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Collection Highlights

Foundations of Augmented Cognition 9th International

Conference AC 2015 Held as Part of HCI International 2015
Los Angeles CA USA August 2 7 2015 Proceedings 1st Edition
Dylan D. Schmorrow

HCI International 2015 Posters Extended Abstracts

International Conference HCI International 2015 Los
Angeles CA USA August 2 7 2015 Proceedings Part I 1st
Edition Constantine Stephanidis (Eds.)

HCI International 2015 Posters Extended Abstracts

International Conference HCI International 2015 Los
Angeles CA USA August 2 7 2015 Proceedings Part II 1st
Edition Constantine Stephanidis (Eds.)

Cross Cultural Design Methods Practice and Impact 7th

International Conference CCD 2015 Held as Part of HCI
International 2015 Los Angeles CA USA August 2 7 2015
Proceedings Part I 1st Edition P.L.Patrick Rau (Eds.)
Universal Access in Human Computer Interaction Access to
Interaction 9th International Conference UAHCI 2015 Held
as Part of HCI International 2015 Los Angeles CA USA
August 2 7 2015 Proceedings Part II 1st Edition Margherita
Antona

Universal Access in Human Computer Interaction Access to

Learning Health and Well Being 9th International
Conference UAHCI 2015 Held as Part of HCI International
2015 Los Angeles CA USA August 2 7 2015 Proceedings Part
III 1st Edition Margherita Antona

Universal Access in Human Computer Interaction Access to

the Human Environment and Culture 9th International
Conference UAHCI 2015 Held as Part of HCI International
2015 Los Angeles CA USA August 2 7 2015 Proceedings Part
IV 1st Edition Margherita Antona

Digital Human Modeling Applications in Health Safety

Ergonomics and Risk Management Ergonomics and Health 6th
International Conference DHM 2015 Held as Part of HCI
International 2015 Los Angeles CA USA August 2 7 2015
Proceedings Part II 1st Edition Vincent G. Duffy

Human Interface and the Management of Information

Information and Knowledge in Context 17th International
Conference HCI International 2015 Los Angeles CA USA
August 2 7 2015 Proceedings Part II 1st Edition Sakae
Yamamoto (Eds.)
 Randall Shumaker
Stephanie Lackey (Eds.)
LNCS 9179

Virtual, Augmented
and Mixed Reality
7th International Conference, VAMR 2015
Held as Part of HCI International 2015
Los Angeles, CA, USA, August 2–7, 2015, Proceedings

HCI 2015
International

123
Lecture Notes in Computer Science 9179
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David Hutchison
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Takeo Kanade
Carnegie Mellon University, Pittsburgh, PA, USA
Josef Kittler
University of Surrey, Guildford, UK
Jon M. Kleinberg
Cornell University, Ithaca, NY, USA
Friedemann Mattern
ETH Zurich, Zürich, Switzerland
John C. Mitchell
Stanford University, Stanford, CA, USA
Moni Naor
Weizmann Institute of Science, Rehovot, Israel
C. Pandu Rangan
Indian Institute of Technology, Madras, India
Bernhard Steffen
TU Dortmund University, Dortmund, Germany
Demetri Terzopoulos
University of California, Los Angeles, CA, USA
Doug Tygar
University of California, Berkeley, CA, USA
Gerhard Weikum
Max Planck Institute for Informatics, Saarbrücken, Germany
More information about this series at http://www.springer.com/series/7409
Randall Shumaker Stephanie Lackey (Eds.)
•

Virtual, Augmented
and Mixed Reality
7th International Conference, VAMR 2015
Held as Part of HCI International 2015
Los Angeles, CA, USA, August 2–7, 2015
Proceedings

123
Editors
Randall Shumaker Stephanie Lackey
University of Central Florida University of Central Florida
Orlando, FL Orlando, FL
USA USA

ISSN 0302-9743 ISSN 1611-3349 (electronic)

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 Foreword

The 17th International Conference on Human-Computer Interaction, HCI International

2015, was held in Los Angeles, CA, USA, during 2–7 August 2015. The event
incorporated the 15 conferences/thematic areas listed on the following page.
A total of 4843 individuals from academia, research institutes, industry, and gov-
ernmental agencies from 73 countries submitted contributions, and 1462 papers and
246 posters have been included in the proceedings. These papers address the latest
research and development efforts and highlight the human aspects of design and use of
computing systems. The papers thoroughly cover the entire field of Human-Computer
Interaction, addressing major advances in knowledge and effective use of computers in
a variety of application areas. The volumes constituting the full 28-volume set of the
conference proceedings are listed on pages VII and VIII.
I would like to thank the Program Board Chairs and the members of the Program
Boards of all thematic areas and affiliated conferences for their contribution to the
highest scientific quality and the overall success of the HCI International 2015
conference.
This conference could not have been possible without the continuous and unwa-
vering support and advice of the founder, Conference General Chair Emeritus and
Conference Scientific Advisor, Prof. Gavriel Salvendy. For their outstanding efforts,
I would like to express my appreciation to the Communications Chair and Editor of
HCI International News, Dr. Abbas Moallem, and the Student Volunteer Chair, Prof.
Kim-Phuong L. Vu. Finally, for their dedicated contribution towards the smooth
organization of HCI International 2015, I would like to express my gratitude to Maria
Pitsoulaki and George Paparoulis, General Chair Assistants.

May 2015 Constantine Stephanidis

General Chair, HCI International 2015
 HCI International 2015 Thematic Areas
and Affiliated Conferences

Thematic areas:
• Human-Computer Interaction (HCI 2015)
• Human Interface and the Management of Information (HIMI 2015)
Affiliated conferences:
• 12th International Conference on Engineering Psychology and Cognitive Ergo-
nomics (EPCE 2015)
• 9th International Conference on Universal Access in Human-Computer Interaction
(UAHCI 2015)
• 7th International Conference on Virtual, Augmented and Mixed Reality (VAMR
2015)
• 7th International Conference on Cross-Cultural Design (CCD 2015)
• 7th International Conference on Social Computing and Social Media (SCSM 2015)
• 9th International Conference on Augmented Cognition (AC 2015)
• 6th International Conference on Digital Human Modeling and Applications in
Health, Safety, Ergonomics and Risk Management (DHM 2015)
• 4th International Conference on Design, User Experience and Usability (DUXU
2015)
• 3rd International Conference on Distributed, Ambient and Pervasive Interactions
(DAPI 2015)
• 3rd International Conference on Human Aspects of Information Security, Privacy
and Trust (HAS 2015)
• 2nd International Conference on HCI in Business (HCIB 2015)
• 2nd International Conference on Learning and Collaboration Technologies (LCT
2015)
• 1st International Conference on Human Aspects of IT for the Aged Population
(ITAP 2015)
 Conference Proceedings Volumes Full List

1. LNCS 9169, Human-Computer Interaction: Design and Evaluation (Part I), edited
by Masaaki Kurosu
2. LNCS 9170, Human-Computer Interaction: Interaction Technologies (Part II),
edited by Masaaki Kurosu
3. LNCS 9171, Human-Computer Interaction: Users and Contexts (Part III), edited by
Masaaki Kurosu
4. LNCS 9172, Human Interface and the Management of Information: Information
and Knowledge Design (Part I), edited by Sakae Yamamoto
5. LNCS 9173, Human Interface and the Management of Information: Information
and Knowledge in Context (Part II), edited by Sakae Yamamoto
6. LNAI 9174, Engineering Psychology and Cognitive Ergonomics, edited by Don
Harris
7. LNCS 9175, Universal Access in Human-Computer Interaction: Access to Today’s
Technologies (Part I), edited by Margherita Antona and Constantine Stephanidis
8. LNCS 9176, Universal Access in Human-Computer Interaction: Access to Inter-
action (Part II), edited by Margherita Antona and Constantine Stephanidis
9. LNCS 9177, Universal Access in Human-Computer Interaction: Access to
Learning, Health and Well-Being (Part III), edited by Margherita Antona and
Constantine Stephanidis
10. LNCS 9178, Universal Access in Human-Computer Interaction: Access to the
Human Environment and Culture (Part IV), edited by Margherita Antona and
Constantine Stephanidis
11. LNCS 9179, Virtual, Augmented and Mixed Reality, edited by Randall Shumaker
and Stephanie Lackey
12. LNCS 9180, Cross-Cultural Design: Methods, Practice and Impact (Part I), edited
by P.L. Patrick Rau
13. LNCS 9181, Cross-Cultural Design: Applications in Mobile Interaction, Educa-
tion, Health, Transport and Cultural Heritage (Part II), edited by P.L. Patrick Rau
14. LNCS 9182, Social Computing and Social Media, edited by Gabriele Meiselwitz
15. LNAI 9183, Foundations of Augmented Cognition, edited by Dylan D. Schmorrow
and Cali M. Fidopiastis
16. LNCS 9184, Digital Human Modeling and Applications in Health, Safety, Ergo-
nomics and Risk Management: Human Modeling (Part I), edited by Vincent G.
Duffy
17. LNCS 9185, Digital Human Modeling and Applications in Health, Safety, Ergo-
nomics and Risk Management: Ergonomics and Health (Part II), edited by
Vincent G. Duffy
18. LNCS 9186, Design, User Experience, and Usability: Design Discourse (Part I),
edited by Aaron Marcus
19. LNCS 9187, Design, User Experience, and Usability: Users and Interactions (Part
II), edited by Aaron Marcus
20. LNCS 9188, Design, User Experience, and Usability: Interactive Experience
Design (Part III), edited by Aaron Marcus
 Conference Proceedings Volumes Full List IX

21. LNCS 9189, Distributed, Ambient and Pervasive Interactions, edited by Norbert
Streitz and Panos Markopoulos
22. LNCS 9190, Human Aspects of Information Security, Privacy and Trust, edited by
Theo Tryfonas and Ioannis Askoxylakis
23. LNCS 9191, HCI in Business, edited by Fiona Fui-Hoon Nah and Chuan-Hoo Tan
24. LNCS 9192, Learning and Collaboration Technologies, edited by Panayiotis
Zaphiris and Andri Ioannou
25. LNCS 9193, Human Aspects of IT for the Aged Population: Design for Aging
(Part I), edited by Jia Zhou and Gavriel Salvendy
26. LNCS 9194, Human Aspects of IT for the Aged Population: Design for Everyday
Life (Part II), edited by Jia Zhou and Gavriel Salvendy
27. CCIS 528, HCI International 2015 Posters’ Extended Abstracts (Part I), edited by
Constantine Stephanidis
28. CCIS 529, HCI International 2015 Posters’ Extended Abstracts (Part II), edited by
Constantine Stephanidis
 Virtual, Augmented and Mixed Reality

Program Board Chairs: Randall Shumaker, USA

and Stephanie Lackey, USA

• Sheryl Brahnam, USA • Courtney McNamara, USA

• Juan Cendan, USA • Gordon Mair, UK
• Jessie Chen, USA • Jose San Martin, Spain
• Matthew Johnston, USA • Marius Preda, France
• Panagiotis D. Kaklis, UK • Christian Sandor, Australia
• Hirokazu Kato, Japan • Uwe Freiherr von Lukas, Germany
• Fotis Liarokapis, Czech Republic • Aimee Weber, USA
• Michael Macedonia, USA

The full list with the Program Board Chairs and the members of the Program Boards of
all thematic areas and affiliated conferences is available online at:

http://www.hci.international/2015/
 HCI International 2016

The 18th International Conference on Human-Computer Interaction, HCI International

2016, will be held jointly with the affiliated conferences in Toronto, Canada, at the
Westin Harbour Castle Hotel, 17–22 July 2016. It will cover a broad spectrum
of themes related to Human-Computer Interaction, including theoretical issues,
methods, tools, processes, and case studies in HCI design, as well as novel interaction
techniques, interfaces, and applications. The proceedings will be published by
Springer. More information will be available on the conference website:
http://2016.hci.international/.

General Chair
Prof. Constantine Stephanidis
University of Crete and ICS-FORTH
Heraklion, Crete, Greece
Email: [email protected]

http://2016.hci.international/
 Contents

User Experience in Virtual and Augmented Environments

Design of the Augmented Reality Based Training System to Promote

Spatial Visualization Ability for Older Adults . . . . . . . . . . . . . . . . . . . . . . . 3
Kuo-Ping Chang and Chien-Hsu Chen

The Effectiveness of Virtual Reality for Studying Human Behavior in Fire . . . 13

Xinxin Feng, Rongzhen Cui, and Jiabao Zhao

Pilot Study for Telepresence with 3D-Model in Mixed Reality . . . . . . . . . . . 22

Sungchul Jung and Charles E. Hughes

Synthetic Evaluation Method of Electronic Visual Display Terminal Visual

Performance Based on the Letter Search Task. . . . . . . . . . . . . . . . . . . . . . . 30
Wei Liu, Weixu Cai, Borui Cui, and Muxuan Wang

Subjective Usability Evaluation Criteria of Augmented Reality Applications . . . . 39

Valéria Farinazzo Martins, Tereza Gonçalves Kirner,
and Claudio Kirner

Spatial Mapping of Physical and Virtual Spaces as an Extension of Natural

Mapping: Relevance for Interaction Design and User Experience . . . . . . . . . 49
Daniel Pietschmann and Peter Ohler

The Impact of Time Pressure on Spatial Ability in Virtual Reality . . . . . . . . 60

Hua Qin, Bole Liu, and Dingding Wang

Research on the Visual Comfort for Small Spaces in Different

Illuminance Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Linghua Ran, Xin Zhang, Hua Qin, and Taijie Liu

Analysis of Sociocultural Constructs Applicable to Blue Force Teams:

Increasing Fidelity from Pencil and Paper and Video Tests
to Virtual Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
David Scribner, Pete Grazaitis, Asi Animashaun, Jock Grynovicki,
and Lauren Reinerman-Jones

Influence of Highlighting Words Beneath Icon on Performance

of Visual Search in Tablet Computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Li Wang, Liezhong Ge, Ting Jiang, Hongyan Liu, Hongting Li,
Xinkui Hu, and Hanling Zheng
XIV Contents

Applying Tangible Augmented Reality in Usability Evaluation . . . . . . . . . . . 88

Xiaotian Zhang and Young Mi Choi

Developing Virtual and Augmented Environments

Fact and Fiction Merge in Telepresence and Teleoperation: A Present

and Future Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Gordon M. Mair

Delta Global Illumination for Mixed Reality. . . . . . . . . . . . . . . . . . . . . . . . 108

Maik Thöner and Arjan Kuijper

Registration System Errors Perception in Augmented Reality

Based on RGB-D Cameras . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Daniel M. Tokunaga, Cléber G. Corrêa, Fernanda M. Bernardo,
João Bernardes, Edith Ranzini, Fátima L.S. Nunes, and Romero Tori

Local 3D Pose Estimation of Feature Points Based on RGB-D Information

for Object Based Augmented Reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Daniel M. Tokunaga, Ricado Nakamura, João Bernardes, Edith Ranzini,
and Romero Tori

Towards a Structured Selection of Game Engines for Virtual Environments . . . 142

Martin Westhoven and Thomas Alexander

Evaluation and Fair Comparison of Human Tracking Methods with PTZ

Cameras. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Alparslan Yildiz, Noriko Takemura, Yoshio Iwai, and Kosuke Sato

Agents and Robots in Virtual Environments

Experimental Environments for Dismounted Human-Robot

Multimodal Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Julian Abich IV, Daniel J. Barber, and Lauren Reinerman-Jones

Displays for Effective Human-Agent Teaming: The Role of Information

Availability and Attention Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Maia B. Cook, Cory A. Rieth, and Mary K. Ngo

Exploring the Implications of Virtual Human Research

for Human-Robot Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Jonathan Gratch, Susan Hill, Louis-Philippe Morency, David Pynadath,
and David V. Traum

Animation Guidelines for Believable Embodied Conversational

Agent Gestures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Ivan Gris, Diego A. Rivera, and David Novick
 Contents XV

A Mark-Up Language and Interpreter for Interactive Scenes for Embodied

Conversational Agents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
David Novick, Mario Gutierrez, Ivan Gris, and Diego A. Rivera

Displays for Effective Human-Agent Teaming: Evaluating Attention

Management with Computational Models. . . . . . . . . . . . . . . . . . . . . . . . . . 216
Cory A. Rieth, Maia B. Cook, and Mary K. Ngo

Intelligent Agents for Virtual Simulation of Human-Robot Interaction . . . . . . 228

Ning Wang, David V. Pynadath, K.V. Unnikrishnan, Santosh Shankar,
and Chirag Merchant

VR for Learning and Training

GlassClass: Exploring the Design, Implementation, and Acceptance

of Google Glass in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Dave A. Berque and James T. Newman

Augmented Reality Training of Military Tasks: Reactions from Subject

Matter Experts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Roberto Champney, Stephanie J. Lackey, Kay Stanney,
and Stephanie Quinn

Training Effectiveness Evaluation: Call for Fire Trainer – Augmented

Virtuality (CFFT-AV) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Gino Fragomeni, Stephanie J. Lackey, Roberto Champney,
Julie Nanette Salcedo, and Stephen Serge

Design and Analysis of the Learning Process Management System . . . . . . . . 273

Songfeng Gao and Ziqi Wang

Applying Research in the Cognitive Sciences to the Design and Delivery

of Instruction in Virtual Reality Learning Environments. . . . . . . . . . . . . . . . 280
Martin S. Goodwin, Travis Wiltshire, and Stephen M. Fiore

Virtual Approach to Psychomotor Skills Training: Manipulating

the Appearance of Avatars to Influence Learning . . . . . . . . . . . . . . . . . . . . 292
Irwin Hudson and Karla A. Badillo-Urquiola

Squad Overmatch: Using Virtual Technology to Enhance Live

Training Environments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
Patrick M. Ogden, Terry N. Wollert, Paul Butler, and Julie N. Salcedo

Leveraging Stress and Intrinsic Motivation to Assess Scaffolding

During Simulation-Based Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Julie Nanette Salcedo, Stephanie J. Lackey,
and Karla A. Badillo-Urquiola
XVI Contents

Working the Modes: Understanding the Value of Multiple Modalities

of Technologies for Learning and Training Success . . . . . . . . . . . . . . . . . . . 321
Eileen Smith, Ron Tarr, Cali Fidopiastis, and Michael Carney

Augmenting Reality in Sensor Based Training Games . . . . . . . . . . . . . . . . . 329

Peter A. Smith

A Serious-Game Framework to Improve Physician/Nurse Communication . . . 337

Marjorie Zielke, Susan Houston, Mary Elizabeth Mancini, Gary Hardee,
Louann Cole, Djakhangir Zakhidov, Ute Fischer, and Timothy Lewis

VR in Health and Culture

Low Cost Hand-Tracking Devices to Design Customized Medical Devices. . . 351

Giorgio Colombo, Giancarlo Facoetti, Caterina Rizzi, and Andrea Vitali

Effect of 3D Projection Mapping Art: Digital Surrealism . . . . . . . . . . . . . . . 361

Soyoung Jung, Frank Biocca, and Daeun Lee

Human Factors and Interaction Strategies in Three-Dimensional Virtual

Environments to Support the Development of Digital Interactive
Therapeutic Toy: A Systematic Review . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
Eunice P. dos Santos Nunes, Eduardo M. Lemos, Cristiano Maciel,
and Clodoaldo Nunes

Development and Evaluation of an Easy-to-Use Stereoscopic Ability

Test to Assess the Individual Ability to Process Stereoscopic Media . . . . . . . 379
Daniel Pietschmann, Benny Liebold, Peter Ohler, and Georg Valtin

The Virtual Meditative Walk: An Immersive Virtual Environment for Pain

Self-modulation Through Mindfulness-Based Stress Reduction Meditation . . . 388
Xin Tong, Diane Gromala, Amber Choo, Ashfaq Amin, and Chris Shaw

Digital Archiving of Takigi Noh Based on Reflectance Analysis . . . . . . . . . . 398

Wataru Wakita, Shiro Tanaka, Kohei Furukawa, Kozaburo Hachimura,
and Hiromi T. Tanaka

Multimodal Digital Taste Experience with D’Licious Vessel. . . . . . . . . . . . . 409

Liangkun Yan, Barry Chew, Jie Sun, Li-An Chiu, Nimesha Ranasinghe,
and Ellen Yi-Luen Do

Industrial and Military Applications

Assessing Performance Using Kinesic Behavior Cues in a Game-Based

Training Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
Karla A. Badillo-Urquiola and Crystal S. Maraj
 Contents XVII

The Virtual Dressing Room: A Usability and User Experience Study . . . . . . 429
Michael B. Holte, Yi Gao, and Eva Petersson Brooks

Occlusion Management in Augmented Reality Systems for Machine-Tools. . . 438

Claudia Gheorghe, Didier Rizzotti, François Tièche,
Francesco Carrino, Omar Abou Khaled, and Elena Mugellini

Human-Computer Collaboration in Adaptive Supervisory Control

and Function Allocation of Autonomous System Teams. . . . . . . . . . . . . . . . 447
Robert S. Gutzwiller, Douglas S. Lange, John Reeder, Rob L. Morris,
and Olinda Rodas

ARTiSt — An Augmented Reality Testbed for Intelligent

Technical Systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Bassem Hassan, Jörg Stöcklein, and Jan Berssenbrügge

Evaluation of a Vehicle Exterior’s Sportiness Under Real

vs. Virtual Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
Max Hoermann and Maximilian Schwalm

Theoretical Foundations for Developing Cybersecurity Training . . . . . . . . . . 480

Eric C. Ortiz and Lauren Reinerman-Jones

Investigation of Visual Features for Augmented Reality

Assembly Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488
Rafael Radkowski

Evaluation of Autonomous Approaches Using Virtual Environments . . . . . . . 499

Katharina Stahl, Jörg Stöcklein, and Sijia Li

Appraisal of Augmented Reality Technologies for Supporting Industrial

Design Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513
Basak Topal and Bahar Sener

Advancing Interagency Collaboration Through Constructive Simulation:

Results from the 2015 Federal Consortium of Virtual Worlds Workshop . . . . 524
Barbara Truman and David Metcalf

Study on the Design Characteristics of Head Mounted Displays (HMD)

for Use in Guided Repair and Maintenance . . . . . . . . . . . . . . . . . . . . . . . . 535
Tao Yang and Young Mi Choi

Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545

 User Experience in Virtual
and Augmented Environments
 Design of the Augmented Reality Based
Training System to Promote Spatial
Visualization Ability for Older Adults

Kuo-Ping Chang and Chien-Hsu Chen(&)

Department of Industrial Design, National Cheng Kung University,

Tainan, Taiwan
{p36024069,chenhsu}@mail.ncku.edu.tw

Abstract. In this paper, we present the design of spatial visualization training

system implemented by augmented reality (AR). Spatial visualization is the
ability to mentally transform complex stimuli in space. However, this ability
declines with human age, resulting in spatial problems in one’s normal life.
Based on the fact that AR interface can reduce cognitive load and provide
correct spatial information, we are devoted to designing an AR spatial visuali-
zation training system for older adults to use. The system consists of a manual
controller and a visualization training task. In the process of manual controller
design, think aloud experiment is adopted to generate intuitive manipulation,
and morphological analysis is used to evaluate the most elderly-friendly con-
troller. In the process of training task design, by analyzing spatial training
factors, a new visualization training task is designed. In the process of AR
integration, the system is implemented by Qualcomm AR in Unity3D with
Vuforia protal, and the final AR based spatial visualization ability training
system is completed.

Keywords: Augmented reality
Spatial visualization ability
Elderly

1 Introduction

When humans grow older, in spite of physical condition, cognition ability will also get
worse [1]. Among all cognitive abilities, the decline of spatial visualization ability
causes older adults to have spatial problems and low spatial awareness in real life [2, 3].
Spatial visualization ability is the mental manipulation of spatial information to
determine how a given spatial configuration appears if they are being transformed.
However, this ability decreases with human age, negatively affecting older adults’
spatial capabilities such as map-reading and way-finding [4, 5].
In fact, the goal of delaying the degradation of spatial visualization ability can be
achieved by taking visualization training considerably [6, 7]. However, current visu-
alization training is conducted in two-dimensional (2D) interfaces which are not suit-
able for one to figure out spatial information in that cognitive load will be produced,
making trainers feel arduous and gain no improvement [8]. Additionally, current
training is analogous to test, which is too stubborn and not intriguing to trainers. As an

© Springer International Publishing Switzerland 2015

R. Shumaker and S. Lackey (Eds.): VAMR 2015, LNCS 9179, pp. 3–12, 2015.
DOI: 10.1007/978-3-319-21067-4_1
4 K.-P. Chang and C.-H. Chen

instructional training tool, in spite of visual feedback, other sensory interaction ought to
be applied in training as possible in order to enhance trainers’ immersion and interests.
AR is a real world environment whose elements are augmented by computer-
generated sensory input. It is favorable to be developed into instructional tools based on
its unique features. First, AR interfaces are conducive to spatial visualization for they
provide correct spatial information and enhance three-dimensional (3D) concept [9].
Second, training with AR is able to improve training interest as well as reduce the
cognitive load produced by practicing cognitive tasks [10, 11]. Finally, with AR, the
information about the surrounding real world of trainers becomes interactive and
digitally manipulable; thus, trainers can manipulate the virtual objects to interact with
the real environment, improving sensory feedback and their immersion in the training.
As a result, AR is very efficacious and suitable to be adopted in visualization training
system. Spatial visualization is an essential ability related to many aspects in one’s
normal life. In order to postpone the degradation time of this ability for older adults, we
are devoted to designing an AR based spatial visualization training system for older
adults to have more opportunities to train their visualization functions in usual time. In
the long run, their spatial visualization ability gets improved, and they will confront
less spatial problems in real life.

2 Related Work

Traditional training of spatial visualization requests trainers to conduct considerable

paper-tests. Take one of spatial visualization criterion tests, Mental Rotation, for
example. Trainers have to judge if two images are the same or mirrored through
true/false paper tests. Many researchers also use computers to generate the stimuli and
present them on LCD monitor in order to make them have more obvious depth cues
such as shadowing or light effect [12, 13]. In some studies, animation is adopted to
assist trainers’ comprehension of motion process in an effort to improve their visual-
ization ability more significantly [14]. In conclusion, existing training methods carried
out in 2D medium such as paper or LCD monitors which are not favorable to illustrate
spatial concepts for heavy mental load is produced in training process, causing inverse
effect on trainers’ learning interest and performance.
AR is widely used in educational domains as a new kind of learning tool because
people can directly realize 3D concepts in AR rather than figure out 2D information
from flat formats, which is beneficial to spatial visualization ability and dwindling
cognitive load. Computerized magnetic principles and electromagnetism which are
invisible in normal situation are displayed in AR; instead of being depicted in book
pages, students are able to comprehend the principles in AR interfaces [15]. Some
notions that are hard to be implemented into the real world such as the earth revolution
[16] or the landscape visualization [10] are also suitable to be taught under AR. AR can
also be applied to more professional disciplines. Engineering students directly train
their visualization ability with virtual mechanical objects presented in AR books called
AR-Dehaes. Compared with conventional orthographic images, students are allowed to
see the integrated appearance of objects in AR-Dehaes [17]. Another example is Sonic
Flashlight. It is an AR device which enables direct perceptual guidance of needle
 Design of the Augmented Reality Based Training System 5

injection to achieve higher accuracy and lower variability in aiming and endpoint
placements by presenting a virtual slice and the target directly within the personnel’s
vision area [17].
In spite of presenting virtual objects instantly, some AR systems allow participants
to directly manipulate these virtual objects. Construct 3D is a mathematics and
geometry instructive system implemented by AR. Students not only see the real
geometry relation in augmented environment but also manipulate these virtual parts
such as translating, rotating and scaling [18]. In a study of using AR to teach sun and
earth relationship, participants are able to manipulate and interact with the virtual
content [19], they are likely to understand the changes caused by different position and
relation between sun and earth. Some researchers are devoted to creating more specific
motions defined in AR environment so that participants can execute translation, scal-
ing, rotation and other motions through fingers detection [20].

3 Method

AR spatial visualization training system consists of two parts: manual controller and
training task. The design process of these two parts is illustrated individually as below.
Furthermore, the integration of AR system is shown in this chapter.

3.1 Design of Manual Controller

A spatial visualization experiment with think aloud was adopted on older adults to
collect mental strategies they used to handle the tasks. Next, we analyzed the manip-
ulation and created morphological matrix to choose the best controller with specific
principles such as intuition and convenience.

Manipulation Collecting

Participants. Six older adults (3 males and 3 females) ranging in age from 65 to 70
were recruited in the experiment. All of them were cognitively normal and passed
Mini-Mental Status Examination [21].
Materials. Six revised tests based on Lohman’s criterion tests [22] were used in the
experiment. They were Mental Rotation v.1 and v.2, 2D and 3D Paper Folding Test,
Paper Form Board and Surface Development. Each test contained two questions,
resulting in a total of twelve questions for one participant (Fig. 1).
Procedures. In the setting, we prepared a projector to display testing tests and two
cameras (one from the front, and the other from the back) to record the whole process.
First, we explained the purpose of experiment and introduced spatial visualization
ability. Besides, personal information of participants such as age, education and job
was collected. Second, we introduced how to use think-aloud method in the experiment
and encouraged participants to express their thought when they were answering
questions. Third, participants were answering questions; meanwhile, we were recording
6 K.-P. Chang and C.-H. Chen

Fig. 1. Spatial visualization tests used in experiment

their speaking and sketching some specific gestures. After finishing each question,
participants would be given paper models which were the same objects as those in
questions, so they could express their thought again and checked the answer. The total
time for each person was 40 min or so.

Gesture Analysis. After the experiment was finished, lots of manipulation and gestures
were collected. In order to organize these gestures, they were analyzed by Guessability
and Agreement theories [23]. Guessability was used to choose the best gesture repre-
senting the motion, and agreement was adopted to select the best motion used in the
training process. Hence, the basic motions of dealing with spatial visualization tests
were Select, Rotate and Translate. Also, the corresponding gestures with highest
guessability scores were listed under each basic motion.

Fig. 2. Basic motions and morphological matrix

Idea Generation. Morphological matrix (Fig. 2) was adopted to generate ideas of

manual controller. Three basic motions were on vertical row in morphological analysis
matrix; the horizontal row was the form of controller (Plate, Sphere, Cube and Disk).
Through brainstorming, possible ideas and interactive ways located in each block in
matrix were developed. Next, ranking each idea in Likert scale (1-7 scores) was pro-
ceeded in order to find out the best manual controller which was elderly-friendly, we
made a ranking table presented. By following three principles : intuition, convenience
and aesthetics, the best manual controller would be chosen.
 Design of the Augmented Reality Based Training System 7

3.2 Design of Training Task

Design of a new training task follows a very analytic method. It is essential to realize
what spatial training factors current spatial visualization tests were composed of.
These factors are the basic units that trainers use to solve spatial related problems. After
the factors are collected, we can combine some of them into a prototype and then add
story or interesting elements to shape it into an integrated spatial visualization task.

Manipulation Collecting. This part was the same as the think aloud experiment
conducted in the design of manual training.

Spatial Training Factors. The factors were in fact the result of mental strategies older
adults had used in think aloud experiment. After classification, there were totally
twelve spatial training factors which could be classified into four groups (Table 1):
(1) Checking: to confirm shape, number, direction or angle of a pair of objects is same
or not. (2) Relation: to compare the relation of position or to align virtual objects.
(3) Manipulation: to manipulate virtual objects in mind, including rotate, fold, unfold,
move and combine. (4) Sequence: to memorize the steps of any manipulation or
operation.

Table 1. Spatial training factors of mental rotation v.1

Checking Relation Manipulation Sequence

shape number direction angle position align rotate fold unfold move combine steps
mental rota-
tion v.1

Idea Generation. In Table 1, black dots represent the current factors of tests. We
added new factors (triangle) in different tests, and developed new tasks by combining
different factors together. Take Mental Rotation v.1 for example. Beside checking
shape, checking number, aligning and rotation, checking direction is considered as a
new spatial training factor in Mental Rotation v.1. Next, integrate these five factors and
shape them into a new spatial visualization training task.

3.3 Integration of AR System

Software for Development. Qualcomm AR (QCAR) was adopted as the AR envi-
ronment in the training system. It was a free AR SDK which was easy for developer to
conduct coding and make interaction. Training system was constructed in Unity3D
with Vuforia portal. Unity3D is a game developing engine which has been widely used
to visualize the scene and make game and animation. With Vuforia attached in Uni-
ty3D, QCAR is able to be implemented (Fig. 3).
8 K.-P. Chang and C.-H. Chen

Fig. 3. Integration of AR spatial visualization training system

AR Marker for Manual Controller. Vuforia Target Manager is an online software

for users to define patterns and form of AR markers. Since the basic motions are
Rotate, Move and Select, a cube marker and two plate markers were chosen. First plate
marker was used for displaying virtual objects; the second one was used for selecting
objects; cube marker was used for rotating objects. If users rotate cube marker with the
second plate marker pressed, the virtual objects will not rotate but move (Fig. 4).

Fig. 4. (Left) options of AR markers in Vuforia target manager [24]. (Right) manipulation of
three basic motions.

Training Task. Necessary items in task were constructed in Solidworks and were
transformed into FBX files in 3Ds MAX. Items only in FBX extension can be imported
to Unity3D. Connection was carried out by coding Target Controller scripts in C#. One
Multi-Target Controller (for cube marker) and two Image-Target Controllers (for plate
markers) are entailed. After inserting Target Controller scripts to the corresponding
items, users are able to conduct functions by manipulating AR markers. Basically, three
kinds of interaction are requested: speed adjustment, level change and incidents trigger.
They are all coded in javascript and achieved by adopting box collider in Unity3D.

4 Result
4.1 AR Spatial Visualization Training System
AR spatial visualization training system was implemented in PC (Fig. 5). The system
was composed of a set of manual controller including a cube marker and two plate
markers, additional camera and a monitor. One thing that should be noticed was that
 Design of the Augmented Reality Based Training System 9

Fig. 5. Setting and scene of AR spatial visualization training system

Fig. 6. Training process of older adults

projecting route of camera was required to be the same direction as trainer’s sight line
so that virtual objects will not be the mirrored images.
After markers were projected, corresponding virtual objects would be displayed on
monitor. Trainers were able to rotate cube marker to control the angle of virtual block,
and pressed the second marker which presented a virtual red disk to make block fall
through the hole of the virtual floor successfully. If the shape of block did not match
that of hole, block would get stuck until trainers rotated the block in right angle.
20 levels were made in training tasks. These levels differed in shape of blocks and hole.
Even if older adults were allowed to use physical controller to rotate the block, they
still entailed to consider which direction of block is correct, indicating the additional
spatial factor: checking direction was being trained when they were receiving AR
spatial visualization training (Fig. 6).

4.2 Feedback from Older Adults

We invited same older adults who had participated in the experiment of manual con-
troller design to use the AR spatial visualization training system. They all agreed the
positive training effect of AR training system. What they were in favor of were manual
controller and game-alike task of AR training system, which enhanced their training
interests and pleasure. In addition, two of them mentioned that it was even better when
someone accompanied them when they were training. However, some thought the
design of manual controller should be improved so that they could manipulate it more
fluently. Besides, they were not very satisfied with much equipment of current system.
10 K.-P. Chang and C.-H. Chen

Most older adults did not prefer paper tests; what they worried about were their
reaction time and error rate. Similar to conventional test, older adults would suffer from
great pressure of the scores, which made them frustrated. Furthermore, they might not
get used to focusing on text or pictures for a long time, which was one of demerits of
paper tests. Since the question of tests were associated with the manipulation of objects,
they would like to manipulate a real object rather than handle mentally. Nevertheless,
although older adults did not agree the form of paper tests, they admitted the brain
fitness of it.

5 Discussion and Conclusion

In this paper, we followed the comprehensive design methods to implement an AR

based spatial visualization training system for older adults. Since spatial visualization
ability is essential to older adults, we transformed the conventional spatial visualization
test into game-alike task which were more suitable for them to keep training their
spatial visualization ability. The implementation of controller and AR was also con-
ducive to the improvement of training effect, their training immersion and interest.

5.1 Manual Controller and Implemented Device

Based on the opinion of older adults, cube marker was not appropriate for them to
manipulate. However, since available marker forms on Vuforia target manager were
limited, we might consider a transparent spherical shell to wrap cube marker. Hence,
patterns on marker were able to be projected; the spherical shell could be better for
older adults to conduct rotation which was the chief type of manipulation in AR
training system.
Some older adults argued the inconvenience of much equipment of AR training
system in PC version. For most older people who would prefer handy and small
devices, it might be sensible to develop AR training system into APP in tablet version.
Tablets were more ideal for older adults to take and use; additionally, they were able to
conduct training at all times. In fact, older groups were occupying more and more
proportion in people using mobile devices. Around 80 percent of people ranging in age
50 to 70 used tablets in normal times. Hence, developing AR training system in APP
would be a favorable idea.

5.2 Training Task

Existing training task was based on mental rotation; other types of training tasks were
likely to be developed in the future. We could combine more spatial training factors
and integrated into different training tasks; for example, tasks derived from 3D paper
folding or paper form board, making AR spatial visualization training system more
comprehensive and diverse.
According to previous studies, it was favorable that the items in training corre-
sponded to target trainers. For instance, if trainers were children, items may likely turn
 Design of the Augmented Reality Based Training System 11

into other meaningful images such as animal’s patterns, cartoon pictures or letter
[26, 27]. This would promote target trainers’ familiarity and indirectly improve their
training immersion as well.
Two older adults mentioned it would be better if someone accompanied them when
they were training. It triggers us to develop multi-player mode in the future. Especially
for older adults, the feeling of companion will be a critical issue when designers
developed products. If two or more people are allowed to join the training tasks, older
adults will be more willing to take training and gain more happiness. Thus, we may
consider to design multi-player mode of training task.
In sum, AR based spatial visualization training system was an innovative brain
fitness tool for older adults. With the exceptional features of AR, we were interested to
adopted this multimedia technique to develop an unconventional training system to
help maintain spatial ability for older adults. Since current feedback from older adults
was positive, we were motivated to improve AR training system and qualified the data
of their training performance in order to testify the spatial visualization training effect
of AR based training system.

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 The Effectiveness of Virtual Reality
for Studying Human Behavior in Fire

Xinxin Feng(&), Rongzhen Cui, and Jiabao Zhao

Beijing University of Civil Engineering and Architecture, Beijing, China

[email protected], [email protected],
[email protected]

Abstract. In this study, a virtual environment of fire condition was designed

and implemented to support the research of the human behavior under anxiety
states. The results gathered from this experimental platform were compared to
the data from real fire condition to verification the effectiveness of the infor-
mation provided from this virtual platform. The Correlation coefficient is
0.9958, which indicate that the simulation system is highly practical in research
of human behavior under pressure condition. Conclusion could be made that
virtual environment based on cave virtual display system is suitable for simu-
lation of fire condition.

Keywords: Fire condition
Virtual reality
Environmental stress

1 Introduction

Environmental stress is initially raised as a technical term in the field of psychology.

But this word appeared frequently in human factors engineering in recent years, since
the behavior of human being under anxiety condition is much more different from the
normal condition. And the stressors of environmental stress can be divided into disaster
stress and background stress.
There are mainly two types of environmental stress, one is the disaster stress, and
the other is the background stress. Fire condition is a typical circumstance which can
arouse disaster stress [1]. The study of human behavior under fire condition is very
important in fire rescue and evacuation.
There are many ways to simulate a fire circumstance; the most common one is the
fire drill. But it is usually difficult to call a fire drill for its costs and other difficulties.
And for safe sake, the fire drill usually cannot arouse enough stress for the subjects
since the hazard of real smoke and fire is hard to control. Alternative ways of fire drill is
very necessary in studying disaster stress. Full size entities simulation can be the
substituted of real scene, but due to the difficulty and the costs of it, this methods can
only be set up for specific purpose and special place. Virtual reality is an alternative
method of fire drill. Since the virtual 3 dimension environment is easy to implement
than the real stage, the danger and the costs in fire research can reduce a lot. Also there
are not so much limits for the site of fire disaster in virtual environment.

© Springer International Publishing Switzerland 2015

R. Shumaker and S. Lackey (Eds.): VAMR 2015, LNCS 9179, pp. 13–21, 2015.
DOI: 10.1007/978-3-319-21067-4_2
14 X. Feng et al.

2 Virtual Reality in Fire Condition Simulation

2.1 The Theory of Stress
The word stress was first appeared in the field of psychology, means a set of non-
specific body adaptation responses to the stimulation from both internal and external
environment factors, called stress reaction also. Those internal and external environ-
ment factors went by the general name of stress source, or stressor. Stress is generated
by unexpected urgent and dangerous situations that can cause a highly stressful state.
Environment stress refers to the external factors. There are two kinds of external stress,
one is the nature stressor such as extreme cold, hot, light, damp and so on; the other is
artificial stressor such as stroboflash, radial, noise and so on. When subjects exposed to
the environment stress, their instinct responses is to relief them from these stress.
Fire condition is a typical environment stress. The features of high temperature,
smoke, light, and the threat of death are all obvious characteristic of environment stress
[2]. It is a very good way to test and verify the applicability of the virtual reality in
human reactor researching by constructing a virtual fire disaster situation and collecting
people’s behavior in it. And there is also important realistic meaning in studying the
fire condition, such as how to design the eye-catching safety warning marks in public
place, Evacuation route settings, researching of crowd behavior and so on.

2.2 The Research of Virtual Reality in Environmental Stress

Virtual reality is a technology that combines computer since, digital graphics, three
dimensional displays and other new techniques both in software and hardware. It can
give people a virtual 3 dimensional world based on computer simulation which pro-
vides salutations of visual, auditory, tactile and other sensory. These set of experiences
combine together to create a highly immersive environment to make people feel that
they are in the real scene. Immersive, unlimited and randomness are the characters of
virtual reality, and these are highly compatible to the fire condition simulation which
needs a lot of randomness and immersive [3].
Research in this field can be traced back to 1993 in Britain; a simulation system
called VEGAS is developed to simulate the escaping behavior under the fire condition
using 3 dimension simulation technologies. In China, there is also some research of
virtual reality using in fire escaping or other disaster. Liu kun and Wang guan sheng of
Beijing university of technology designed a training system for the fire condition using
the 3 dimension real time rendering [2]. Shen yi li put virtual reality technology into the
reach of earthquakes [2]. These researches mostly focused on the evocation and crowd
activity, but ignored the consistency of experimental condition to the real situation, in
another word, the realness of the simulation.
More and more new technology of virtual reality is put forward in recent years, such
as CAVE, RAVE system. CAVE is a projection system with 3 to 5 sides of rare
projection as the sides of a cube to construct a space like a cave. In this space, people can
observe a virtual scene with stereo glasses. Since the closure of the viewing environ-
ment, it can provide a highly realistic feeling of the virtual scene. RAVE can be
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