Navigating a powered wheelchair and avoiding collisions is often a daunting task for new wheelchair users. It takes time and practice to gain the coordination needed to become a competent driver and this can be even more of a challenge for someone with a disability. We present a cost-effective virtual reality (VR) application that takes advantage of consumer level VR hardware. The system can be easily deployed in an assessment centre or for home use, and does not depend on a specialized high-end virtual environment such as a Powerwall or CAVE. This paper reviews previous work that has used virtual environments technology for training tasks, particularly wheelchair simulation. We then describe the implementation of our own system and the first validation study carried out using thirty three able bodied volunteers. The study results indicate that at a significance level of 5% then there is an improvement in driving skills from the use of our VR system. We thus have the potential to develop the competency of a wheelchair user whilst avoiding the risks inherent to training in the real world. However, the occurrence of cybersickness is a particular problem in this application that will need to be addressed.

Dyslexia is a specific learning disability affecting 1 in 10 people nationwide. Literature acknowledges the need for greater understanding of the educational needs of learners with dyslexia in UK Higher Education (HE). Research in this field often stems from neuropsychological viewpoints and neglects the perspectives of students. This study was designed to understand the lifelong learning experiences of students with dyslexia. Semi-structured interviews were conducted with fourteen students. Transcripts were analysed using interpretative phenomenological analysis. Three superordinate themes were identified: ‘Managing Feelings of Inferiority’, ‘Adapting to the Learning Environment’, and ‘Experience of Learning Support’. Analysis highlighted the range of challenges students face throughout education. Findings suggest that HE institutions need to be more effective in creating an inclusive learning environment that supports this underrepresented group. This will facilitate a reduction in the social and emotional barriers to learning and educational attainment for this population.

The visceral immersion of virtual reality (VR) requires that developers rethink how we design, model, and interact with virtual worlds. One of the most important considerations is how the user moves around, and this has led to several movement modalities with various levels of abstraction. In this article, we explore movement modalities in the VR and examine how the various systems differ in terms of accessibility, comfort, and immersion. We then provide a case study on how we used these best practices in developing our underwater safari park experience Ocean Rift, which is one of the most popular VR applications across personal computers and mobile VRs.

In this paper we present a model for procedurally generating virtual settlements populated with roads, land parcels and buildings. Our model improves on existing research by considering historical influence on settlement growth. To do this, an interactive time-line is used, allowing for a designer to specify a number of architectural periods. These architectural periods are then used in the generation process, giving the designer a robust tool to interactively generate photo-realistic urban scenes. Our results show that a variety of settlement types and sizes can be generated. In addition, we demonstrate that road patterns within real-world settlements can be created using our system.