Virtual reality (VR) has been widely used for education and affords embodied learning experiences. Here we describe: Scale Worlds (SW), an immersive virtual environment to allow users to shrink or grow by powers of ten (10x) and experience entities from molecular to astronomical levels: and students' impressions and outcomes from experiencing SW in a CAVE (Figure 1) during experiential summer outreach sessions. Data collected from post-visit surveys of 69 students, and field observations, revealed that VR technologies: enabled interactive learning experiences: encouraged active engagement and discussions among participating students: enhanced the understanding of size and scale: and increased interest in STEM careers.

This alternative format session provides a forum for human factors scholars and practitioners to showcase how state-of-the-art extended reality (XR) applications are being used in academia, defense, and industry to address human factors research. The session will begin with short introductions from each presenter to describe their XR application. Afterward, session attendees will engage with the presenters and their demonstrations, which will be set up around the demonstration floor room. This year’s showcase features XR applications in STEM education, medical and aviation training, agricultural data visualization, homeland security, training design, and visitor engagement in informal learning settings. Our goal is for attendees to experience how human factors professionals use XR to support human factors-oriented research and to learn about the exciting work being conducted with these emerging technologies.

Feedback-based iterative refinement is important in the development of any human-computer interface. The present work aims to evaluate and iteratively refine an immersive learning environment called Scale Worlds (SW), delivered via a head-mounted display (HMD). SW is a virtual learning environment encompassing scientific entities of a wide range of sizes that enables students an embodied experience while learning size and scale. Five usability experts performed think aloud while carrying out four interactive tasks in SW and compared three different design options during A/B testing. Improvement features based on the feedback from an earlier SW usability evaluation as well as HMD-specific features were examined. Usability experts completed the post-study system usability questionnaire, the NASA task load index, and a bipolar laddering survey that collected subjective perception of specific SW features. Results show that the progress panel (an improvement feature) was informative while the instructions (another improvement feature) caused clutter. The experts indicated clear usability preferences during A/B testing, which helped resolve three sets of theory-usability conflicts. The overall assessment of SW paved a path for theory-usability balance and provided valuable insights for designing and evaluating usability in immersive virtual learning environments.

Designers often address the continuity of user experiences across various media platforms. Features are the focus of media development. But the media-dependency of features means that truly preserving the essence of one feature across media platforms, in a process of cross-media translation, can result in superficially dissimilar features. We describe function mapping as an aid in this translation, in which design features are derived from theoretical assertions, and in turn an understanding of underlying functions permits the translation of features to other media platforms. We demonstrate this in a case study of translation from a VR installation, to portable VR, and then to a website. We also compare similar environments on the same media platform (i.e., two websites), one which was developed through function mapping, and the other which was not. This crystallizes the impact of function mapping, which achieves a theoretical form of equivalency across media platforms.

Awe is a transformative emotion associated with positive educational and psychological outcomes, and is caused by experiences of vastness that induce accommodation. Vast VR scenes have been found to elicit awe. We examined self-reported causes of awe among grade 3–8 students — a previously unstudied age group regarding awe — in a virtual environment portraying entities over 20 orders of magnitude from atom to Sun. Most students reported feeling awe, around half specifically enough to be coded based on a priori categories drawn from the literature. Vastness of scale (including both large and small entities, and large differences in scale) was the most common cause of awe. Surprisingly, no student responses were related to accommodation. Vastness of evolution and degree of immersion were identified as novel causes of awe. Thus, even young children can experience awe in VR, opening possibilities for productive VR in education at the elementary school level.

While scale cognition and learning is a crosscutting concept that pervades science and can aid students in making connections across disciplines, students struggle to conceptualize and consider scales that go far beyond their everyday world experience. Virtual reality technology affords embodied learning experiences, which enable students to physically engage in learning activities in an environment with rich information. Scale Worlds is a virtual learning environment implemented in an immersive CAVE, which portrays scientific entities of a wide range of sizes. A user can scale themself up or down by powers of ten, in order to experience entities from an atom to the Sun. This paper reports on an expert-based usability evaluation of Scale Worlds, including three sets of A/B testing, by five usability experts. Outcomes of the usability evaluation will inform the refinement of Scale Worlds. The evaluation provides insights for usability evaluation and design in immersive virtual environments.