Inclusive AR/VR: accessibility barriers for immersive technologies

Creed, Chris; Al-Kalbani, Maadh; Theil, Arthur; Sarcar, Sayan; Williams, Ian

doi:10.1007/s10209-023-00969-0

Cited by 46 publications

(13 citation statements)

References 83 publications

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“…Our study involved a relatively small sample size. While the sample size is within the range of similar studies involving VR games of different types (e.g., Gerling et al, 2020 ; Monteiro et al, 2020b ; Wang et al, 2022a , b ), it would be useful for future research to include more participants and with greater diversity (e.g., with/without physical impairments; Gerling et al, 2020 ; Creed et al, 2023 ). In addition, we provided participants with some level of rest as a washout period to let residual effects dissipate, as they were allowed to rest as much as they wanted and could only do the next condition when their heart rate was in the same rest heart rate level.…”

Section: Discussionmentioning

confidence: 99%

Exploring the effect of the Group Size and Feedback of non-player character spectators in virtual reality exergames

Meng

et al. 2023

Front. Psychol.

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Despite the widespread interest in leveraging non-player characters (NPCs) to enhance gameplay experiences, there is a gap in understanding of how NPC spectators (i.e., those virtual characters in the scene that watch users' actions) affect players. For instance, the impact of NPC spectators' presence and feedback on players' performance and experience has not been studied, especially in virtual reality (VR) exergames. This paper aims to fill this gap and reports two user studies that assess their effect on such games. Study 1 explored the impact of having NPC spectators present and their feedback available in a gesture-based VR exergame and found having NPC spectators and their feedback could improve players' game performance, experience, and exertion. Based on Study 1's results, we further explored two characteristics of the spectators—their group size (small/large) and their feedback (with/without). The results show that (1) a large spectator number is more helpful since it improves the overall game experience (higher competence, flow, immersion), increases AvgHR% (the average heart rate percentage divided by the maximum heart rate), and enhances performance (improved players' combo performance and increased gesture success rate for particular gesture); (2) spectator feedback is instrumental in improving players' performance (higher gesture success rates, more combos performed successfully, more monster's combos prevented), enhancing game experience (positive affect, competence, flow, and immersion), and reducing negative game experience, increasing exertion (AvgHR% and burned more calories). Based on the results, we derived two main design recommendations for VR exergames that could pave the way for improving gameplay performance and game experience, especially among young adults.

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Section: Discussionmentioning

confidence: 99%

Exploring the effect of the Group Size and Feedback of non-player character spectators in virtual reality exergames

Meng

et al. 2023

Front. Psychol.

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“…VR and AR can overcome physical obstacles that impede folks from accessing conventional art venues. Individuals facing mobility limitations or residing in physically isolated regions might avail themselves of virtual art galleries or augmented installations, promoting equal access to art appreciation [28].…”

Section: F Accessibility and Inclusivity Toolsmentioning

confidence: 99%

Virtual Reality and Augmented Reality in Artistic Expression: A Comprehensive Study of Innovative Technologies

Wang,

Zhang,

et al. 2024

IJACSA

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Over the last decade, Virtual Reality (VR) and Augmented Reality (AR) have gained popularity across various industries, particularly the arts, thanks to technological advances and inexpensive hardware and software availability. These technologies have redefined the boundaries of creativity and immersive experiences in artistic expression. This paper explores the dynamic interface between AR, VR, and the diverse Information Technology (IT) landscape. In this context, AR augments the physical world with digital overlays, while VR places users in fully simulated environments. This paper discusses these technologies in detail, including their basic concepts and hardware and software components. This survey examines how AR and VR can positively impact artistic fields such as virtual art galleries, augmented public installations, and innovative theatrical performances. We discuss limitations in hardware, software development, user experience, and ethical considerations. Further, we emphasize collaboration possibilities, accessibility, and inclusivity to probe AR and VR's profound impact on artistic creativity. The paper illustrates the transformative power of these technologies through case studies and noteworthy projects. Finally, future trends are outlined, highlighting advancements, emerging artistic forms, and social and cultural implications.

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“…The use of Augmented Reality (AR) / Virtual Reality (VR) in teaching and learning processes has had a significant impact on students, offering them attractive and meaningful learning experiences (Aekanth, 2023;Creed, Al-Kalbani, Theil, Sarcar & Williams, 2023). These technologies in learning environments allow the creation of simulations using immersive technologies.…”

Section: Virtual and Augmented Reality In Educationmentioning

confidence: 99%

Horizons architecture with virtual reality for complexity: Mixed methods

Ramirez Montoya,

Martinez Perez,

Zepeda Orantes

2024

J. Technol. Sci. Educ.

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In the field of complexity, new methodologies emerge, such as horizon architecture, which help to focus solutions that can be integrated to foster innovation in university education. Technologies are also opening up opportunities for training, such as virtual and augmented reality. This article aims to answer the question: What innovations do postgraduate students perceive in environments using horizons architecture to integrate virtual reality? In this project's training experience for students, the horizons architecture strategy was implemented with virtual reality resources and emerging technologies. Mixed method with three instruments (two semi-structured questionnaires and one Likert scale) were applied to 99 postgraduate students in Humanities and Education. Virtual and augmented reality supported the distance education modalities and project presentations. The findings account for: (a) open and systemic innovation, (b) creation of new products and services, (c) the potential of horizons architecture strategy, (d) motivation boosted by virtual and augmented reality, and (e) critical aspects of integrating virtual and augmented reality (technical and academic). This study may be valuable to teachers, entrepreneurs, and decision-makers interested in innovative educational environments and technologies, especially those in graduate education.

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Inclusive AR/VR: accessibility barriers for immersive technologies

Cited by 46 publications

References 83 publications

Exploring the effect of the Group Size and Feedback of non-player character spectators in virtual reality exergames

Exploring the effect of the Group Size and Feedback of non-player character spectators in virtual reality exergames

Virtual Reality and Augmented Reality in Artistic Expression: A Comprehensive Study of Innovative Technologies

Horizons architecture with virtual reality for complexity: Mixed methods

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