Hybridity in immersive technologies has not been studied for factors that are likely to influence engagement. A noticeable factor is the spatial enclosure that defines where users meet. This involves a mutual object of interest, contents that the users may generate around the object, and the proximity between users. This study examines these factors, namely how object interactivity, user-generated contents (UGC) and avatar proximity influence engagement. We designed a Hybrid Virtual and Augmented Reality (HVAR) environment that supports paired users to experience cultural heritage in both Virtual Reality (VR) and Augmented Reality (AR) . A user study was conducted with 60 participants, providing assessments of engagement and presence via questionnaires, together with mobile electroencephalogram (mEEG) and user activity data that measures VR user engagement in real-time. Our findings provide insights into how engagement between users can occur in HVAR environments for the future hybrid reality with multi-device connectivity.

The concept of digital game-based learning (DGBL) evolves rapidly together with technological enhancements of virtual reality (VR) and smart phones. However, the mental workload (MWL) that VR-training applications demand and motivational qualities originating from user experience (UX) should be identified in order to create effective and enjoyable training/learning challenges that fit with individual users’ capabilities. This study examined the effects of reality-based interaction (RBI) and VR on measures of student motivation and MWL, in a mental arithmetic game for secondary school pupils. In a randomised controlled trial with sixty school children, a mental arithmetic game was tested with three different interaction and two different presentation methods – VR RBI, VR head-mounted-display tapping and tablet flick-gesture. Results found a significant effect of RBI on MWL but no differences in enjoyment of training were found between VR-experience and tablet training-experience. In fact, adding the gaming-context to the mental arithmetic task created an enjoyable, motivating experience regardless of presentation or interaction-style.

The relationship between intellectual property rights (IPRs) and the development of creativity is always a controversial topic. However, it has seldom been explored from the user-centered design (UCD) perspective. This paper describes how the UCD approach has been employed to develop Design Patent Retrieval Application (acronym: DsPLAi), a mobile app aimed to integrate IPRs related information into early design processes to enhance designers’ IP practice and to facilitate the creative process. Interview studies were first conducted to identify end-users’ understanding of IPRs and related practices. Next, participatory design workshops with designers and IP processionals were organized to understand the interaction between the two parties and their needs, thereby deriving requirements for DsPLAi. A prototype of the app was developed and evaluated with ten industrial designers. The prototype received positive feedback in the usability evaluation. The empirical results showed that the provision of IPRs related information at an early stage could be helpful to the design process and that the designers were positive about the use of DsPLAi in their daily design routines.

Understanding validity of user behaviour in Virtual Environments (VEs) is critical as they are increasingly being used for serious Health and Safety applications such as predicting human behaviour and training in hazardous situations. This paper presents a comparative study exploring user behaviour in VE-based fire evacuation and investigates whether this is affected by the addition of thermal and olfactory simulation. Participants (N=43) were exposed to a virtual fire in an office building. Quantitative and qualitative analyses of participant attitudes and behaviours found deviations from those we would expect in real life (e.g. pre-evacuation actions), but also valid behaviours like fire avoidance. Potentially important differences were found between multisensory and audiovisual-only conditions (e.g. perceived urgency). We conclude VEs have significant potential in safety-related applications, and that multimodality may afford additional uses in this context, but the identified limitations of behavioural validity must be carefully considered to avoid misapplication of the technology.

Involvement of children with autism spectrum conditions (ASC) in the design of new educational technology is becoming more prevalent. Despite potential barriers due to communication and ideation difficulties for children with ASC, adapted participatory design methods can successfully facilitate their direct involvement. Nonetheless, methods requiring face-to-face communication can still be difficult for children with ASC and research suggests that technology mediation could facilitate their contribution. This study explores the use of collaborative virtual environments (CVEs) as a medium through which students evaluated existing computer games and offered suggestions for game development. CVEs in which the users were represented by (a) avatars and (b) video-pods were compared to a face-to-face condition. Twelve typically developing (aged 8–9 years), 12 higher ability ASC (12–14) and 4 lower ability ASC children (12–14) participated. All student groups preferred the video-pod CVE and students with ASC were generally better able to contribute effectively through this medium than face-to-face.

Driving is a social task, where drivers commonly communicate with other road users (e.g. verbally, through gestures, etc.). This exploratory cross-cultural research sought to investigate various communication issues raised while driving, and how a hypothetical electronic device could address them. Twenty-four participants from the UK and Brazil were asked to give their opinions on how they would react to six different driving scenarios involving communication between drivers. The scenarios varied in who instigated the interaction, the number of vehicles involved, the likelihood of anonymity, the event duration and whether the vehicle was stationary/in motion. Results highlighted various cross-cultural differences between drivers when using traditional means of communication, e.g. use of horn/lights. For the electronic device, results showed how the main driver's reaction to an aggressive message would affect their decision to interact with another driver via the device. The presence of passengers was also believed to have important implications for how the system is likely to be used in practice. The study generated design recommendations for a driver-to-driver communication device, such as the need for non-visual interactions and a set of pre-defined messages to cover the basic communication scenarios.

Our vision is that regardless of future variations in the interior of airplane cabins, we can utilize ever-advancing state-of-the-art virtual and mixed reality technologies with the latest research in neuroscience and psychology to achieve high levels of comfort for passengers. Current surveys on passenger's experience during air travel reveal that they are least satisfied with the amount and effectiveness of their personal space, and their ability to work, sleep or rest. Moreover, considering current trends it is likely that the amount of available space is likely to decrease and therefore the passenger's physical comfort during a flight is likely to worsen significantly. Therefore, the main challenge is to enable the passengers to maintain a high level of comfort and satisfaction while being placed in a restricted physical space.

COSPATIAL is a 3-year collaborative, technology-focused project exploring the use of collaborative virtual environments (CVE) and shared active surfaces (SAS) for supporting social competence for children with autism spectrum conditions (ASC). The UK team are developing CVE technology through a user centered design approach to inform design decisions and review prototype development. Teachers are involved throughout the design process to ensure that the technology developed is useful and effective. Involving children with ASC is also an important aspect of our design process. However, there are few published methods and guidance to support this involvement. This paper presents a method for involving children with ASC in the design of CVE.

The COSPATIAL (Communication and social participation: collaborative technologies for interaction and learning) project explores how we can develop effective and useful educational technologies in the form of shared active surfaces (SASs) and collaborative virtual environments (CVEs) to support the enhancement of social competence skills for children with autism spectrum conditions (ASC). This paper presents a description of the COSPATIAL suite of applications, comprising of two CVE programs and two SAS programs.

COSPATIAL is a multi-disciplinary project that is using collaborative virtual reality and tabletop devices for training social competence within the theoretical framework of Cognitive-Behavioral Therapy. Our ultimate objective is to create a set of patterns for designing applications in collaborative technologies that are suitable for children with autism as well as typically developing children. We describe the rationale for CBT-informed design of collaborative technologies and background related work. Initial steps towards development of a design framework are presented, with illustrated examples from one concept design application for each of the two technologies under consideration. The project is ongoing and an iterative design process will be used to develop and evaluate the applications and further refine the design framework.

Abstract The AS Interactive Project aimed to assess the potential of single‐user and collaborative virtual environments to support learning and enhancing of social skills in people with autistic disorders on the high‐functioning end of the autistic spectrum. The project had two distinct phases of research: Phase I focused mainly on development and design using user‐centred principles. Phase II was concerned with implementation of design feedback, further improvements and evaluation studies of the virtual environments developed. This paper describes the research process, summarizes results of the project and briefly outlines plans for future research. Copyright © 2003 John Wiley & Sons, Ltd.

Virtual Environments (VE's) offer the potential for users to explore social situations and 'try out' different behaviour responses for a variety of simulates social interactions. One of the challenges for the VE developer is how to construct the VE to allow freedom of exploration and flexibility in interactive behaviour, without the risk of users deliberately or inadvertently missing important learning goals. Scaffolding embedded within the VE software can aid the user's learning in different contexts, such as individual, tutored or group learning situations. This paper describes two single-user VE scenarios that have been developed within the AS interactive project and presents observation results from initial trials conducted at a user school.

The specification, development and evaluation of a VE to allow people with Asperger's Syndrome to practise social interaction is described. A "front-ended" style has been adopted, where the emphasis on user consideration is placed during the early stages of the development life cycle, before any VE programming takes place. A model for user-centred design is presented that shows the involvement of different groups of users and professionals at various stages of design. Design guidelines have been derived from literature reviews and empirical examination of existing VEs. These have then been applied within a highly iterative cycle of low -tech VE specification and review. One VE module has been developed and evaluated with a focus on usability.

We describe the design of tangible interfaces to the KidPad collaborative drawing tool. Our aims are to support the re-enactment of stories to audiences, and integration within real classroom environments. A six-month iterative design process, working with children and teachers in school, has produced the “magic carpet”, an interface that uses pressure mats and video-tracked and barcoded physical props to navigate a story in KidPad. Reflecting on this process, we propose four guidelines for the design of tangible interfaces for the classroom. (1) Use physical size and shysical props to encourage collaboration. (2) Be aware of how different interfaces emphasize different actions. (3) Be aware that superficial changes to the design can produce very different physical interactions. (4) Focus on open low-tech technologies rather than (over) polished products.