This paper provides an introduction to the technology of virtual reality (VR) and its possibilies for education and training. It focuses on immersion as the key added value of VR, and analyzes what cognitive variables are connected to immersion, how it is generated in synthetic environments, what immersion is, and what its benefits are. The central research question is the value of tracked, immersive visual displays over non-immersive simulations. The paper provides a brief overview of existing VR research on training and transfer, education, and procedural, cognitive and maintenance training.

Immersive training systems: Virtual reality and education and training

In this paper, we present Studierstube ES, a framework for the development of handheld Augmented Reality. The applications run self-contained on handheld computers and smartphones with Windows CE. A detailed description of the performance critical tracking and rendering components are given. We also report on the implementation of a client-server architecture for multi-user applications, and a game engine for location based museum games that has been built on top of this infrastructure. Details on two games that were created, permanently deployed and evaluated in two Austrian museums illustrate the practical value of the framework and lessons learned from using it.

Experiences with Handheld Augmented Reality

Handheld Augmented Reality (AR) is expected to provide ergonomic, intuitive user interfaces for untrained users. Yet no comparative study has evaluated these assumptions against more traditional user interfaces for an education task. In this paper we compare the suitability of a handheld AR arts-history learning game against more traditional variants. We present results from a user study that demonstrate not only the effectiveness of AR for untrained users but also its fun-factor and suitability in environments such as public museums. Based on these results we provide design guidelines that can inform the design of future collaborative handheld AR applications.

/pdf/handheld-ar-for-collaborative-edutainment-44ujvf7gxe.pdf

Handheld AR for Collaborative Edutainment

This paper presents tangible augmented reality gaming environment that can be used to enhance entertainment using a multimodal tracking interface. Players can interact using different combinations between a pinch glove, a Wiimote, a six-degrees-of-freedom tracker, through tangible ways as well as through I/O controls. Two tabletop augmented reality games have been designed and implemented including a racing game and a pile game. The goal of the augmented reality racing game is to start the car and move around the track without colliding with either the wall or the objects that exist in the gaming arena. Initial evaluation results showed that multimodal-based interaction games can be beneficial in gaming. Based on these results, an augmented reality pile game was implemented with goal of completing a circuit of pipes (from a starting point to an end point on a grid). Initial evaluation showed that tangible interaction is preferred to keyboard interaction and that tangible games are much more enjoyable.

/pdf/multimodal-augmented-reality-tangible-gaming-12kx65gn0k.pdf

Multimodal augmented reality tangible gaming

The terms "simulator" and "VR" are typically used to refer to specific types of virtual environments (VEs) which differ in the technology used to display the simulated environment. While simulators and VR devices may offer advantages such as low cost training, numerous studies on the effects to humans of exposure to different VEs indicate that motion sickness-like symptoms are often produced during or after exposure to the simulated environment. These deleterious side effects have the potential to limit the utilization of VE systems if they jeopardize the health and/or safety of the user and create liability issues for the manufacturer. The most widely used method for assessing the adverse symptoms of VE exposure is the Simulator Sickness Questionnaire (SSQ). The method of scoring the symptoms reported by VE users permits the different sickness symptoms to be clustered into three general types of effects or subscales and the distribution or pattern of the three SSQ subscales provides a profile for a given VE device. In the current research, several different statistical analyses were conducted on the SSQ data obtained from 21 different simulator studies and 16 different VR studies in order to identify an underlying symptom structure (i.e., SSQ profile) or severity difference for various types of VE systems. The results of the research showed statistically significant differences in the SSQ profiles and the overall severity of sickness between simulator and VR systems, which provide evidence that simulator sickness and VR sickness represent distinct forms of motion sickness. Analyses on three types of simulators (i.e., Fixed- and Rotary-Wing flight simulators and Driving simulators) also found significant differences in the sickness profiles as well as the overall severity of sickness within different types of simulator systems. Analyses on three types of VR systems (i.e., HMD, BOOM, and CAVE) revealed that BOOM and CAVE systems have similar sickness profiles, which are different than the HMD system profile. Moreover, the results showed that the overall severity of sickness was greater in HMD systems than in BOOM and CAVE systems. Recommendations for future research included additional psychophysical studies to evaluate the relationship between various engineering characteristics of VE systems and the specific types of sickness symptoms that are produced from exposure to them.

/pdf/identification-of-system-design-features-that-affect-1094v1jw70.pdf

Identification Of System Design Features That Affect Sickness In Virtual Environments

This exhibition presents a Mixed Reality experience that applies basic research to the media industries of entertainment, training and informal education. Contributing areas of research include tracking, registration, rendering, real-time and distributed algorithms, and adaptations of existing as well as the creation of new forms of artistic convention. 1. Introduction: Why Entertainment? The power of entertainment stretches far beyond venues for amusement. Entertainment is a language unto itself affecting world culture, world economy and even world opinion. Entertainment is able to excite, motivate, satiate, communicate and inspire. This power is being applied to all aspects of life including learning, training, designing, communicating and collaborating for purposes ranging from social engagements to high powered teams making world decisions. The power of Mixed Reality provides us with the ability to combine the fantastical worlds of the imagination through virtual reality and seamlessly merge these with the compelling aspects of reality. MR envelops the most important aspect of reality-other people. The participants bring the most important part of Mixed Reality—the imagination. The Media Convergence Laboratory’s exhibition of

MIXED FANTASY: exhibition of entertainment research for mixed reality

A research testbed developed to investigate the use of virtual environment (VE) technology for army training is described. The objectives of the testbed and the first experiments conducted using the testbed are described, in which performance data is collected as participants complete a variety of basic tasks: vision (acuity, color vision, distance estimation, and search); location (walking and flying through structures); tracking and object manipulation (placing and keeping a cursor on an object, and using it to move objects); and reaction time. >

A research testbed for virtual environment training applications

Virtual drama is based on the use of a shareable virtual world as a stage setting, with avatars controlled by actors and audience members. In this experiment, students built a virtual world to teach concepts of Mesoamerican archaeology and the cultural history of the ancient Maya.

Virtual drama as a learning medium: the Caracol Time Travel project

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MIXED FANTASY: exhibition of entertainment research for mixed reality

A research testbed for virtual environment training applications

Virtual drama as a learning medium: the Caracol Time Travel project