In virtual reality, point-and-teleport (P&T) is a locomotion technique that is popular for its user-friendliness, lowering workload and mitigating cybersickness. However, most P&T schemes use instantaneous transitions, which has been known to hinder spatial learning. While replacing instantaneous transitions with animated interpolations can address this issue, they may inadvertently induce cybersickness. To counter these deficiencies, we propose Traceable Teleportation (TTP), an enhanced locomotion technique grounded in a theoretical framework that was designed to improve spatial learning. TTP incorporates two novel features: an Undo-Redo mechanism that facilitates rapid back-and-forth movements, and a Visualized Path that offers additional visual cues. We have conducted a user study via a set of spatial learning tests within a virtual labyrinth to assess the effect of these enhancements on the P&T technique. Our findings indicate that the TTP Undo-Redo design generally facilitates the learning of orientational spatial knowledge without incurring additional cybersickness or diminishing sense of presence.

Virtual walking has the potential to be an adjunct to traditional physical therapy. This scoping review aims to synthesize evidence on the characteristics, effectiveness, feasibility, and neurological mechanism of virtual walking interventions on health-related outcomes. Articles in English were retrieved from twelve databases (January 2014–October 2024). Thirteen interventional studies were included, focusing on three types of virtual walking: passive observing moving (71.4%), arm swing locomotion (21.5%), and foot tracking locomotion (7.1%). Most studies (84.6%) involved individuals with spinal cord injuries, while the remaining studies focused on lower back pain (7.7%) and lower limb pain (7.7%). Over 70% of studies lasted 11–20 min, 1–5 weekly sessions for 10–14 days. Statistically significant findings included pain reduction (84.6%), improved physical function (mobility and muscle strength), and reduced depression. Mild adverse effects (fatigue and dizziness) were transient. Neurological evidence indicates somatosensory cortex activation during virtual walking, possibly linked to neuropathic pain.

Locomotion has a marked impact on user experience in VR, but currently, common to-go techniques such as steering and teleportation have their limitations. Particularly, steering is prone to cybersickness, while teleportation trades presence for mitigating cybersickness. Inspired by how we manipulate a picture on a mobile phone, we propose illumotion, an optical-illusion-based method that, we believe, can provide an alternative to these two typical techniques. Instead of zooming in a picture by pinching two fingers, we can move forward by "zooming" toward part of the 3D virtual scene with pinched hands. Not only is the proposed technique easy to use, it also seems to minimize cybersickness to some degree. illumotion relies on the manipulation of optics; as such, it requires solving motion parameters in screen space and a model of how we perceive depth. To evaluate it, a comprehensive user study with 66 users was conducted. Results show that, compared with either teleportation, steering or both, illumotion has better performance, presence, usability, user experience and cybersickness alleviation. We believe the result is a clear indication that our novel opticallydriven method is a promising candidate for generalized locomotion.

One of the promises of edu-metaverse is its ability to provide a virtual environment that enables us to engage in learning activities that are similar to or on par with reality. The digital enhancements introduced in a virtual environment contribute to our increased expectations of novel learning experiences. However, despite its promising outcomes, there appears to be limited adoption of the edu-metaverse for practical learning at this time. We believe this can be attributed to the fact that there is a lack of investigation into learners' behavior given a social learning environment. This lack of investigation is critical, as without behavioral insight, it hinders the development of education material and the direction of an edu-metaverse. Upon completing our work with the pilot user studies, we provide the following insights: 1) compared to Zoom, a typical video conferencing and remote collaboration platform, learners in the edu-metaverse demonstrate heightened involvement in learning activities, particularly when drawing mind mapping aided by the embedded knowledge graph, and this copresence significantly boosts learner engagement and collaborative contribution to the learning tasks; and 2) the interaction and learning activity design within the edu-metaverse, especially concerning the use of MM.