗

PubMed1998

Formative design of a virtual learning environment.

Current technology for 3D visualization, modeling and interaction allows the construction of attractive virtual environments for study of anatomy, surgery and other biomedical fields. The formative methodology for designing such environments is uncharted, but necessary before committing to large scale development. We present one such methodology undertaken during the design of a learning environment for biology for high school and middle school students. We expect to extend this design methodology to the development of environments for the teaching of medical subjects.

Animals↗

PubMed2000

Planning and simulation of neurosurgery in a virtual reality environment.

OBJECTIVE: To report our experience with preoperative neurosurgical planning in our stereoscopic virtual reality environment for 21 patients with intra- and extra-axial brain tumors and vascular malformations. METHODS: A neurosurgical planning system called VIVIAN (Virtual Intracranial Visualization and Navigation) was developed for the Dextroscope, a virtual reality environment in which the operator reaches with both hands behind a mirror into a computer-generated stereoscopic three-dimensional (3-D) object and moves and manipulates the object in real time with natural 3-D hand movements. Patient-specific data sets from multiple imaging techniques (magnetic resonance imaging, magnetic resonance angiography, magnetic resonance venography, and computed tomography) were coregistered, fused, and displayed as a stereoscopic 3-D object. A suite of 3-D tools accessible inside the VIVIAN workspace enabled users to coregister data, perform segmentation, obtain measurements, and simulate intraoperative viewpoints and the removal of bone and soft tissue. RESULTS: VIVIAN was used to plan neurosurgical procedures primarily in difficult-to-access areas, such as the cranial base and the deep brain. The intraoperative and virtual reality 3-D scenarios correlated well. The VIVIAN system substantially contributed to surgical planning by 1) providing a quick and better understanding of intracranial anatomic and abnormal spatial relationships, 2) simulating the craniotomy and the required cranial base bone work, and 3) simulating intraoperative views. CONCLUSION: The VIVIAN system allows users to work with complex imaging data in a fast, comprehensive, and intuitive manner. The 3-D interaction of this virtual reality environment is essential to the efficient assembly of surgically relevant spatial information from the data derived from multiple imaging techniques. The usefulness of the system is highly dependent on the accurate coregistration of the data and the real-time speed of the interaction.

Adult↗

PubMed2005

The influence of restricted viewing conditions on egocentric distance perception: implications for real and virtual indoor environments.

We carried out three experiments to examine the influence of field of view and binocular viewing restrictions on absolute distance perception in real-world indoor environments. Few of the classical visual cues provide direct information for accurate absolute distance judgments to points in the environment beyond about 2 m from the viewer. Nevertheless, in previous work it has been found that visually directed walking tasks reveal accurate distance estimations in full-cue real-world environments to distances up to 20 m. In contrast, the same tasks in virtual environments produced with head-mounted displays (HMDs) show large compression of distance. Field of view and binocular viewing are common limitations in research with HMDs, and have been rarely studied under full pictorial-cue conditions in the context of distance perception in the real-world. Experiment 1 showed that the view of one's body and feet on the floor was not necessary for accurate distance perception. In experiment 2 we manipulated the horizontal and the vertical field of view along with head rotation and found that a restricted field of view did not affect the accuracy of distance estimations when head movement was allowed. Experiment 3 showed that performance with monocular viewing was equal to that with binocular viewing. These results have implications for the information needed to scale egocentric distance in the real-world and reduce the support for the hypothesis that a limited field of view or imperfections in binocular image presentation are the cause of the underestimation seen with HMDs.

Adult↗

PubMed2006

Using a virtual reality system to study balance and walking in a virtual outdoor environment: a pilot study.

Falls and fall-related injuries are a major problem for elderly persons. Most falls occur during walking and turning, and the risk of falling increases when attention is diverted to something besides walking. It is often difficult to standardize methods for testing balance and fall tendency in a clinically relevant setting. We describe the development of a system using a virtual environment (VE) to assess how attention demanding and unexpected events influence a person's capacity to control balance and movement. The hardware in the system consists of a head-mounted display (HMD), a magnetic tracker system, and two SGI computers. The software consists of the image generation of the VE and the management and visualization of motion tracking data. In a preliminary pilot study eight subjects (age 23-80) participated. Each subject walked on a normal floor and was visually presented a familiar outdoor environment in the HMD. They were exposed to different unexpected events, such as a virtual snowfall and tilting of the VE. Disturbances of balance and walking patterns such as changes in speed, stride length and balance reactions like slipping were observed. Two subjects experienced symptoms of cyber sickness with a SSQ score above 25 points. Walking with sensors only did not affect walking time, but in VE the subjects generally walked more slowly. Virtual tilting of the environment had an impact on balance performance during walking. This effect was not observed while the test subjects were walking in a virtual snowfall. The model needs further development but may hold a potential for clinical use.

Accidental Falls↗

PubMed2003

Sonic intelligence as a virtual therapeutic environment.

This paper reports on the results of a research project, on comparing one virtual collaborative environment with a first-person visual immersion (first-perspective interaction) and a second one where the user interacts through a sound-kinetic virtual representation of himself (avatar), as a stress-coping environment in real-life situations. Recent developments in coping research are proposing a shift from a trait-oriented approach of coping to a more situation-specific treatment. We defined as real-life situation a target-oriented situation that demands a complex coping skills inventory of high self-efficacy and internal or external "locus of control" strategies. The participants were 90 normal adults with healthy or impaired coping skills, 25-40 years of age, randomly spread across two groups. There was the same number of participants across groups and gender balance within groups. All two groups went through two phases. In Phase I, Solo, one participant was assessed using a three-stage assessment inspired by the transactional stress theory of Lazarus and the stress inoculation theory of Meichenbaum. In Phase I, each participant was given a coping skills measurement within the time course of various hypothetical stressful encounters performed in two different conditions and a control group. In Condition A, the participant was given a virtual stress assessment scenario relative to a first-person perspective (VRFP). In Condition B, the participant was given a virtual stress assessment scenario relative to a behaviorally realistic motion controlled avatar with sonic feedback (VRSA). In Condition C, the No Treatment Condition (NTC), the participant received just an interview. In Phase II, all three groups were mixed and exercised the same tasks but with two participants in pairs. The results showed that the VRSA group performed notably better in terms of cognitive appraisals, emotions and attributions than the other two groups in Phase I (VRSA, 92%; VRFP, 85%; NTC, 34%). In Phase II, the difference again favored the VRSA group against the other two. These results indicate that a virtual collaborative environment seems to be a consistent coping environment, tapping two classes of stress: (a) aversive or ambiguous situations, and (b) loss or failure situations in relation to the stress inoculation theory. In terms of coping behaviors, a distinction is made between self-directed and environment-directed strategies. A great advantage of the virtual collaborative environment with the behaviorally enhanced sound-kinetic avatar is the consideration of team coping intentions in different stages. Even if the aim is to tap transactional processes in real-life situations, it might be better to conduct research using a sound-kinetic avatar based collaborative environment than a virtual first-person perspective scenario alone. The VE consisted of two dual-processor PC systems, a video splitter, a digital camera and two stereoscopic CRT displays. The system was programmed in C++ and VRScape Immersive Cluster from VRCO, which created an artificial environment that encodes the user's motion from a video camera, targeted at the face of the users and physiological sensors attached to the body.

Adaptation, Psychological↗

PubMed1996

A procedure for testing speech intelligibility in a virtual listening environment.

OBJECTIVE: The development of a test of virtual speech intelligibility in noise that enables assessment in typical, everyday listening situations. To eliminate extraneous confounding factors, digital signal processing was incorporated to simulate listening environments and source locations and allow presentation of stimuli via earphones. DESIGN: Source-to-eardrum transfer functions measured on KEMAR for various source locations in anechoic and reverberant environments were used to process monosyllabic words and speech-spectrum noise. Speech intelligibility was measured for three speech and noise configurations in two environments using an adaptive procedure to determine the signal-to-noise (S/N) ratio for 50% intelligibility. RESULTS: Normal-hearing listeners achieved 50% intelligibility of monosyllabic words at significantly lower S/N ratios in a virtual anechoic environment than in a virtual reverberant environment. Speech intelligibility improved significantly in both environments when the speech and noise sources were separated, but the intelligibility gain in the anechoic environment was four times larger than in the reverberant environment. CONCLUSIONS: This test is easy to administer and score, and it provides a means for measuring: 1) the effects of separating speech and noise sources and 2) the effects of reverberation on speech intelligibility in noise while eliminating confounding factors such as calibration.

Hearing↗

PubMed2002

Virtual reality system for treatment of the fear of public speaking using image-based rendering and moving pictures.

The fear of speaking is often cited as the world's most common social phobia. The rapid growth of computer technology enabled us to use virtual reality (VR) for the treatment of the fear of public speaking. There have been two techniques used to construct a virtual environment for the treatment of the fear of public speaking: model-based and movie-based. Virtual audiences and virtual environments made by model-based technique are unrealistic and unnatural. The movie-based technique has a disadvantage in that each virtual audience cannot be controlled respectively, because all virtual audiences are included in one moving picture file. To address this disadvantage, this paper presents a virtual environment made by using image-based rendering (IBR) and chroma keying simultaneously. IBR enables us to make the virtual environment realistic because the images are stitched panoramically with the photos taken from a digital camera. And the use of chroma keying allows a virtual audience to be controlled individually. In addition, a real-time capture technique was applied in constructing the virtual environment to give the subjects more interaction, in that they can talk with a therapist or another subject.

Desensitization, Psychologic↗

PubMed1997

Virtual reality environments for psycho-neuro-physiological assessment and rehabilitation.

Virtual Reality Environments for Psychoneurophysiological Assessment and Rehabilitation-is an European Community funded project (Telematics for health-HC 1053 http:/(/)www.etho.be/ht_projects/vrepar/) whose aim is: to develop a PC based virtual reality system (PC-VRS) for the medical market that can be marketed at a price which is accessible to its possible end-users (hospitals, universities and research centres) and which would have the modular, connectability and interoperability characteristics that the existing systems lack; to develop three hardware/software modules for the application of the PC VRS in psychoneurophysiological assessment and rehabilitation. The chosen development areas are eating disorders (bulimia, anorexia and obesity), movement disorders (Parkinson's disease and torsion dystonia) and stroke disorders (unilateral neglect and hemiparesis). This paper presents the rationale of the different approaches and the methodology used.

Cerebrovascular Disorders↗

PubMed2002

Clinical test for Attention Enhancement System.

Attention Deficit Hyperactivity Disorder (ADHD) is a childhood syndrome characterized by short attention span, impulsiveness, and hyperactivity, which often leads to learning disabilities and various behavioral problems. The prevalence rates for ADHD varied from a low of 2.0% to a high of 6.3% in 1992 statistics, and it may be higher now. Using Virtual Environments and Neurofeedback, we have developed an Attention Enhancement System for treating ADHD. And we made a clinical test. Classroom-based virtual environments are constructed for intimacy and intensive attention enhancement. In this basic virtual environment, subjects performed some training sessions. There are two kinds of training sessions. One is Virtual Reality Cognitive Training (VRCT) and the other is Virtual Reality Neurofeedback Training (VRNT). In VRNT, we made a change in the virtual environment by Neurofeedback. Namely, if the Beta ratio is greater than the specified threshold level, the change as positive reinforce is created in the virtual environment. 50 subjects, aged 14 to 18, who had committed crimes and had been isolated in a reformatory took part in this study. They were randomly assigned to one of five 10-subject groups: a control Group, two placebo groups, and two experimental groups. The experimental groups and the placebo groups underwent 10 sessions over two weeks. The control group underwent no training session during the same period of time. While the experimental groups used HMD and Head Tracker in each session, the placebo groups used only a computer monitor. Consequently, only the experimental Groups could look around the virtual classroom. Besides that, Placebo Group 1 and Experimental Group 1 performed the same task(Neurofeedback Training), and Placebo Group 2 and Experimental Group 2 also performed the same task(Cognitive Training). All subjects Continuous Performance Task(CPT) before and after all training sessions. In the number of correct answers, omission errors and signal detection index (d'), the subjects' scores from CPT showed significant improvement (p<0.01) after all of the training sessions, while control group indicated no significant change. And experimental groups showed significant difference (p<0.01) with placebo groups. Lastly, the Virtual Reality Neurofeedback training group and the Virtual Reality Cognitive training group indicated not significant difference. Our System is supposed to enhance subjects' attention and lead their behavioral improvement. And also, we can conclude that virtual reality training (both Neurofeedback training and Cognitive training) has an advantage for attention enhancement compared with desk-top training.

Adolescent↗