The Effect of Motion on Presence During Virtual Sailing for Advanced Training (original) (raw)

Assessment of upwind dinghy sailing performance using a virtual reality dinghy sailing simulator

Journal of Science and Medicine in Sport, 1998

The ability of fourteen competitive helmsmen of different skill levels to sail a standard course towards the wind (upwind) was assessed using a virtual reality sailing simulator. The simulator consisted of a Laser dinghy deck which pivoted between two supports and was dynamically controlled by a computer driven pneumatic ram. Computer generated graphics realistically reproduced helming, sheeting, tacking and boat trim. After familiarisation with the simulator, subjects performed a standard lkm upwind test and were ranked according to their completion time. The subjects were then asked to fill out a questiolmaire to obtain an estimate of how effectively the simulator reproduced the conditions of actual sailing. Mean scores showed the sailors considered overall feel and simulation of physical movement as "good" (5 on a scale of 1 to 6). Ranldngs for the upwind test were compared with independent competition rankings for each subject. Overall time to complete the upwind test correlated well with a subject's external ranking (Spearlnan's rank order r=0.99). The results indicate that the test used can differentiate between variations in upwind sailing performance over a wide range of ability. The simulator thus provides for the first time a method of measuring and analysing a sailor's performance in a controlled laboratory setting.

Training Rowing with Virtual Environments

2011

This paper presents the results of the design, implementation and evaluation of a platform for rowing training in Virtual Reality called SPRINT. The paper discusses how various aspects of the rowing skill can be analyzed and trained over a single common methodology and system platform. The result is a vision for new directions in the domain of sport training with Virtual Reality.

Transfer of Complex Skill Learning from Virtual to Real Rowing

PLoS ONE, 2013

Simulators are commonly used to train complex tasks. In particular, simulators are applied to train dangerous tasks, to save costs, and to investigate the impact of different factors on task performance. However, in most cases, the transfer of simulator training to the real task has not been investigated. Without a proof for successful skill transfer, simulators might not be helpful at all or even counter-productive for learning the real task. In this paper, the skill transfer of complex technical aspects trained on a scull rowing simulator to sculling on water was investigated. We assume if a simulator provides high fidelity rendering of the interactions with the environment even without augmented feedback, training on such a realistic simulator would allow similar skill gains as training in the real environment. These learned skills were expected to transfer to the real environment. Two groups of four recreational rowers participated. One group trained on water, the other group trained on a simulator. Within two weeks, both groups performed four training sessions with the same licensed rowing trainer. The development in performance was assessed by quantitative biomechanical performance measures and by a qualitative video evaluation of an independent, blinded trainer. In general, both groups could improve their performance on water. The used biomechanical measures seem to allow only a limited insight into the rowers' development, while the independent trainer could also rate the rowers' overall impression. The simulator quality and naturalism was confirmed by the participants in a questionnaire. In conclusion, realistic simulator training fostered skill gains to a similar extent as training in the real environment and enabled skill transfer to the real environment. In combination with augmented feedback, simulator training can be further exploited to foster motor learning even to a higher extent, which is subject to future work.

Virtual reality in sports coaching, skill acquisition and application to surfing: A review

JOURNAL OF HUMAN SPORT & EXERCISE, 2019

The last decade, notably the past two years, have seen significant advancements in virtual reality (VR) technology, especially within the development of 3D and 360° virtual environments. Smart Phone technology now allows for head mounted display of this environment which is much more user friendly and cost effective. Sport training can now take full advantage of the improved quality of operating systems and as a result, VR provides visual simulations and immersive, interactive environments. VR technology is becoming more popular with evident influence on collecting various physiological aspects, identifying and improving sensorimotor capabilities, replicating competition and environment situations where reaction time is critical, and developing skill acquisition. This paper, therefore, reviews the existing literature relating to VR and the use of the technology used within sport, skill acquisition and coaching. Specifically, the paper describes VR, examines the uses of VR in sports, the applicability of methodological approaches used along with findings, limitations and the implications for coaching and athlete practice. Additionally, this review reports on VR used within skill acquisition learning/teaching and identifies how the technology can apply to surfing skill development. This paper will promote new ways to hone specific, hard to obtain skills, encouraging novel thinking for coaches.

Feedback, Affordances, and Accelerators for Training Sports in Virtual Environments

Presence: Teleoperators and Virtual Environments, 2011

The use of virtual environments (VE) for training sports is quite natural when considering strategic or cognitive aspects. Using VE for sensorimotor training is more challenging, in particular with the difficulty of transferring the task learned in the virtual world to the real. Of special concern for the successful transfer is the adequate combination of training experience protocols and the delivery modes of multimodal feedback. Analyzing feedback in terms of information exchange, this work discusses different feedback combinations and their application to virtual reality training of rowing skills.

Motion Evaluation for VR-based Motion Training

2001

Virtual Reality (VR) has emerged as one of the important and effective tools for education and training. Most VRbased training systems are situation-based, where the trainees are trained for discrete decision-making in special situations presented by the VR environments. In contrast, this paper discusses the application of VR to a different class of training, for learning exact motions, often required in sports and the arts. For correct evaluation of the trainee and effective motion training, the reference motion data need to be retargeted according to the body size of the trainee, and performance feedback should be provided to enhance the training effect. This paper focuses on the techniques for retargeting a given reference motion for an arbitrary trainee and providing analysis of how well the trainee has followed the reference motion. We assume that the overall posture of a reference motion is deemed to be more important than the absolute positional profile, and this makes our retargeting formulation different from the previous approaches. On-line quantitative analysis based on a moment by moment comparison between the reference and captured motion data is used to supply indication as to how well the trainee is doing during training. In addition, curve fitting and wavelet transformation are employed for off-line qualitative analysis to generate a corrective advice afterwards. An application of the proposed techniques to a simple swordsman training is demonstrated.

Evaluation of a Virtual Reality System for Ship Handling Simulations

Proceedings of the 14th International Joint Conference on Computer Vision, Imaging and Computer Graphics Theory and Applications

The assessment of virtual reality ship handling simulators is extremely important to guide the research in the field, since the prolonged use can affect both the performance and the experience of users. Here, we evaluate a ship simulator based on two different visualization setups: a non-immersive system based on standard monitors, and an immersive system that uses a virtual reality head mounted display. We did an experimental session of manoeuvring tasks performed by 20 volunteers, specifically students of a naval academy. To evaluate the system, we analyzed three different aspects: performances, level of cybersickness and sense of presence. The results show that: (i) expert users are able to follow the predefined path in a quite accurate manner; (ii) both systems do not introduce anxiety, stress or particular undesired effects, and the use of immersive virtual reality itself does not explain the increase of user malaise state; (iii) immersive virtual reality systems allow users to feel more involved and present in the simulation scenario.

Implementation and Evaluation of “Just Follow Me”: An Immersive, VR-Based, Motion-Training System

Presence: Teleoperators and Virtual Environments, 2002

Training is usually regarded as one of the most natural application areas of virtual reality (VR). To date, most VR-based training systems have been situation based, but this paper examines the utility of VR for a different class of training: learning to execute exact motions, which are often required in sports and the arts. In this paper, we propose an interaction method, called Just Follow Me (JFM), that uses an intuitive “ghost” metaphor and a first-person viewpoint for effective motion training. Using the ghost metaphor (GM), JFM visualizes the motion of the trainer in real time as a ghost (initially superimposed on the trainee) that emerges from one's own body. The trainee who observes the motion from the first-person viewpoint “follows” the ghostly master as closely as possible to learn the motion. Our basic hypothesis is that such a VR system can help a student learn motion effectively and quickly, comparably to the indirect real-world teaching methods. Our evaluation res...