Assessing a VR-based learning environment for anatomy education.

The purpose of the research proposed herein is to develop an empirical, methodological tool for the assessment of visual depth perception in virtual environments (VEs). Our goal is to develop and employ a behaviorally-based method for assessing the impact of VE design features on the perception of visual depth as indexed by the performance of fundamental perceptual-motor activities. Specifically, in this experiment we will assess the affect of two dimensions of VE system design--(1) viewing condition or "level of immersion", and (2) layout/design of the VE--on the performance of an engaging, game-like task. The characteristics of the task to be employed are as follows--(1) it places no demands on cognition in the form of problem solving, retrieval of previously learned information, or other analytic activity in order to assure that (2) variations in task performance can be exclusively attributed to the extent to which the experimental factors influence visual depth perception. Subjects' performance will be assessed in terms of the speed and accuracy of task performance, as well as underlying dimensions of performance such as workload, fatigue, and physiological well being (i.e., cybersickness). The results of this experiment will provide important information on the effect of VE immersion and other VE design issues on human perception and performance. Further development, refinement, and validation of this behaviorally-based methodology will be pursued to provide user-centered design criteria for the design and use of VE systems.