Yiping Wu, Yue Li, Eugene Ch'ng, Jiaxin Gao, Tao Hong
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This study focused on how users experienced learning cultural practices using gesture-based interactive VR across different age groups and hardware platforms. We first conducted an experiment with 60 participants (30 young adults and 30 children) using the First Writing Ceremony as a case study in which gestural interactions were elicited, designed, implemented, and evaluated. The study showed significant differences in play time and presence between the head-mounted display VR and desktop VR. In addition, children were less likely to experience fatigue than young adults. Following this, we conducted another study after eight months to investigate the VR systems' long-term learning effectiveness. This showed that children outperformed young adults in demonstrating greater knowledge retention. Our results and findings contribute to the design of gesture-based VR for different age groups across different platforms for experiencing, learning, and practicing cultural activities.</p>","PeriodicalId":29931,"journal":{"name":"Visual Computing for Industry Biomedicine and Art","volume":"8 1","pages":"24"},"PeriodicalIF":6.0000,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"KaiBiLi: gesture-based immersive virtual reality ceremony for traditional Chinese cultural activities.\",\"authors\":\"Yiping Wu, Yue Li, Eugene Ch'ng, Jiaxin Gao, Tao Hong\",\"doi\":\"10.1186/s42492-025-00205-x\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Gesture-based interactions in a virtual reality (VR) setting can enhance our experience of traditional practices as part of preserving and communicating heritage. 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The study showed significant differences in play time and presence between the head-mounted display VR and desktop VR. In addition, children were less likely to experience fatigue than young adults. Following this, we conducted another study after eight months to investigate the VR systems' long-term learning effectiveness. This showed that children outperformed young adults in demonstrating greater knowledge retention. 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引用次数: 0
摘要
虚拟现实(VR)环境中基于手势的互动可以增强我们对传统习俗的体验,作为保护和传播遗产的一部分。在VR环境中体现文化体验是体验非物质文化遗产的有效途径。仪式、仪式和相关的祖传法令对保护文化遗产很重要。Kāi b / l /,也被称为初笔礼,传统上是为中国孩子在小学一年级之前举行的。然而,用于学习这一传统的基于手势的沉浸式VR是新的,并且尚未在社区中开发出来。这项研究的重点是用户如何在不同年龄组和硬件平台上使用基于手势的交互式VR体验学习文化实践。我们首先对60名参与者(30名年轻人和30名儿童)进行了实验,以“第一次书写仪式”为例研究手势互动的引发、设计、实施和评估。研究显示,头戴式虚拟现实和桌面虚拟现实在游戏时间和存在感上存在显著差异。此外,儿童比年轻人更不容易感到疲劳。在此之后,我们在8个月后进行了另一项研究,以调查VR系统的长期学习效果。这表明,儿童在知识记忆方面比年轻人表现得更好。我们的研究结果和发现有助于设计基于手势的VR,适用于不同年龄段、不同平台的体验、学习和实践文化活动。
KaiBiLi: gesture-based immersive virtual reality ceremony for traditional Chinese cultural activities.
Gesture-based interactions in a virtual reality (VR) setting can enhance our experience of traditional practices as part of preserving and communicating heritage. Cultural experiences embodied within VR environments are suggested to be an effective approach for experiencing intangible cultural heritage. Ceremonies, rituals, and related ancestral enactments are important for preserving cultural heritage. Kāi Bǐ Lǐ, also known as the First Writing Ceremony, is traditionally held for Chinese children before their first year of elementary school. However, gesture-based immersive VR for learning this tradition is new, and have not been developed within the community. This study focused on how users experienced learning cultural practices using gesture-based interactive VR across different age groups and hardware platforms. We first conducted an experiment with 60 participants (30 young adults and 30 children) using the First Writing Ceremony as a case study in which gestural interactions were elicited, designed, implemented, and evaluated. The study showed significant differences in play time and presence between the head-mounted display VR and desktop VR. In addition, children were less likely to experience fatigue than young adults. Following this, we conducted another study after eight months to investigate the VR systems' long-term learning effectiveness. This showed that children outperformed young adults in demonstrating greater knowledge retention. Our results and findings contribute to the design of gesture-based VR for different age groups across different platforms for experiencing, learning, and practicing cultural activities.