Immersivity and Playability Evaluation of a Game Experience in Cultural Heritage

Andreoli, Roberto; Corolla, Angela; Faggiano, Armando; Malandrino, Delfina; Pirozzi, Donato; Ranaldi, Mirta; Santangelo, Gabriella; Scarano, Vittorio

doi:10.1007/978-3-319-48496-9_65

Cited by 16 publications

(7 citation statements)

References 15 publications

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“…These problems are mainly due to the limited scope of Leap Motion, and to the low experience of the sample with this type of interaction (Q13 and Q16 in the online questionnaire). We did not find relevant evidence of a well-known, critical limit of VR headsets (Andreoli et al, 2016), namely cybersickness. One possible explanation for this is that the participants performed the experiments in a sitting position.…”

Section: Testing Phase Resultscontrasting

confidence: 76%

Virtual Reality Interfaces for Interacting with Three-Dimensional Graphs

Erra

Malandrino

Pepe

2018

International Journal of Human–Computer Interaction

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Today, virtual reality (VR) systems are widely available through low-cost devices such as Oculus Rift and HTC Vive. Although VR technology has so far been centered on entertainment, there is a growing interest from developers, technology companies, and consumers to evaluate it in a wider variety of contexts. This paper explores the effectiveness of visualizing and interacting with three-dimensional graphs in VR in comparison with the traditional approach. In particular, we present an empirical evaluation study for exploring and interacting with three-dimensional graphs using Oculus Rift and Leap Motion. We designed several interfaces exploiting the natural user interface in a VR environment and compared them with traditional mouse-keyboard and joypad configurations. Our evaluation suggests that, although these upcoming VR technologies are more challenging than more traditional ones, they facilitate user involvement during graph interaction and visualization tasks, given the enjoyable experience elicited when combining gesture-based interfaces and VR.

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Section: Testing Phase Resultscontrasting

confidence: 76%

Virtual Reality Interfaces for Interacting with Three-Dimensional Graphs

Erra

Malandrino

Pepe

2018

International Journal of Human–Computer Interaction

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“…It also compares Cultural Heritage teaching through both the VRE and videos. Most other works published on cultural heritage VREs have mainly focused on the hardware and software that is required to create 3D immersive environments (Andreoli et al, 2016;Carrozzino & Bergamasco, 2010;De Paolis, 2013;Lucet, 2009). Only a few research papers have evaluated their effects on the final users (Bustillo et al, 2015;Champion, 2008).…”

Section: Introductionmentioning

confidence: 99%

Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century

Checa

Bustillo

2019

Virtual Reality

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Two teaching methodologies are presented and compared in this study: on the one hand, semi-guided tours in immersive virtual reality and, on the other, viewing video renderings of 3D environments. The two techniques are contrasted through 3D modeling of a 15 th c. Spanish town called Briviesca, in an immersive environment, viewed with Oculus Rift. The suitability of Virtual Reality for teaching is assessed through questions on historical knowledge and urban layout. The understanding of the undergraduate students is evaluated, through questionnaires, after the viewing sessions. The responses of the students underline the effectiveness of the two methodologies: video screenings received higher scores for historical ideas and the virtual tour was the most effective method at conveying knowledge learnt while viewing. Additionally, two user movements for controlling the virtual reality environment were tested: 1) gamepad locomotion; 2) roomscale movements combined with teleporting. The clear advantage of the second option was the total lack of motion sickness effects. However, the natural tendency using teleporting was to move very quickly through the city areas with no singular buildings and to spend more time in front of these types of buildings. They therefore missed visual information related to the first areas while retaining more information related to those buildings. Finally, the spatial location of singular buildings was clearly better acquired with the virtual tour.

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“…Locative serious games have also been used in cultural heritage, with genres from simple puzzle games to exploratory 3d worlds [39]. Generally, it has been argued that bringing multimodel media into exhibition spaces increases engagement and enhances the experience [33], and that immersive VR technology can increase the involvement of visitors, and improve the retention of knowledge at the end of their experience [1].…”

Section: Locative Literature As Cultural Experiencementioning

confidence: 99%

“…It is impossible to give a full description of all twelve stories, so instead we will look at a single illustrative example 1 . The most popular story was 'Notes on an Illegible City' by Eloise Phillips, with 14 valid readings.…”

Section: Example Story: Notes On An Illegible Citymentioning

confidence: 99%

The Balance of Attention

Millard

Packer

Howard

et al. 2020

J. Comput. Cult. Herit.

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There is a long history of research exploring how augmented and mixed reality systems can be used to support visitors to cultural heritage locations, but the technological or application specific focus of much of this research means that our understanding of how these experiences work is more of a collection of insights, rather than a coherent theory about how the elements of the experience come together. There is a danger that without developing this knowledge further, our systems will be technologically complex, but experientially simplistic. In this article, we explore how one form of mixed reality experience, digital locative storytelling, can impact the experience of place, and in turn how place impacts the experience of story. We have analyzed 33 interviews, and 25 participant observations from 12 story deployments at 2 different sites. Our findings confirm that locative storytelling experiences not only impart information to readers, but also help them to rediscover familiar places and see hidden relationships—especially through time. But our findings also show how the success of the experience is reliant on the balance of attention between the virtual and real (the story and the place), and that issues with navigation, social interactions, and technology are problematic because they can disrupt this balance. Digital locative experiences therefore need to be designed carefully in order to create a balance of attention (e.g., by aligning the elements of the story with the topology and character of place). We call this a state of Loco-Narrative Harmony, in which place and story are working together and reader attention is balanced, creating an effect that is greater than the sum of its parts.

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Immersivity and Playability Evaluation of a Game Experience in Cultural Heritage

Cited by 16 publications

References 15 publications

Virtual Reality Interfaces for Interacting with Three-Dimensional Graphs

Virtual Reality Interfaces for Interacting with Three-Dimensional Graphs

Advantages and limits of virtual reality in learning processes: Briviesca in the fifteenth century

The Balance of Attention

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