Immersive Virtual Reality (VR) technologies such as virtual supermarkets arean emerging medium to model individuals’ eating behaviour. However, existing VR environments elicit weaker responses to food (i.e., craving and salivation) than in real-life, limiting their validity as research tools. We developed an immersive multisensory VR food environment – with both visual and olfactory (smell) cues – and investigated whether it could bridge this gap in food responses, and whether effects may be mediated by an enhanced sense of presence. In a within-subjects lab-based experiment, participants (N = 70) were exposed to food and non-food cues in either a unisensory “vision only” VR condition, a multisensory “vision + olfaction” VR condition, or a real-life setting with a matched physical set-up. Food-specific craving and salivation were measured in all six conditions. Results showed that food-induced craving was weaker in all virtual conditions versus real-life. Salivary responses to food were also lower in unisensory VR exposure versus real-life. Compared to unisensory VR exposure, multisensory VR exposure led to a directional improvement in craving, higher salivary food responses after adjusting for hunger, and enhanced perceptions of presence and mental imagery. While we could not conclude equivalence between multisensory VR and real-life settings, the latter did not differ on salivary responses either. In conclusion, an immersive multisensory VR food environment with olfactory cues can credibly model craving responses, albeit to a weaker degree than in real-life. The added value of this technology may lie in enhancing conceptual mediators and approximating real-life salivation to food.

With the emergence of different types of Head-Mounted Displays (HMDs), researchers and educators must make informed decisions on what HMDs best support their needs. When performing experiments with relatively large populations, these decisions are largely affected by the sensing-scaling tradeoff between high-end tethered HMDs and lower-end standalone systems. Higher sensing affords a richer experience, but it is also associated with higher costs in terms of the HMD itself and the need for VR-ready computers. These limitations often impede instructors from using high-end HMDs in an efficient way with larger populations. We report on the results of a study in the context of place-based immersive VR (iVR) Geoscience education that compares the experiences and learning of 45 students after going through an immersive virtual field trip, using either a lower-sensing but scalable Oculus Quest or a higher-sensing but tethered HTC Vive Pro. Our results indicate that students who used the Quest reported significantly higher levels of satisfaction but also more simulator sickness (although still a very low number on average) compared to those who used an HTC Vive Pro. Our findings suggest that with content design considerations, standalone HMDs can be a viable replacement for high-end systems in large-scale studies. Furthermore, our results also suggest that in the context of place-based iVR education, the spatial abilities of students (i.e., sense-of-direction) can be a determining factor in their experiences and learning, and therefore an important topic of study for designing effective place-based iVR experiences.

Place-based and fieldwork learning play a key role in higher education in environmental sciences and other geospatial disciplines. We report on a study in which we evaluated a web-based virtual tour application for teaching natural resource management in fire-prone western forests in two undergraduate classes. The virtual tour uses 360°-image-based virtual scenes and pre-recorded audio commentary by a domain expert to lead participants through the Stanislaus-Tuolumne Experimental Forest where forest treatments were implemented to reduce fire hazard. We present results from assessing students' overall perception of the virtual tour, their views towards its application in undergraduate education, and their feedback for improving the design of future virtual tours. Furthermore, we discuss the collected data from the perspective of gender differences and differences in familiarity with the topic of the tour.

Although the COVID-19 pandemic has made the need for remote data collection more apparent than ever, progress has been slow in the virtual reality (VR) research community, and little is known about the quality of the data acquired from crowdsourced participants who own a head-mounted display (HMD), which we call crowdXR. To investigate this problem, we report on a VR spatial cognition experiment that was conducted both in-lab and out-of-lab. The in-lab study was administered as a traditional experiment with undergraduate students and dedicated VR equipment. The out-of-lab study was carried out remotely by recruiting HMD owners from VR-related research mailing lists, VR subreddits in Reddit, and crowdsourcing platforms. Demographic comparisons show that our out-of-lab sample was older, included more males, and had a higher sense of direction than our in-lab sample. The results of the involved spatial memory tasks indicate that the reliability of the data from out-of-lab participants was as good as or better than their in-lab counterparts. Additionally, the data for testing our research hypotheses were comparable between in- and out-of-lab studies. We conclude that crowdsourcing is a feasible and effective alternative to the use of university participant pools for collecting survey and performance data for VR research, despite potential design issues that may affect the generalizability of study results. We discuss the implications and future directions of running VR studies outside the laboratory and provide a set of practical recommendations.

Communicating and understanding climate induced environmental changes can be challenging, especially using traditional representations such as graphs, maps or photos. Immersive visualizations and experiences offer an intuitive, visceral approach to otherwise rather abstract concepts, but creating them scientifically is challenging. In this paper, we linked ecological modeling, procedural modeling, and virtual reality to provide an immersive experience of a future forest. We mapped current tree species composition in northern Wisconsin using the Forest Inventory and Analysis (FIA) data and then forecast forest change 50 years into the future under two climate scenarios using LANDIS-II, a spatially-explicit, mechanistic simulation model. We converted the model output (e.g., tree biomass) into parameters required for 3D visualizations with analytical modeling. Procedural rules allowed us to efficiently and reproducibly translate the parameters into a simulated forest. Data visualization, environment exploration, and information retrieval were realized using the Unreal Engine. A system evaluation with experts in ecology provided positive feedback and future topics for a comprehensive ecosystem visualization and analysis approach. Our approach to create visceral experiences of forests under climate change can facilitate communication among experts, policy-makers, and the general public.

Thinking in and understanding of three-dimensional structures is omnipresent in many sciences from chemistry to geosciences. Current visualizations, however, are still using two-dimensional media such as maps or three-dimensional representations accessible through two-dimensional interfaces (e.g., desktop computers). The emergence of immersive virtual reality environments, both accessible and of high-quality, allows for creating embodied and interactive experiences that permit for rethinking learning environments and provide access to three-dimensional information through three-dimensional interfaces. However, there is a shortage of empirical studies on immersive learning environments. In response to this shortcoming, this study examines the role of immersive VR (iVR) in improving students' learning experience and performance in terms of penetrative thinking in a critical 3D task in geosciences education: drawing cross-sections. We developed a pilot study where students were asked to draw cross-sections of the depth and geometry of earthquakes at two subduction zones after visualizing the earthquake locations either in iVR or 2D maps on a computer. The results of our study show that iVR creates a better learning experience; students reported significantly higher scores in terms of Spatial Situation Model and there is anecdotal evidence in favor of higher reflective thinking in iVR. In terms of learning performance, we did not find a significant difference in the graded exercise of drawing cross-sections. However, iVR seems to have a positive effect on understanding the geometry of earthquake locations in a complex tectonic environment such as Japan. Our results, therefore, add to the growing body of literature that draws a more nuanced picture of the benefits of immersive learning environments calling for larger scale and in-depth studies.

In this paper, we take a first step in exploring the effect of xR devices on the experiences of users in the context of human-agent interactions. We report on the design and heuristic evaluation of an embodied conversational agent integrated into either a Virtual or Mixed Reality environment. Our evaluation with four experts show that Virtual Reality may elicit a better experience from users, while Mixed Reality may evoke a better sense of social presence due to natural user embodiment and spatial references to physical objects in the real environment.

Mechanisms for guiding a user’s visual attention to a particular point of interest play a crucial role in areas such as collaborative VR and AR, cinematic VR, and automated or live guided tour experiences in xR-based education. The attention guiding mechanism serves as a communication tool that helps users find entities currently not visible in their view, referenced for instance by another user or in some accompanying audio commentary. We report on a user study in which we compared three different visual guiding mechanisms (arrow, butterfly guide, and radar) in the context of 360° image-based educational VR tour applications of real-world sites. A fourth condition with no guidance tool available was added as a baseline. We investigate the question: How do the different approaches compare in terms of target finding performance and participants’ assessments of the experiences. While all three mechanisms were perceived as improvements over the no-guidance condition and resulted in significantly improved target finding times, the arrow mechanism stands out as the most generally accepted and favored approach, whereas the other two (butterfly guide and radar) received a more polarized assessment due to their specific strengths and drawbacks.

Field trips are a key component of learning in STEM disciplines such as geoscience to develop skills, integrate knowledge, and prepare students for lifelong learning. Given the reported success of technology-based learning and the prevalence of new forms of technology, especially with immersive virtual reality (iVR) entering the mainstream, virtual field trips (VFTs) are increasingly being considered as an effective form of teaching to either supplement or replace actual field trips (AFTs). However, little research has investigated the implications of VFTs in place-based STEM education, and empirical evidence is still limited about differences between students’ learning experiences and outcomes in VFTs experienced on desktop displays and field trips experienced in iVR. We report on a study that divided an introductory geoscience laboratory course into three groups with the first two groups experiencing a VFT either on desktop (dVFT) or in iVR (iVFT), while the third group went on an AFT. We compared subjective experiences (assessed via questionnaires) and objective learning outcomes for these groups. Our results suggest that, although students reported higher motivation and being more present in the iVFT group, they did not learn more compared to those in the dVFT group; both VFT groups yielded higher scores for learning experience and perceived learning outcomes than the actual field site visit. These findings demonstrate positive learning effects of VFTs relative to AFTs and provide evidence that geology VFTs need not be limited to iVR setups, which lead to considerable equipment costs and increased implementation complexity. Discussing the results, we reflect on the implications of our findings and point out future research directions.

Understanding the effects of environmental features such as visual realism on spatial memory can inform a human-centered design of virtual environments. This paper investigates the effects of visual realism on object location memory in virtual reality, taking account of individual differences, gaze, and locomotion. Participants freely explored two environments which varied in visual realism, and then recalled the locations of objects by returning the misplaced objects back to original locations. Overall, we did not find a significant relationship between visual realism and object location memory. We found, however, that individual differences such as spatial ability and gender accounted for more variance than visual realism. Gaze and locomotion analysis suggest that participants exhibited longer gaze duration and more clustered movement patterns in the low realism condition. Preliminary inspection further found that locomotion hotspots coincided with objects that showed a significant gaze time difference between high and low visual realism levels. These results suggest that high visual realism still provides positive spatial learning affordances but the effects are more intricate.

Understanding complex scientific data visualizations in 2D can be challenging. Virtual Reality (VR) provides an alternative, combining realistic 3D representations with intuitive, natural interactions with data through embodied experiences. However, realistic 3D representations and associated immersive experiences are prone to misrepresentations as they are selectively representative and often leave little room for abstraction. This is particularly challenging for topics such as modeling natural environments where users value realism. We discuss the causes and categories of potential misrepresentations in VR with a particular focus on scientific visualization. We contextualize our discussion by presenting an application prototype that translates ecological model output data into a high-fidelity VR experience that allows users to walk through forests of the future. We also designed and implemented two methods to display uncertainties in high-fidelity VR environments: A multi-scenarios approach to provide users access to alternative scenarios, and a slide-and-show approach to view the environment within the confidence interval.

Visualizing complex scientific data and models in 2D can be challenging. The result can be hard to interpret and understand for the general audience, and the model accuracy hard to evaluate even for the experts. To address these problems, we created a workflow that translates data of an ecological model, LANDIS-II, into a high-fidelity 3D model in virtual reality (VR). We combined ecological modeling, analytical modeling, procedural modeling, and VR, to allow users to experience a forest in northern Wisconsin (WI), United States, under two climate scenarios. Users can explore and interact with the forest under different climate scenarios, explore the impacts of climate change on different tree species, and retrieve information from a 3D tree database. The VR application can be used as an educational tool for the general public, and as a model checking tool by researchers.

xR has the potential to warp both space and time. We demonstrate this potential by designing a mixed reality application for mobile devices for the Penn State's Obelisk, a historic landmark on the main Penn State campus that artistically reveals the geological history of Pennsylvania. Our AR application allows for placing a model of the Obelisk on any surface, interacting with the individual stones to reveal their geological characteristics and location of excavation, and changing to an immersive VR experience of this location based on 360° imagery. Originally conceptualized as a teaching tool for the School of Mines, our xR application revives the Obelisk's long forgotten mission and allows educators to integrate it once more into the curriculum as well as creatively expand its potential.

Virtual field trips have been thought of and implemented for several decades. For the most part, these field trips were delivered through desktop computers and often as interactive but strictly two-dimensional experiences. The advent of immersive technologies for both creating content and experiencing places in three dimensions provides ample opportunities to move beyond the restrictions of two dimensional media. We propose here a framework we developed to assess immersive learning experiences, specifically immersive virtual field trips (iVFTs). We detail the foundations and provide insights into associated empirical evaluations.

Immersive technologies have the potential to overcome physical limitations and virtually deliver field site experiences, for example, into the classroom. Yet, little is known about the features of immersive technologies that contribute to successful place-based learning. Immersive technologies afford embodied experiences by mimicking natural embodied interactions through a user's egocentric perspective. Additionally, they allow for beyond reality experiences integrating contextual information that cannot be provided at actual field sites. The current study singles out one aspect of place-based learning: Scale. In an empirical evaluation, scale was manipulated as part of two immersive virtual field trip (iVFT) experiences in order to disentangle its effect on place-based learning. Students either attended an actual field trip (AFT) or experienced one of two iVFTs using a head-mounted display. The iVFTs either mimicked the actual field trip or provided beyond reality experiences offering access to the field site from an elevated perspective using pseudo-aerial 360° imagery. Results show that students with access to the elevated perspective had significantly better scores, for example, on their spatial situation model (SSM). Our findings provide first results on how an increased (geographic) scale, which is accessible through an elevated perspective, boosts the development of SSMs. The reported study is part of a larger immersive education effort. Inspired by the positive results, we discuss our plan for a more rigorous assessment of scale effects on both self- and objectively assessed performance measures of spatial learning.

Automatic and accurate extraction of destinations in human-generated route descriptions facilitates visualizing text route descriptions on digital maps. Such information further supports research aiming at understanding human cognition of geospatial information. However, as reproted in previous work, the recognition of destinations is not satisfactory. In this paper, we show our approach and achievements in improving the accuracy of destination name recognition. We identified and evaluated multiple features for classifying a named entity to be either "destination" or "non-destination"; after that, we use a simple yet effective post-processing algorithm to improve classification accuracy. Comprehensive experiments confirm the effectiveness of our approach.

Many interesting analysis problems (e.g. disease surveillance) would become more tractable if their spatio-temporal structure was better understood. Specifically, it would be helpful to be able to identify autocorrelation in space and time simultaneously. Some of the most commonly used measures of spatial association are LISA statistics, such as the Local Moran's I or the Getis-Ord Gi*; however, these have not been applied to the spatio-temporal case (including many time steps) because of computational limitations. We have implemented a spatio-temporal version of the Local Moran's I and claimed two advances: first, we exploit the fact that there are a limited number of topological relationships present in the data to make Monte Carlo's estimation of probability densities computationally practical, and thereby bypass the ‘curse of dimensionality’. We term this approach ‘spatial memoization’. Second, we developed a tool (LISTA-Viz) for interacting with the spatio-temporal structure uncovered by the statistics that contains a novel coordination strategy. The potential usefulness of the method and the associated tool are illustrated by an analysis of the 2009 H1N1 pandemic, with the finding that there was a critical spatio-temporal ‘inflection point’ at which the pandemic changed its character in the United States.

The present paper examines whether the formal topological characterisation of spatial relations between moving geographic regions provides an adequate basis for the human conceptualisation of motion events for those regions. The paper focuses on gradual changes in topological relationships caused by continuous transformations of the regions (specifically, translations). Using a series of experiments, the conceptualisation and perception of conceptual neighborhoods is investigated. In particular, the role of conceptual neighborhoods in characterising motion events is scrutinised. The experiments employ a grouping paradigm and a custom‐made tool for presenting animated icons. The analysis examines whether paths through a conceptual neighborhood graph sufficiently characterise the conceptualisation of the movement of two regions. The results of the experiments show that changes in topological relations—as detailed by paths through a conceptual neighborhood graph—are not sufficient to characterise the cognitive conceptualisation of moving regions. The similarity ratings show clear effects of perceptually and conceptually induced groupings such as identity (which region is moving), reference (whether a larger or a smaller region is moving), and dynamics (whether both regions are moving at the same time).