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Read-the-game: System for skill-based visual exploratory activity assessment with a full body virtual reality soccer simulation.

ABSTRACT: We present a novel virtual reality (VR) system to measure soccer players' read-the-game ability. Read-the-game is a term that encompasses a conglomerate of visual exploratory behavioral patterns and cognitive elements required to make accurate in-game decisions. Our technological approach in the Sports Science domain focuses on the visuomotor component of targeted skill development in a VR simulation because VR is a powerful perception-action coupling training solution for visuomotor coordination due to its high sense of immersion and its psychological byproduct presence. Additionally, we analyze two critical aspects: psychological (i.e., sense of presence) and the human-computer interaction (HCI) domain (i.e., suitable input device for full-body immersion). To measure head movements related to visual explorations, the system tracks the user's head excursions. Specifically, the engaged visual exploratory activity (VEA) during a VR simulation is measured frame-by-frame at runtime to study the behavior of players making passing decisions while experiencing pressure from rivals during in-game situations recreated with computer graphics (CG). Additionally, the sense of presence elicited by our system is measured via the Igroup Presence Questionnaire applied to beginner and amateur soccer players (n = 24). Regarding the HCI aspect, a comparison of input options reveals that a high presence can be achieved when using full body interactions that integrate head and body motions via a combination of an HMD and kinetic body tracking. During our system verification, a difference in the VEA performance is observed between beginner and amateur players. Moreover, we demonstrate the capacity of the system to measure the VEA while evoking immersive soccer in-match experiences with a portable VR setup.

SUBMITTER: Rojas Ferrer CD

PROVIDER: S-EPMC7077991 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundHigh quality head-mounted display based virtual reality (HMD-VR) has become widely available, spurring greater development of HMD-VR health games. As a behavior change approach, these applications use HMD-VR and game-based formats to support long-term engagement with therapeutic interventions. While the bulk of research to date has primarily focused on the therapeutic efficacy of particular HMD-VR health games, how developers and researchers incorporate best-practices in game design to achieve engaging experiences remains underexplored. This paper presents the findings of a narrative review exploring the trends and future directions of game design for HMD-VR health games.MethodsWe searched the literature on the intersection between HMD-VR, games, and health in databases including MEDLINE, Embase, CINAHL, PsycINFO, and Compendex. We identified articles describing HMD-VR games designed specifically as health applications from 2015 onwards in English. HMD-VR health games were charted and tabulated according to technology, health context, outcomes, and user engagement in game design.FindingsWe identified 29 HMD-VR health games from 2015 to 2020, with the majority addressing health contexts related to physical exercise, motor rehabilitation, and pain. These games typically involved obstacle-based challenges and extrinsic reward systems to engage clients in interventions related to physical functioning and pain. Less common were games emphasizing narrative experiences and non-physical exercise interventions. However, discourse regarding game design was diverse and often lacked sufficient detail. Game experience was evaluated using primarily ad-hoc questionnaires. User engagement in the development of HMD-VR health games primarily manifested as user studies.ConclusionHMD-VR health games are promising tools for engaging clients in highly immersive experiences designed to address diverse health contexts. However, more in-depth and structured attention to how HMD-VR health games are designed as game experiences is needed. Future development of HMD-VR health games may also benefit from greater involvement of end-users in participatory approaches.

Project description:Immersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate's introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture; and (2) playing the same serious game on a desktop PC. An extensive sample of students (n = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students.Supplementary informationThe online version contains supplementary material available at 10.1007/s10055-021-00607-1.

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Read-the-game: System for skill-based visual exploratory activity assessment with a full body virtual reality soccer simulation.

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