Perpustakaan Digital ITB

Virtual reality (VR) offers an alternative for comfort perception research by enabling a wide variation in environmental parameters while maintaining realistic environmental conditions. This study investigates classroom multisensory comfort using head-mounted display (HMD)-based VR simulator and identifies visual correction factors required to reproduce multimodal comfort perceptions equivalent to those experienced in real classrooms. This study comprised in-situ evaluation, virtual environment configuration, and virtual environment evaluation. Luminance measurements showed noticeable discrepancies between the real and virtual environments (ranging from 29% to 59%), which drives the need for calibration of VR video by adjusting exposure levels to improve visual equivalence. Strong linear relationships were observed between exposure adjustment and measured VR luminance (R2 = 0.987 for room with natural and artificial light] and R2 = 0.993 for room with solely artificial light), which provided a basis for calibrating the virtual environment. Questionnaire-based evaluations of multisensory comfort perception were conducted in both the actual room and a virtual reproduction of the same room, which were compared to investigate the relationships between variations in the virtual environment and the perceived multimodal comfort. ANOVA results indicate that exposure and color temperature significantly (p value <0.001) affect visual, auditory, and thermal comfort perceptions, with greater discrepancies from in-situ conditions observed in Type I than in Type II rooms. The VR datasets exhibited higher sampling adequacy for PCA than the in-situ datasets, as indicated by higher KMO MSA values (0.683-0.692 for VR versus 0.462-0.476 for in-situ). Consequently, the PCA results for the VR scenarios produced more distinct dimensions corresponding to visual, auditory, thermal, and overall comfort, whereas the in-situ scenarios indicated greater overlap among comfort aspects. Based on Tukey Post-Hoc Test results, the configurations that most closely replicated perceptions of real classroom settings were an adjustment of +0.5 EV with a cool color temperature (CCT 6,400–6,600 K) for Type II rooms, and an adjustment of ?0.5 EV for Type I rooms.