Elicitation of Content Layout Preferences in Virtual 3D Spaces Based on a Free Layout Creation Task

Abstract

Three-dimensional virtual reality (VR) environments, whether operating on desktop platforms or immersive screens, have been recognized for enabling novel and extremely engaging methods of interacting with digital content across various fields of application. Studies conducted over the past several years have also consistently suggested that utilizing 3D in contrast to 2D interfaces can lead to enhancements in multiple performance dimensions. These enhancements encompass better understanding and retention of information, increased capacity for inventive and efficient collaboration, and the ability to execute workflows that integrate numerous information sources more quickly. At the same time, how digital content such as documents, audio–visual content and web browsers are integrated into 3D spaces is often decided by the creators of the spaces based on either aesthetic considerations, or on a case-by-case basis depending on the workflow. In this paper, we present the results of an experiment we conducted to better understand how users prefer to arrange digital content in their 3D environments, depending on the subject matter, the format of the content (e.g., text-based, image, or audio–visual) and the 3D objects within the space. The results of the experiment presented in the paper can help inform future 3D VR design methodologies and may also provide support for automated content arrangement solutions.

Comparing desktop 3D virtual reality with web 2.0 interfaces: Identifying key factors behind enhanced user capabilities

“…Based on our tentative conclusions from the first experiment (Section 4 ), and our prior experience in designing 3D spaces with custom layouts (see also [90] ), we performed the same experiment using a different VR space and a larger number of test subjects. Our goal was to use a second virtual space in the follow-up study that would more adequately address the following principles based on the idea that in the case of virtual spaces containing many visual details, the pupil measurements may have been particularly wide as a result of heightened arousal: The need for navigation and the amount of visual clutter should be limited in order to lower cognitive load The size of the documents should indicate their importance The arrangement of documents into clusters should allow the user to conclude that the content placed there form a content unit By creating the same layout for every subtopic, such that the content types are the same in corresponding locations in each case (with only the particular topic differing), users should be able to understand semantic relationships more quickly and at a lower cognitive load The digital content inside the virtual space should be displayed vertically or on panels that are only minimally tilted, as users have been shown to prefer vertical surfaces for documents [90] . …”

“…The digital content inside the virtual space should be displayed vertically or on panels that are only minimally tilted, as users have been shown to prefer vertical surfaces for documents [90] .…”

“…Second, the fact that VR allows such structures to be dynamically interacted with helps support constructive learning approaches [35] , [29] , increasing users' motivation to learn in general [107] , [55] . A third, and perhaps less often cited advantage of VR is that it provides users with the ability to lay out 2D documents with more flexibility, allowing for more information to be viewed at the same time in a spatial arrangement that strongly reflects associative and semantic relationships [90] , [19] , [54] .…”

Enhancing User Capabilities While Reducing Cognitive Load in VR: A Comparative Analysis of Desktop 3D Virtual Reality and 2D Environments

“…Based on these points, and our previous experience in designing 3D spaces with custom layouts (see also [12]), we set ourselves the goal of performing the same experiment using a different VR space and a larger number of test subjects. Our goal was to use a second virtual space in the follow-up study that would more adequately address the following principles:…”

“…Second, the fact that VR allows such structures to be dynamically interacted with helps support constructive learning approaches [8,9], increasing users' motivation to learn in general [10,11]. A third, and perhaps less often cited advantage of VR, however, is the ability of users to lay out 2D documents inside a 3D environment, allowing for more information to be viewed at the same time in a spatial arrangement that strongly reflects associative and semantic relationships between parts of the content [12][13][14].…”