BACKGROUND: The COVID-19 pandemic has resulted in increased psychological pressure on mental health since 2019. The resulting anxiety and stress have permeated every aspect of life during confinement. OBJECTIVE: To pr...
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BACKGROUND: The COVID-19 pandemic has resulted in increased psychological pressure on mental health since 2019. The resulting anxiety and stress have permeated every aspect of life during confinement. OBJECTIVE: To provide psychologists with an unbiased measure that can aid in the preliminary diagnosis of anxiety disorders and be used as an initial treatment in cognitive-behavioral therapy, this article introduces automated recognition of three levels of anxiety. METHODS: Anxiety was elicited by exposing participants to virtual environments inspired by social situations in reference to the Liebowitz social anxiety scale. Relevant parameters, such as heart rate variability and vasoconstriction were derived from the measurement of the blood volume pulse (BVP) signal. RESULTS: A long short-term memory architecture achieved an accuracy of approximately 98% on the training and test set. CONCLUSION: The generated model allowed for careful study of the state of seven phobic participants during virtual reality exposure (VRE).
Museums have shown keen interest in providing XR experiences, in particular, augmented reality (AR) and virtual reality (VR), as part of their exhibitions. However, little is known about how visitors feel about such e...
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Museums have shown keen interest in providing XR experiences, in particular, augmented reality (AR) and virtual reality (VR), as part of their exhibitions. However, little is known about how visitors feel about such experiences and how exposure to them affects visitor interest in topics. In this study, the authors conducted a pre/post-usage survey among visitors at a museum with VR installation. Four research models were compared to determine the most suitable model for studying gratifications. Our results showed that visitors expect to be entertained, yet they are less entertained than expected. VR provides positive learning effects, and scholars can rely on post-usage measures to assess the experience.
Individuals with Autism Spectrum Disorder (ASD) often exhibit difficulty in movement preparation and allocating attention towards different Regions of Interest (ROIs) of a visual stimulus. Though research has alluded ...
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Individuals with Autism Spectrum Disorder (ASD) often exhibit difficulty in movement preparation and allocating attention towards different Regions of Interest (ROIs) of a visual stimulus. Though research has alluded to differences in movement preparation for aiming tasks between individuals with ASD and typically developing (TD) individuals, there is limited evidence (true for near-aiming tasks) on the contribution of the window (i.e., time duration) of movement preparation (i.e., the planning window preceding movement initiation) on one's aiming performance. However, investigation of the contribution of this planning window on one's performance in far-aiming task remains as majorly unexplored. Again, often one's eye movement leads the initiation of hand movement (for task execution) indicating the importance of monitoring one's eye movement in the planning stage, critical for far-aiming task. Most of the studies (in conventional settings) examining the role of gaze behavior on aiming performance have involved TD individuals and only a few involving individuals with ASD. Here, we have designed virtual reality (VR)-based Gaze-sensitive far-aiming (dart throw) task and monitored the looking pattern of participants while they interacted with the task environment. We carried out a study with 40 participants (20 in each of ASD and TD groups) to understand how the participant groups differed in task performance and gaze fixation within the movement planning window. We observed difference in the scan path and last fixation within the movement planning window before triggering the release of the dart with relevance to task performance.
The present article explores the most popular approaches and the best practices for the design and implementation of cognitive gaming interventions that combine Brain Computer Interface (BCI) systems with virtual Real...
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The present article explores the most popular approaches and the best practices for the design and implementation of cognitive gaming interventions that combine Brain Computer Interface (BCI) systems with virtual reality (VR). We focus on interventions that target cognitive skills related to perception, visuospatial attention and visuospatial memory. To this purpose, we review the techniques and algorithms that are commonly used for data pre-processing, feature extraction, and classification in such interventions. We discuss issues related to BCI-VR Cognitive Gaming, including the BCI paradigms, the action tasks and environments, user characteristics, algorithms, channels, accuracy, and the most prominent findings. We conclude with a discussion of the current challenges, limitations, future research directions, and the potential commercial applications of BCI-VR in cognitive gaming.
These instructions give you guidelines for preparing papers for IEEE transactions and journals. Use this document as a template if you are using Microsoft Word 6.0 or later. Otherwise, use this document as an instruct...
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These instructions give you guidelines for preparing papers for IEEE transactions and journals. Use this document as a template if you are using Microsoft Word 6.0 or later. Otherwise, use this document as an instruction set. The electronic file of your paper will be formatted further at IEEE. Paper titles should be written in uppercase and lowercase letters, not all uppercase. Avoid writing long formulas with subscripts in the title;short formulas that identify the elements are fine (e.g., "Nd-Fe-B"). Do not write "(Invited)" in the title. Full names of authors are preferred in the author field but are not required. Put a space between authors' initials. The abstract must be a concise yet comprehensive reflection of what is in your article. In particular, the abstract must be self-contained, without abbreviations, footnotes, or references. It should be a microcosm of the full article. The abstract must be between 150 and 250 words. Be sure that you adhere to these limits;otherwise, you will need to edit your abstract accordingly. The abstract must be written as one paragraph, and should not contain displayed mathematical equations or tabular material. The abstract should include three or four different keywords or phrases, as this will help readers to find it. It is important to avoid over-repetition of such phrases as this can result in a page being rejected by search engines. Ensure that your abstract reads well and is grammatically correct.
virtual reality technology has been increasingly used in language education. Its immersive nature can help learners to better focus and understand subjects that can be visualized, such as mechanical design, architectu...
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virtual reality technology has been increasingly used in language education. Its immersive nature can help learners to better focus and understand subjects that can be visualized, such as mechanical design, architectural design, and molecular chemical construction. The novelty of the environment can also stimulate learners' enthusiasm for learning. Nonetheless, little research has focused on how learners' prior knowledge affects their learning experience and learning outcomes in VR environments, especially when they learn abstract conceptual knowledge. In this work, we developed a VR learning system to help learners acquire abstract knowledge of academic English writing. We used both control and experimental groups to evaluate this system and did a comparative analysis between learners with different prior knowledge. Our results show that compared with learning in a traditional way, learning abstract knowledge in a VR environment can provide learners with a better experience. We also found that learners with poor prior knowledge learned more efficiently in a VR environment when compared to learning in a non-VR environment. Our work sheds light on how to design a VR abstract knowledge learning system for learners with/without previous knowledge.
Photosensitivity, in relation to epilepsy, is a genetically determined condition in which patients have epileptic seizures of different severity provoked by visual stimuli. It can be diagnosed by detecting epileptifor...
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Photosensitivity, in relation to epilepsy, is a genetically determined condition in which patients have epileptic seizures of different severity provoked by visual stimuli. It can be diagnosed by detecting epileptiform discharges in their electroencephalogram (EEG), known as photoparoxysmal responses (PPR). The most accepted PPR detection method-a manual method-considered as the standard one, consists in submitting the subject to intermittent photic stimulation (IPS), i.e. a flashing light stimulation at increasing and decreasing flickering frequencies in a hospital room under controlled ambient conditions, while at the same time recording her/his brain response by means of EEG signals. This research focuses on introducing virtual reality (VR) in this context, adding, to the conventional infrastructure a more flexible one that can be programmed and that will allow developing a much wider and richer set of experiments in order to detect neurological illnesses, and to study subjects' behaviours automatically. The loop includes the subject, the VR device, the EEG infrastructure and a computer to analyse and monitor the EEG signal and, in some cases, provide feedback to the VR. As will be shown, AI modelling will be needed in the automatic detection of PPR, but it would also be used in extending the functionality of this system with more advanced features. This system is currently in study with subjects at Burgos University Hospital, Spain.
Background This study aims to analyse the impact of a newly developed infection prevention and control (IPC) virtual reality (VR)-module on medical students' IPC knowledge, attitudes and practices. Additionally, t...
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Background This study aims to analyse the impact of a newly developed infection prevention and control (IPC) virtual reality (VR)-module on medical students' IPC knowledge, attitudes and practices. Additionally, the impact of the module on students' and healthcare professionals' (HCPs) confidence regarding IPC decision-making and their insight into consequences of IPC decisions were analysed. Methods The IPC VR-module was developed using a cyclical design process consisting of a prototype, first and final version. Knowledge, attitudes and practices (KAP) regarding IPC were compared between two groups of medical students. The VR-module was added to the IPC program for the VR group. After completion of the program, students of both groups were asked to complete an online questionnaire. Scores were summated for each subscale of the KAP, a Mann-Whitney U test was performed to compare scores between groups. Student and HCP responses to VR-specific questions were dichotomized and a chi-square test was used to compare responses to different versions of the module. Results Students who completed the VR-module (n = 34) scored higher on IPC knowledge questions (score 8 / 10), than those who followed the regular program (n = 58;score 7/10;p = 0.003). For the final version, the added value of the VR-module in the program was recognized by 95% of students and 90% of HCPs. Students and HCPs who completed the final version of the VR-module agreed more often with learning objectives of the VR-module than those who completed the first version. 100% vs. 80% for the statement on insight into consequences of choices (p < 0.001) and 89% vs. 73% for the statement on confidence taking IPC decisions (p < 0.001). Conclusions The innovative IPC VR-module positively impacted students IPC knowledge and was highly appreciated by students and HCPs. VR-specific learning objectives were achieved, especially for the final version of the VR-module, demonstrating the importance of a cyclical design p
Sustainability research findings are imperative to reach a wide audience but are often hard to interpret for the general public because of their complex and interdisciplinary nature. virtual reality (VR) is an emergin...
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Sustainability research findings are imperative to reach a wide audience but are often hard to interpret for the general public because of their complex and interdisciplinary nature. virtual reality (VR) is an emerging tool in education and research dissemination that can make information more accessible and engaging. This case study leveraged VR, gamification theory, and art design to develop an immersive experience that educates the general public with environmental engineering and sustainability knowledge. Through a series of informative and interactive games, this experience presented scientific findings while providing realism and entertainment throughout. This paper presents step-by-step guidelines for transferring engineering knowledge into a pedagogical VR experience, including human-computer interactions, storyboard development, data visualization, and gamification theory implementation. Participants provided positive feedback on the learning experience and stated that the experience sparked a curiosity to learn more about sustainability concepts. Improving opportunities for future development proposed during beta-testing were also documented to guide future development. This case study contributes to the body of knowledge by validating the feasibility and effectiveness of incorporating VR and gamification theory in engineering education. Practically, the proposed development procedure can be implemented in various engineering education contents and scenarios.
A data glove enables fine motion control in virtual reality (VR). This work presents a cost-effective data glove made of a commercial nylon-based glove with integrated polyethylene-carbon composites (Velostat). The re...
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A data glove enables fine motion control in virtual reality (VR). This work presents a cost-effective data glove made of a commercial nylon-based glove with integrated polyethylene-carbon composites (Velostat). The resistance of the Velostat varies when a finger is bent. This piezoresistive behavior was explored by designing the Velostat as the strain sensor. The strain sensor was characterized for its flexure sensing by connecting it to a data acquisition circuit. The circuit is designed to process the output of the joint angles and feed it to the computer. A linear resistance output was measured with a sensitivity/gauge factor of 1.45 % per degree with a response time of 0.0158 seconds when the strain sensor bends from 0 degrees to 30 degrees. To control the 3D virtual hand's movement, the data glove was coupled with two inertial measurement unit sensors at the forearm and upper arm to identify its coordinates. The fabricated data glove successfully performs a proof-of-concept by picking-and-placing multiple objects in a VR environment.
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