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PubMed1998

Virtual environments special needs and evaluative methods.

This paper presents an overview of the development of the Learning in Virtual Environments programme (LIVE), carried out in special education over the last four years. It is more precisely a project chronology, so that the reader can sense the historical development of the programme rather than giving emphasis to any one particular feature or breakthrough, which are covered in other papers and available through the authors. The project conception in a special school in Nottingham is followed by a description of the development of experiential and communicational virtual learning environments. These are followed, in turn, by the results of our testing programmes which show that experience gained in a virtual environment can transfer to the real world and that their use can encourage self-directed activity in students with severe learning difficulties. Also included is a discussion of the role of virtual learning environments (VLEs) in special education and of its attributes in the context of contemporary educational theory.

Activities of Daily Living↗

PubMed1997

Augmented Feedback Presented in a Virtual Environment Accelerates Learning of a Difficult Motor Task.

One can use a number of techniques (e.g., from videotaping to computer enhancement of the environment) to augment the feedback that a subject usually receives during training on a motor task. Although some forms of augmented feedback have been shown to enhance performance on isolated isometric tasks during training, when the feedback has been removed subjects have sometimes not been able to perform as well in the "real-world" task as controls. Indeed, for realistic, nonisometric motor tasks, improved skill acquisition because of augmented feedback has not been demonstrated. In the present experiments, subjects (Experiment 1, N = 42; Experiment 2, N = 21) performed with a system that was designed for teaching a difficult multijoint movement in a table tennis environment. The system was a fairly realistic computer animation of the environment and included paddles for the teacher and subject, as well as a virtual ball. Each subject attempted to learn a difficult shot by matching the pattern of movements of the expert teacher. Augmented feedback focused the attention of the subject on a minimum set of movement details that were most relevant to the task; feedback was presented in a form that required the least perceptual processing. Effectiveness of training was determined by measuring their performance in the real task. Subjects who received the virtual environment training performed significantly better than subjects who received a comparable amount of real-task practice or coaching. Kinematic analysis indicated that practice with the expert's trajectory served as a basis for performance on the real-world task and that the movements executed after training were subject-specific modifications of the expert's trajectory. Practice with this trajectory alone was not sufficient for transfer to the real task, however: When a critical component of the virtual environment was removed, subjects showed no transfer to the real task.

augmented feedback↗

PubMed2005

The impact of secondary tasks on multi-tasking in a virtual environment.

One experiment is described that examined the possible involvement of working memory in the Virtual Errands Test (McGeorge et al. (2001). Using virtual environments in the assessment of executive dysfunction. Presence, 10, 375-383), which requires participants to complete errands within a virtual environment, presented on a computer screen. Time was limited, therefore participants had to swap between tasks (multi-task) efficiently to complete the errands. Forty-two undergraduates participated, all attempting the test twice. On one of these occasions they were asked to perform a concurrent task throughout (order of single and dual-task conditions was counterbalanced). The type of secondary task was manipulated between groups. Twenty-one participants were asked to randomly generate months of the year aloud in the dual-task condition, while another 21 were asked to suppress articulation by repeating the word "December". An overall dual-task effect on the Virtual Errands Test was observed, although this was qualified by an interaction with the order of single and dual-task conditions. Analysis of the secondary task data showed a drop in performance (relative to baseline) under dual-task conditions, and that drop was greater for the random generation group than the articulatory suppression group. These data are interpreted as suggesting that the central executive and phonological loop components of working memory are implicated in this test of multi-tasking.

Adolescent↗

PubMed1995

Use of the Remote Access Virtual Environment Network (RAVEN) for coordinated IVA-EVA astronaut training and evaluation.

This paper presents a unique virtual reality training and assessment tool developed under a NASA grant, "Research in Human Factors Aspects of Enhanced Virtual Environments for Extravehicular Activity (EVA) Training and Simulation." The Remote Access Virtual Environment Network (RAVEN) was created to train and evaluate the verbal, mental and physical coordination required between the intravehicular (IVA) astronaut operating the Remote Manipulator System (RMS) arm and the EVA astronaut standing in foot restraints on the end of the RMS. The RAVEN system currently allows the EVA astronaut to approach the Hubble Space Telescope (HST) under control of the IVA astronaut and grasp, remove, and replace the Wide Field Planetary Camera drawer from its location in the HST. Two viewpoints, one stereoscopic and one monoscopic, were created all linked by Ethernet, that provided the two trainees with the appropriate training environments.

Astronauts↗

PubMed2005

Virtual environments for motor rehabilitation: review.

In this paper, the current "state of the art" for virtual reality (VR) applications in the field of motor rehabilitation is reviewed. The paper begins with a brief overview of available equipment options. Next, a discussion of the scientific rationale for use of VR in motor rehabilitation is provided. Finally, the major portion of the paper describes the various VR systems that have been developed for use with patients, and the results of clinical studies reported to date in the literature. Areas covered include stroke rehabilitation (upper and lower extremity training, spatial and perceptual-motor training), acquired brain injury, Parkinson's disease, orthopedic rehabilitation, balance training, wheelchair mobility and functional activities of daily living training, and the newly developing field of telerehabilitation. Four major findings emerge from these studies: (1) people with disabilities appear capable of motor learning within virtual environments; (2) movements learned by people with disabilities in VR transfer to real world equivalent motor tasks in most cases, and in some cases even generalize to other untrained tasks; (3) in the few studies (n = 5) that have compared motor learning in real versus virtual environments, some advantage for VR training has been found in all cases; and (4) no occurrences of cybersickness in impaired populations have been reported to date in experiments where VR has been used to train motor abilities.

Persons with Disabilities↗

PubMed1993

Navigation in hypertext through virtual environments.

Users of hypertext systems require some form of navigation aid or 'browser'. Typically these have been produced as schematic representations of the hypertext network. The advent of 'virtual reality' technology, and particularly less costly forms of this, offers new possibilities for hypertext navigation whereby information can be presented in the form of a virtual environment. Users can then move around the virtual world in much the same conceptual fashion as they move around the real world. Based upon an extensive review of hypertext navigation problems and the aiding systems proposed to deal with these, four different types of navigation aid have been built; these are schematic and spatial representations in two and three dimensions. Of particular interest is the 3D spatial representation, built as a virtual environment in Virtus Walkthrough; the proposition is that such a virtual world navigation aid will offer substantial usability advantages for hypertext databases.

Journal Article↗

PubMed2004

Verification of Emmert's law in actual and virtual environments.

We examined Emmert's law by measuring the perceived size of an afterimage and the perceived distance of the surface on which the afterimage was projected in actual and virtual environments. The actual environment consisted of a corridor with ample cues as to distance and depth. The virtual environment was made from the CAVE of a virtual reality system. The afterimage, disc-shaped and one degree in diameter, was produced by flashing with an electric photoflash. The observers were asked to estimate the perceived distance to surfaces located at various physical distances (1 to 24 m) by the magnitude estimation method and to estimate the perceived size of the afterimage projected on the surfaces by a matching method. The results show that the perceived size of the afterimage was directly proportional to the perceived distance in both environments; thus, Emmert's law holds in virtual as well as actual environments. We suggest that Emmert's law is a specific case of a functional principle of distance scaling by the visual system.

Afterimage↗

PubMedDate not supplied

Dynamic interactions in physically realistic collaborative virtual environments.

This work describes our efforts in creating a general object interaction framework for dynamic collaborative virtual environments. Furthermore, we increase the realism of the interactive world by using a rigid body simulator to calculate all actor and object movements. The main idea behind our interactive platform is to construct a virtual world using only objects that contain their own interaction information. As a result, the object interactions are application independent and only a single scheme is required to handle all interactions in the virtual world. In order to have more dynamic interactions, we also created a new and efficient way for human users to dynamically interact within virtual worlds through their avatar. In particular, we show how inverse kinematics can be used to increase the interaction possibilities and realism in collaborative virtual environments. This results in a higher feeling of presence for connected users and allows for easy, on-the-fly creation of new interactions. For the distribution of both the interactive objects and the dynamic avatar interactions, we keep the network load as low as possible. To demonstrate the effectiveness of our techniques, we incorporate them into an existing CVE framework.

Computer Simulation↗

PubMed2001

An efficient method for modelling soft tissue in virtual environment training systems.

Modelling soft tissues in virtual environment training systems is frequently required. The provision of both visually compelling and physically accurate models presents a number of problems for the developer. The Finite element technique presented in this paper, modal analysis, can be programmed to allow the user to easily trade-off accuracy of simulation for execution speed. It has been successfully used to produce simulations of the lateral meniscus on low powered portable computer systems.

Arthroscopy↗

PubMed2002

Training and assessing complex decision-making in a virtual environment.

The current report describes a procedure for training and assessing complex decision-making in a virtual environment. Focusing on small unit leaders, 7 experienced and 7 inexperienced Army platoon leaders performed missions in a combat simulator, where they were required to direct the activities of 3 subordinate leaders and computer-generated forces in 4 different operations in a virtual urban setting. Objective and subjective assessments of the training value of the simulations showed that both experienced an inexperienced platoon leaders improved their decision-making across the four missions, and both groups rated this "virtual environment" training procedure as useful and positive. Lessons learned and implications for designing similar training protocols for other domains are discussed.

Adult↗

PubMed2005

Assessing surgical skill training under hazardous conditions in a virtual environment.

The present study examined the performance of a surgical procedure under simulated combat conditions. Eleven residents performed a cricothyroidotomy on a mannequin-based simulator in a fully immersive virtual environment running a combat simulation with a virtual sniper under both day and night time lighting conditions. The results showed that completion times improved between the first and second attempt and that differences between day and night time conditions were minimal. However, three participants were killed by the virtual sniper before completing the procedure. These results suggest that some participants' ability to allocate attention to the task and their surroundings was inappropriate even under simulated hazardous conditions. Further, this study shows that virtual environments offer the chance to study a wider variety of medical procedures performed under an unlimited number of conditions.

Adult↗

PubMed2002

A haptic virtual environment for tele-echography.

Having a haptic virtual environment for tele-echography will enable the medical expert with faster adaptation and especially facilitated immersion in what we could call a "virtual echographic examination cabinet". The innovation of this haptic control is to preserve medical expert proprioception and gesture feelings, which provide the users with indications that are synchronized with the echographic images. In this paper, we will focus on the telegesture module: we will detail several issues and solutions related to this particular problem of tele-robotic scan examination.

Communication↗

PubMed2005

Scene perception, gaze behavior, and perceptual learning in virtual environments.

More and more immersive environments are developed to provide support for learning or training purposes. Ecological validity of such environments is usually based on learning performance comparisons between virtual environments and their genuine counterparts. Little is known about learning processes occurring in immersive environments. A new technique is proposed for testing perceptual learning during virtual immersion. This methodology relies upon eye-tracking technologies to analyze gaze behavior recorded in relation to virtual objects' features and tasks' requirements. It is proposed that perceptual learning mechanisms engaged could be detected through eye movements. In this study, nine subjects performed perceptual learning tasks in virtual immersion. Results obtained indicated that perceptual learning influences gaze behavior dynamics. More precisely, analysis revealed that fixation number and variability in fixation duration varied with perceptual learning level. Such findings could contribute in shedding light on learning mechanisms as well as providing additional support for validating virtual learning environments.

Adult↗

PubMed1997

Virtual environments in neuropsychological assessment and rehabilitation.

Brain damage constitutes a major problem for those affected, for their families and friends and for society as a whole. The need for effective rehabilitation strategies is clear. Yet, until the early 1960s, the brain was generally considered to be a somewhat fixed and inflexible organ. In consequence the impairments associated with brain damage were generally regarded as "incurable". Since that time neuroscientists have had reason to change their views dramatically. However, much remains to be done. Progress depends upon a co-ordinated multidisciplinary approach within which assistive technology will be a key player. Within the area of assistive technology, one of the developments which holds particular promise for the field of neurological rehabilitation is the computer technology underlying virtual environments (commonly known as virtual reality). In this chapter we describe the new opportunities offered by virtual reality to pursue several aspects of the rehabilitation process. The value of the technology of virtual environments in this context is that it allows us to immerse people with brain damage in relatively realistic interactive environments which, because of their patterns of impairment, would otherwise be unavailable to them.

Computer Graphics↗

PubMed2001

Effects of image scale and system time delay on simulator sickness within head-coupled virtual environments.

Novel patterns of visual-vestibular intersensory stimulation often result in symptoms of simulator sickness, raising health and safety concerns regarding virtual environment exposure. Two experiments investigated the effect of conflicting visual-vestibular cues on subjective reports of simulator sickness during and after a 50-min exposure to a head-coupled virtual interface. Virtual image scale factors (0.5. 1.0, 2.0 magnification, generated by varying geometric field of view angle) were investigated in Experiment 1, and additional system time delays (125, 250 ms) were investigated in Experiment 2. Simulator sickness metrics included spoken self-reports during exposure and simulator sickness questionnaires (pre-exposure, immediate postexposure, and 20 min postexposure). Head yaw angular position data were also recorded. Reports of simulator sickness symptoms were significantly greater in the minification (0.5) and magnification (2.0) image scale factor conditions than in the neutral condition (1.0). Simulator sickness did not vary with changes in time delay, however. Furthermore, a comparison across experiments suggests no appreciable increase in simulator sickness with increasing time delays above the nominal value (48 ms). Head angular position data exhibited certain systematic variations across conditions. Actual or potential applications of this research include virtual environment training, simulation, and entertainment systems.

Adult↗

PubMed1999

Spatial knowledge acquisition from maps and from navigation in real and virtual environments.

In this study, the nature of the spatial representations of an environment acquired from maps, navigation, and virtual environments (VEs) was assessed. Participants first learned the layout of a simple desktop VE and then were tested in that environment. Then, participants learned two floors of a complex building in one of three learning conditions: from a map, from direct experience, or by traversing through a virtual rendition of the building. VE learners showed the poorest learning of the complex environment overall, and the results suggest that VE learners are particularly susceptible to disorientation after rotation. However, all the conditions showed similar levels of performance in learning the layout of landmarks on a single floor. Consistent with previous research, an alignment effect was present for map learners, suggesting that they had formed an orientation-specific representation of the environment. VE learners also showed a preferred orientation, as defined by their initial orientation when learning the environment. Learning the initial simple VE was highly predictive of learning a real environment, suggesting that similar cognitive mechanisms are involved in the two learning situations.

Adolescent↗

PubMed2005

Review of four studies on the use of physiological reaction as a measure of presence in stressful virtual environments.

A common measure of effectiveness of a virtual environment (VE) is the amount of presence it evokes in users. Presence is commonly defined as the sense of being there in a VE. There has been much debate about the best way to measure presence, and presence researchers need and have sought a measure that is reliable, valid, sensitive, and objective. We hypothesized that to the degree that a VE seems real, it would evoke physiological responses similar to those evoked by the corresponding real environment, and that greater presence would evoke a greater response. To examine this, we conducted four experiments, each of which built upon findings that physiological measures in general, and heart rate in particular, are reliable, valid, sensitive, and objective presence measures. The experiments compare participants' physiological reactions to a nonthreatening virtual room and their reactions to a stressful virtual height situation. We found that change in heart rate satisfied our requirements for a measure of presence, change in skin conductance did to a lesser extent, and that change in skin temperature did not. Moreover, the results showed that significant increases in heart rate measures of presence appeared with the inclusion of a passive haptic element in the VE, with increasing frame rate (30 FPS > 20 FPS > 15 FPS) and when end-to-end latency was reduced (50 ms > 90 ms).

Adolescent↗

PubMed1999

New approaches to virtual environment surgery.

This research focused on two main problems: 1) low cost, high fidelity stereoscopic imaging of complex tissues and organs; and 2) virtual cutting of tissue. A further objective was to develop these images and virtual tissue cutting methods for use in a telemedicine project that would connect remote sites using the Next Generation Internet. For goal one we used a CT scan of a human heart, a desktop PC with an OpenGL graphics accelerator card, and LCD stereoscopic glasses. Use of multiresolution meshes ranging from approximately 1,000,000 to 20,000 polygons speeded interactive rendering rates enormously while retaining general topography of the dataset. For goal two, we used a CT scan of an infant skull with premature closure of the right coronal suture, a Silicon Graphics Onyx workstation, a Fakespace Immersive WorkBench and CrystalEyes LCD glasses. The high fidelity mesh of the skull was reduced from one million to 50,000 polygons. The cut path was automatically calculated as the shortest distance along the mesh between a small number of hand selected vertices. The region outlined by the cut path was then separated from the skull and translated/rotated to assume a new position. The results indicate that widespread high fidelity imaging in virtual environment is possible using ordinary PC capabilities if appropriate mesh reduction methods are employed. The software cutting tool is applicable to heart and other organs for surgery planning, for training surgeons in a virtual environment, and for telemedicine purposes.

Computer Simulation↗