Use of geometry and featural cues in landmark configurations to reorient DCD children to the VR space: A route-learning study / Uso de señales geométricas y caracterológicas en configuraciones de puntos de referencia para reorientar a los niños con TDC hacia el espacio de realidad virtual: Un estudio de aprendizaje de rutas

Abstract Background: Working memory-based spatial cognition has attracted the attention of the scientific community in navigation and reorientation projects. The dominant approach considers that spontaneous spatial navigation behavior is based merely on environmental geometry (built and natural environmental objects). In this domain, DCD (Developmental Coordination Disorder) motor skill orientation problems have been frequently associated with poor visuospatial cognition, while immersive VR environments encourage more repetition, allowing for faster motor skill development and recovery. Objective: This pilot study tested the functionality of an immersive VR environment with environmental geometry (rectangular arena rich in symmetry) and featural landmark cues (striped wall, flora) as a route-learning tool for children with motor skill disorders. Methods: Forty DCD children aged 5 to 8 years (20 boys and 20 girls); five (5) 3D reality modeling setups with orthogonality, symmetry, and striped walls as design parameters; and trial walk-through coordination exercises using a predefined visual pathway with different motor control conditions (daylight, darkness). Participants' path completion rate, path completion time, and walk-through satisfaction were recorded as route-learning performance variables and analyzed statistically. Results/findings: DCD children's spatial orientation was statistically shown to be more stable and robust (in path completion rates, termination time, and walk-through level of satisfaction) in a virtual 3D environment rich in orthogonality, symmetry, and featural cues as landmarks. In this compound environmental geometry setup, training functionality and immersive learning performance enjoyed an 8.16% better path completion rate, a 12.37% reduction in path completion time, and 32.10% more walk-through satisfaction than reality modeling setups poor in geometry and landmarks. The effectiveness and robustness were validated statistically. Conclusion: Children with motor skill difficulties train and learn better in virtual 3D environments that are rich in orthogonality, symmetry, and featural landmark cues.

Resumen Antecedentes: La cognición espacial basada en la memoria de trabajo ha atraído la atención de la comunidad científica en proyectos de navegación y reorientación. El enfoque dominante considera que el comportamiento espontáneo de navegación espacial se basa meramente en la geometría ambiental (objetos ambientales construidos y naturales). En este ámbito, los problemas de orientación de las habilidades motoras del TDC (Trastorno del Desarrollo de la Coordinación) se han asociado con frecuencia a una cognición visoespacial deficiente, mientras que los entornos de RV (Realidad Virtual) inmersivos fomentan una mayor repetición, lo que permite un desarrollo y una recuperación más rápidos de las habilidades motoras. Objetivo: Este estudio piloto probó la funcionalidad de un entorno de RV inmersiva con geometría ambiental (arena rectangular rica en simetría) y señales de puntos de referencia característicos (pared rayada, flora) como herramienta de aprendizaje de rutas para niños con trastornos de la habilidad motora. Métodos: Cuarenta niños con TDC de entre 5 y 8 años (20 niños y 20 niñas); cinco (5) configuraciones de modelado de realidad 3D con ortogonalidad, simetría y paredes rayadas como parámetros de diseño; y ejercicios de coordinación de recorrido de prueba utilizando una ruta visual predefinida con diferentes condiciones de control motor (luz diurna, oscuridad). Se registraron la tasa de finalización del recorrido, el tiempo de finalización del recorrido y el grado de satisfacción de los participantes como variables de rendimiento del aprendizaje de recorridos y se analizaron estadísticamente. Resultados: Se demostró estadísticamente que la orientación espacial de los niños con TDC era más estable y robusta (en tasas de finalización del camino, tiempo de finalización y nivel de satisfacción del recorrido) en un entorno 3D virtual rico en ortogonalidad, simetría y señales de características como puntos de referencia. En esta configuración de geometría ambiental compuesta, la funcionalidad del entrenamiento y el rendimiento del aprendizaje inmersivo disfrutaron de un 8,16% más de tasa de finalización de ruta, una reducción del 12,37% en el tiempo de finalización de ruta y un 32,10% más de satisfacción de recorrido que las configuraciones de modelado de realidad pobres en geometría y puntos de referencia. La eficacia y la solidez se validaron estadísticamente. Conclusiones: Los niños con dificultades motrices entrenan y aprenden mejor en entornos virtuales 3D ricos en ortogonalidad, simetría y puntos de referencia característicos.

Construction and application of the model for learning based on immersive virtual reality / 中华医学教育探索杂志

Based on stimulus-organism-response (SOR) paradigm, this study proposes a conceptual framework of immersive virtual reality (IVR) learning model. To investigate the effect of IVR on learning process, this study has designed and implemented an educational application of appendectomy using IVR. The results indicate that IVR-based cognitive response, emotional response and learning results are significantly better than traditional learning. IVR learning model has a high level of immersion and user acceptance, and is expected to be employed to influence the learning satisfaction by the mediating effect of IVR presence in the future.

Two new virtual reality tasks for the assessment of spatial orientation: preliminary results of tolerability, sense of presence and usability / Duas novas tarefas de realidade virtual para avaliação da orientação espacial: resultados preliminares de tolerabilidade, sensação de presença e usabilidade

Abstract Spatial orientation is a cognitive domain frequently impaired in Alzheimer's Disease and can be one of its earliest symptoms. Objective: This paper describes the results of tolerability, sense of presence and usability of two immersive virtual reality tasks for the assessment of spatial orientation, using VR headset in adults. Methods: 31 healthy adults recruited from university and the local community performed two experimental immersive virtual reality tasks of spatial orientation: the SOIVET-Maze for the assessment of allocentric to egocentric spatial abilities and the SOIVET-Route for the assessment of spatial memory and landmark recognition. Participants completed questionnaires about sense of presence, cybersickness symptoms, technology use profile and motion sickness history. Usability measures were assessed by spontaneous feedback from participants. Results: All participants were able to understand the task instructions and how to interact with the system. Both tasks seemed to induce a strong sense of presence, as assessed by the Witmer and Singer Presence Questionnaires (M=128 and 143 for SOIVET-Maze and SOIVET-Route, respectively). The SOIVET-Route had a small numeric advantage over the SOIVET-Maze tolerability scores assessed by the Cybersickness Questionnaire (M=4.19, SD=5.576 and M=3.52, SD=6.418 for SOIVET-Maze and SOIVET-Route respectively). Also, there were no drop-outs on the SOIVET-Route due to tolerability issues, unlike the SOIVET-Maze, which had two drop-outs. However, this difference was not statistically significant (Z= -.901, p= 0.368, Wilcoxon signed-rank test).

Resumo A orientação espacial é um domínio cognitivo freqüentemente comprometido na doença de Alzheimer e pode ser um dos primeiros sintomas manifestados. Objetivo: Este artigo descreve os resultados de tolerabilidade, sensação de presença e usabilidade de duas tarefas imersivas de realidade virtual para avaliação da orientação espacial, utilizando óculos de RV em adultos. Métodos: 31 adultos saudáveis, ​​recrutados entre estudantes universitários e da comunidade local, realizaram duas tarefas de realidade virtual imersiva para avaliação da orientação espacial: A tarefa SOIVET-Maze para avaliação da capacidade de transposição da orientação alocêntrica para egocêntrica e a tarefa SOIVET-Route para avaliação da memória espacial e reconhecimento de pontos de referência. Os participantes também responderam questionários sobre Sensação de Presença, Sintomas de cybersickness, Perfil de Uso de Tecnologia e Histórico de cinetose. Feedback espontâneo dos participantes foi utilizado como medida de usabilidade. Resultados: Todos os participantes conseguiram compreender as instruções da tarefa e como interagir com o sistema. Ambas tarefas parecem induzir forte sensação de presença, avaliada pelo Questionário de Presença de Witmer e Singer (M=128 e 143 para SOIVET-Maze e SOIVET-Route, respectivamente). A tarefa SOIVET-Route teve uma pequena vantagem numérica em relação à tarefa SOIVET-Maze na pontuação de tolerabilidade avaliada pelo Questionário de Cybersickness (M=4,19, SD=5,576 e M=3,52, SD=6,418 para SOIVET-Maze e SOIVET-Route respectivamente). Além disso, não houve desistências na SOIVET-Route devido a problemas de tolerabilidade, ao contrário da SOIVET-Maze, que teve dois drop-outs. No entanto, essa diferença não foi estatisticamente significativa (Z= -901, p=0,368, teste de postos sinalizados de Wilcoxon)