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Flow The Psychology Of Optimal Experience

There are a number of ways in which a clinical diagnosis of dementia of the Alzheimer type can be made – the application of clinical criteria is the commonest but ancillary techniques such as neuroima

Clinical Diagnosis of Alzheimer's Disease

This study is a ten-year critical review of empirical research on the educational applications of Virtual Reality (VR). Results show that although the majority of the 53 reviewed articles refer to science and mathematics, researchers from social sciences also seem to appreciate the educational value of VR and incorporate their learning goals in Educational Virtual Environments (EVEs). Although VR supports multisensory interaction channels, visual representations predominate. Few are the studies that incorporate intuitive interactivity, indicating a research trend in this direction. Few are the settings that use immersive EVEs reporting positive results on users' attitudes and learning outcomes, indicating that there is a need for further research on the capabilities of such systems. Features of VR that contribute to learning such as first order experiences, natural semantics, size, transduction, reification, autonomy and presence are exploited according to the educational context and content. Presence seems to play an important role in learning and it is a subject needing further and intensive studies. Constructivism seems to be the theoretical model the majority of the EVEs are based on. The studies present real world, authentic tasks that enable context and content dependent knowledge construction. They also provide multiple representations of reality by representing the natural complexity of the world. Findings show that collaboration and social negotiation are not only limited to the participants of an EVE, but exist between participants and avatars, offering a new dimension to computer assisted learning. Little can yet be concluded regarding the retention of the knowledge acquired in EVEs. Longitudinal studies are necessary, and we believe that the main outcome of this study is the future research perspectives it brings to light.

Educational virtual environments: A ten-year review of empirical research (1999-2009)

In the future, it will become more common for humans to team up with robotic systems to perform tasks that humans cannot realistically accomplish alone. Even for autonomous and semiautonomous systems, teleoperation will be an important default mode. However, teleoperation can be a challenging task because the operator is remotely located. As a result, the operator's situation awareness of the remote environment can be compromised and the mission effectiveness can suffer. This paper presents a detailed examination of more than 150 papers covering human performance issues and suggested mitigation solutions. The paper summarizes the performance decrements caused by video images bandwidth, time lags, frame rates, lack of proprioception, frame of reference, two-dimensional views, attention switches, and motion effects. Suggested solutions and their limitations include stereoscopic displays, synthetic overlay, multimodal interfaces, and various predicative and decision support systems.

Human Performance Issues and User Interface Design for Teleoperated Robots

Review: An overview of the Internet of Things for people with disabilities

This paper considers whether a passive isometric input device, such as a Spaceball/sup TM/, used together with visual feedback, could provide the operator with a pseudo-haptic feedback. For this aim, two psychophysical experiments have been conducted. The first experiment consisted of a compliance discrimination, between two virtual springs hand-operated by means of the Spaceball/sup TM/. In this experiment, the stiffness (or compliance) JND turned out to be 6%. The second experiment assessed stiffness discrimination between a virtual spring and the equivalent spring in reality. In this case, the stiffness (or compliance) JND was found to be 13.4%. These results are consistent with previous outcomes on manual discrimination of compliance. Consequently, this consistency reveals that the passive apparatus that was used can, to some extent, simulate haptic information. In addition, a final test indicated that the proprioceptive sense of the subjects was blurred by visual feedback. This gave them the illusion of using a nonisometric device.

/pdf/pseudo-haptic-feedback-can-isometric-input-devices-simulate-58ppv00sgm.pdf

Pseudo-haptic feedback: can isometric input devices simulate force feedback?

This paper describes two psychophysical experiments which were conducted to evaluate the influence of the control/display (C/D) ratio on the perception of mass of manipulated objects in virtual environments (VE). In both experiments, a discrimination task was used in which participants were asked to identify the heavier object between two virtual balls. Participants could weigh each ball via a haptic interface and look at its synthetic display on a computer screen. Unknown to the participants, two parameters varied between each trial: the difference of mass between the balls and the C/D ratio used in the visual display when weighing the comparison ball. The data collected demonstrated that the C/D ratio significantly influenced the result of the mass discrimination task and sometimes even reversed it. The absence of gravity force largely increased this effect. These results suggest that if the visual motion of a manipulated virtual object is amplified when compared to the actual motion of the user's hand (i.e. if the C/D ratio used is smaller than 1), the user tends to feel that the mass of the object decreases. Thus, decreasing or amplifying the motions of the user in a VE can strongly modify the perception of haptic properties of objects that he/she manipulates. Designers of virtual environments could use these results for simplification considerations and also to avoid potential perceptual aberrations.

/pdf/influence-of-control-display-ratio-on-the-perception-of-mass-k8hl5odsk1.pdf

Influence of control/display ratio on the perception of mass of manipulated objects in virtual environments

It has been suggested that immersive virtual reality (VR) technology allows knowledge-building experiences and in this way provides an alternative educational process. Important key features of constructivist educational computer-based environments for science teaching and learning, include interaction, size, transduction and reification. Indeed, multi-sensory VR technology suits very well the needs of sciences that require a higher level of visualization and interaction. Haptics that refers to physical interactions with virtual environments (VEs) may be coupled with other sensory modalities such as vision and audition but are hardly ever associated with other feedback channels, such as olfactory feedback. A survey of theory and existing VEs including haptic or olfactory feedback, especially in the field of education is provided. Our multi-modal human-scale VE VIREPSE (virtual reality platform for simulation and experimentation) that provides haptic interaction using a string-based interface called SPIDAR (space interface device for artificial reality), olfactory and auditory feedbacks is described. An application that allows students experiencing the abstract concept of the Bohr atomic model and the quantization of the energy levels has been developed. Different configurations that support interaction, size and reification through the use of immersive and multi-modal (visual, haptic, auditory and olfactory) feedback are proposed for further evaluation. Haptic interaction is achieved using different techniques ranging from desktop pseudo-haptic feedback to human-scale haptic interaction. Olfactory information is provided using different fan-based olfactory displays (ODs). Significance of developing such multi-modal VEs for education is discussed.

Multi-modal virtual environments for education with haptic and olfactory feedback

We have designed a non-immersive recreational and educational augmented reality application (ARVe - Augmented Reality applied to Vegetal field) that allows young children to handle 2D and 3D plant entities in a simple and intuitive way. This application involves a task of pairing and provides visual, olfactory or auditory cues to help children in decision making. 93 children from a French elementary school (including 11 cognitive disabled ones) participated in a preliminary study. The objectives of this study were: (1) to investigate children performance and behaviour in using AR techniques, and (2) to examine specific attitudes of cognitive disabled children confronted to such techniques. We have observed that disabled children were very enthusiastic when using the application and showed a high motivation compared to most other pupils. Moreover, autistic and trisomic children were able to express some positive emotions when confronted to the application. These very encouraging results promote a widespread use of such tools for cognitive disabled children.

Augmented Reality for Rehabilitation of Cognitive Disabled Children: A Preliminary Study

Alzheimer’s disease (AD) causes impairments affecting instrumental activities of daily living (IADL). Transdisciplinary research in neuropsychology and virtual reality has fostered the development of ecologically valid virtual tools for the assessment of IADL, using simulations of real life activities. Few studies have examined the benefits of this approach in AD patients. Our aim was to examine the utility of a non-immersive virtual coffee task (NI-VCT) for assessment of IADL in these patients. We focus on the assessment results obtained from a group of 24 AD patients on a task designed to assess their ability to prepare a virtual cup of coffee, using a virtual coffee machine. We compared performance on the virtual task to an identical daily living task involving the actual preparation of a cup of coffee, as well as to global cognitive, executive, and caregiver-reported IADL functioning. Relative to 32 comparable, healthy elderly (HE) controls, AD patients performed worse than HE controls on all tasks. Correlation analyses revealed that NI-VCT measures were related to all other neuropsychological measures. Moreover, regression analyses demonstrated that performance on the NI-VCT predicted actual task performance and caregiver-reported IADL functioning. Our results provide initial support for the utility of our virtual kitchen for assessment of IADL in AD patients. (JINS, 2014, 20, 1–10)

/pdf/detecting-everyday-action-deficits-in-alzheimer-s-disease-2ld7e47xvq.pdf

Paul Richard

Papers

Pseudo-haptic feedback: can isometric input devices simulate force feedback?

Influence of control/display ratio on the perception of mass of manipulated objects in virtual environments

Multi-modal virtual environments for education with haptic and olfactory feedback

Augmented Reality for Rehabilitation of Cognitive Disabled Children: A Preliminary Study

Detecting everyday action deficits in Alzheimer's disease using a nonimmersive virtual reality kitchen.