Temporal continuity of visual attention for future gaze prediction in immersive virtual reality

Li, Sheng; Gai, Meng

doi:10.1016/j.vrih.2020.01.002

Cited by 14 publications

(6 citation statements)

References 23 publications

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“…This has meant that, in recent years, and mainly in developed countries, VR has gained a presence in educational settings as an alternative approach to traditional learning experiences [53], because, unlike other computer applications, VR provides the student with a highly interactive 3D visual environment, much like that which the real world offers. This also allows students to experience not only the feeling of being present within the environment, with the possibility of interacting with the objects within it, but also the potential for something to happen within said environment without this necessarily being the result of an action that he performed [54], all through its two key components: immersion and interaction [55].…”

Section: Frameworkmentioning

confidence: 99%

Implications of Virtual Reality in Arts Education: Research Analysis in the Context of Higher Education

González-Zamar

Abad-Segura

2020

Education Sciences

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Technological advances have posed a challenge in university learning ecosystems in terms of the application of immersive technologies that offer an educational and innovative framework to the student. The evolution of global research on this topic during the period 1980 to 2019 was studied. For this purpose, a bibliometric analysis of 1296 articles was applied, obtaining results of the scientific productivity of the journals, authors, institutions, and countries that contribute to this research. The evidence shows a growing interest, especially in the last three years, in the study of the application of virtual reality in higher education. The main subject area is Social Science. The most productive research institution is the Complutense University of Madrid. The United States is the country with the most publications and citations. In addition, The United States, Spain and the United Kingdom are the countries with the most international collaborations in their publications. The study detected five new directions for future research. The growing worldwide trend of scientific production demonstrates the interest in developing aspects of the use of virtual reality in arts education in the context of higher education. This study contributes to the academic, scientific and institutional discussion around the improvement of decision making based on the available information.

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Section: Frameworkmentioning

confidence: 99%

Implications of Virtual Reality in Arts Education: Research Analysis in the Context of Higher Education

González-Zamar

Abad-Segura

2020

Education Sciences

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“…Moreover, an analytical discussion of the free-viewing gaze data set has suggested that temporal continuity performs well in free-viewing condition only for markedly short time intervals. Further exploration has revealed that current VR technology can be effectively applied to short-term gaze tasks, while long-term gaze tasks remain to be explored [33]. Research has suggested that the combination of VR and exercise for short periods may yield some psychological improvements compared with VR or exercise alone, and may increase some cognitive and emotional benefits, such as enhanced enjoyment, energy, reduced fatigue, and concentration [34].…”

Section: Comparative Analysis Of the Differences Between Preand Post-...mentioning

confidence: 99%

The effect of different combinations of physical activity and natural environment videos on children's attention levels between class breaks

Luo

Tao²,

et al. 2023

BMC Pediatr

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Background Physical activity intervention and watching natural environment videos have been proven to improve young children’s attention levels. However, evidence comparing the improvement effects of different combinations of the two activities has rarely been reported. By comparing the differences in the improvement effects of four combinations of physical activities and watching natural environment videos on young children’s attention levels, this study can enrich the evidence in this research field and also provide a reference for arranging effective intervention methods for children’s attention recovery between classes. Method A total of 152 children aged 4 to 6 years were recruited and randomly divided into four intervention groups: (1) physical activity intervention first and thereafter watching a natural environment video group (activity + video group), (2) watching a natural environment video first and thereafter the physical activity intervention group (video + activity group), (3) physical activity-based group, and (4) natural environment video-based group. Physical activity involved 4 min of moderate-intensity basic physical fitness combination training. The subjects wore the Pico Neo pioneer version of the VR glasses all-in-one machine to watch a natural environment video. Thereafter, population sociological variables and daily physical activity levels were investigated. Auditory and visual sustained attention tests were performed before and after intervention in each group. Result The auditory attention post-test scores of the four groups showed an improvement trend compared with the pretest scores. In particular, the activity + video group (F = 10.828; ɳp2 = 0.226; p = 0.002) and natural environment video-based group (F = 9.452; ɳp2 = 0.203; p = 0.004) have the best improvement effect. For visual attention, only the activity + video group showed a significant improvement trend (F = 4.287; ɳp2 = 0.104; p = 0.045), while the other three groups showed a downward trend in scores. Conclusions Among the different intervention combinations, the physical activity intervention first and watching natural environment videos thereafter group has the best effect on improving children’s attention during recess. Physical activity interventions at the end of recess adversely affect young children’s visual attention levels at the beginning of the class. Therefore, this study recommends that children should not engage in physical activity interventions in the second half of the class break. Lastly, the current research recommends presenting the content of physical activity interventions first and further improving their attention thereafter by watching natural environment videos.

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“…Moreover, the analysis and discussion of the free-viewing gaze data sets have shown that under a free-viewing condition, temporal continuity is only manifested in markedly short time intervals. Further exploration has indicated that current VR technology can be effectively applied to the short-term future gaze prediction task, although long-term gaze prediction has yet to be explored [29]. Studies have shown that the short-duration combination of VR and exercise may yield some psychological bene ts compared with VR or exercise alone, as well as provide cognitive and emotional bene ts, such as enhanced enjoyment, energy, and reduced fatigue and concentration [30].…”

Section: Comparative Analysis Of the Differences Between Pre-and Post...mentioning

confidence: 99%

Physical Activity and the Natural Environment Video Different research on the effect of different combinations on improving children's attention

Luo

Tao²,

et al. 2022

Preprint

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Objectives Physical activity intervention and watching natural environment videos have been proven to improve young children’s attention level. However, evidence comparing the improvement effects of different combinations of the two has rarely been reported. By comparing the differences in the improvement effects of four combinations of physical activities and watching natural environment videos on the attention level of young children, this study can enrich the evidence in this research field and also provide a reference for arranging effective intervention methods for children’s attention recovery between classes. Method A total of 152 children aged 4 to 6 years were recruited and randomly divided into four intervention groups: (1) physical activity intervention first and thereafter watching the natural environment video group (activity + video group), (2) watching the natural environment video first and thereafter the physical activity intervention group (video + activity group), (3) physical activity-based group, and (4) natural environment video-based group. Physical activity involved 4 minutes of moderate-intensity basic physical fitness combination training. The subjects wore the Pico Neo pioneer version of the VR glasses all-in-one machine to watch the natural environment video. Thereafter, population sociological variables and daily physical activity levels, among others, were investigated. Auditory and visual sustained attention tests were performed before and after the intervention in each group. Result Compared with the pretest scores, the auditory attention post-test scores of the four groups showed an improvement trend. In particular, the “activity + video” group (F = 10.828; ɳp2 = 0.226; p = 0.002) and “natural environmental video-based” group (F = 9.452; ɳp2 = 0.203; p = 0.004) have the best improvement effect. For visual attention, only the “activity + video” group showed a significant improvement trend (F = 4.287; ɳp2 = 0.104; p = 0.045), while the other three groups showed a downward trend in scores. Conclusions Among the different intervention combinations, the physical activity intervention first and watching natural environment videos thereafter group has the best effect on improving children’s attention during recess. Physical activity interventions at the end of recess adversely affect young children’s visual attention levels at the beginning of the class. Therefore, this study recommends that children should not engage in physical activity interventions in the second half of the class break. Lastly, the current research recommends presenting the content of physical activity interventions first and further improving their attention thereafter by watching natural environment videos.

show abstract

Temporal continuity of visual attention for future gaze prediction in immersive virtual reality

Cited by 14 publications

References 23 publications

Implications of Virtual Reality in Arts Education: Research Analysis in the Context of Higher Education

Implications of Virtual Reality in Arts Education: Research Analysis in the Context of Higher Education

The effect of different combinations of physical activity and natural environment videos on children's attention levels between class breaks

Physical Activity and the Natural Environment Video Different research on the effect of different combinations on improving children's attention

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