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Journal articles on the topic 'Virtual reality immersion'
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Selzer, Matias, and Silvia M. Castro. "A Methodology for Generating Virtual Reality Immersion Metrics based on System Variables." Journal of Computer Science and Technology 23, no. 2 (October 25, 2023): e08. http://dx.doi.org/10.24215/16666038.23.e08.
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Technological advances in recent years have promoted the development of virtual reality systems that have awide variety of hardware and software characteristics, providing varying degrees of immersion. Immersionis an objective property of the virtual reality system that depends on both its hardware and softwarecharacteristics. Virtual reality systems are currently attempting to improve immersion as much as possible.However, there is no metric to measure the level of immersion of a virtual reality system based onits characteristics. To date, the influence of these hardware and software variables on immersion hasonly been considered individually or in small groups. The way these system variables simultaneously affectimmersion has not been analyzed either. In this paper, we propose immersion metrics for virtualreality systems based on their hardware and software variables, as well as the development process that ledto their formulation. From the conducted experiment and the obtained data, we followed a methodology togenerate immersion models based on the variables of the system. The immersion metrics presented in thiswork offer a useful tool in the area of virtual reality and immersive technologies, not only to measurethe immersion of any virtual reality system but also to analyze the relationship and importance of thevariables of these systems.
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Bouchard, Stéphane, Julie St-Jacques, Geneviève Robillard, and Patrice Renaud. "Anxiety Increases the Feeling of Presence in Virtual Reality." Presence: Teleoperators and Virtual Environments 17, no. 4 (August 1, 2008): 376–91. http://dx.doi.org/10.1162/pres.17.4.376.
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Given previous studies indicating a significant correlation between anxiety and presence, the purpose of this investigation was to explore the direction of the causal relationship between them. The sample consisted of 31 adults suffering from snake phobia. The study featured a randomized within-between design with two conditions and three counterbalanced immersions: (a) a baseline control immersion (BASELINE), (b) an immersion in a threatening and anxiety-inducing environment (ANX), and (c) an immersion in a nonthreatening environment that should not induce anxiety (NOANX). In the NOANX environment, participants were immersed for 5 min in a virtual Egyptian desert. They were told that the environment was safe and contained no snakes. The ANX immersion was identical, except that participants were led to believe that a multitude of hidden and dangerous snakes were lurking in the environment. A period of distraction (reading a text on relaxation) separated the ANX and NOANX immersions. Experimenters recorded presence and anxiety in the middle of and after each VR immersion. These brief measures of presence supported our hypothesis and were significantly higher in the anxious immersion than in the baseline or the nonanxious immersion. This finding was not corroborated by the presence questionnaire, where scores varied significantly in the opposite direction. The results from the brief one-item measures of presence support the significant contribution of emotions felt during the immersion on the subjective feeling of presence. The mixed results with the presence questionnaire are discussed, along with psychological factors potentially involved in presence.
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Zhang, Yongfei, Jianshu Chen, Dan Miao, and Chen Zhang. "Design and Analysis of an Interactive MOOC Teaching System Based on Virtual Reality." International Journal of Emerging Technologies in Learning (iJET) 13, no. 07 (June 28, 2018): 111. http://dx.doi.org/10.3991/ijet.v13i07.8790.
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In order to solve the problem of lack of immersion in the MOOC curriculum, through research on key technologies, a MOOC teaching interactive system based on virtual reality was constructed to improve it. Through the decompo-sition of complex objects or the addition of blank sub-objects, the system built corresponding collision detectors to achieve more realistic collision de-tection effects. The immersive and interactive nature of the virtual user in the virtual scene was enhanced. The results showed that the system used the immersive, interactive and constructive sense of virtual reality to build peo-ple's interest in learning. Therefore, the MOOC teaching interactive system based on virtual reality has a good sense of immersion, interaction and con-ceivability.
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Yu, Qien. "The Interactive Impact of Immersive Virtual Reality Experience on the SensesTake the VR Project "Unlocking Perception in Virtual Reality" as an Example." Lecture Notes in Education Psychology and Public Media 5, no. 1 (May 17, 2023): 501–8. http://dx.doi.org/10.54254/2753-7048/5/20220675.
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The research background of this paper will revolve around the VR immersive experience project "Unlocking perception in virtual reality". The main motivation of this analysis is to combine virtual reality projects with human perception unlocking as an entry point, and focus on analyzing the impact on the experiencer's immersion. The experimental conclusion found that "unlocking perception in virtual reality" has a good immersive effect on human vision and hearing. Although "Unlocking Perception in Virtual Reality" lacks story background and game hints compared to other game projects, and requires players to explore by themselves, it also increases the sense of immersion because of this design. This project demo brings a special VR experience to the experiencer by unlocking the main game concept of perception.
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Fitriati, Trimalda Nur, Dea Wemona Rahma, Reza Ramadani Firman, and Aisyah Cahyani. "Virtual Reality Film Development: Immersive, Cinematographic, and Duration." Journal of Informatics and Communication Technology (JICT) 5, no. 1 (December 9, 2023): 67–73. http://dx.doi.org/10.52661/j_ict.v5i1.160.
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The film industry is growing rapidly. Nowadays, there are movies with 360 video format or also called virtual reality movies. This type of film provides a new experience for the audience because it can provide a sense of immersion. Immersion is the emotional feeling of being “in” in an experience. An immersive experience makes the audience feel as if they are involved in the story or image that is being displayed. It's no longer just watching it. Unfortunately, immersion in VR films also has a weakness, which can cause the audience to lose focus on the storyline. Using VR media for too long can cause health problems. Therefore, this study aims to determine the immersive experience, duration, and cinematographic aspects that are effectively applied to VR films. The point is that the story shown can be conveyed properly to the audience, and the audience feels comfortable. The method used in this research is a qualitative method with a literature study approach. There are 8 articles used as references in this study. The findings from this study are that the immersion of VR films can be increased by using the right media, namely HMD. 20 minutes is the maximum duration for viewers to enjoy VR films without worrying about health risks. The focus of the audience can be directed by cinematographic aspects such as composition, light, point of view, and continuity
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Doumanis, Ioannis, and Daphne Economou. "REVERIE Virtual Hangout." International Journal of Virtual and Augmented Reality 5, no. 2 (July 2021): 18–39. http://dx.doi.org/10.4018/ijvar.2021070103.
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Social media sites have gained popularity in the past decade by enabling people to create and share content online easily. However, social media cannot engage users on a level beyond content prosumption to create immersive experiences. A promising technology to create such experiences is multimodal virtual reality. REVERIE is a multimodal framework with an integrated workflow for developing immersive experiences, including various forms of virtual representation of human users (e.g., replicas and avatars). To demonstrate the social and collaborative capabilities of the framework, the authors created the Virtual Hangout. It features a VE where people can meet online to socialise and collaborate. This paper presents a study designed to evaluate user immersion using participants with variable computer skills. The results showed that participants experienced engagement-based immersion but not presence. Barriers to immersion were the absence of pleasurable interactions and the participants' computer skills. The authors propose DGs for deeply immersive experiences in Virtual Hangout and similar systems.
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Mach, Václav, Jan Valouch, Milan Adámek, and Jiří Ševčík. "Virtual reality – level of immersion within the crime investigation." MATEC Web of Conferences 292 (2019): 01031. http://dx.doi.org/10.1051/matecconf/201929201031.
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The 3D reconstruction and visualization of crime scenarios, such as criminal assaults, traffic accidents or homicides are defining a new approach with potential for increasing effectiveness within the criminal investigation process. Modern 3D capturing and processing methods are utilized to create an authentic and immersive virtual environment. Nonetheless, an immersion to virtual environment enables different levels of view. Virtual reality immersion views which are proposed and described. These views are specific by reasons of its role within the criminal investigation as well as its technical severity. Moreover, the possible methods for the design of proposed virtual views are analyzed and the next research steps are exposed.
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Yin, Ziyan, and Sang-Bing Tsai. "Research on Virtual Reality Interactive Teaching under the Environment of Big Data." Mathematical Problems in Engineering 2021 (December 10, 2021): 1–11. http://dx.doi.org/10.1155/2021/7980383.
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After decades of progress in virtual reality, the key technologies among them have reached the foundation to support the development of the virtual reality industry. Immersive virtual reality classroom is a bold attempt to combine present-day information science and technology with innovative teaching concepts, which inherits the characteristics of existing online education such as short and compact, large-scale, and free and open. Combined with immersive virtual reality technology, virtual reality classrooms will present strong. The virtual reality classroom will present a strong sense of immersion, interactivity, and conceptualization. This paper elaborates on the development history of virtual reality and its future development direction from the technical perspective and educational perspective, respectively. Taking Civic Science course as an example, after analyzing the feasibility and development significance of immersive virtual reality interactive teaching classroom in detail, the design scheme of immersive virtual reality classroom is proposed, the characteristics and advantages of virtual immersive virtual reality classroom are discussed, and the application of immersive virtual reality technology to classroom teaching is explored. Combined with the constructed virtual reality classroom, the testing, analysis, and evaluation work should be completed and corresponding improvements should be made to better meet the personalized learning needs of learners.
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Zhang, Xiaofan. "Study of Immersion in Augmented Reality Through Analysis of Immersion Elements in Museums." Journal of Contemporary Educational Research 7, no. 8 (August 31, 2023): 9–15. http://dx.doi.org/10.26689/jcer.v7i8.5192.
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With the advent of the information age, augmented reality technology can enhance the sense of reality in the virtual world and immerse people in the real and virtual world. People have always been interested in virtual space or augmented reality technology, especially in the face of historical development trends. Museums have always been open to the public, they are not just a collection, but also an exhibition for the public. Through analyzing different museums, it is found that museums with augmented reality technology exhibitions are non-profit museums for the purpose of emotional experience. In order to find out the immersion factors of virtual reality in museums, on the basis of previous research, this paper divides immersion in augmented reality into story immersion, five-sense experience immersion, and spatial interaction immersion. Through the analysis of different museums, it is found that immersion through five-sense experience is the most commonly used method when all display media are included. This method provides educational content for museum visitors and projects virtual presentations through monitors and portable IT devices, thereby increasing visitors’ viewing pleasure.
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Sun, Hung, Tsun-Hung Tsai, and Ke Jiang. "Combining 360° Video and Camera Mapping for Virtual Reality: An Innovative Solution." Educational Innovations and Emerging Technologies 2, no. 2 (June 30, 2022): 39–45. http://dx.doi.org/10.35745/eiet2022v02.02.0004.
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Changing the framework of traditional video with limited viewing angles, 360° photo/video provides an immersive viewing experience. 360° video is one of the applications and the most important feature of virtual reality for immersion and the feeling of being in another space. However, when viewing 360° videos with a head-mounted display, the viewer feels like a fixed rotatable camera, and the viewer's movement does not change the viewing angle of the object, which greatly reduces the spatial immersion required for virtual reality. Therefore, we propose a solution that maintains high-quality graphics and low hardware demands and supports 6DoF head-mounted displays. Through the camera mapping function in the 3D animation software, 360° surround video is projected into a 3D sphere to create a simple 3D object that corresponds to the shape of the object in the image. With pristine video quality and a realistic 3D spatial perspective, it provides better virtual reality immersion than 360° video and is not as complex as a full 3D virtual reality environment. In the future, 3D scanning and photogrammetry can be integrated to reconstruct a more easily applied 3D virtual reality environment
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Kim, Jihoon. "Synthetic Vision in Virtual Reality Documentaries." Film-Philosophy 25, no. 3 (October 2021): 321–45. http://dx.doi.org/10.3366/film.2021.0178.
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Based on a nuanced understanding of immersion and sense of presence (SoP) as two key aesthetic effects that the application of virtual reality (VR) to cinema is believed to innovate, this paper develops the concept of synthetic vision as fundamental to understanding the visual experience of VR media, particularly VR documentaries. The concept contends that viewers’ experience in VR is based on two visions that seemingly contradict each other: first, a disembodied vision that transports them to a simulated world, and second, an embodied vision guaranteed by the freedom to control kinesthetic movement and direction of gaze. This serves to advance the idea that immersion and SoP are not unified but rather multifaceted concepts premised on a nuanced understanding of the varying relationships between the technological system of VR, its media content, and its user. For the concept of synthetic vision points to the paradoxical coexistence of viewers’ presence in the virtual world and their structural absence from the world that lays the groundwork for their immersive experience. By classifying three generic categories of contemporary VR documentaries (humanitarian and journalism documentaries, documentaries about nature, travel, and museum visits, and documentaries based on the reenactment of conscious or mnemonic realities), and by examining the aesthetic and ethical underpinnings VR brings to each of them, I argue that it hinges upon what kind of cinematic conventions and genres are remediated to determine the effective synthesis of the two visions. The varying effects of synthetic vision in the three subgenres of VR documentary stress that immersion and SoP have different political and ethical consequences of media witnessing. In the conclusion, I recapitulate multiple implications that the concept of synthetic vision has in regards to both the studies on VR and the recently flourishing investigation into cinematic VR artifacts.
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Moura, João Martinho, Né Barros, and Paulo Ferreira-Lopes. "Embodiment in Virtual Reality." International Journal of Creative Interfaces and Computer Graphics 12, no. 1 (January 2021): 27–45. http://dx.doi.org/10.4018/ijcicg.2021010103.
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Virtual reality (VR) has been a prominent idea for exploring new worlds beyond the physical, and in recent decades, it has evolved in many aspects. The notion of immersion and the sense of presence in VR gained new definitions as technological advances took place. However, even today, we can question whether the degrees of immersion achieved through this technology are profound and felt. A fundamental aspect is the sense of embodiment in the virtual space. To what extent do we feel embodied in virtual environments? In this publication, the authors present works that challenge and question the embodiment sensation in VR, specifically in the artistic aspect. They present initial reflections about embodiment in virtuality and analyze the technologies adopted in creating interactive artworks prepared for galleries and theater stage, questioning the sensations caused by the visual embodiment in virtual reality under the perspective of both the audience and the performer.
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Kusumo W, Eko Cahyo, and Banung Grahita. "Analisis Technical Immersion pada Film Animasi Berbasis Virtual Reality “Crow The Legend”." ANDHARUPA: Jurnal Desain Komunikasi Visual & Multimedia 9, no. 01 (April 14, 2023): 29–44. http://dx.doi.org/10.33633/andharupa.v9i01.5258.
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Abstrak Film konvensional menggunakan aspek cerita dan aspek sinematografi untuk membangun penceritaan visual dalam film. Pada film VR, terdapat pengalaman imersif yang dapat mengurangi fokus penonton pada konten cerita. Film animasi Crow: The Legend (2018) merupakan animasi yang memiliki penceritaan visual yang dinilai berhasil menyeimbangkan sisi imersif dan storytelling, salah satunya karena memenangkan penghargaan di kategori Immersive Storytelling Narrative VR di My Hero Film Festival 2018. Penelitian ini bertujuan untuk mengkaji bagaimana aspek sinematografi yang biasa digunakan dalam film konvensional, digunakan untuk penceritaan visual dalam film animasi VR Crow: The Legend. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan analisis data menggunakan teori aspek sinematografi dan aspek imersif. Analisis dilakukan dengan menggunakan teori Technical Immersion (Elmenzeny, 2018). Peneliti menemukan bahwa aspek sinematografi yang dibagi menjadi; sudut pandang, continuity, cutting, komposisi dan tata cahaya yang disesuaikan dengan aspek Technical Immersion dapat diadaptasi untuk penggunaan dalam film VR. Kata kunci: animasi, immersion, sinematografi, virtual reality AbstractConventional films use story and cinematographic aspects to build visual storytelling in films. In VR movies, there is an immersive experience that can reduce the audience's focus on the story content. The animated film Crow: The Legend (2018) is an animation that has a visual storytelling that is considered successful in balancing the immersive and storytelling sides, one of which is because it won an award in the Immersive Storytelling Narrative VR category at My Hero Film Festival 2018. This study aims to examine how the cinematographic aspects which are commonly used in conventional films are used for visual storytelling in the animated film VR Crow: The Legend. The research method used is descriptive qualitative with data analysis using the theory of cinematographic aspects and immersive aspects. The analysis was carried out using the Technical Immersion theory (Elmenzeny,2018). The researcher found that cinematography aspects which were divided into point of view, continuity, cutting, composition and lighting adapted to Technical Immersion aspects could be adapted for use in VR films. Keywords: animation, cinematography, immersion, virtual reality
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Kim, Jung Kyu. "Discussion on Immersion, Presence, and Empathy of Immersive Virtual Reality." Journal of Next-generation Convergence Technology Association 6, no. 2 (February 28, 2022): 202–8. http://dx.doi.org/10.33097/jncta.2022.06.02.202.
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Cho, Yoon Sung. "The Effects of Visual Characteristics of HMD on VR Contents Engagement." Korea Institute of Design Research Society 8, no. 1 (March 30, 2023): 60–69. http://dx.doi.org/10.46248/kidrs.2023.1.60.
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There is a growing trend of user demand for highly immersive media that provides a sense of reality. The utility of virtual reality, which is expected to be a promising industry, arises from the interaction process of user interest, participation, and immersion. Therefore, the concept of engagement, which leads to user behavior by eliciting their experiences and interests, is crucial in determining the success of virtual reality content. Effective application of the concept of engagement is necessary at this point. This study aims to analyze the relationship between the visual characteristics of HMD, the sense of reality of virtual reality content, and media engagement to develop efficient user experience design strategies that enhance engagement in virtual reality content. Through a review of previous studies, we derived each characteristic factor and conducted a survey/statistical analysis of the relationships between them. As a result, we concluded that the visual characteristics of HMD have a significant impact on the sense of reality of virtual reality content. Additionally, it was analyzed that interactivity, media invisibility, and current event factors among the factors affecting the sense of reality in virtual reality have a significant impact on immersion, interest, and attention. In the competition of deepening sense of reality-based services, we expect virtual reality technology to actively utilize the engagement factors of virtual reality content and contribute to the development of virtual reality content that integrates various media.
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Geniusas, Saulius. "What Is Immersion? Towards a Phenomenology of Virtual Reality." Journal of Phenomenological Psychology 53, no. 1 (June 17, 2022): 1–24. http://dx.doi.org/10.1163/15691624-20221396.
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Abstract Although the importance of the concept of immersion in game studies is indisputable, its meaning remains imprecise and ambiguous. My goal here is to develop a phenomenological clarification of this concept. I begin by clarifying how immersion has been understood in game studies. I further contend that immersion in digital games should be recognized as one modality of immersion among others. This basic realization allows one to open a dialogue between game studies and phenomenology. I develop a phenomenological conception of immersion, which relies on Alfred Schutz’s phenomenology of multiple realities and Theodor Conrad’s phenomenology of immersion. Although such an approach provides us with a general conception of immersion, it does not clarify what specific features characterize immersion in digital games. I argue that this form of immersion is a hybrid phenomenon, which shares certain features with immersion in non-digital games and other features with immersion in other types of digital media. I further demonstrate that immersion in digital games is characterized by a specific function of embodiment. With this in mind, I conclude my analysis by introducing a phenomenologically grounded distinction between actual and virtual embodiment, thereby clarifying in which sense immersion in digital games is an embodied and a disembodied experience.
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Rose, Tyler, and Karen B. Chen*. "Effect of levels of immersion on performance and presence in virtual occupational tasks." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 2079–83. http://dx.doi.org/10.1177/1541931218621469.
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Occupational training has seen a shift towards newer, more immersive and interactive instruction delivery methods, including virtual reality. Much of this research, however, has not fully examined immersion and presence as primary characteristic that could influence training outcomes. Additionally, a variety of objective measures as indicators of presence virtual environments have received recent, yet limited research attention. This pilot study examined human performance and presence in virtual reality by monitoring cardiac activity during a simple occupational training task at varying levels of immersion. Physiologic response, via heart rate, and task performance did not see a statistically significant response to immersion in a simple occupational assembly task. Findings suggested that the level of immersion did not affect task performance in terms of accuracy. It is possible that simulations of simple occupational tasks for training task accuracy do not require high levels of immersion. Subjective presence response was marginally affected by immersion, and it exhibited a statistically significant correlation to heart rate. It is possible that certain types of physiological measures are more appropriate objective indicators of presence in different simulation contexts.
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Reaney, Mark. "Virtual Reality and the Theatre: Immersion in Virtual Worlds." Digital Creativity 10, no. 3 (September 1999): 183–88. http://dx.doi.org/10.1076/digc.10.3.183.3244.
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Zeng, Lijia, and Xiang Dong. "Artistic Style Conversion Based on 5G Virtual Reality and Virtual Reality Visual Space." Mobile Information Systems 2021 (May 29, 2021): 1–8. http://dx.doi.org/10.1155/2021/9312425.
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With the rapid development of digital information technology, virtual reality (VR) and VR visual space technology have become important branches in the field of computer 5G. Their application research has attracted more and more attention, and their practical value and application prospects are also very broad. This paper mainly studies the artistic style conversion based on 5G VR and VR visual space. This paper starts from the two concepts of VR technology and VR vision, analyzes the development process and characteristics of the two, discusses the possibility and inevitability of the fusion of the two, and leads to the space art produced by the fusion of VR technology and VR vision. This kind of art space gives people an “immersive” experience. This paper analyzes multiple immersive experience works, analyzes its multi-sensory and multi-technical spatial art style transformation form, and summarizes the advantages and disadvantages of the current art style transformation form based on 5G VR and VR visual space, with a view to the future development of VR immersion for reference. This paper analyzes the ease-of-use indicators. The experimental results show that, except for the sensory experience indicators, the average values of other indicators are less than 1. This is a project with better ease of use, and the use of 5G VR and VR vision technology can improve the transformation of space art style.
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Tschanz, Nathaly, and Bianca Baerlocher. "Virtual Reality in Language Teaching." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 47 (April 14, 2022): 288–311. http://dx.doi.org/10.21240/mpaed/47/2022.04.14.x.
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Virtual reality (VR), which is based on three fundamental principles, namely immersion, interaction and user involvement, is seen as having great a potential in language learning (Merchant et al. 2014; Chen 2016; Lloyd, Rogerson, and Stead 2018). This paper presents the experience of developing VR sequences in language teaching in the ‹Around the world in 5 days› project. The analysis presented here draws on the sociological perspective of ‹Science and Technology Studies› (STS) to take a critical look at human-machine interaction. Each phase of the project, from the development of lesson planning and VR sequences to user testing and classroom use, was documented and scientifically monitored. The article first gives an overview of approaches to VRLEs in terms of ‹immersion› and ‹presence›, presents the main findings made from theoretical conception to technical implementation.
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Jing, Zhongyong, Daoxin Wang, and Yu Zhang. "The Effect of Virtual Reality Game Teaching Technology on Students’ Immersion." International Journal of Emerging Technologies in Learning (iJET) 18, no. 08 (April 25, 2023): 183–95. http://dx.doi.org/10.3991/ijet.v18i08.37825.
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VR (Virtual Reality) technology as the current cutting-edge technology, is widely used in the field of education, and plays a huge advantage. VR game teaching creates an immersive learning environment so that learners can have a clearer and more intuitive understanding of professional knowledge of various disciplines, enhance their learning enthusiasm and interest in learning, and give full play to subjective initiative of learners. VR technology gradually blurs the boundary between realities and virtual, and experiential have a certain emotional investment in excessively real virtual space, to create a sense of immersion and to effectively cultivate students’ spatial thinking and higher-order thinking ability. A questionnaire on the effect of VR game teaching technology on college students’ immersion was designed, and the effects of four aspects of VR game teaching technology, namely publication rules, role description, game control, and game review on learners’ immersion were explored. Results show that publication rules, role descriptions, and game control in VR game teaching have significant positive effects on college students’ immersion. All samples of different game platforms show a significant degree of immersion (P<0.05), and two VR game platforms, namely wearable VR interaction and VR all-in-one, improve learners’ immersion more significantly. Results of this study have important reference value for integrating VR technology into three-dimensional composition teaching, stimulating students’ sense of participation in game learning, improving VR game teaching effect and improving learning efficiency.
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Kim, Young-Ju, and Sung-Yun Ahn. "Factors Influencing Nursing Students’ Immersive Virtual Reality Media Technology-Based Learning." Sensors 21, no. 23 (December 3, 2021): 8088. http://dx.doi.org/10.3390/s21238088.
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Background/objectives: This study aims to identify the effects of cognitive and emotional variables related to immersive virtual reality media technology on learning for nursing students. Methods/Statistical analysis: The subjects of this study were 121 nursing students from a university in area D. After experiential learning with virtual reality from 6–8 June 2019, data was collected through questionnaires. For virtual reality learning, VIVE’s hTC VIVE ECO CE model was used. The collected data was analyzed using the IBM SPSS 26.0 program. Multiple Regression Analysis was used to analyze the factors influencing the subject’s virtual reality learning effects. Findings: The learning effects of the virtual reality medium had a statistically significant positive correlation with the virtual reality technology recognition, sensory immersion, realism, learning satisfaction, learning necessity, and continuous use intention (p < 0.001) scores. In personality traits, only Openness, Extraversion (p < 0.01), and Conscientiousness (p < 0.05) had a statistically significant positive correlation. As a result of regression analysis, the explanatory power of the learning effect of the virtual reality medium was 63.9% (F = 53.61, p < 0.001), with learning satisfaction, sensory immersion, continuous use intention, and Extraversion being significant influencing factors (p < 0.05). Improvements/Applications: This study is meaningful in the sense that it provided strategic implications for the teaching and learning method of virtual reality technology-based learning by considering the insights necessary to develop a learning program using virtual reality technology, according to the characteristics of virtual reality technology, and the learner’s cognitive and psychological variables.
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Kempton, Allen. "Revisiting Immersion: Games, Consciousness and Virtual Reality." Journal of Computer Games and Communication 1, no. 1 (April 20, 2016): 27–37. http://dx.doi.org/10.15340/2148188111928.
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McKenzie, Jon. "Virtual Reality: Performance, Immersion, and the Thaw." TDR (1988-) 38, no. 4 (1994): 83. http://dx.doi.org/10.2307/1146426.
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Welty, Christopher, and Arief Setiawan. "Digital Immersion − case studies in virtual reality." SHS Web of Conferences 64 (2019): 01007. http://dx.doi.org/10.1051/shsconf/20196401007.
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Digital tools have transformed the ways we generate designs, pushing the boundaries in formal explorations, as well as the ways we represent them. In this vein, the impacts of the digital revolution affect both design practice and design education. We would like to investigate these impacts on our teaching of design studios, focusing on the virtual reality. Our premise is that the use of first-person immersion in a virtual environment is a means for experiencing space. We are interested in ways in which the abilities of virtual reality to simulate ranges of sensorial information could inform design processes. This paper will report in our research in our teaching that speculated about the values and application of these techniques. This paper aims to discuss our learning processes and experiences as well as to reflect on possibilities of digital means effective design pedagogy.
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Rose, Tyler, Chang S. Nam, and Karen B. Chen. "Immersion of virtual reality for rehabilitation - Review." Applied Ergonomics 69 (May 2018): 153–61. http://dx.doi.org/10.1016/j.apergo.2018.01.009.
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Bowman, Doug A., and Ryan P. McMahan. "Virtual Reality: How Much Immersion Is Enough?" Computer 40, no. 7 (July 2007): 36–43. http://dx.doi.org/10.1109/mc.2007.257.
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Ma, Ling, Wei Zhang, ManJin Lv, and JingNing Li. "The Study of Immersive Physiology Courses Based on Intelligent Network through Virtual Reality Technology in the Context of 5G." Computational Intelligence and Neuroscience 2022 (May 14, 2022): 1–8. http://dx.doi.org/10.1155/2022/6234883.
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The current boom in Internet technology has paved the way for the research and evolution of various technologies related to it. One such technology is immersive virtual reality (IVR). Immersive technology is referred to as creating a reality-like experience by combining the physical world with digital reality. There are two main types of immersive technologies. Immersion in virtual reality is the perception of being physically present in an artificially created world. Perception is artificially created by images, videos, sounds, or other stimuli with the help of a virtual reality (VR) system that the user is connected to. VR uses rendered computer-generated simulations and results in a complete sense of immersion. Immersive virtual reality (immersive VR) refers to engaging users in an artificial environment that replaces their natural surroundings and fully engages them with the artificially created environment. In this research, we will research immersive physiology courses based on artificial intelligence combined with wireless network VR technology in the context of 5G. The teaching methodology has been kept up-to-date along with the technology. Teaching physiology courses also incorporate new technologies like immersive technologies. The use of technology in anatomy and physiology courses allows students to view structures and physiological concepts in a realistic environment. Virtual dissection in 3D is available with a life-like artificial environment. Students can attend the classes with VR headsets, laptops, or smartphones to experience immersive and interactive 3D classes. This advanced technology enhances and empowers the students to learn from real-life situations like those available in the classes. In this research, CNN with AI is proposed for effective learning of physiology courses. This algorithm is compared with the existing NNGA, KNN, and Random Forest, and it is observed that the proposed model has obtained an accuracy of 99%.
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Seo, Eun-Young, Yeon-Suk Kim, Yu-Jin Lee, and Myung-Haeng Hur. "Virtual Reality Exercise Program Effects on Body Mass Index, Depression, Exercise Fun and Exercise Immersion in Overweight Middle-Aged Women: A Randomized Controlled Trial." International Journal of Environmental Research and Public Health 20, no. 2 (January 4, 2023): 900. http://dx.doi.org/10.3390/ijerph20020900.
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Background: This study explored the effects of a virtual reality exercise program on overweight middle-aged women. Methods: This randomized controlled trial included women 40–65 years of age with a body mass index (BMI) of 23 kg/m2 or more living in Daejeon City. The virtual reality environment was set up by attaching an IoT sensor to an indoor bicycle and linking it with a smartphone, enabling exercise in an immersive virtual reality through a head-mounted display. Results: In the virtual reality exercise group, the BMI was significantly decreased after the 8-week intervention compared with the baseline value (F = 59.491, p < 0.001). The depression scores were significantly different among the three groups, with the intervention effect being more significant in the virtual reality exercise group than in the indoor bicycle exercise and control groups (F = 3.462, p < 0.001). Furthermore, the levels of exercise fun (F = 12.373, p < 0.001) and exercise immersion (F = 14.629, p < 0.001) were significantly higher in the virtual reality exercise group than in the indoor bicycle exercise and control groups. Conclusions: The virtual reality exercise program positively affected the BMI and the levels of depression, exercise fun, and exercise immersion in overweight middle-aged women. It is an effective home exercise program for obesity management in this population.
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Seo, Kyoung-Eun, Ea-Seul Park, and Jung-Hee Lee. "Effectiveness Study of Cosmetology Education Using Virtual Reality." Journal of the Korean Society of Cosmetology 30, no. 1 (February 28, 2024): 69–76. http://dx.doi.org/10.52660/jksc.2024.30.1.69.
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In this study, when Virtual Reality was applied to beauty education, we wanted to investigate students' learning immersion, learning satisfaction, and educational effects. A total of 52 researchers measured general characteristics, learning immersion, and learning satisfaction using online surveys. The survey was conducted once before and after using VR. Data analysis is SPSS v. US>Leveraged the 25.0. As a result of frequency analysis, factor analysis, and correlation analysis, the higher the VR awareness, the higher the learning immersion and learning satisfaction (p<.001). Interest (t=-3.202, p<.01), concentration (t=-4.344, p<.001), and realism (t=-3.980, p<.001) of learning immersion have statistically significant positive (+) correlations. Self-satisfaction by subfactor of learning satisfaction (t=-3.616, p<.01), achievement (t=-4.243, p<.001), and utilization (t=-3.325, p<.01) were found to have a statistically meaningful positive correlation. In addition, the higher the learning immersion level, the higher the learning satisfaction level. These results suggest that beauty education using Virtual Reality is effective when using VR in terms of learning immersion and learning satisfaction. In follow-up research, it is considered necessary to design educational programs to utilize VR and to confirm the effectiveness of them.
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Kurganova, N. A. "Using devices for immersion in virtual reality when studying the section "Input and output devices" at the informatics lesson." Informatics in school, no. 4 (November 11, 2022): 49–55. http://dx.doi.org/10.32517/2221-1993-2022-21-4-49-55.
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The article discusses the possibilities of using devices for immersion in virtual reality when studying the section "Input and output devices" of the school informatics course. The possible stages of the lesson "Peripheral devices. Devices for immersion in virtual reality" are described in the article. At the "Organizational moment" stage, the "Unusual photo" technique is considered, at the "Summarizing the lesson" stage, the "Reflective target" technique is considered. Revealing the content of the stages of the lesson, the article describes the main devices used for immersion in virtual reality: base stations, virtual reality helmet, controllers. Instructions are given: how to properly put on a virtual reality helmet; how to put the controller on your hand. The safety precautions that are recommended to be observed in the process of working in virtual reality are considered. The article describes examples of tasks that can be offered to students at each stage of the lesson. Most of the tasks in the lesson are performed by students in pairs.
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Bis, Łukasz. "Virtual Reality. Now." Social Communication 4, s1 (December 1, 2018): 121–27. http://dx.doi.org/10.2478/sc-2018-0030.
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Abstract The purpose of this article is to introduce and rank information related to virtual reality as a new media phenomenon. In principle, in the Polish nomenclature, the term is so new that it is often confused, incomprehensible. This, in turn, translates into misunderstanding and the lack of the use of this communication channel. The article is a review of literature. In the first part concepts such as augmented reality, augmented virtuality, mixed reality, virtual reality, and immersion will be explained. A short historical outline of the virtual reality will also be shown. Then - in the next part of the article - the author compares this communication channel with well-known, such as the Internet, television, radio. Next the author will determine what are the fields of application of this communication channel and its condition.
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Sun, Ningyuan, and Jean Botev. "Technological Immersion and Delegation to Virtual Agents." Multimodal Technologies and Interaction 7, no. 11 (November 16, 2023): 106. http://dx.doi.org/10.3390/mti7110106.
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Interacting with virtual agents in immersive settings is becoming increasingly common thanks to the proliferation of dedicated media devices, such as consumer-grade virtual and augmented reality headsets. These technologies offer many advantages, e.g., in terms of presence and engagement, and can impact user behavior and attitudes toward virtual agents. Recognizing and understanding these effects is essential, especially in critical contexts involving the delegation of high-stake decisions to virtual agents. This article presents two experiments that explore users’ delegatory behavior toward virtual agents experienced via different media devices that vary in their technological immersion, i.e., a device’s technical capacity to deliver immersive experiences. The experiments’ results suggest that technological immersion is not a significant factor in users’ delegation decisions. Thus, for virtual agents designed to carry out critical tasks, developers may focus on other relevant factors, such as agents’ trustworthiness or performance.
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Parong, Jocelyn, and Richard E. Mayer. "Learning about history in immersive virtual reality: does immersion facilitate learning?" Educational Technology Research and Development 69, no. 3 (May 18, 2021): 1433–51. http://dx.doi.org/10.1007/s11423-021-09999-y.
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Wilkinson, Michael, Sean Brantley, and Jing Feng. "A Mini Review of Presence and Immersion in Virtual Reality." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, no. 1 (September 2021): 1099–103. http://dx.doi.org/10.1177/1071181321651148.
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Virtual reality technology is constantly improving such that a virtual environment is more like a physical one. However, some research evidence suggest that certain virtual reality scenarios are less real than others to human observers (e.g., experience of falling from a high place) leading to potential limitations of using virtual reality as a research tool for certain tasks. Moreover, since the inception of VR research the terms presence and immersion have been somewhat convoluted and at times, even used interchangeably. Using a thematic content analysis based on seventeen articles, a theme for each term emerged. Presence is an experiential quality in virtual environments and immersion is associated with the technical aspects of a virtual system that aide the user in feeling a sense of presence. Several new technologies, as well as more traditional approaches are discussed as potential methods to improve of immersion, and therefore presence, in virtual reality.
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Marek, Klaudia, Igor Zubrycki, and Elżbieta Miller. "Immersion Therapy with Head-Mounted Display for Rehabilitation of the Upper Limb after Stroke—Review." Sensors 22, no. 24 (December 17, 2022): 9962. http://dx.doi.org/10.3390/s22249962.
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Immersive virtual therapy technology is a new method that uses head-mounted displays for rehabilitation purposes. It offers a realistic experience that puts the user in a virtual reality. This new type of therapy is used in the rehabilitation of stroke patients. Many patients after this disease have complications related to the upper extremities that limit independence in their everyday life, which affects the functioning of society. Conventional neurological rehabilitation can be supplemented by the use of immersive virtual therapy. The system allows patients with upper limb dysfunction to perform a motor and task-oriented training in virtual reality that is individually tailored to their performance. The complete immersion therapy itself is researched and evaluated by medical teams to determine the suitability for rehabilitation of the upper limb after a stroke. The purpose of this article is to provide an overview of the latest research (2019–2022) on immersive virtual reality with head-mounted displays using in rehabilitation of the upper extremities of stroke patients.
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Thompson, Meredith, Cigdem Uz-Bilgin, M. Shane Tutwiler, Melat Anteneh, Josephine Camille Meija, Annie Wang, Philip Tan, et al. "Immersion positively affects learning in virtual reality games compared to equally interactive 2d games." Information and Learning Sciences 122, no. 7/8 (July 19, 2021): 442–63. http://dx.doi.org/10.1108/ils-12-2020-0252.
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Purpose This study isolates the effect of immersion on players’ learning in a virtual reality (VR)-based game about cellular biology by comparing two versions of the game with the same level of interactivityand different levels of immersion. The authors identify immersion and additional interactivity as two key affordances of VR as a learning tool. A number of research studies compare VR with two-dimensional or minimally interactive media; this study focuses on the effect of immersion as a result of the head mounted display (HMD). Design/methodology/approach In the game, players diagnose a cell by exploring a virtual cell and search for clues that indicate one of five possible types of cystic fibrosis. Fifty-one adults completed all aspects of the study. Players took pre and post assessments and drew pictures of cells and translation before and after the game. Players were randomly assigned to play the game with the HMD (stereoscopic view) or without the headset (non-stereoscopic view). Players were interviewed about their drawings and experiences at the end of the session. Findings Players in both groups improved in their knowledge of the cell environment and the process of translation. Players who experienced the immersive stereoscopic view had a more positive learning effect in the content assessment, and stronger improvement in their mental models of the process of translation between pre- and post-drawings compared to players who played the two-dimensional game. Originality/value This study suggests that immersion alone has a positive effect on conceptual understanding, especially in helping learners understand spatial environments and processes. These findings set the stage for a new wave of research on learning in immersive environments; research that moves beyond determining whether immersive media correlate with more learning, toward a focus on the types of learning outcomes that are best supported by immersive media.
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Guangkai Dai, Qi Yang, Shulin Hua,. "Design of Visual Communication Experience Based on Virtual Reality Technology." Journal of Electrical Systems 20, no. 3s (March 31, 2024): 1918–28. http://dx.doi.org/10.52783/jes.1731.
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Visual communication experiences have been revolutionized by virtual reality (VR) technology, offering users immersive and captivating interactions with digital content. Through VR headsets and immersive environments, users can engage with visual content in unprecedented ways, feeling as though they are physically present within the digital space. Whether exploring virtual art galleries, immersive storytelling experiences, or interactive visualizations, VR technology provides users with a sense of presence and agency, enhancing their connection to the content. Furthermore, VR enables creators to design highly engaging and interactive visual experiences that transcend traditional media formats, allowing for innovative storytelling techniques and immersive narratives. This paper presents the design of a novel visual communication experience leveraging virtual reality (VR) technology enhanced by Multi-Spectral Multi-Point Co-Ordination (MSMPC). The proposed design aims to create immersive and engaging visual experiences that transcend traditional media formats. Through simulated experiments and empirical validations, the effectiveness of the MSMPC-enhanced VR-based visual communication experience is evaluated. Results demonstrate significant improvements in user engagement, immersion, and satisfaction compared to conventional approaches. The users interacting with the MSMPC-enhanced VR experience reported a 40% increase in immersion levels and a 25% improvement in overall satisfaction ratings. Additionally, the design enabled creators to optimize visual storytelling techniques based on real-time user feedback and performance data, leading to more impactful and effective communication. These findings highlight the potential of MSMPC in enhancing visual communication experiences based on VR technology, paving the way for innovative and immersive storytelling in various domains.
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Nazemi, Mark, Diane Gromala, and Mehdi Karamnejad. "Virtual Reality as Analgesia." International Journal of Creative Interfaces and Computer Graphics 5, no. 2 (July 2014): 75–86. http://dx.doi.org/10.4018/ijcicg.2014070105.
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This paper introduces a multidisciplinary and interactive approach to self-management of chronic pain using Virtual Reality (VR). This approach is meant to reduce the reliance on heavy use of medication and provide a non-pharmacological method for pain management. In addition, the paper discusses additional technologies that deal with issues surrounding immersion, presence, and interface design that directly impact the quality of treatment patients can obtain through VR therapy. A set of guidelines are also included that signify the importance of using biofeedback and interactive sound design to help improve rehabilitation and meditation practices for pain reduction.
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Choi, Kanghyun, Yeo-Jin Yoon, Oh-Young Song, and Soo-Mi Choi. "Interactive and Immersive Learning Using 360° Virtual Reality Contents on Mobile Platforms." Mobile Information Systems 2018 (October 11, 2018): 1–12. http://dx.doi.org/10.1155/2018/2306031.
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Recent advances in mobile virtual reality (VR) devices have paved the way for various VR applications in education. This paper presents a novel authoring framework for mobile VR contents and a play-based learning model for marine biology education. For interactive and immersive mobile VR contents, we develop a multilayer 360° VR representation with image-based interactions such as mesh deformation and water simulation, which enable users to realistically interact with 360° panoramic contents without consuming excessive computational resources. On the basis of this representation, we design and implement play-based learning scenarios to increase the interactivity and immersion of users. Then, we verify the effectiveness of our educational scenarios using a user study in terms of user-created VR contents, interactivity, and immersion. The results show that more experienced elements in VR contents improve the immersion of users and make them more actively involved.
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Gazerani, Parisa. "Virtual Reality for Pain Control—Virtual or Real?" US Neurology 12, no. 02 (2016): 82. http://dx.doi.org/10.17925/usn.2016.12.02.82.
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Virtual Reality (VR) technology creates a sense of immersion in a virtual environment analogous to the real world. VR has increasingly gained attention for pain management based on current evidence demonstrating its analgesic effects in certain experimental, acute and chronic pain conditions. VR-based interventions shift the users’ attention towards active cognitive processing that can lead to higher pain threshold or tolerance. An understanding of neurobiological mechanisms underlying analgesic effects of VR will definitely facilitate optimal utility of this tool for pain control.
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Liao, Yunru. "Effects of Immersive Virtual Reality Technology on Online Learning Outcomes." International Journal of Emerging Technologies in Learning (iJET) 18, no. 13 (July 7, 2023): 62–73. http://dx.doi.org/10.3991/ijet.v18i13.41201.
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In the digital information era, such information technologies (ITs) as the Internet, big data, artificial intelligence (AI), and virtual reality (VR) are changing people’s production and lifestyle. Moreover, ITs have exerted significant influences on the thinking modes and learning styles of people. On the bases of such characteristics as sensory immersion, roaming, and manipulation, immersive VR (IVR) can support learners to pursue contextualized learning, promote their embodied cognition, improve their emotional experience, and solve problems of traditional classrooms, such as poor interaction, poor contextualization, and unreal immersion. This study used existing associated research as basis in analyzing the influences of IVR factors on degree of concentration, sense of traversing, emotional engagement, and sense of enjoyment on online learning outcome. Moreover, differences in learning outcomes under different contact periods IVR technology were analyzed. Research results are as follows. The overall Cronbach’s α, KMO value, and P value of the questionnaire are 0.905, 0.870, and 0.01, respectively. Degree of concentration, emotional engagement, and sense of enjoyment of IVR technology can promote online learning outcome significantly. Contact period with IVR technology has significant influences on learning outcome at the 0.01 level (F=3.895, p=0.009). Lastly, research conclusions provide important references in exploring the complicated relationship between sense of immersion and learning outcome in IVR environment, and in improving emotional experience and knowledge transfer based on IVR technology.
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Wang, Yuying. "The Influence of Virtual Reality Technology on the Cultivation of Agricultural Students." Mobile Information Systems 2021 (August 10, 2021): 1–8. http://dx.doi.org/10.1155/2021/7699106.
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Virtual reality learning environment is a virtual learning environment created by the use of virtual reality technology, which expands the physical learning environment and provides learners with richer learning experience and learning resources. It has the characteristics of immersion, interaction, and imagination. From these three characteristics, this paper studies the virtual reality learning environment to promote the deeper learning of agricultural students, immersion teaching provides experience support for agricultural students' deeper learning, interaction provides emotional support for agricultural students' deeper learning, and imagination provides situational support for agricultural students' deeper learning. The virtual reality technology is helpful to the cultivation of higher-order thinking of agricultural talents. It is expected to provide a reference for the future exploration of virtual reality technology to the cultivation of agricultural talents.
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Van Veelen, N., R. Boonekamp, T. Schoonderwoerd, M. Emmerik, M. Nijdam, B. Bruinsma, E. Geuze, C. Jones, and E. Vermetten. "Tailored Immersion: Implementing Personalized Components Into Virtual Reality for Veterans With Post-Traumatic Stress Disorder." European Psychiatry 65, S1 (June 2022): S675. http://dx.doi.org/10.1192/j.eurpsy.2022.1737.
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Introduction With the application of virtual reality (VR), tailored interventions can be created that mirror the traumatic experiences of veterans with post-traumatic stress disorder (PTSD). Visual elements can be mimicked, and auditory and other senses stimulated. In doing so, the degree of immersion can be adjusted to optimize the therapeutic process. Objectively measuring the sensory immersion is key to keep subjects within their personal window of tolerance. Based on this information the therapist can decide manipulate the sensory stimulation embedded in the treatment. Objectives The objectives of this study are to explore the different immersive design aspects of VRET that can be modified to influence the experienced presence in veterans with PTSD, and to discuss possible methods of measuring the emotional response facilitated by immersive design aspects and experienced presence. Methods Four design aspects are discussed: system, sensory cues, narrative and challenge. We also report on a user experiment in three veterans that informed on quality and depth of immersion. Results Believability of the neutral virtual environment was important for maintaining the veterans’ presence within the VR experience. The immersive design aspects that were personalized and supportive in the narrative of the veteran such as music and self-selected images appeared to have a strong influence on recall and reliving of the traumatic events. Conclusions Finally, in order to increase the therapeutic effect in veterans with PTSD, the highlighted design aspects should be recognized and tailored to maximize immersion in virtual reality exposure therapy. Disclosure No significant relationships.
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Lucho Lingan, Cesar, Meng Li, and Arnold P. O. S. Vermeeren. "THE IMMERSION CYCLE: UNDERSTANDING IMMERSIVE EXPERIENCES THROUGH A CYCLICAL MODEL." Proceedings of the Design Society 1 (July 27, 2021): 3011–20. http://dx.doi.org/10.1017/pds.2021.562.
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AbstractThe present work introduces a cyclical model which showcases the process of immersion during Immersive Technological Experiences (ITEs) such as Virtual Reality, Augmented Reality and Mixed Reality. This model is based on the identified concepts around immersion and immersive environments across 30 years. The concepts' similarities were used to organize them on a cyclical model by acknowledging the user's presence at the beginning and end of immersive experiences. The proposed model's value relies on its cyclical approach based on a user-centred perspective and having a general overview of the immersion process. The Immersive cycle can serve as a mapping tool for developers and researchers, thanks to the inclusion of guidelines that complements the model. Both of these were used in three different examples of ITEs. Furthermore, the cyclical model could be used as a tool for ideation and conceptualization during the early stages of developing immersive experiences. Nevertheless, it is recognized that this is the first step in developing this model; therefore, it still needs to be validated and improved based on tests with developers, designers and researchers in the field.
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Borrelli, Danielle, and Benjamin Thomas Greer. "The Next Step: The California Cybersecurity Institute’s Anti-Trafficking Virtual Reality Immersion Training." Anti-Trafficking Review, no. 17 (September 15, 2021): 154–60. http://dx.doi.org/10.14197/atr.2012211711.
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Digital gaming and virtual learning platforms have expanded the boundaries of experiential based anti-trafficking training. Virtual reality provides a technological mechanism for immersive storytelling through the simulation of a physical presence within an artefact using software and specialised hardware. The success of virtual-based immersive training is directly dependent on a series of factors, including realism, re-playability, and supplemental in-person training. This article describes the California Cybersecurity Institute’s anti-trafficking immersion training programme, which advances beyond awareness education to test law enforcement and first responder-specific skills and biases. This multi-layered programme looks to incorporate all concepts of ‘serious gaming’ within law enforcement and humanitarian communication.
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Choi, Woong, Liang Li, Satoru Satoh, and Kozaburo Hachimura. "Multisensory Integration in the Virtual Hand Illusion with Active Movement." BioMed Research International 2016 (2016): 1–9. http://dx.doi.org/10.1155/2016/8163098.
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Improving the sense of immersion is one of the core issues in virtual reality. Perceptual illusions of ownership can be perceived over a virtual body in a multisensory virtual reality environment. Rubber Hand and Virtual Hand Illusions showed that body ownership can be manipulated by applying suitable visual and tactile stimulation. In this study, we investigate the effects of multisensory integration in the Virtual Hand Illusion with active movement. A virtual xylophone playing system which can interactively provide synchronous visual, tactile, and auditory stimulation was constructed. We conducted two experiments regarding different movement conditions and different sensory stimulations. Our results demonstrate that multisensory integration with free active movement can improve the sense of immersion in virtual reality.
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Varlamov, Andrey V., and Natalya V. Yakovleva. "Dynamics of Perception Distortions of Human Body Physical Dimensions in Virtual Reality." RUDN Journal of Psychology and Pedagogics 18, no. 1 (December 15, 2021): 254–70. http://dx.doi.org/10.22363/2313-1683-2021-18-1-254-270.
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Controlling characters in a virtual reality (VR) environment can lead to the interiorization of their body dimensions by the recipients. The possible preservation of these distortions in their psyche will indicate a high degree of psychological impact of a VR on a person and the potential danger of developing depersonalization of the recipients and their dependence on such stimulation. The study of the stability of these distortions is necessary in the context of ensuring the safety of the impact of VR environments on the human psyche. The main focus of the study is on the perception distortions of human body dimensions, as they are sensed by people immersed in a VR environment, and their dynamics depending on the number of immersions. The impact of the virtual reality environment was simulated using the Freedom Locomotion VR application. One virtual reality immersion session took 15 minutes. To obtain psychometric indicators of the subjects perception of their own body dimensions, the technique Measurements according to M. Feldenkrais was used. All the participants (N = 45, three experimental groups) underwent a mandatory preliminary measurement using this technique (several hours before exposure) and a final measurement (one day after the last exposure). At the same time, the results of preliminary measurements were taken as indicators of the subjects habitual perception of their own body dimensions and were considered in each data processing as a comparison group. Free movement in a VR environment leads to distortions in the subjects perception of their own body dimensions. In all the experimental groups, there was a tendency to exaggerate body dimensions immediately after immersions, which indicates the qualitative similarity of these distortions. The effect of repetitive immersion in a VR environment on the perception of body dimensions is that it increases awareness in perceiving body parts that are least active at the time of immersion. Controlling an anthropomorphic character in a VR leads to an increase in the subjective significance of the recipients own body perception and an increased concentration of attention on the parameters least involved in immersion. The results of the study show that an increased level of awareness in perceiving their own bodies is characteristic of the subjects who have experience of repetitive immersions in a VR environment in the guise of an anthropomorphic character. Controlling a bodily projection in a VR headset does not cause its long-term interiorization, but has a positive effect on the formation of personal corporeality.
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Lee, Yu-jin, Jun-hwa Hong, Myung-haeng Hur, and Eun-young Seo. "Effects of Virtual Reality Exercise Program on Blood Glucose, Body Composition, and Exercise Immersion in Patients with Type 2 Diabetes." International Journal of Environmental Research and Public Health 20, no. 5 (February 26, 2023): 4178. http://dx.doi.org/10.3390/ijerph20054178.
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Background: This study is a preliminary study to examine the effect of a virtual reality exercise program (VREP) on type 2 diabetes patients. Method: This is a randomized controlled trial for patients with type 2 diabetes (glycated hemoglobin ≥ 6.5%), diagnosed by a specialist. The virtual reality environment was set up by attaching an IoT sensor to an indoor bicycle and linking it with a smartphone, enabling exercise in an immersive virtual reality through a head-mounted display. The VREP was implemented three times a week, for two weeks. The blood glucose, body composition, and exercise immersion were analyzed at baseline, and two weeks before and after the experimental intervention. Result: After VREP application, the mean blood glucose (F = 12.001 p < 0.001) and serum fructosamine (F = 3.274, p = 0.016) were significantly lower in the virtual reality therapy (VRT) and indoor bicycle exercise (IBE) groups than in the control group. There was no significant difference in the body mass index between the three groups; however, the muscle mass of participants in the VRT and IBE groups significantly increased compared with that of the control (F = 4.445, p = 0.003). Additionally, exercise immersion was significantly increased in the VRT group compared with that in the IBE and control groups. Conclusion: A two week VREP had a positive effect on blood glucose, muscle mass, and exercise immersion in patients with type 2 diabetes, and is highly recommended as an effective intervention for blood glucose control in type 2 diabetes.
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Ryan, Marie-Laure. "Immersion vs. Interactivity: Virtual Reality and Literary Theory." SubStance 28, no. 2 (1999): 110. http://dx.doi.org/10.2307/3685793.
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