Cyber Sickness in Virtual Reality - Literature Review

Martirosov, Sergo; Kopeček, Pavel

doi:10.2507/28th.daaam.proceedings.101

Cited by 22 publications

(12 citation statements)

References 94 publications

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“…A VR-based rehabilitation, instead, could gradually train patients to carry out tasks similar to those they perform in their daily life and could learn again to execute them in a safe and controlled environment. This also rules out possible interfering variables and enables to suspend the procedure whenever needed; despite VR having very few side effects, sometimes patients can manifest cybersickness (CS), a form of visually induced motion sickness producing a constellation of symptoms and discomfort during or following VR exposure (Martirosov and Kopecek, 2017 ; Weech et al, 2019 ; Knobel et al, 2020 ). CS symptoms include disorientation, nausea, headache, fatigue, and postural instability, due to the mismatch between sensory inputs, since the user sees the movement on the screen without feeling it (Martirosov and Kopecek 2017 ).…”

Section: What Is Virtual Reality?mentioning

confidence: 99%

Virtual reality for the assessment and rehabilitation of neglect: where are we now? A 6-year review update

et al. 2022

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Unilateral spatial neglect (USN) is a frequent repercussion of a cerebrovascular accident, typically a stroke. USN patients fail to orient their attention to the contralesional side to detect auditory, visual, and somatosensory stimuli, as well as to collect and purposely use this information. Traditional methods for USN assessment and rehabilitation include paper-and-pencil procedures, which address cognitive functions as isolated from other aspects of patients’ functioning within a real-life context. This might compromise the ecological validity of these procedures and limit their generalizability; moreover, USN evaluation and treatment currently lacks a gold standard. The field of technology has provided several promising tools that have been integrated within the clinical practice; over the years, a “first wave” has promoted computerized methods, which cannot provide an ecological and realistic environment and tasks. Thus, a “second wave” has fostered the implementation of virtual reality (VR) devices that, with different degrees of immersiveness, induce a sense of presence and allow patients to actively interact within the life-like setting. The present paper provides an updated, comprehensive picture of VR devices in the assessment and rehabilitation of USN, building on the review of Pedroli et al. (2015). The present paper analyzes the methodological and technological aspects of the studies selected, considering the issue of usability and ecological validity of virtual environments and tasks. Despite the technological advancement, the studies in this field lack methodological rigor as well as a proper evaluation of VR usability and should improve the ecological validity of VR-based assessment and rehabilitation of USN.

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Section: What Is Virtual Reality?mentioning

confidence: 99%

Virtual reality for the assessment and rehabilitation of neglect: where are we now? A 6-year review update

et al. 2022

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“…While the authors note a number of limitations with this finding (e.g., challenges comparing variables across studies), they offer the reminder that "conclusions drawn from samples with inadequate gender diversity may not accurately characterize simulator sickness in the general population." The remaining survey and review papers [15,21,35,52,57,67,86,93] mention gender as a possible factor of cybersickness, but do not discuss how or why a gendered difference might occur.…”

Section: Survey Papersmentioning

confidence: 99%

You’re Making Me Sick

MacArthur

Grinberg

Harley

et al. 2021

Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems

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While multiple studies suggest that female-identified participants are more likely to experience cybersickness in virtual reality (VR), our systematic review of 71 eligible VR publications (59 studies and 12 surveys) pertaining to gender and cybersickness reveals a number of confounding factors in study design (e.g., a variety of technical specifications, tasks, content), a lack of demographic data, and a bias in participant recruitment. Our review shows an ongoing need within VR research to more consistently include and report on women's experiences in VR to better understand the gendered possibility of cybersickness. Based on the gaps identified in our systematic review, we contribute study design recommendations for future work, arguing that gender considerations are necessary at every stage of VR study design, even when the study is not 'about' gender. CCS CONCEPTS• Human-centered computing → HCI design and evaluation methods; Virtual reality; • Social and professional topics → Gender.

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“…The immersive power of VR can induce learners' engagement in learning activities (Hanson & Shelton, 2008), thereby causing the learners to engage in deeper cognitive processing of the learning material (Huang et al, 2010). However, VR can also have side effects, such as so-called cybersickness, which is caused by the conflict between what is felt in the body and what is expected in the real world (e.g., Martirosov & Kopecek, 2017).…”

Section: Earlier Research Literaturementioning

confidence: 99%

“…Depending on the learning task, the teacher's role may vary between monitoring, support, and guidance. In addition, it is important for teachers to be aware of and consider potential physiological side effects in VR, such as cyber-sickness (e.g., Martirosov & Kopecek, 2017), and psychological distress, that can both be harmful to learning processes. However, little research has been focused on identifying the support that teachers require in terms of utilizing and integrating complex systems, like VR, into classroom pedagogies.…”

Section: Conclusion: Practical Implications and Future Researchmentioning

confidence: 99%

Virtual Reality in Education: Focus on the Role of Emotions and Physiological Reactivity

Vesisenaho¹,

Juntunen²,

Häkkinen³

et al. 2019

JVWR

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Cognitive and emotional dimensions are often linked to each other in learning experiences. Moreover, emotions and engagement can lead to better outcomes at the cognitive level. Previous research has indicated that virtual reality (VR) provides a feeling of presence and immersion, which can trigger emotionally engaging learning situations. In this study, we explore the opportunities and challenges related to the use of VR in an educational context. The focus of this article is threefold: First, we explore interdisciplinary research literature related to the use of VR for educational purposes. Second, we introduce our VR pilot study in teacher education, applying three different kinds of VR applications. During the pilot study, we utilized physiological measurements, the self-assessed experience of emotional involvement (PANAS; Watson, Clark, & Tellegen, 1988) and students’ qualitative reporting on VR experiences. Third, we discuss the potential of brain imaging methods such as EEG measures for capturing learning, performance, and emotions in VR and offer pedagogical guidelines for the future design of VR environments.

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Cyber Sickness in Virtual Reality - Literature Review

Cited by 22 publications

References 94 publications

Virtual reality for the assessment and rehabilitation of neglect: where are we now? A 6-year review update

Virtual reality for the assessment and rehabilitation of neglect: where are we now? A 6-year review update

You’re Making Me Sick

Virtual Reality in Education: Focus on the Role of Emotions and Physiological Reactivity

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