Sue Cobb

Virtual Reality-Induced Symptoms and Effects (VRISE)

An experimental program of research was carried out to assess the potential health and safety effects of participating in virtual environments (VEs) via head-mounted displays (HMDs). This paper presents the results obtained from nine experiments examining the effects experienced during and after participation in a variety of VR systems, VE designs, and task requirements, for a total participant sample of 148 individuals. A combination of methods including self-report scales, performance measures, physiological indicators, observation, interview, and user attitude/opinion questionnaires were used to measure simulator (VE) sickness, postural instability, psychomotor control, perceptual judgment, concentration, stress, and ergonomics effects. Greatest effects across the different systems, VEs, and exposure times were found for sickness symptoms and physiological measures, with some concern over postural instability and physical ergonomics, also. Although many of the effects were relatively minor and short lived, they were serious for five percent of participants and irritating for a considerable percentage more. The aetiology of the effects is sufficiently different to that for simulators or transport systems to justify us using a new term, virtual reality-induced symptoms and effects (VRISE). Implications are drawn for VR system design, VE specification, and the ways in which industrial use of VR/VE should be planned and supported.

Virtual reality induced symptoms and effects (VRISE) : Comparison of head mounted display (HMD), desktop and projection display systems

Abstract Virtual reality (VR) systems are used in a variety of applications within industry, education, public and domestic settings. Research assessing reported symptoms and side effects of using VR systems indicates that these factors combine to influence user experiences of virtual reality induced symptoms and effects (VRISE). Three experiments were conducted to assess prevalence and severity of sickness symptoms experienced in each of four VR display conditions; head mounted display (HMD), desktop, projection screen and reality theatre, with controlled examination of two additional aspects of viewing (active vs. passive viewing and light vs. dark conditions). Results indicate 60–70% participants experience an increase in symptoms pre–post exposure for HMD, projection screen and reality theatre viewing and found higher reported symptoms in HMD compared with desktop viewing (nausea symptoms) and in HMD compared with reality theatre viewing (nausea, oculomotor and disorientation symptoms). No effect of lighting condition was found. Higher levels of symptoms were reported in passive viewing compared to active control over movement in the VE. However, the most notable finding was that of high inter- and intra-participant variability. As this supports other findings of individual susceptibility to VRISE, recommendations are offered concerning design and use of VR systems in order to minimise VRISE.

Classroom collaboration in the design of tangible interfaces for storytelling

We describe the design of tangible interfaces to the KidPad collaborative drawing tool. Our aims are to support the re-enactment of stories to audiences, and integration within real classroom environments. A six-month iterative design process, working with children and teachers in school, has produced the “magic carpet”, an interface that uses pressure mats and video-tracked and barcoded physical props to navigate a story in KidPad. Reflecting on this process, we propose four guidelines for the design of tangible interfaces for the classroom. (1) Use physical size and shysical props to encourage collaboration. (2) Be aware of how different interfaces emphasize different actions. (3) Be aware that superficial changes to the design can produce very different physical interactions. (4) Focus on open low-tech technologies rather than (over) polished products.

State-of-the-art of virtual reality technologies for children on the autism spectrum

In the past decade there has been a rapid advance in the use of virtual reality (VR) technologies for leisure, training and education. VR is argued to offer particular benefits for children on the autism spectrum, chiefly because it can offer simulations of authentic real-world situations in a carefully controlled and safe environment. Given the real world social difficulties experienced by children on the spectrum, this technology has therefore been argued to offer distinct advantages and benefits for social and life skills training compared to other approaches. Whilst there has been some progress in testing the relevance and applicability of VR for children on the autism spectrum in educational contexts, there remains a significant challenge in developing robust and usable technologies that can really make a difference in real world classrooms. This article considers the evidence that has been published over the past 10 years to assess how the potential of VR has been explored in practice and reflect on the current state-of-the-art in this field.

Applied virtual environments to support learning of social interaction skills in users with Asperger's Syndrome

Aspergers Syndrome (AS) is an autistic spectrum disorder characterised by normal to high IQ but with marked impairment in social skills. Successful social skills training appears to be best achieved either in situ or in role-play situations where users can explore different outcomes resulting from their social behaviour. Single user virtual environments (SVEs) provide an opportunity for users with AS to learn social interaction skills in a safe environment which they can visit as many times as they like.The use of game-like tasks can provide an incentive and can also be used to guide the user through progressive learning stages. Collaborative virtual environments (CVEs) allow several users to interact simultaneously within the virtual environment, each taking different perspectives or role-play characters. Within the AS interactive project a series of SVEs and CVEs have been developed in collaboration with users and professional groups with an overall aim of supporting social skills learning. Initial evaluation studies have been carried out which have been used to both inform and refine the design of these virtual environments (VEs) as well as giving an insight into the understanding and interpretation of these technologies by users with AS.

Modified virtual reality technology for treatment of amblyopia

PurposeThe conventional patching/occlusion treatment for amblyopia sometimes gives disappointing results for a number of reasons: it is unpopular, prolonged, frequently resulting in poor or noncompliance, and also disrupts fusion. The aim of this research was to develop a novel virtual-reality (VR)-based display system that facilitates the treatment of amblyopia with both eyes stimulated simultaneously.MethodsWe have adopted a multidisciplinary approach, combining VR expertise with a team of ophthalmologists and orthoptists to develop the Interactive Binocular Treatment (I-BiT™) system. This system incorporates adapted VR technology and specially written software providing interactive 2D and 3D games and videos to the patient via a stereo (binocular) display, and a control screen for the clinician.ResultsWe developed a prototype research system designed for treatment of amblyopia in children.ConclusionsThe result is a novel way to treat amblyopia, which allows binocular treatment. It is interactive, and as it is partially software based, can be adapted to suit the age/ability, and needs of the patient. This means that the treatment can be made captivating and enjoyable. Further research is on-going to determine the efficacy of this new modality in the treatment of amblyopia.

Structured Evaluation of Virtual Environments for Special-Needs Education

This paper describes the development of a structured approach to evaluate the experiential and communication virtual learning environments (VLEs) that were designed specifically for use in the education of children with severe learning difficulties at the Shepherd School in Nottingham. Constructivist learning theory was used as a basis for an evaluation framework and analysis method to evaluate the behavior of the participants as well as the quality of the design of three different VLEs. From an observational field study of student-teacher pairs using the VLEs, eighteen behavior categories were identified as relevant to five of seven constructivist principles (Jonassen, 1994). The analysis of student-teacher behavior was used to provide evidence for (or against) how the VLEs met the constructivist principles. Results of this structured evaluation indicate that the three VLEs meet the constructivist principles in very different ways. This paper concludes with recommendations for appropriate design modifications.

Validity of a Virtual Environment for Stroke Rehabilitation

Background and Purpose— Virtual environments for use in stroke rehabilitation are in development, but there has been little evaluation of their suitability for this purpose. We evaluated a virtual environment developed for the rehabilitation of the task of making a hot drink. Methods— Fifty stroke patients undergoing rehabilitation in a UK hospital stroke unit were involved. The performance of stroke rehabilitation patients when making a hot drink had the neurological impairments associated with performance of this task, and the errors observed were compared for standardized task performance in the real world and in a virtual environment. Neurological impairments were measured using standardized assessments. Errors in task performance were assessed rating video recordings and classified into error types. Results— Real-world and virtual environment performance scores were not strongly associated (&rgr;=0.30; P<0.05). Performance scores in both settings were associated with age, Barthel ADL score, Mini Mental State Examination score, and tests of visuospatial function. Real-world performance only was associated with arm function and sequencing ability. Virtual environment performance only was associated with language function and praxis. Participants made different errors during task performance in the real world and in the virtual environment. Conclusions— Although this virtual environment was usable by stroke rehabilitation patients, it posed a different rehabilitation challenge from the task it was intended to simulate, and so it might not be as effective as intended as a rehabilitation tool. Other virtual environments for stroke rehabilitation in development require similar evaluation.

The AS interactive project: single-user and collaborative virtual environments for people with high-functioning autistic spectrum disorders

The AS Interactive Project aimed to assess the potential of single-user and collaborative virtual environments to support learning and enhancing of social skills in people with autistic disorders on the high-functioning end of the autistic spectrum. The project had two distinct phases of research: Phase I focused mainly on development and design using user-centred principles. Phase II was concerned with implementation of design feedback, further improvements and evaluation studies of the virtual environments developed. This paper describes the research process, summarizes results of the project and briefly outlines plans for future research.

Experimental Comparison of Virtual Reality with Traditional Teaching Methods for Teaching Radioactivity

Research at the University of Nottingham has been carried out to investigate the potential of Virtual Reality (VR) for teaching secondary school science. This paper describes the evaluation of VR to teach radioactivity at secondary school level. Evaluation was carried out in a local school and compared directly to the traditional teaching methods currently used in the school to teach radioactivity. Computer experience, computer attitudes, general attitudes and knowledge gained were measured to allow comparisons to be drawn. Individual differences of gender, ability and home computer use were also looked at in relation to the above measures. Results indicated that both ability level and the order in which the conditions were completed significantly affected the attitude scores. High ability students reported higher attitude scores, both overall and for the VR class in particular. As a result of the evaluation study, the Virtual Laboratory has been heavily modified and further evaluation studies were then carried out.