PHYSIOLOGICAL VALIDATION of the 360 PANORAMA in HMD, for RESEARCH and DESIGN of ENGINEERING CLASSROOMS Academic Article in Scopus uri icon

abstract

  • © 2020 ASME.Classroom design has a significant impact on curriculum development and student motivation. To study the impact of classroom space on students, environmental simulations are often. Due to its relative accessibility, the set-up of 360 panoramas formats shown through head-mounted displays (HMD) stands out. However, this set-up does not have a physiological validation (a physical-simulated comparison) for the specific case of educational spaces. A laboratory fieldwork was developed to address this lack. Participants performed tasks in a classroom or in its virtual replica, in a counterbalanced way. The sample was made up of 40 university students. While the participants performed these tasks, their heart rate variability (HRV) and electrodermal activity (EDA) were recorded. Four physiological metrics were extracted from these records, which quantified the participants experience in both the virtual and physical classrooms. Complementarily, the sense of presence was quantified, according to the SUS questionnaire. Regarding the level of presence, the average level generated by the virtual simulation of the classroom was relatively high. Regarding the physiological response, no differences were found in any of the metrics studied. In conclusion, this supports the findings obtained through studies that use this set-up and the development of educational applications based on these technologies.

publication date

  • January 1, 2020