ERVR 2025 Program
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TUESDAY 4 FEBRUARY 2025
History & Future of Immersive Technologies
Session Chair: Takashi Kawai, Waseda University
10:50 - 12:10
Grand Peninsula D
11:50ERVR-159
Bringing historical stereographs to XR headsets, Nicholas Routhier, (Canada) [view abstract]
From 1851 to the 1930's, millions of stereoscopic pictures were taken around the world by editors and amateur stereoscopic photographers. Almost completely forgotten, these stereographs remain nowadays in private and public collections with extremely limited distribution and viewing.After successfully developing a method for repurposing these images for viewing on 3D displays, CubicSpace wanted to bring the magic of stereographs to XR headsets with the objective of making the experience natural, comfortable and intuitive while using a fully automated process. Though it is relatively straightforward to present 3D images in an XR display, many issues exist such as visual discomfort, painstaking manual editing of stereographs, spatial coherence with menus, and comfortable 3D zooming.In this presentation, you will learn how the CubicSpace technology was used to fully automate the presentation of scanned stereographs in a Meta Quest 3 headset within a mixed reality environment. We will discuss alternative solutions and limitations, unique challenges within a NED environment, the method and model, the application developed, and future developments. Come learn about this new way of experiencing 3D's long-lost heritage.
WEDNESDAY 5 FEBRUARY 2025
XR for Urban Design & Social Applications
Session Chair: Sharad Sharma, University of North Texas
09:00 - 10:30
Grand Peninsula D
09:10ERVR-160
The XR stream - Grand challenges for ocean and cities from a London perspective, Bjorn Sommer, Royal College of Art, (United Kingdom); Rian Stephens, Royal College of Art, (United Kingdom); Rashi Agarwala, Royal College of Art, (United Kingdom); Ayushi Saxena, Royal College of Art, (United Kingdom); Zak Berry, Royal College of Art, (United Kingdom); Elise Hodson, Royal College of Art, (United Kingdom); Carla Amaral, Royal College of Art, (United Kingdom); Christopher Ross, Royal College of Art, (United Kingdom); Alyssa Liu, Royal College of Art, (United Kingdom); Jasmine Black, Royal College of Art, (United Kingdom); Paul Anderson, Royal College of Art, (United Kingdom); Ashley Hall, Royal College of Art, (United Kingdom) [view abstract]
In 2024, we brought London closer to the ocean: Nearly 700 design students at the Royal College of Art were participating in the Grand Challenge 2023/24. In teams of five, the students were tasked with tackling challenges around London and the Ocean from a design perspective. This involved multiple methodologies, including design engineering, speculative design, service design, materials- and fashion-related approaches. The students had one month to come up with an idea and develop a convincing proposal.A selection of 50 students participated in the XR Stream of the Grand Challenge. Ten teams of five students each came up with different design solutions using the UNREAL ENGINE. Here, we present a selection of those approaches, exploring how the original brief of the Grand Challenge was tackled by using XR technologies and how it inspired our students to come up with unique design propositions.
09:50ERVR-161
Look around you! Situating extended reality within the urban fabric, Carolina Ramirez-Figueroa, Royal College of Art, (United Kingdom); Campbell Orme, Meta Reality Labs, (United Kingdom) [view abstract]
Extended Reality (XR) technologies are revolutionising our interactions with digital content, transforming how we perceive reality, and enhancing our problem-solving capabilities. However, many XR applications remain technology-driven, often disregarding the broader context of their use and failing to address fundamental human needs. In this paper, we present a teaching-led design project that asks students to explore the future of XR through low-fidelity prototypes with a focus on observed human needs derived from six specific locations in central London. By looking at the city and built environment as lenses for exploring everyday scenarios, the project encourages design provocations rooted in real-world challenges. Through this exploration, we aim to inspire new perspectives on the future states of XR, advocating for human-centred, inclusive, and accessible solutions. By bridging the gap between technological innovation and lived experience, this project outlines a pathway toward XR technologies that prioritise societal benefit and address real human needs.
10:10ERVR-162
Can virtual reality and artificial intelligence improve quality of life for individuals with dementia through reminiscence therapy?, Gloria James-Avalos, UNT, (US) [view abstract]
Dementia, which has no cure, is a syndrome that involves a progression of cognitive impairment leading to loss of memory, communication, and daily activity function which involves the inability to self-regulate and complete everyday tasks (World Health Organization n.d.). Reminiscence Therapy (RT) is an intervention that recalls the user's memories and experiences. Individuals with dementia, can recall stories from their past rather than from their short-term memory. Remembering these past experiences with RT, triggers emotions that lead to feelings of comfort and stimulation. Evidence supports that emotion plays a major role in human cognitive processes, such as perception, attention, learning, and memory. It notably affects how attention is focused and drives actions and behaviors (Tyng et al., 2017).If Reminiscence Therapy has shown to have a small positive effect in improving quality of life for individuals with dementia, can RT through immersive technology, such as VR, improve the benefits further?
10:30 – 11:00 Coffee Break
VR for Education & Learning
Session Chair: Bjorn Sommer, Royal College of Art
11:00 - 12:20
Grand Peninsula D
11:00ERVR-163
Enhancing teacher training with AI-guided simulations in smart virtual reality, Lee Flores, University of Iowa, (US); Seth King, University of Iowa, (US); Vedansh Airen, University of Iowa, (US); Tyler Bell, University of Iowa, (US) [view abstract]
This research explores the enhancement of teacher training in behavioral interventions through AI-guided virtual reality (VR) simulations that focus on functional communication training (FCT) and behavioral skills training (BST). Building on our previous work, we aim to improve the efficacy and flexibility in learning these critical special education techniques by incorporating large language models (LLMs) into our VR platform. The project addresses key challenges in current teacher preparation programs, particularly the lack of practical experience in implementing FCT for students with challenging behaviors. Our innovative approach combines immersive VR experiences with AI-powered assessments and feedback, allowing teacher candidates to practice BST and FCT techniques in representative, low-stakes virtual environments. Additionally, we will develop a parallel text-based simulation to explore the potential for a more accessible classroom implementation. By leveraging advanced AI technologies, this research aims to provide more dynamic, personalized, and effective training experiences for educators, ultimately improving their ability to support students with communication and behavioral challenges.
11:20ERVR-164
Virtual reality as a value engineering method in machine shop learning, Myles Cupp, Colorado State University, (US); Marie Vans, Colorado State University, (US) [view abstract]
Utilizing a Value Engineering (VE) approach towards solving educational student throughput bottlenecks caused by equipment and space capacity issues in university machine shop learning, Virtual Reality (VR) presents an opportunity to provide scalable, customizable, and cost-effective means of easing these constraints. An experimental method is proposed to demonstrate applying VR towards increasing the output of the value function of an educational system. This method seeks to yield a high Transfer-Effectiveness-Ratio (TER) such that traditional educational strategies are supplemented by VR sufficiently so that further growth in classroom enrollment is enabled.
11:40ERVR-165
Evaluating the impact of interaction level on content learning in the Eureka VR Environment for Mining Engineering Education, Rojin Manouchehri, University of Nevada Reno, (US); Levi Scully , University of Nevada Reno, (US); Araam Zaremehrjardi, University of Nevada reno, (US); Umut Kar, University of Nevada Reno, (US); Pengbo Chu, University of Nevada Reno, (US); Frederick Harris, Jr., University of Nevada Reno, (US); Sergiu Dascalu, University of Nevada Reno, (US) [view abstract]
Virtual reality (VR) has increasingly become a popular tool in education, and is often compared with traditional teaching methods for its potential to enhance learning experiences. However, VR itself holds a wide range of experiences and immersion levels within, from passive environments to fully interactive, immersive systems. This study explores the impact on learning outcomes of different levels of interaction in VR. The user study is focused on the "Eureka" VR environment that we developed for teaching the key froth flotation process in mining. Two distinct VR modalities are compared: the first presents information through text and visuals without interaction, while the second immerses users in an interactive environment where they can actively engage with the content. Independent variables are the type of VR experience, passive versus active interaction, and the prior knowledge of the participants. Dependent variables aretask completion times, error rates, and scores from an in-VR assessment of the participants' understanding of the content. Our research hypotheses are that users in the active VR interaction perform better on assessments, complete tasks more efficiently, and make fewer errors compared to those in the passive interaction. The findings of this user study and the Eureka VR system architecture could be beneficial to other VR-based training and education applications.
12:00ERVR-166
bestie: An immersive, interactive, intelligent storytelling companion, Tyler Bell, University of Iowa, (US) [view abstract]
We present bestie, an innovative AI-driven interactive and immersive storytelling application primarily designed to foster creativity and exploration in children. Leveraging multimodal large language models (LLMs) and image generators, bestie uses both text and speech to facilitate natural interactions with the user. The LLM serves dual purposes: (1) enabling engaging conversations with the user and (2) collaboratively generating interactive stories. Users communicate verbally with bestie using their voices to make decisions that affect story progression, alter details, and ask questions in real-time. As bestie drives and narrates the story, it also generates spatial images corresponding to scenes and characters from the story. These images are presented as 3D meshes or point clouds within a virtual reality (VR) environment. This immersive, interactive, and generative approach to storytelling adapts to individual users, encouraging imagination, collaboration, and emotional connection through a collaborative narrative creation. Our prototype demonstrates the potential of combining AI and VR to create dynamic and participatory educational and entertaining content for young learners. This opens new avenues at the intersection of AI, VR, and human-computer interaction, paving the way for novel approaches to storytelling, education, interpersonal connection, content creation, and artistic expression.
15:00 – 15:30 Coffee Break
VR/AR for Research, Training & Emergencies
Session Chair: Tyler Bell, University of Iowa
15:30 - 17:10
Grand Peninsula D
15:30ERVR-167
The Trojan horses of virtual reality, Bjorn Sommer, Royal College of Art, (United Kingdom) [view abstract]
Virtual Reality technologies are on the rise! A number of recent consumer devices made VR applications affordable and available to a wide user range. Still, VR companies are far from being satisfied with the market penetration of their VR devices and software. VR companies and VR enthusiasts are waiting for VR to become the next big thing!But what if everything is different? What, if VR has already taken over our world � we just are not aware of this fact?In this talk, I will discuss the Trojan Horses of Virtual Reality � those technologies and approaches, which started taking over our life years ago, we just do not acknowledge this. In this talk I will argue that Virtual Reality is already part of our daily life and that the still pending takeover of VR technologies will only be the final casing stones on top of the pyramid.
15:50ERVR-168
ScryVR: A systematic framework for accelerating experimental research in VR, Levi Scully, University of Nevada Reno, (US); Jose Toro-Cerna, University of Nevada Reno, (US); Pengbo Chu, University of Nevada Reno, (US); Frederick Harris, Jr. , University of Nevada Reno, (US); Sergiu Dascalu, University of Nevada Reno, (US) [view abstract]
VR technology as a field has consistently been maturing, making its way into recent consumer markets in a large manner. However, with the new innovations in VR equipment, it has also created research walls in the form of specialized hardware, complex data management, as well as the need for specialized high-level skillsets pertaining to VR. This paper introduces ScryVR, a systematic framework for accelerating the design and supervision of user studies in VR environments. Implemented using the Unity game engine, the Meta Quest hardware, and the Meta XR Core SDK, ScryVR's proposes a methodical, step-based approach and related set of tools and features, including automation capabilities. To analyze the strengths and weaknesses of ScryVR as supporting software for experimental research, a previously published study by Putze et al (2020) has been adapted, this time re-designed and conducted using ScryVR. Our research hypothesis is that the results will indicate an increase in user satisfaction and presence (the latter, in the sense of "being there," in the environment) when participants complete the questionnaire in the virtual environment, thus contributing to the expanding body of VR R&D. Furthermore, we expect that the proposed experimental research will confirmthe potential of ScryVR as a viable supporting method and toolset for VR and AR applications.
16:10ERVR-169
A collaborative virtual reality environment module for active shooter response training and decision making, Pranav Moses, University of North Texas, (US) [view abstract]
Emergency response and active shooter training drills and exercises are necessary to train for emergencies as we are unable to predict when they do occur. With continuing advancements in technology, virtual reality (VR) based training incorporates real-life experience that creates a "sense of presence" in the environment, and becomes a viable alternative to conventional based training. This paper presents a collaborative virtual reality environment (CVE) module for performing active shooter training drills using immersive and non-immersive environments. The collaborative immersive environment is implemented in Unity 3D and is based on run, hide, and fight modes for emergency response. We present two ways of modeling user behavior. First, by defining rules for AI agents. Second, by providing controls to the users-controlled agents to navigate the VR environment as autonomous agents with a keyboard/mouse or with an immersive VR headset. The user-controlled agents are able to enter the CVE and are able to respond to emergency situations like active shooter events, bomb blasts, fire and smoke. We have presented a hybrid platform where experiments for active shooter response can be conducted using AI agents and user-controlled agents. This platform can be used as a teaching and educational tool for navigation and performing VR evacuation drills for active shooter response.
16:30ERVR-170
A mobile augmented reality application for indoor emergency evacuation and navigation, Keerthana Srinivasan, University of North Texas, (US) [view abstract]
During emergencies, accurate and timely dissemination of evacuation information plays a critical role in saving lives and minimizing damage. As technology continues to advance, there is an increasing need to explore innovative approaches that enhance emergency evacuation and navigation in an indoor environment to facilitate efficient decision-making. This paper presents a mobile augmented reality application (MARA) for emergency evacuation and navigation in an indoor environment. The MARA can also be used for acquiring spatial analysis, situational awareness, and visual communication. In emergencies such fire and smoke visibility becomes poor inside the building. The proposed mobile augmented reality (AR) application provides information to support effective decision-making for both indoor building occupants and emergency responders during emergencies. Moreover, in an indoor environment during fire and smoke Wi-Fi and GPS might not work. As a result, MARA incorporates feature extraction for localization. In addition, the navigational information is superimposed on the smartphone screen using AR technology, to communicate the direction information in a user-friendly manner. Finally, the mobile AR emergency evacuation application developed was assessed with a limited audience using system usability scale test (SUS) format.
16:50ERVR-171
VR/AR-NRP: Improving training for the neonatal resuscitation program using virtual and augmented reality, Mustafa Yalin Aydin, Department of Computer Science, Memorial University of Newfoundland, (Canada); Vernon Curran, OPED, Faculty of Medicine, Memorial University of Newfoundland, (Canada); Peter Attia, Department of Computer Science, Memorial University of Newfoundland, (Canada); Susan White, Eastern Health, Newfoudland and Labrador, (Canada); Lourdes Pena-Castillo, Departments of Computer Science and Biology, Memorial University of Newfoundland, (Canada); Oscar Meruvia-Pastor, Department of Computer Science, Memorial University of Newfoundland, (Canada) [view abstract]
The Neonatal Resuscitation Program (NRP) program is an evidence-based and standardized approach for training healthcare providers on the resuscitation of the newborn. Research shows that VR can be used to support resuscitation training for healthcare providers, including those who are required to undergo NRP certification.The latest generation of VR head-Mounted Displays (HMDs) come with an array of built-in cameras that allow for real-time capture and tracking of hand movements as well as interpretation of hand gestures. In this research, we explore how to improve Neonatal Resuscitation training using Virtual and Augmented Reality.Two skills that are crucial in the delivery of Positive Pressure Ventilation (PPV) during neonatal resuscitation are the rate at which the provider provides oxygen to the newborn and the appropriate timing of the ventilation. These skills must be learned and practiced by providers in a regular fashion to maintain certification. In this work we propose to use VR/AR HMDs to detect the subtle motions of providers hands to simulate the appropriate rate and rhythm of ventilation for the newborn. In this approach the user does not use standard VR controllers, but instead uses their bare hands to simulate the prescribed rate and rhythm of PPV.
THURSDAY 6 FEBRUARY 2025
Perception in Augmented/Virtual/360 Degree Environments
Session Chair: Alex Chapiro, Meta
08:30 - 10:30
Regency A
09:50ERVR-158
The impact of realistic avatars on self-other perception in virtual environments, Hiroyuki Morikawa, Tokyo University of Technology, (Japan); Shota Maruyama, Waseda University, (Japan); Yoshihiro Banchi, Waseda University, (Japan); Takashi Kawai, Waseda University, (Japan) [view abstract]
This study aims to investigate how swapping realistic avatars between users in shared VR spaces affects self-body ownership and changes perceptions of others. In the experiment, two participants shared the same VR space. Two conditions were presented in random order: one where participants used their own realistic avatar (matched condition) and one where participants swapped avatars and used the other's realistic avatar (swapped condition). During the task, participants were instructed to perform specific physical movements while alternating between observing their own body and the other's. After completing the experimental tasks, participants answered 16 questions on a Likert scale (7-point), addressing items related to immersion in the VR environment, self-body perception, and perception of others. The results showed significantly higher ratings for presence, body ownership, and body awareness in the matched condition. On the other hand, when another person used the participant's realistic avatar, it led to increased distrust and negatively impacted communication. Additionally, several participants commented that they felt more balanced using their own realistic avatar. This suggests that avatar appearance, particularly differences in visual body proportions, may influence somatic perception and the sense of agency.
10:30 – 11:00 Coffee Break