With costs of head-mounted displays (HMDs) and tracking technology decreasing rapidly, various virtual reality applications are being widely adopted for education and training. Hardware advancements have enabled replication of real-world interactions in virtual environments to a large extent, paving the way for commercial grade applications that provide a safe and risk-free training environment at a fraction of the cost. But this also mandates the need to develop more intrinsic interaction techniques and to empirically evaluate them in a more comprehensive manner. Although there exists a body of previous research that examines the benefits of selected levels of interaction fidelity on performance, few studies have investigated the constituent components of fidelity in a Interaction Fidelity Continuum (IFC) with several system instances and their respective effects on performance and learning in the context of a real-world skills training application. Our work describes a large between-subjects investigation conducted over several years that utilizes bimanual interaction metaphors at six discrete levels of interaction fidelity to teach basic precision metrology concepts in a near-field spatial interaction task in VR. A combined analysis performed on the data compares and contrasts the six different conditions and their overall effects on performance and learning outcomes, eliciting patterns in the results between the discrete application points on the IFC. With respect to some performance variables, results indicate that simpler restrictive interaction metaphors and highest fidelity metaphors perform better than medium fidelity interaction metaphors. In light of these results, a set of general guidelines are created for developers of spatial interaction metaphors in immersive virtual environments for precise fine-motor skills training simulations.

We present an empirical evaluation of immersion and self-avatars as compared to desktop viewing in Virtual Reality (VR) for learning computer programming and computational thinking in middle school education using an educational VR simulation. Students were asked to programmatically choreograph dance performances for virtual characters within an educational desktop application we built earlier called Virtual Environment Interactions (VEnvI). As part of a middle school science class, 90 students from the 6th and 7th grades participated in our study. All students first visually programmed dance choreography for a virtual character they created in VEnvI on a laptop. Then, they viewed and interacted with the resulting dance performance in a between-subjects design in one of the three conditions. We compared and contrasted the benefits of embodied immersive virtual reality (EVR) viewing utilizing a head-mounted display with a body-scaled and gender-matched self-avatar, immersive virtual reality only (IVR) viewing, and desktop VR (NVR) viewing with VEnvI on pedagogical outcomes, programming performance, presence, and attitudes towards STEM and computational thinking. Results from a cognition questionnaire showed that, in the learning dimensions of Knowledge and Understanding (Bloom's taxonomy) as well as Multistructural (SOLO taxonomy), participants in EVR and IVR scored significantly higher than NVR. Also, participants in EVR scored significantly higher than IVR. We also discovered similar results in objective programming performance and presence scores in VEnvI. Furthermore, students’ attitudes towards computer science, programming confidence, and impressions significantly improved to be the highest in EVR and then IVR as compared to NVR condition. Our work suggests that educators and developers of educational VR simulations, who want to enhance knowledge and understanding as well as simultaneous acquisition of multiple abstract concepts, can do so by employing immersion and self-avatars in VR learning experiences.

Cybersickness (CS) is one of the challenges that has hindered the widespread adoption of Virtual Reality (VR). Consequently, researchers continue to explore novel means to mitigate the undesirable effects associated with this affliction, one that may require a combination of remedies as opposed to a solitary stratagem. Inspired by research probing into the use of distractions as a means to control pain, we investigated the efficacy of this countermeasure against CS, studying how the introduction of temporally time-gated distractions affects this malady during a virtual experience featuring active exploration. Downstream of this, we discuss how other aspects of the VR experience are affected by this intervention. We discuss the results of a between-subjects study manipulating the presence, sensory modality, and nature of periodic and short-lived (5-12 seconds) distractor stimuli across 4 experimental conditions: (1) no-distractors (ND); (2) auditory distractors (AD); (3) visual distractors (VD); (4) cognitive distractors (CD). Two of these conditions (VD and AD) formed a yoked control design wherein every matched pair of ‘seers’ and ‘hearers’ was periodically exposed to distractors that were identical in terms of content, temporality, duration, and sequence. In the CD condition, each participant had to periodically perform a 2-back working memory task, the duration and temporality of which was matched to distractors presented in each matched pair of the yoked conditions. These three conditions were compared to a baseline control group featuring no distractions. Results indicated that the reported sickness levels were lower in all three distraction groups in comparison to the control group. The intervention was also able to both increase the amount of time users were able to endure the VR simulation, as well as avoid causing detriments to spatial memory and virtual travel efficiency. Overall, it appears that it may be possible to make users less consciously aware and bothered by the symptoms of CS, thereby reducing its perceived severity.

User representations are critical to the virtual experience, and involve both the input device used to support interactions as well as how the user is virtually represented in the scene. Inspired by previous work that has shown effects of user representations on the perceptions of relatively static affordances, we attempt to investigate how end-effector representations affect the perceptions of affordances that dynamically change over time. Towards this end, we empirically evaluated how different virtual hand representations affect users' perceptions of dynamic affordances in an object retrieval task wherein users were tasked with retrieving a target from a box for a number of trials while avoiding collisions with its moving doors. We employed a 3 (virtual end-effector representation) X 13 (frequency of moving doors) X 2 (target object size) multi-factorial design, manipulating the input modality and its concomitant virtual end-effector representation as a between-subjects factor across three experimental conditions: (1) Controller (using a controller represented as a virtual controller); (2) Controller-hand (using a controller represented as a virtual hand); (3) Glove (using a hand tracked hi-fidelity glove represented as a virtual hand). Results indicated that the controller-hand condition produced lower levels of performance than both the other conditions. Furthermore, users in this condition exhibited a diminished ability to calibrate their performance over trials. Overall, we find that representing the end-effector as a hand tends to increase embodiment but can also come at the cost of performance, or an increased workload due to a discordant mapping between the virtual representation and the input modality used. It follows that VR system designers should carefully consider the priorities and target requirements of the application being developed when choosing the type of end-effector representation for users to embody in immersive virtual experiences.

The goal of our work is to develop a programmatically controlled peer to bicycle with a human subject for the purpose of studying how social interactions influence road-crossing behavior. The peer is controlled through a combination of reactive controllers that determine the gross motion of the virtual bicycle, action-based controllers that animate the virtual bicyclist and generate verbal behaviors, and a keyboard interface that allows an experimenter to initiate the virtual bicyclist's actions during the course of an experiment. The virtual bicyclist's repertoire of behaviors includes road following, riding alongside the human rider, stopping at intersections, and crossing intersections through specified gaps in traffic. The virtual cyclist engages the human subject through gaze, gesture, and verbal interactions. We describe the structure of the behavior code and report the results of a study examining how 10- and 12-year-old children interact with a peer cyclist that makes either risky or safe choices in selecting gaps in traffic. Results of our study revealed that children who rode with a risky peer were more likely to cross intermediate-sized gaps than children who rode with a safe peer. In addition, children were significantly less likely to stop at the last six intersections after the experience of riding with the risky than the safe peer during the first six intersections. The results of the study and children's reactions to the virtual peer indicate that our virtual peer framework is a promising platform for future behavioral studies of peer influences on children's bicycle riding behavior.