![]() ![]() ![]() Although certainly useful, these monocular depth cues lack stereopsis, potentially hampering the naturalistic perception of depth, and thus, hindering the execution and visualization of functional three-dimensional (3D) movements. These visualization technologies (referred to as “2D screens” in this paper) render the VE on a two-dimensional (2D) surface that only allows visualizing a third dimension (depth) with monocular cues (Riener and Harders 2012). The most common displays employed during movement training are standard computer screens, televisions, or wall projection systems (Laver et al. 2017), their benefits may still be limited due to the currently employed displays. 2000 Maclean and Pound 2000 Putrino et al. 2020), especially in increasing users’ motivation, enjoyment, and engagement (Bernardoni et al. ![]() 2013), balance and gait training (Keshner and Lamontagne 2021), and upper-limb function recovery after stroke (Domínguez-Téllez et al. 1995).Īlthough VR-based interventions have shown promising results on movement training (Marchal-Crespo et al. The immersion in this VE is defined as the extent to which the computer systems are extensive-relates to the number of sensory systems they target-, surrounding-i.e., the capability to create stimuli from multiple directions-inclusive-i.e., the capability to hide stimuli from the real world-, vivid-relates to the variety and the richness of the generated stimuli-, and matching-the real users’ proprioceptive feedback (Slater et al. A “computer-generated” environment can also be called a “virtual” environment (VE), which was described by Blascovich as “an organization of sensory information that leads to perceptions of a synthetic environment as non-synthetic” (Blascovich 2002). In the context of rehabilitation technology, VR has been defined as “an advanced form of human–computer interface that allows the user to interact with and become immersed in a computer-generated environment in a naturalistic fashion” (Schultheis and Rizzo 2001). During VR-based movement training, users engage in meaningful goal/task-oriented exercises while visualizing their movements reproduced in the virtual environment (VE). 2019) and neurologic patients (e.g., after stroke) (Gobron et al. Virtual reality (VR) has been proposed as a promising tool to support motor (re)learning in healthy (Levac et al. For AR, it is still unknown whether the absence of benefit over the 2D screen is due to the visualization technology per se or to technical limitations specific to the device. Our results support our previous finding that IVR HMDs seem to be more suitable than the common 2D screens employed in VR-based therapy when training 3D movements. Both IVR and AR rea ched higher embodiment level than the 2D screen. However, IVR was more motivating and usable than AR and the 2D screen. Reports on cognitive load did not differ across visualization technologies. Here, we present results from the analysis of questionnaires to evaluate whether the visualization technology impacted users’ cognitive load, motivation, technology usability, and embodiment. In a previous analysis, we reported improved movement quality when movements were visualized with IVR than with a 2D screen. As a first step towards potential clinical implementation, we ran an experiment with 20 healthy participants who simultaneously performed a 3D motor reaching and a cognitive counting task using: (1) (immersive) VR (IVR) HMD, (2) augmented reality (AR) HMD, and (3) computer screen (2D screen). The goal of this study was to evaluate the potential benefits of more immersive technologies using head-mounted displays (HMDs). These 2D screens might further reduce the learning outcomes if they limit users’ motivation and embodiment, factors previously associated with better motor performance. The reduced depth cues and the visuospatial transformation from the movements performed in a three-dimensional space to their two-dimensional indirect visualization on the 2D screen may add cognitive load, reducing VR usability, especially in users suffering from cognitive impairments. However, in current VR-based motor training, movements of the users performed in a three-dimensional space are usually visualized on computer screens, televisions, or projection systems, which lack depth cues (2D screen), and thus, display information using only monocular depth cues. Virtual reality (VR) is a promising tool to promote motor (re)learning in healthy users and brain-injured patients. ![]()
0 Comments
Leave a Reply. |