Multi-user Virtual Reality (VR) Environments: Immersion and Perceptual Experience during Learning for Neurodivergent Students

多用户虚拟现实 (VR) 环境：神经分歧学生学习过程中的沉浸感和感知体验

• 批准号: 2816578
• 金额: --
• 依托单位: University of Glasgow
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2816578
• 关键词: Multi; user; Virtual; Reality; VR

Studentship strategic priority area: Steers (Interdisciplinary)Keywords: Virtual Reality; Neurodiversity; Perception; Psychology; PhilosophyThere is increasing interest in making the world more accessible to neurodivergent people. The term "neurodivergence" refers to individuals whose brain structures differ from the norm, (i.e., people with diagnosed conditions such as Autism Spectrum Disorder (ASD), Attention-Deficit Hyperactivity Disorder (ADHD), dyslexia and/or high levels of associated traits). Estimates of the prevalence of neurodivergence vary, ranging from a conservative 3% (those with diagnosed ASD and ADHD) up to as much as 15% of the UK population. Research suggests that neurodivergence is associated with increased levels of sensory differences, including hypersensitivity (i.e., over- responsiveness) and hyposensitivity (i.e., under responsiveness) to a variety of sensory stimuli (e.g. Robertson & Simmons, 2013; Panagiotidi et al, 2018). One proposed theory of perception in autism, "Perceptual Load Theory", suggests that neurodivergent individuals can process higher levels of complexity of sensory information, meaning that highly complex sensory environments might be preferred. However, this may come at the expense of increased sensory stimulation leading to the unpleasant state of "sensory overload". How do sensory differences affect the accessibility of new pedagogical platforms such as Virtual Reality (VR) environments? This research project aims to develop a new educational VR environment, called the "World of illusions" incorporating configurable audio-visual and pedagogical information content. We will then use our expert knowledge of sensory aspects of neurodivergence to investigate (1) how perceptual complexity and information content and (2) how the number of users and interactivity levels influence learning and immersion levels in single- and multi-user VR. The end result will be improved understanding of the optimal characteristics of information delivery in VR Environments to ensure it is absorbing and pleasant for all potential users.

学生奖学金战略优先领域：方向盘（跨学科）关键词：虚拟现实;神经多样性;感知;心理学; PhilosophyThere是越来越多的兴趣，使世界更容易接近neurodivergent人。术语“神经分歧”是指大脑结构不同于正常的个体，（即，患有诊断病症的人，例如自闭症谱系障碍（ASD）、注意力缺陷多动障碍（ADHD）、诵读困难和/或高水平的相关特征）。对神经分歧患病率的估计各不相同，从保守的3%（诊断为ASD和ADHD的人）到英国人口的15%。研究表明，神经分歧与感觉差异水平的增加有关，包括超敏反应（即，过度反应性）和低敏感性（即，根据反应性）对各种感官刺激（例如Robertson & Simmons，2013; Panagiotidi et al，2018）。一个被提出的自闭症感知理论，“感知负荷理论”，表明神经发散性个体可以处理更高水平的复杂感觉信息，这意味着高度复杂的感觉环境可能是首选。然而，这可能以增加感官刺激为代价，导致令人不快的“感官过载”状态。感官差异如何影响新的教学平台，如虚拟现实（VR）环境的可访问性？本研究项目旨在开发一种新的教育VR环境，称为“幻觉世界”，包含可配置的视听和教学信息内容。然后，我们将使用我们对神经分歧的感官方面的专业知识来研究（1）感知复杂性和信息内容以及（2）用户数量和交互水平如何影响单用户和多用户VR中的学习和沉浸水平。最终的结果将是提高对VR环境中信息传递的最佳特性的理解，以确保它对所有潜在用户都是吸引人和令人愉快的。