Towards a Common Language for Immersive Experiences: a Cross-Sector Exploration of Concepts and Measurement
How are IX effects measured? And do different sectors even mean the same thing when they use IX concepts and measurement methods? These questions keep evolving alongside developments in the IX field. For Zuyd University of Applied Sciences, this is reason enough to take a fresh, critical look at how existing concepts and methods are perceived — together with other research groups and IX creators from the creative industries.
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ImmersiveValidMovement: Validatie van consumenten-XR voor verantwoorde fysiotherapie oefeningen
In physiotherapy, there is growing interest in using immersive experiences (IX), such as XR serious games, to motivate patients and help them perform exercises correctly. To this end, VerseUS Games has developed XR exercise formats that use the built-in sensors of consumer XR headsets (such as Meta Quest and Pico) to track patients' movements. However, it remains unclear how reliable and valid this data is for assessing clinically relevant joint angles, particularly in patients with complex shoulder complaints. ImmersiveValidMovement therefore focuses primarily on "new methodological approaches to measuring usability and effectiveness of IX". We are developing and validating methods to derive head, neck, shoulder and elbow movements from XR sensor data (headset and hand controllers) and to assess their reliability. We are not developing new IX software or hardware, but working with existing VerseUS games and consumer XR headsets. The focus is on measurement methods, analysis techniques and responsible use. In work package 1 (the first three months), we carry out the preparatory work. Together with physiotherapists (FlevoFysiotherapie), we specify which joint angles and variables are relevant for correctly performing the prescribed exercise (position, velocity, acceleration; within a global coordinate system and/or relative to body segments). VerseUS Games provides the XR environment and handles the technical work of exporting time-synchronised data collected from the headset. UMCG oversees the research protocol, arranges ethical approval, and provides the research labs needed to carry out the study. In work package 2, we then carry out the validation study, comparing the XR measurements against the gold standard (such as Vicon or Optotrak) available at UMCG. Reliability and validity are determined using methods including ICC, Bland–Altman plots, correlations and RMSE. Based on this research, UMCG will deliver a report on the validity and reliability of the VerseUS XR exercises, as measured by the sensors in commercial headsets. This report will form the basis for further development.
Gedeelde inzichten in interactionele en impactvolle XR
XR learning environments - such as VR simulations and interactive training scenarios - are increasingly used in health care, communication, safety and public services. They help professionals practise difficult conversations, analyse complex situations and experiment safely with new behaviour. Despite this growth, it is not yet sufficiently clear which didactic and design choices make these environments effective, inclusive and responsible. The project Gedeelde inzichten in interactionele en impactvolle XR investigates how immersive learning environments can be designed to support learning, reflection and meaningful professional practice. The focus is not on the technology, but on the experience of users: how they navigate, interpret, process feedback and gain insight into digital decision-making processes. Together with XR creators and partners from the health care and public sectors, we analyse existing applications - such as VR-Gedeelde Smart and the BEP environments - and gather experiences from designers, health care professionals, communication advisers and environmental analysts. We build on existing, long-used XR learning environments and a proven collaboration, so that we do not need to develop new technology and can devote resources fully to research, analysis and validation. By linking their practical knowledge to insights from conversation analysis, user experience design, adoption theories and smart education, we develop and validate a set of generic design and didactic principles for effective and responsible XR learning environments. These principles address, among other things, clarity, interaction, reflection, accessibility and value-conscious design. The results yield scalable knowledge for the broad XR sector: from design studios and public organisations to educators working with immersive technology. In doing so, the project contributes to a more responsible and inclusive use of XR in society and offers concrete tools for digital decision-making and complex communication.
Ethiek verbeelden: bruggen slaan tussen analoge en digitale immersieve ervaringen
This project explores how analogue and digital forms of immersive experiences can reinforce each other within an educational context. The central research question is how human interaction, empathy and ethics can be preserved when traditional role-play scenarios are enhanced with digital components. The project aims to develop an integrated model that makes optimal use of both the power of face-to-face role-play and the possibilities of digital immersion. The previously developed IX 'De Lifetimer' serves as a test case for an analogue immersive experience in which participants use physical aids, such as name tags and simple props. This setting emphasises closeness, spontaneity and emotional engagement. The workings and impact of these low-tech elements are systematically examined in terms of immersion, imaginative power and emotional response. In parallel, the project explores how similar effects can be achieved digitally, for example through visual effects or immersive audio. These digital approaches are tested and evaluated through proof-of-concepts. Ultimately, the project will develop a hybrid bridging model that meaningfully connects the analogue and digital IX worlds and encourages exchange between the two domains. The intended outcomes include: a theoretical framework for hybrid immersive learning experiences, a series of proof-of-concepts demonstrating practical applicability, and a growing network of analogue and digital creators. In doing so, the project makes a concrete contribution to the development of responsible, future-proof immersive experiences in educational settings.
Van ethische dilemma’s naar toekomstdenken: immersieve technologie als katalysator voor inclusieve besluitvorming
Technological innovations bring urgent ethical questions with them. These questions call not only for judgements about what is desirable, but also for anticipating possible futures and the values at the heart of them. A key barrier to inclusive decision-making is the lack of future consciousness and ethical capacity. Many people struggle to imagine the implications of technology. Non-users in particular experience a knowledge gap and don't feel entitled to a voice in the conversation, even though they are the ones who bear the impact of that technology. This problem is compounded by the fact that the future of a technology is often shaped by a handful of companies with business models that fuel polarisation and digital dependency, while environmental impact and social costs are externalised. This increases the risk of one-sided decision-making. The project applies ethics-by-design by actively and inclusively involving city residents in exploring the ethical dilemmas raised by emerging technology. We treat social friction as a source of innovation and link technology development to values such as safety, power and inclusion. The research focuses on expanding people's capacity for imagination through two 'Moral Labs': 1 - A traditional presentation (image and text), followed by a discussion; 2 - An immersive presentation in Virtual Reality (VR), followed by a discussion. In both scenarios, multiple participants will discuss their positions and the moral dilemmas together. The VR intervention uses multiplayer functionality to create social presence. By running a moderated split test across these two scenarios, this research measures the effectiveness of an immersive experience against a traditional presentation. The richness of both conversations is analysed using Ahvenharju's (2018) five dimensions of future consciousness and the LIWC tool (Boyd, 2022). The results offer insight into how immersive technology can contribute to inclusive ethical dialogue and democratic decision-making.
Enhancing Authentic Learning in Primary Care: Real-Time Immersive Experiences in Family Medicine Clerkships
Medical education also has high expectations of IX applications, especially given the staff shortages in healthcare. Students need IX to deliver a suitable and effective learning experience. That's why Maastricht University, together with two GP practices, is researching how IX can let students experience real patient consultations digitally and live.
The Good, the Bad, and the Ugly: Exploring the Potential of VR for Decolonial Storytelling
Public values are a key priority of the CIIIC funding programme. How do we ensure IX applications are developed, deployed and used responsibly? This theme runs through every funded project like a common thread. The project led by Inholland University of Applied Sciences (with partners including the National Archives and the National Library of the Netherlands) focuses entirely on public values. Its central question: how can scriptwriters responsibly develop cinematic VR stories about colonial histories and their continuing impact on society today?