When building virtual reality applications teams must choose between different configurations of the hardware and/or software aspects, and other factors, of the experience. In this paper we extend a framework for assessing how these factors contribute to quality of experience in an example evaluation. We consider how four factors related to avatar expressiveness affect quality of experience: Eye Gaze, Eye Blinking, Mouth Animation, and Microexpressions. 55 participants experienced an avatar delivering a presentation in virtual reality. At fixed times participants had the opportunity to spend a virtual budget to modify the factors to incrementally improve their quality of experience. They could stop making transitions when they felt further changes would make no further difference. From these transitions a Markov matrix was built, along with probabilities of a factor being present at a given level on participants’ final configurations. Most participants did not spend the full budget, suggesting that there was a point of equilibrium which did not require maximizing all factor levels. We discuss that point of equilibrium and present this work as an extended contribution to the evaluation of people’s responses to immersive virtual environments.

As we explore the use of consumer virtual reality technology for training applications, there is a need to evaluate its validity compared to more traditional training formats. In this paper, we present a study that compares the effectiveness of virtual training and physical training for teaching a bimanual assembly task. In a between-subjects experiment, 60 participants were trained to solve three 3D burr puzzles in one of six conditions comprised of virtual and physical training elements. In the four physical conditions, training was delivered via paper- and video-based instructions, with or without the physical puzzles to practice with. In the two virtual conditions, participants learnt to assemble the puzzles in an interactive virtual environment, with or without 3D animations showing the assembly process. After training, we conducted immediate tests in which participants were asked to solve a physical version of the puzzles. We measured performance through success rates and assembly completion testing times. We also measured training times as well as subjective ratings on several aspects of the experience. Our results show that the performance of virtually trained participants was promising. A statistically significant difference was not found between virtual training with animated instructions and the best performing physical condition (in which physical blocks were available during training) for the last and most complex puzzle in terms of success rates and testing times. Performance in retention tests two weeks after training was generally not as good as expected for all experimental conditions. We discuss the implications of the results and highlight the validity of virtual reality systems in training.

We aim to further explore the transfer of spatial knowledge from virtual to real spaces. Based on previous research on spatial memory in immersive virtual reality (VR) we ran a study that looked at the effect of three locomotion techniques (joystick, pointing-and-teleporting and walking-in-place) on object location learning and recall. Participants were asked to learn the location of a virtual object in a virtual environment (VE). After a short period of time they were asked to recall the location by placing a real version of the object in the real-world equivalent environment. Results indicate that the average placement error, or distance between original and recalled object location, is approximately 20cm for all locomotion technique conditions. This result is similar to the outcome of a previous study on spatial memory in VEs that used real walking. We report this unexpected finding and suggest further work on spatial memory in VR by recommending the replication of this study in different environments and using objects with a wider diversity of properties, including varying sizes and shapes.

Consumer virtual reality systems are now becoming widely available. We report on a study on presence and embodiment within virtual reality that was conducted 'in the wild', in that data was collected from devices owned by consumers in uncontrolled settings, not in a traditional laboratory setting. Users of Samsung Gear VR and Google Cardboard devices were invited by web pages and email invitation to download and run an app that presented a scenario where the participant would sit in a bar watching a singer. Each participant saw one of eight variations of the scenario: with or without a self-avatar; singer inviting the participant to tap along or not; singer looking at the participant or not. Despite the uncontrolled situation of the experiment, results from an in-app questionnaire showed tentative evidence that a self-avatar had a positive effect on self-report of presence and embodiment, and that the singer inviting the participant to tap along had a negative effect on self-report of embodiment. We discuss the limitations of the study and the platforms, and the potential for future open virtual reality experiments.