This study investigates the impact of two immersive debriefing strategies on learning outcomes in a virtual reality (VR) simulation focused on mobile cybersecurity. The simulation highlights everyday mistakes to raise awareness of risky behaviors in public settings. We developed and evaluated an immersive debriefing system that enables participants to review their performance and re-engage with the scenario through a redo phase. This redo was implemented in two formats: a full scenario redo (F-REDO) and a segmented redo targeting specific moments (S-REDO). We found that both redo formats were equally effective in learning outcomes and user satisfaction, using a mixed-methods approach combining standardized questionnaires (motivation, cognitive load, usability, knowledge retention) and qualitative trainer feedback. However, S-REDO demonstrated greater time efficiency without increasing cognitive load and was perceived by the trainer as more engaging and pedagogically relevant. These results support the integration of personalized, interactive debriefing tools in VR learning environments, particularly in domains requiring targeted remediation and critical decision-making. Abstract Abstract

Typing with a keyboard is a common task in content production in the workplace. For simulation purposes in VR environments, it is important for users to perform this task accurately, with minimal performance loss, and without distraction. One common approach is using mid-air typing on virtual keyboards. However, this method presents challenges, particularly due to the lack of haptic feedback and spatial awareness. Various solutions have been suggested in the literature to address these challenges, but several design factors that influence performance, behavior, and user experience still need to be explored. This paper investigates the effects of two types of visual feedback (hover and keypress) and three passive haptic feedback conditions (physical keyboard, physical surface, and a mid-air virtual keyboard with no haptic feedback) and the possible interactions between these factors on typing using the two index fingers in VR. Results show that keypress visual feedback enhanced typing speed and reduced workload, while hover feedback lowered error rates but negatively impacted typing speed. Additionally, using a physical keyboard to provide passive haptic feedback increased the error rate. This increase in the error rate could be attributed to inaccuracies in finger and keyboard tracking, which may have caused a misalignment between the physical and virtual environments. Regarding eye gaze behavior, participants spent more time looking at the keyboard with the keypress visual feedback and when no haptic feedback was provided. Finally, participants rated the physical keyboard as the least usable option.

Immersive authoring tools have emerged as key enablers for trainers-designers to create Virtual Reality Learning Systems (VRLS) without requiring extensive programming skills. However, the design of such tools presents significant challenges in terms of interaction, usability, and interface complexity. These challenges underscore the need to validate an appropriate design interface to ensure these tools can be effectively utilized by non-technical users. This study evaluates the usability of an immersive authoring tool for VRLS using interactive panoramic videos. Two types of interfaces were compared: one that integrates storyboarding and rendering visualization, and one that separates these functionalities. Quantitative and qualitative data were collected from 24 participants divided into two groups. The results indicated that the separated interface was more effective, efficient, and satisfactory, particularly for more complex scenarios. Moreover, the integrated interface led to more pronounced symptoms of cybersickness while motivation levels did not differ significantly between the two groups. These findings highlight that integrating all functionalities into a single interface may not always be the best approach, especially for complex tasks, as it can lead to decreased usability and increased physical discomfort.

International audience

Simulation and debriefing are two essential and inseparable phases of virtual reality training. With the widespread adoption of these training tools, it is crucial to define the best pedagogical approaches for trainers and learners to maximize their effectiveness. However, despite their educational benefits, virtual reality-specific debriefing methods remain underexplored in research. This article proposes an architecture and interface for an all-in-one immersive debriefing module that is adaptable to different types of training, including a complete system for recording, replaying, and redoing actions. A study with 36 participants compared this immersive debriefing system with traditional discussion-based and video-supported debriefing. Participants were divided into three groups to evaluate the effectiveness of each method. The results showed no significant differences between these debriefing methods across several criteria, such as satisfaction, motivation, or information retention. Immersive debriefing is as usable and retentive as traditional or video debriefing in this context. The next step will be to evaluate the redo system in other training courses involving more dynamic scenarios.

The commercialization of Head-Mounted Displays (HMDs) aimed at the general public has led several videogame and virtual reality companies to offer new modes for continuous travel, in addition to commonly implemented instantaneous travel modes such as the Teleporting metaphor. These new modes include the ArmSwinger metaphor, seen as “more natural.” Yet unlike Teleporting mode, ArmSwinger mode has so far not been studied. Our study was designed to fill this gap, by comparing the effects of these two travel modes implemented on an HTC Vive in terms of performance and user comfort. We collected two measures of performance (effectiveness and efficiency) and three measures of user comfort (cybersickness, user experience, and cognitive load). Results showed that (1) no significant difference was found in completion time between ArmSwinger mode and Teleporting mode, even if ArmSwinger mode seems more effective; (2) ArmSwinger mode caused more cybersickness than Teleporting mode in terms of nausea; (3) ArmSwinger mode produced a more negative user experience than the Teleporting mode in relation to appealingness qualities; and (4) ArmSwinger mode created a higher cognitive load than Teleporting mode in relation to the physical demand, effort, and frustration dimensions.

Helping learners to easily develop their skills and adapt to their new profiles, are among the biggest challenges of the actors of the training field. The JEN.lab project aims to offer innovative perspectives for learning based on the design of digital epistemic games. Though designing activities are complex especially for teachers. The research effort presented in this paper is part of the JEN.lab project. We aim to study problems related to modeling and designing digital epistemic games (DEG). We propose a co-design process and an assistant tool to guide teachers to design DEG, called ADDEGames.