An investigation of pointing postures in a 3D stereoscopic environment

Many object pointing and selecting techniques for large screens have been proposed in the literature. There is a lack of quantitative evidence suggesting proper pointing postures for interacting with stereoscopic targets in immersive virtual environments. The objective of this study was to explore users' performances and experiences of using different postures while interacting with 3D targets remotely in an immersive stereoscopic environment. Two postures, hand-directed and gaze-directed pointing methods, were compared in order to investigate the postural influences. Two stereo parallaxes, negative and positive parallaxes, were compared for exploring how target depth variances would impact users' performances and experiences. Fifteen participants were recruited to perform two interactive tasks, tapping and tracking tasks, to simulate interaction behaviors in the stereoscopic environment. Hand-directed pointing is suggested for both tapping and tracking tasks due to its significantly better overall performance, less muscle fatigue, and better usability. However, a gaze-directed posture is probably a better alternative than hand-directed pointing for tasks with high accuracy requirements in home-in phases. Additionally, it is easier for users to interact with targets with negative parallax than with targets with positive parallax. Based on the findings of this research, future applications involving different pointing techniques should consider both pointing performances and postural effects as a result of pointing task precision requirements and potential postural fatigue.

Spatial integration of boundaries in a 3D virtual environment

Prior research, using two- and three-dimensional environments, has found that when both human and nonhuman animals independently acquire two associations between landmarks with a common landmark (e.g., LM1-LM2 and LM2-LM3), each with its own spatial relationship, they behave as if the two unique LMs have a known spatial relationship despite their never having been paired. Seemingly, they have integrated the two associations to create a third association with its own spatial relationship (LM1-LM3). Using sensory preconditioning (Experiment 1) and second-order conditioning (Experiment 2) procedures, we found that human participants integrated information about the boundaries of pathways to locate a goal within a three-dimensional virtual environment in the absence of any relevant landmarks. Spatial integration depended on the participant experiencing a common boundary feature with which to link the pathways. These results suggest that the principles of associative learning also apply to the boundaries of an environment.