Abstract

The current study aims to analyse VR measures in correspondence with 360° virtual affective experiences to understand the underlying spatio-temporal attention processes. We selected extreme pleasant and extreme unpleasant emotional videos from the Stanford affective database and displayed to participants on HMD VR. The participants’ task was to explore the video and report their affective experience using the Self- Assessment Manikin (SAM) scale. The exploration behaviour was analysed using head-tracking parameters, such as standard deviation of all the three head-rotation axes (yaw, pitch and roll), angular speed and region-wise analysis. We observed a positive correlation between standard deviation of yaw and valence, and angular speed and valence. The result suggests that affective experience not only increases the scope of attention spatially (wide scanning), it also motivates to seek more information that leads to more head-movement during exploration. In region- wise analysis, we observed front field-of-view was primarily explored, and rear field-of-view was least explored, showing natural responses similar to real environments. In addition, we used Beck Depression Inventory-II (BDI) to assess participants’ emotional state, specifically depression symptoms. The relation between virtual affective experience and 360° exploration be- haviour is discussed in light of the BDI categories. The study findings broaden the scope for VR affective research by enabling psychomotor assessment in more ecologically valid settings. Index Terms—Emotion, Depression, Affective State, 360° Ex- ploration, Head-Tracking

Abstract

Analytic reasoning differences, as gauged from intelligence metrics, in students engaged in streams requiring a predominantly divergent (arts) or convergent thinking (science and engineering) is a topic of interest. In this paper we have examined this difference by a modified sequence of two sections (D & E) of the Standard Ravens Progressive matrices (RPM). The scan path gaze behavior was analyzed with an eye tracker. The 30 engineering students (half of them are also trained in fine arts) scored higher than the 15 fine arts students. In the former cohort, the artistic and the non-artistic set show no difference in performance but the scan path, fixation count and time taken indicate possible differences in visual strategies for pattern identification. From the detailed analysis, we argue that intelligence as measured by RPM is enhanced by training in reasoning and logic as in engineering streams and might not reflect an innate ability

Abstract

The current work assesses the physiological and psychological responses to the Stanford virtual reality (VR) affective database [1] of 360° emotional videos presented using head-mounted display (HMD). Participants were asked to rate the videos on arousal and valence using SAM scale after every video. The electro-dermal activity(EDA) was recorded while watching the videos. The current pilot study shows highest skin conductance response (SCR) for high arousal, and moderate arousal and moderate valence videos., and lowest SCR for high valence videos. Self-report on valence and arousal shows a difference between Stanford VR affective database and corresponding Indian population psychological responses, suggesting a role of social context in emotion perception and experience.

Abstract

Use of virtual reality (VR) technology is proliferating for designing and upgrading entertainment devices, and creating virtual environments that could be used for research and training. VR is becoming a strong research tool by providing a tighter control on the experimental environment and by allowing almost limitless possibilities of creating ecologically valid stimuli. However, the enhanced fidelity between the real and virtual worlds that VR provides does not always benefit human performance. For a better understanding, and increasing VR’s usability, we need to identify the relevant constituent components of immersive technologies, and differentiate their roles, for example, how visual and interaction fidelity differentially improves human performance. We conducted an experiment to examine how two common VR display modes, head mounted display (HMD) and desktop (DT), would affect spatial learning when we restrict ambulatory locomotion in HMD. This manipulation allowed examining the role of varying visual fidelity with low interaction fidelity. We used a between-group design with 40 naïve participants. They explored a virtual environment and later drew its sketch-map. Our results showed participants spent more time and perceived less motion-sickness and task effort using desktop than HMD VR. With reduced interaction fidelity, the high visual fidelity of HMD as compared to desktop resulted in similar or poorer performance on different spatial learning tasks after accounting for motion-sickness and workload effort. Participants were better in recalling spatial components related to junction and cyclic order of the navigated virtual space in …

Abstract

Previous research shows that performance is better when a high pitch is responded with up or right responses and a low pitch is responded with down or left responses, called the spatial-pitch association of response codes (SPARC) effect. Despite the intuitive coupling of perception-action, studies investigating the SPARC effect have, however, used feedback to manipulate the stimulus-response mapping. Feedback contradicts the purpose of intuitive stimulus-response mapping by enabling short-term learning. This study primarily investigates the role of feedback on SPARC effect. We believe that feedback can facilitate incongruent mapping and can, therefore, reduce the cost between incongruent and congruent mapping resulting in a diminished SPARC effect. Our results, however, show that feedback has no influence on the SPARC effect indicating that long-term associations can not be overcome by short-term learning due to robust perception-action coupling. Further, unlike previous studies, we observed a strong horizontal SPARC effect in nonmusicians as well.

Abstract

Diabetic retinopathy (DR) is a disease which is widely diagnosed using (colour fundus) images. Efficiency and accuracy are critical in diagnosing DR as lack of timely intervention can lead to irreversible visual impairment. In this paper, we examine strategies for scrutinizing images which affect diagnostic performance of medical practitioners via an eye-tracking study. A total of 56 subjects with 0 to 18 years of experience participated in the study. Every subject was asked to detect DR from 40 images. The findings indicate that practitioners use mainly two types of strategies characterized by either higher dwell duration or longer track length. The main findings of the study are that higher dwell-based strategy led to higher average accuracy (> 85%) in diagnosis, irrespective of the expertise of practitioner; whereas, the average obtained accuracy with a long-track length-based strategy was dependent on the expertise of the practitioner. In the second part of the paper, we use the experimental findings to recommend a scanning strategy for fast and accurate diagnosis of DR that can be potentially used by image readers. This is derived by combining the eyetracking gaze maps of medical experts in a novel manner based on a set of rules. This strategy requires scrutiny of images in a manner which is consistent with spatial preferences found in human perception in general and in the domain of fundus images in particular. The Levenshtein distance-based assessment of gaze patterns also establish the effectiveness of the derived scanning pattern and is thus recommended for image readers.

Abstract

Text to speech (TTS) systems hold promise as an information access tool for literate and illiterate including visually challenged. Current TTS systems can convert a typical text into a natural sounding speech. However, auditory rendering of mathematical content, specifically equation reading is not a trivial task. Mathematical equations have to be read so that appropriate bracketing such as parentheses, superscripts and subscripts are conveyed to the listener in an accurate way. Earlier works have attempted to use pauses as acoustic cues to indicate some of the semantics associated with the mathematical symbols. In this paper, we first analyse the acoustic cues which human-beings employ while speaking the mathematical content to (visually challenged) listeners and then propose four techniques which render the observed patterns in a text-tospeech system. The evaluation considered eight aspects such as listening effort, content familiarity, accentuation, intonation, etc. Our objective metrics show that a combination of the proposed techniques could render the mathematical equations using a TTS system as good as that of a human-being.