As immersive virtual environment (VE) applications become more complex, it is clear that we need a firm understanding of the principles of VE interaction. In particular, designers need guidance in choosing three-dimensional interaction techniques. In this paper, we present a systematic approach, testbed evaluation, for the assessment of interaction techniques for VEs. Testbed evaluation uses formal frameworks and formal experiments with multiple independent and dependent variables to obtain a wide range of performance data for VE interaction techniques. We present two testbed experiments, covering techniques for the common VE tasks of travel and object selection/manipulation. The results of these experiments allow us to form general guidelines for VE interaction and to provide an empirical basis for choosing interaction techniques in VE applications. Evaluation of a real-world VE system based on the testbed results indicates that this approach can produce substantial improvements in usability.

As virtual environment (VE) technology becomes accessible to (and affordable for) an ever-widening audience of users, the demand for VE applications will increase. Tools that assist and facilitate the development of these applications, therefore, will also be in demand. To support our efforts in quickly designing and implementing VE applications, we have developed the Simple Virtual Environment (SVE) library. In this article, we describe the characteristics of the library that support the development of both simple and complex VE applications. Simple applications are created by novice programmers or for rapid prototyping. More-complex applications incorporate new user input and output devices, as well as new techniques for user interaction, rendering, or animation. The SVE library provides more-comprehensive support for developing new VE applications and better supports the various device configurations of VE applications than current systems for 3-D graphical applications. The development of simple VE applications is supported through provided default interaction, rendering, and user input and output device handling. The library's framework includes an execution framework that provides structure for incrementally adding complexity to selected tasks of an application, and an environment model that provides a layer of abstraction between the application and the device configuration actually used at runtime. This design supports rapid development of VE applications through incremental development, code reuse, and independence from hardware resources during the development.

An experiment is presented comparing the effects of various virtual travel techniques in an immersive virtual environment (VE) on the spatial orientation of users. The experiment was designed and implemented in the context of a formal framework for the design and evaluation of VE travel techniques. Subjects traveled through virtual corridors, noting the location of objects along the way, and were asked to point in the direction of one of these objects when the end of the corridor was reached. Results indicate that virtual travel techniques, in which users do not physically translate their bodies, can allow the maintenance of a user's spatial orientation as measured by a pointing task. The experiment also replicates an earlier result, showing that path dimension significantly affects user performance. Finally, the strategies used by subjects to perform the task were shown to be significant, indicating that performance depends not only on the technique, environment, and task, but also on the sophistication of the user.

Information-rich virtual environments consist not only of three-dimensional graphics and other spatial data but also information of an abstract or symbolic nature that is related to the space. An environment of this type can stimulate learning and comprehension, because it provides a tight coupling between symbolic and experiential information. In our virtual zoo exhibit, students can explore an accurate model of the gorilla habitat at Zoo Atlanta and access information related to the design of the exhibit. This paper discusses the design of the application and the interaction techniques used to obtain information. We also present the results of a formal evaluation. Although no statistically significant differences were found, results indicate that students who used the virtual environment had higher test scores than those who only attended a lecture on the material. Trends suggest that the virtual experience allowed students to learn information directly and also equipped them to better learn and understand material from a traditional lecture.

We present a virtual environment application that allows users to access embedded information within an immersive virtual space. Due to the richness and complexity of this environment, efficient and easy-to-use interaction techniques are a crucial requirement. The “Virtual Venue” seamlessly combines both twoand three-dimensional interaction techniques into a single system and utilizes previously reported as well as novel techniques that fit the task of information access. We present tools for user control of the system, travel through the environment, and information retrieval, as well as authoring tools for the creation of information-rich virtual environments. A usability study and its results are also presented and discussed. The study indicates that the use of abstract information that is tightly coupled to the virtual environment can be quite successful in enhancing the relevance of both the environment and the information. Results also show that the set of well-constrained interaction techniques presented here are usable and efficient for information retrieval.

A paradigm for the design of systems that manage level of detail in virtual environments is proposed. As an example of the prototyping step in this paradigm, a user study was performed to evaluate the effectiveness of high-detail insets used with head-mounted displays. Ten subjects were given a simple search task that required the location and identification of a single target object. All subjects used seven different displays (the independent variable), varying in inset size and peripheral detail, to perform this task Frame rate, target location, subject input method, and order of display use were all controlled. Primary dependent measures were search time on trials with correct identification, and the percentage of all trials correctly identified. ANOVAs of the results showed that insetless, high-detail displays did not lead to significantly different search times or accuracies than displays with insets. In fact, only the insetless, low-detail display returned significantly different results. Further research is being performed to examine the effect of varying task complexity, inset size, and level of detail.

In the companion paper, Watson et al. (1997), we demonstrated the effectiveness of using perceptual criteria to select the amount of detail that is displayed in an immersive virtual reality (VR) system. Based upon this determination, we will now attempt to develop a principled, perceptually oriented framework to automatically select the appropriate level of detail (LOD) for each object in a scene, taking into consideration the limitations of the human visual system. We apply knowledge and theories from the domain of visual perception to the field of VR, thus optimizing the visual information presented to the user based upon solid metrics of human vision. Through a series of contrast grating experiments, a user's visual acuity may be assessed in terms of spatial frequency (c/deg) and contrast. The results of these tests can be modeled mathematically using a contrast sensitivity function (CSF). Therefore, we can use the CSF results to estimate how much visual detail the user can perceive in an object at any instant. Then, if we could describe this object in terms of its spatial frequencies, this would enable us to select the lowest LOD available without the user being able to perceive any visual change.

The ability effectively and accurately to simulate distance in virtual and augmented reality systems is a challenge currently facing R&D. To examine this issue, we separately tested each of seven visual depth cues (relative brightness, relative size, relative height, linear perspective, foreshortening, texture gradient, and stereopsis) as well as the condition in which all seven of these cues were present and simultaneously providing distance information in a simulated display. The viewing distances were 1 and 2 m. In developing simulated displays to convey distance and depth there are three questions that arise. First, which cues provide effective depth information (so that only a small change in the depth cue results in a perceived change in depth)? Second, which cues provide accurate depth information (so that the perceived distance of two equidistant objects perceptually matches)? Finally, how does the effectiveness and accuracy of these depth cues change as a function of the viewing distance? Ten college-aged subjects were tested with each depth-cue condition at both viewing distances. They were tested using a method of constant stimuli procedure and a modified Wheat-stone stereoscopic display. The perspective cues (linear perspective, foreshortening, and texture gradient) were found to be more effective than other depth cues, while effectiveness of relative brightness was vastly inferior. Moreover, relative brightness, relative height, and relative size all significantly decreased in effectiveness with an increase in viewing distance. The depth cues did not differ in terms of accuracy at either viewing distance. Finally, some subjects experienced difficulty in rapidly perceiving distance information provided by stereopsis, but no subjects had difficulty in effectively and accurately perceiving distance with the perspective information used in our experiment. A second experiment demonstrated that a previously stereo-anomalous subject could be trained to perceive stereoscopic depth in a binocular display. We conclude that the use of perspective cues in simulated displays may be more important than the other depth cues tested because these cues are the most effective and accurate cues at both viewing distances, can be easily perceived by all subjects, and can be readily incorporated into simpler, less complex displays (e.g., biocular HMDs) or more complex ones (e.g., binocular or see-through HMDs).

We examine the relationship among the different geometries implicit in a stereoscopic virtual environment. In particular, we examine in detail the relationship of retinal disparity, fixation point, binocular visual direction, and screen parallax. We introduce the concept of a volumetric spatial unit called a stereoscopic voxel. Due to the shape of stereoscopic voxels, apparent depth of points in space may be affected by their horizontal placement.