Visual control of steering in curve driving.

This pair of studies investigated steering in the absence of continuous visual information. In a driving simulator, participants steered a curving path that was displayed either continuously or intermittently. Optic flow conditions were manipulated to alter the nature of the heading information with respect to the path being steered.

Testing communication strategies to convey genomic concepts using virtual reality technology.

Health professionals need to be able to communicate information about genomic susceptibility in understandable and usable ways, but substantial challenges are involved. We developed four learning modules that varied along two factors: (1) learning mode (active learning vs. didactic learning) and (2) metaphor (risk elevator vs.

Testing the effects of educational strategies on comprehension of a genomic concept using virtual reality technology.

Objective: Applying genetic susceptibility information to improve health will likely require educating patients about abstract concepts, for which there is little existing research. This experimental study examined the effect of learning mode on comprehension of a genomic concept.

Methods: 156 individuals aged 18-40 without specialized knowledge were randomly assigned to either a virtual reality active learning or didactic learning condition.

Presence relates to distinct outcomes in two virtual environments employing different learning modalities.

Presence in virtual learning environments (VLEs) has been associated with a number of outcome factors related to a user's ability and motivation to learn. The extant but relatively small body of research suggests that a high level of presence is related to better performance on learning outcomes in VLEs. Different configurations of form and content variables such as those associated with active (self-driven, interactive activities) versus didactic (reading or lecture) learning may, however, influence how presence operates and on what content it operates.

Psychophysics of perceiving eye-gaze and head direction with peripheral vision: implications for the dynamics of eye-gaze behavior.

Two psychophysical experiments are reported, one dealing with the visual perception of the head orientation of another person (the 'looker') and the other dealing with the perception of the looker's direction of eye gaze. The participant viewed the looker with different retinal eccentricities, ranging from foveal to far-peripheral viewing. On average, judgments of head orientation were reliable even out to the extremes of peripheral vision (90 degrees eccentricity), with better performance at the extremes when the participant was able to view the looker changing head orientation from one trial to the next.

Visual control of posture in real and virtual environments.

In two experiments, we investigated the stabilizing influence of vision on human upright posture in real and virtual environments. Visual stabilization was assessed by comparing eyes-open with eyes-closed conditions while subjects attempted to maintain balance in the presence of a stable visual scene. Visual stabilization in the virtual display w as reduced, as compared wit hreal-world viewing.

The HIVE: a huge immersive virtual environment for research in spatial cognition.

Research in human spatial cognition has benefited from the advent of virtual environment (VE) technology; however, few VE systems currently enable users to move realistically over large physical spaces. Here, we describe a huge immersive virtual environment (HIVE) that offers untethered tracking of users in a 570 m2 physical space. This large tracking area allows users to move through virtual worlds in thesame manner in whichthey move in the real world and enables behavioral research in spatial cognition examining mental processes that require extensive movement through an environment.

Changing lanes: inertial cues and explicit path information facilitate steering performance when visual feedback is removed.

Can driver steering behaviors, such as a lane change, be executed without visual feedback? In a recent study with a fixed-base driving simulator, drivers failed to execute the return phase of a lane change when steering without vision, resulting in systematic final heading errors biased in the direction of the lane change. Here we challenge the generality of that finding. Suppose that, when asked to perform a lane (position) change, drivers fail to recognize that a heading change is required to make a lateral position change.

Perception of heading without retinal optic flow.

How do we determine where we are heading during visually controlled locomotion? Psychophysical research has shown that humans are quite good at judging their travel direction, or heading, from retinal optic flow. Here we show that retinal optic flow is sufficient, but not necessary, for determining heading. By using a purely cyclopean stimulus (random dot cinematogram), we demonstrate heading perception without retinal optic flow.

Visual control of action without retinal optic flow.

In everyday life, the optic flow associated with the performance of complex actions, like walking through a field of obstacles and catching a ball, entails retinal flow with motion energy (first-order motion). We report the results of four complex action tasks performed in virtual environments without any retinal motion energy. Specifically, we used dynamic random-dot stereograms with single-frame lifetimes (cyclopean stimuli) such that in neither eye was there retinal motion energy or other monocular information about the actions being performed.

The importance of perceived relative motion in the control of posture.

Two experiments investigated the role of optic flow in controlling posture. Both experiments measured postural sway in two virtual environments with different 3-D structure but the same optic flow. Observers attempted to maintain balance on one foot while viewing an object that appeared either rigid with respect to the environment or that appeared to move concomitantly with head movements.

Judgments of exocentric direction in large-scale space.

Judgments of exocentric direction are quite common, especially when judging where others are looking or pointing. To investigate these judgments in large-scale space, observers were shown two targets in a large open field and were asked to judge the exocentric direction specified by the targets. The targets ranged in egocentric distance from 5 to 20 m with target-to-target angular separations of 45 degrees, 90 degrees, and 135 degrees.

Interpersonal distance in immersive virtual environments.

Digital immersive virtual environment technology (IVET) enables behavioral scientists to conduct ecologically realistic experiments with near-perfect experimental control. The authors employed IVET to study the interpersonal distance maintained between participants and virtual humans. In Study 1, participants traversed a three-dimensional virtual room in which a virtual human stood.

Three dimensional spatial memory and learning in real and virtual environments.

Human orientation and spatial cognition partly depends on our ability to remember sets of visual landmarks and imagine their relationship to us from a different viewpoint. We normally make large body rotations only about a single axis which is aligned with gravity. However, astronauts who try to recognize environments rotated in 3 dimensions report that their terrestrial ability to imagine the relative orientation of remembered landmarks does not easily generalize.

Training, transfer, and retention of three-dimensional spatial memory in virtual environments.

Human orientation requires one to remember and visualize spatial arrangements of landmarks from different perspectives. Astronauts have reported difficulties remembering relationships between environmental landmarks when imagined in arbitrary 3D orientations. The present study investigated the effects of strategy training on humans' 1) ability to infer their orientation from landmarks presented ahead and below, 2) performance when subsequently learning a different array, and 3) retention of configurational knowledge over time.