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Can a skill taught in a virtual environment be utilized in the physical world? This idea is explored by creating a Virtual Reality game for the HTC Vive to teach users how to play the drums. The game focuses on developing the user's muscle memory, improving the user's ability to

Can a skill taught in a virtual environment be utilized in the physical world? This idea is explored by creating a Virtual Reality game for the HTC Vive to teach users how to play the drums. The game focuses on developing the user's muscle memory, improving the user's ability to play music as they hear it in their head, and refining the user's sense of rhythm. Several different features were included to achieve this such as a score, different levels, a demo feature, and a metronome. The game was tested for its ability to teach and for its overall enjoyability by using a small sample group. Most participants of the sample group noted that they felt as if their sense of rhythm and drumming skill level would improve by playing the game. Through the findings of this project, it can be concluded that while it should not be considered as a complete replacement for traditional instruction, a virtual environment can be successfully used as a learning aid and practicing tool.
ContributorsDinapoli, Allison (Co-author) / Tuznik, Richard (Co-author) / Kobayashi, Yoshihiro (Thesis director) / Nelson, Brian (Committee member) / Computer Science and Engineering Program (Contributor) / School of International Letters and Cultures (Contributor) / Computing and Informatics Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Virtual Reality (hereafter VR) and Mixed Reality (hereafter MR) have opened a new line of applications and possibilities. Amidst a vast network of potential applications, little research has been done to provide real time collaboration capability between users of VR and MR. The idea of this thesis study is to

Virtual Reality (hereafter VR) and Mixed Reality (hereafter MR) have opened a new line of applications and possibilities. Amidst a vast network of potential applications, little research has been done to provide real time collaboration capability between users of VR and MR. The idea of this thesis study is to develop and test a real time collaboration system between VR and MR. The system works similar to a Google document where two or more users can see what others are doing i.e. writing, modifying, viewing, etc. Similarly, the system developed during this study will enable users in VR and MR to collaborate in real time.

The study of developing a real-time cross-platform collaboration system between VR and MR takes into consideration a scenario in which multiple device users are connected to a multiplayer network where they are guided to perform various tasks concurrently.

Usability testing was conducted to evaluate participant perceptions of the system. Users were required to assemble a chair in alternating turns; thereafter users were required to fill a survey and give an audio interview. Results collected from the participants showed positive feedback towards using VR and MR for collaboration. However, there are several limitations with the current generation of devices that hinder mass adoption. Devices with better performance factors will lead to wider adoption.
ContributorsSeth, Nayan Sateesh (Author) / Nelson, Brian (Thesis advisor) / Walker, Erin (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2017
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Description
Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool

Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool that connects paper-based assessments to digital space. I designed a classroom study and collected data from ASU computer science classes. I tracked and modeled students' reviewing and reflecting behaviors based on the use of WPGA. I analyzed students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances. Results showed that students put extra emphasis in reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance or for attendance. In addition, all students paid more attention on reviewing quizzes and exams toward the end of semester.
ContributorsHuang, Po-Kai (Author) / Hsiao, I-Han (Thesis advisor) / Nelson, Brian (Committee member) / VanLehn, Kurt (Committee member) / Arizona State University (Publisher)
Created2017
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Description
Storytelling is innately human, and research has shown it has the powerful ability to "transport" people into a narrative. Literature on the topic of immersion discusses how technology form perceptual illusions to make a user feel detached from reality and create an impactful escapist experience. By examining and synthesizing relevant

Storytelling is innately human, and research has shown it has the powerful ability to "transport" people into a narrative. Literature on the topic of immersion discusses how technology form perceptual illusions to make a user feel detached from reality and create an impactful escapist experience. By examining and synthesizing relevant literature, key methods of storytelling used in theme parks, museums, and virtual environments that are used to deepen immersive experiences were identified. A model of the demonstrated techniques and methods for facilitating immersion through storytelling in these varying contexts has been created to suggest that these methods can be applied to other settings to foster a richer experience for users and guests.
ContributorsWalker, Natalie Simone (Author) / Roscoe, Rod (Thesis director) / Meier, Matt (Committee member) / Department of Psychology (Contributor) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description

This thesis is based on bringing together three different components: non-Euclidean geometric worlds, virtual reality, and environmental puzzles in video games. While all three exist in their own right in the world of video games, as well as combined in pairs, there are virtually no examples of all three together.

This thesis is based on bringing together three different components: non-Euclidean geometric worlds, virtual reality, and environmental puzzles in video games. While all three exist in their own right in the world of video games, as well as combined in pairs, there are virtually no examples of all three together. Non-Euclidean environmental puzzle games have existed for around 10 years in various forms, short environmental puzzle games in virtual reality have come into existence in around the past five years, and non-Euclidean virtual reality exists mainly as non-video game short demos from the past few years. This project seeks to be able to bring these components together to create a proof of concept for how a game like this should function, particularly the integration of non-Euclidean virtual reality in the context of a video game. To do this, a Unity package which uses a custom system for creating worlds in a non-Euclidean way rather than Unity’s built-in components such as for transforms, collisions, and rendering was used. This was used in conjunction with the SteamVR implementation with Unity to create a cohesive and immersive player experience.

ContributorsVerhagen, Daniel William (Author) / Kobayashi, Yoshihiro (Thesis director) / Nelson, Brian (Committee member) / Computer Science and Engineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description

Aphasia is an impairment that affects many different aspects of language and makes it more difficult for a person to communicate with those around them. Treatment for aphasia is often administered by a speech-language pathologist in a clinical setting, but researchers have recently begun exploring the potential of virtual reality

Aphasia is an impairment that affects many different aspects of language and makes it more difficult for a person to communicate with those around them. Treatment for aphasia is often administered by a speech-language pathologist in a clinical setting, but researchers have recently begun exploring the potential of virtual reality (VR) interventions. VR provides an immersive environment and can allow multiple users to interact with digitized content. This exploratory paper proposes the design of a VR rehabilitation game –called Pact– for adults with aphasia that aims to improve the word-finding and picture-naming abilities of users to improve communication skills. Additionally, a study is proposed that will assess how well Pact improves the word-finding and picture-naming abilities of users when it is used in conjunction with speech therapy. If the results of the study show an increase in word-finding and picture-naming scores compared to the control group (patients receiving traditional speech therapy alone), the results would indicate that Pact can achieve its goal of promoting improvement in these domains. There is a further need to examine VR interventions for aphasia, particularly with larger sample sizes that explore the gains associated with or design issues associated with multi-user VR programs.

ContributorsGringorten, Rachel (Author) / Johnson, Mina (Thesis director) / Rogalsky, Corianne (Committee member) / English, Stephen (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / College of Health Solutions (Contributor) / School of Music, Dance and Theatre (Contributor)
Created2023-05
Description
Globally, breast cancer is the most common cancer in women. The disease and treatment cause many unfavorable symptoms such as fatigue, pain, and psychological stress. Research suggests that stress may negatively impact survival and recurrence outcomes of breast cancer patients. Cognitive-behavioral stress management (CBSM) programs have been found to improve

Globally, breast cancer is the most common cancer in women. The disease and treatment cause many unfavorable symptoms such as fatigue, pain, and psychological stress. Research suggests that stress may negatively impact survival and recurrence outcomes of breast cancer patients. Cognitive-behavioral stress management (CBSM) programs have been found to improve these outcomes. In this thesis, I propose using virtual reality as a tool for CBSM to improve symptoms and outcomes for non-metastatic breast cancer patients.
ContributorsPodsiadlo, Katherine (Author) / Hartwell, Leland (Thesis director) / Andersen, Karen (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / Department of Psychology (Contributor)
Created2023-05
Description

Globally, breast cancer is the most common cancer in women. The disease and treatment cause many unfavorable symptoms such as fatigue, pain, and psychological stress. Research suggests that stress may negatively impact survival and recurrence outcomes of breast cancer patients. Cognitive-behavioral stress management (CBSM) programs have been found to improve

Globally, breast cancer is the most common cancer in women. The disease and treatment cause many unfavorable symptoms such as fatigue, pain, and psychological stress. Research suggests that stress may negatively impact survival and recurrence outcomes of breast cancer patients. Cognitive-behavioral stress management (CBSM) programs have been found to improve these outcomes. In this thesis, I propose using virtual reality as a tool for CBSM to improve symptoms and outcomes for non-metastatic breast cancer patients.

ContributorsPodsiadlo, Katherine (Author) / Hartwell, Leland (Thesis director) / Andersen, Karen (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / Department of Psychology (Contributor)
Created2023-05
Description

Globally, breast cancer is the most common cancer in women. The disease and treatment cause many unfavorable symptoms such as fatigue, pain, and psychological stress. Research suggests that stress may negatively impact survival and recurrence outcomes of breast cancer patients. Cognitive-behavioral stress management (CBSM) programs have been found to improve

Globally, breast cancer is the most common cancer in women. The disease and treatment cause many unfavorable symptoms such as fatigue, pain, and psychological stress. Research suggests that stress may negatively impact survival and recurrence outcomes of breast cancer patients. Cognitive-behavioral stress management (CBSM) programs have been found to improve these outcomes. In this thesis, I propose using virtual reality as a tool for CBSM to improve symptoms and outcomes for non-metastatic breast cancer patients.

ContributorsPodsiadlo, Katherine (Author) / Hartwell, Leland (Thesis director) / Andersen, Karen (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / Department of Psychology (Contributor)
Created2023-05
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Description
Virtual reality (VR) educational games are growing in demand, partly because of evidence found of the benefit of using embodied gestures in educational VR games. Little research has investigated how presence, which is the subjective experience of existing in a virtual world, impacts player learning gains when playing an embodied

Virtual reality (VR) educational games are growing in demand, partly because of evidence found of the benefit of using embodied gestures in educational VR games. Little research has investigated how presence, which is the subjective experience of existing in a virtual world, impacts player learning gains when playing an embodied STEM VR games. The current study investigates how presence impacts learning gains in four conditions. This study evaluated 122 participants’ subjective experiences of presence via an experimenter-designed Presence Scale after playing an educational STEM VR game. ANOVAs were conducted to evaluate differences in learning gains by condition and to also ascertain how presence was affected by cognitive load. Results revealed that presence did not impact learning gains, although high embodiment and high immersion significantly predicted presence. These findings contribute to understanding the effects of embodiment on VR educational games, and how to design for VR user-ability.
ContributorsKalina, Elena Aleksandra (Author) / Johnson-Glenberg, Mina C. (Thesis director) / Presson, Clark (Committee member) / McClure, Sammuel (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12