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This paper presents a novel interaction technique to combine multiple inputs and output modalities with a 3D printed open disc which is tracked and augmented with a virtual information. Props have been used in virtual and augmented environments to provide tangible associations to virtual elements. When used in a larger immersive environment or where a user is walking around, users may not have the capability to set these objects/props down or are limited to the number of hands, so users are reduced to the capability of using only two props or controllers. In our technique, users can instead use their body to store and organize the virtual objects associated with tangible props by physically hanging them on or attaching them to the body. This type of interaction is well-suited for both immersive visualizations and immersive virtual environments. In this paper, we present the results of an experimental evaluation of our Body Prop Interaction technique for each type of immersive environment and corresponding task type, demonstrating more effective usage in each scenario than a joystick or gesture-based interaction.

In this paper, we present our design of a high school summer course which uses our Visual Design Problem-based Learning Pedagogy using Virtual Environments as a strategy to teach computer science. Students solved visual design problems by creating 3D sculptures in an online virtual environment. These creations were further explored and refined in immersive display systems fostering embodied learning and remote peer presence and support. To achieve the desired design, students use programming and computing concepts, such as loops, to solve those visual design centered problems, i.e. solving for composition, positive/negative space, balance, as opposed to computational problems first, i.e. create a loop, a fractal, randomized lines, etc. We present results from a study conducted on three high school summer courses. We compared the use of our Visual Design Problem-based teaching strategy (students wrote code to solve challenges based on art and design principles) to a traditional strategy (students wrote code to demonstrate comprehension of computer science concepts). Our results showed that test scores were higher for students in our Visual Design Problem-based courses. This work may have a positive impact on computer science education by increasing engagement, knowledge acquisition, and self-directed learning.

Prior work has shown that visual cues are more dominant than tactile cues for static objects. When texture and material properties are added, the reverse is true. However, it is not well understood which cues play a role in perceiving these textures when objects are moving. In this paper, we present an evaluation investigating speed and angular direction mismatch between visual and tactile information while objects are moving. Our results show that when objects are stationary or moving slowly, the sense of touch dominates visual cues; but as the speed increases, visual cues dominate tactile cues. When tactile and visual cues were not matching for moving virtual objects, visual cues were more dominant when the virtual objects moved at angles less than 30 degrees different than the tactile feedback in either direction. Therefore, potentially a 1D directional haptic device with physical texture substitutions may be able to convey sufficient realism when touching virtual objects that are moving faster than 4-8cm/s and with a difference in angular direction of 30 degrees or less. In this paper, we also present the limitations of this work and outline a research agenda for future investigation of visual and tactile cue dominance for perceiving textures of virtual objects moving in a virtual environment.

In the real world, prior research in the field of perception and action has shown that individuals visually perceive objects differently based on their actual performance of an action on those objects, especially for sporting activities. For example, a golfer who performs well on putting a ball into the hole, will perceive that ball as larger (easier to hit) and the hole as larger (easier to put the ball in). We asked the following research question, can manipulation of visual perception of objects influence actual performance in the real world? Virtual objects are easily manipulated in Virtual Reality environments, therefore we investigated the use of Virtual Reality training where the properties of objects, such as size, were manipulated to influence perception on a golf putting task. In this paper, we present the results of our experimental user study. Putting performance increased after virtual reality training exposure when virtual objects were larger (perceived as easier to hit) and decreased when virtual objects were smaller (more difficult to hit). Our research has the potential to broaden the study of how virtual reality training can be used to improve sports training in a unique way.