Relevant bibliographies by topics / 360° virtual reality

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic '360° virtual reality'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "360° virtual reality"

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Arshad, Iqra, Paulo De Mello, Martin Ender, Jason D. McEwen, and Elisa R. Ferré. "Reducing Cybersickness in 360-Degree Virtual Reality." Multisensory Research 35, no. 2 (December 16, 2021): 203–19. http://dx.doi.org/10.1163/22134808-bja10066.

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Abstract Despite the technological advancements in Virtual Reality (VR), users are constantly combating feelings of nausea and disorientation, the so-called cybersickness. Cybersickness symptoms cause severe discomfort and hinder the immersive VR experience. Here we investigated cybersickness in 360-degree head-mounted display VR. In traditional 360-degree VR experiences, translational movement in the real world is not reflected in the virtual world, and therefore self-motion information is not corroborated by matching visual and vestibular cues, which may trigger symptoms of cybersickness. We evaluated whether a new Artificial Intelligence (AI) software designed to supplement the 360-degree VR experience with artificial six-degrees-of-freedom motion may reduce cybersickness. Explicit (simulator sickness questionnaire and Fast Motion Sickness (FMS) rating) and implicit (heart rate) measurements were used to evaluate cybersickness symptoms during and after 360-degree VR exposure. Simulator sickness scores showed a significant reduction in feelings of nausea during the AI-supplemented six-degrees-of-freedom motion VR compared to traditional 360-degree VR. However, six-degrees-of-freedom motion VR did not reduce oculomotor or disorientation measures of sickness. No changes were observed in FMS and heart rate measures. Improving the congruency between visual and vestibular cues in 360-degree VR, as provided by the AI-supplemented six-degrees-of-freedom motion system considered, is essential for a more engaging, immersive and safe VR experience, which is critical for educational, cultural and entertainment applications.
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Srifar, Donlaporn. "360 Virtual Reality Travel Media for Elderly." International journal of Multimedia & Its Applications 10, no. 1/2/3 (June 30, 2018): 45–52. http://dx.doi.org/10.5121/ijma.2018.10304.

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Firdaus, Muhammad Bambang, Andi Tejawati, Edy Budiman, Mochamad Rizky Wahyudianto, and M. Khairul Anam. "VIRTUAL REALITY MUSEUM MULAWARMAN BERBASIS VIDEO 360°." Jurnal SAINTEKOM 11, no. 2 (September 17, 2021): 130. http://dx.doi.org/10.33020/saintekom.v11i2.222.

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Museum Mulawarman yang terletak di tenggarong Kutai Kartanegara beberapa tahun belakangan ini tampak mengalami penurunan pengunjung. Padahal di dalam museum banyak sekali informasi dan edukasi yang bisa di pelajari dan di dapatkan. Kurangnya media promosi bisa menjadi salah satu alasan berkurangnya pengunjung yang datang ke Museum Mulawarman. Penelitian ini bertujuan untuk menciptakan sebuah aplikasi video virtual tour pada Museum Mulawarman Tenggarong Kutai Kartanegara sebagai media promosi serta untuk memperkenalkan lebih jauh Museum Mulawarman . Tujuan penelitian tersebut dapat dicapai melalui penggabungan teknologi Video Virtual Reality (VR) dan teknologi mobile Android yang dimiliki hampir setiap lapisan masyarakat sehingga memungkinkan para pengguna aplikasi dapat melihat Video secara 360°. Hasil pengujian pada perangkat android menunjukan aplikasi yang dibuat dapat berjalan lancar dan cocok digunakan pada versi Android 5.1 keatas dengan aspek rasio layar 16:9 dan 18:9. Sementara hasil pengujian aplikasi berdasarkan kuisioner menggunakan purposive sampling dengan total 20 responden yang disebarkan menunjukan bahwa setiap pertanyaan dari kuisioner memperoleh jawaban setuju dan sangat setuju berkisar dari 85% hingga 100% yang mengindikasikan respon positif tentang aplikasi yang penulis rancang dari pengguna aplikasi.
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Siivola, Marjaana, Eero Tiainen, Eeva Ekholm, Teemu Leinonen, and Lauri Malmi. "Virtual Reality Childbirth Education With 360° Videos." Journal of Perinatal Education 32, no. 1 (January 1, 2023): 35–47. http://dx.doi.org/10.1891/jpe-2021-0021.

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During the pandemic in Finland, most childbirth education (CBE) programs were canceled or transferred online. We aimed to improve the situation by developing a virtual reality (VR) CBE. This article describes the process of developing a VR CBE pilot program and the results from the preliminary user test. To create the VR experience, we used 360° videos as the main content. The program is usable with VR headsets, a computer, tablet, and smartphone. When using the program with a VR headset, the users felt they were in the birthing room; they did not feel motion sickness, nor did they have usability challenges. The users preferred using the program on their own, studying independently with a tablet or mobile device.
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Tan, Jack, Gene Cheung, and Rui Ma. "360-Degree Virtual-Reality Cameras for the Masses." IEEE MultiMedia 25, no. 1 (January 2018): 87–94. http://dx.doi.org/10.1109/mmul.2018.011921238.

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Taylor, Natasha, and Adam Layland. "Comparison study of the use of 360-degree video and non-360-degree video simulation and cybersickness symptoms in undergraduate healthcare curricula." BMJ Simulation and Technology Enhanced Learning 5, no. 3 (June 28, 2018): 170–73. http://dx.doi.org/10.1136/bmjstel-2018-000356.

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The increasing use of emerging technologies in healthcare simulation, particularly virtual reality, has caused in increase in both use and misuse. It is the exploration and study of these types of technology that are key to their success—or failure—in simulation learning and teaching. Therefore, this exploratory study evaluated the most common perceived side effect of virtual reality, that of cybersickness. A total of n=60 undergraduate healthcare students participated in one of four identical learning outcome simulation events, using different simulation techniques. This study compared these four common simulation tools, high-fidelity manikin, standardised patient, video case study and 360-degree virtual reality video, and analysed the self-reported cybersickness symptoms. The results show that some virtual reality tools, in this case 360-degree video, are no more likely to provoke cybersickness symptoms than the other simulation methods used in this study. In addition, virtual reality is reported as less fatiguing than other methods of simulation learning. Virtual reality technologies may be a useful addition to the spectrum of simulation tools and techniques currently in use. This study suggests that there is no greater risk of cybersickness symptoms and this potential barrier to use is not borne out by this study.
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Sun, Hung, Tsun-Hung Tsai, and Ke Jiang. "Combining 360° Video and Camera Mapping for Virtual Reality: An Innovative Solution." Educational Innovations and Emerging Technologies 2, no. 2 (June 30, 2022): 39–45. http://dx.doi.org/10.35745/eiet2022v02.02.0004.

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Changing the framework of traditional video with limited viewing angles, 360° photo/video provides an immersive viewing experience. 360° video is one of the applications and the most important feature of virtual reality for immersion and the feeling of being in another space. However, when viewing 360° videos with a head-mounted display, the viewer feels like a fixed rotatable camera, and the viewer's movement does not change the viewing angle of the object, which greatly reduces the spatial immersion required for virtual reality. Therefore, we propose a solution that maintains high-quality graphics and low hardware demands and supports 6DoF head-mounted displays. Through the camera mapping function in the 3D animation software, 360° surround video is projected into a 3D sphere to create a simple 3D object that corresponds to the shape of the object in the image. With pristine video quality and a realistic 3D spatial perspective, it provides better virtual reality immersion than 360° video and is not as complex as a full 3D virtual reality environment. In the future, 3D scanning and photogrammetry can be integrated to reconstruct a more easily applied 3D virtual reality environment
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Kim, J. "Comparing 360° Virtual Reality Learning Configurations for Construction Education." IOP Conference Series: Materials Science and Engineering 1218, no. 1 (January 1, 2022): 012054. http://dx.doi.org/10.1088/1757-899x/1218/1/012054.

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Abstract Virtual reality is rapidly becoming an effective tool for training in construction. Hazardous environments can be simulated and used for training purposes without endangering students. Furthermore, these virtual environments can be saved and re-used, on-demand, allowing students to observe temporal changes to an environment that would normally require multiple visits to a real project site to achieve. While the virtual construction site visit should not be considered a replacement for the real thing, some site visits get passed over because they are costly and logistically difficult to coordinate. Having options would be desirable. Virtual reality construction site visits using 360° photographs are a novel approach toward substituting for the real thing – yet they can be ineffective. Therefore, considering this media as a replacement for the real experience is not advisable – without some additional upgrades. This research documents a between-groups experiment that compared student’s self-reported learning performance when using 360° photographs that were annotated versus 360° photographs that were not annotated. The annotations included pop-ups, visual cues, audio clips, video clips, and quizzes to direct the learning when viewing the 360° photographs. Results indicated increased performance with the students that used the annotated 360° photographs. This study anticipated a difference in performance between the two groups and therefore used eye tracking technology with the students that used the non-annotated 360° photographs to obtain a better understanding of why their achievement differed.
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Hussain, Abuelainin. "Interactive 360-Degree Virtual Reality into eLearning Content Design." International Journal of Innovative Technology and Exploring Engineering 10, no. 2 (December 10, 2020): 1–4. http://dx.doi.org/10.35940/ijitee.b8219.1210220.

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The techniques and methods essential in creating 2D and 3D virtual reality images that can be displayed in multimedia devices are the main aims of the study. Tools such as desktops, laptops, tablets, smartphones, and other multimedia devices that display such content are the primary concern in the study. Such devices communicate the content through videos, images, or sound which are realistic and useful to the user. Such contents can be captured from different locations in virtual imaginary sites through the abovenamed electronic devices. These are beneficial e-learning instructional techniques for students, especially for higher learning [1]. Considering architectural learners who rely on such images to develop the expected simple designs useful in real constructions, 360-degree imaging has to be considered in e-learning for their benefits. The primary forms through which the content can be transformed into a virtual reality include YouTube and Facebook websites, all of which can display 360-degree virtual environment content. Through this, the learners will interact with virtual reality in such setups, thus enhancing their studies.
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Gea, Sozanolo, and Raymond Maulany. "Perancangan Aplikasi Virtual Reality 360 Berbasis Web di Universitas Advent Indonesia." TeIKa 10, no. 2 (October 30, 2020): 135–42. http://dx.doi.org/10.36342/teika.v10i2.2383.

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Sekarang ini, aplikasi web telah banyak yang bersifat dinamis dan interaktif untuk diterapkan dalam Sistem Informasi, Telekomunikasi, Perdagangan, Perbankan, Pendidikan dan berbagai jenis lainya. Seiring dengan perkembangan tersebut. Penulis ingin membuat Virtual Reality UNAI yang bertujuan untuk membantu pengunjung website melihat kampus UNAI lebih dekat. Tujuan Penelitian ini adalah: (1)Membuat Virtual Reality 360o untuk Universitas Advent Indonesia. (2)Menyajikan gambar 360o Melalui website Universitas Advent Indonesia. (3)Membuat pengunjung website Universitas Advent Indonesia dapat lebih mudah mengenali lokasi dan lingkungan sekitar UNAI yang disajikan dalam bentuk Virtual. Adapun kesimpulan dari Penelitian ini adalah: (1) Aplikasi Virtual Reality 360o dapat diimplementasikan kedalam website Universitas Advent Indonesia. (2) Aplikasi Virtual Reality 360o ini menarik, interaktif dan mudah digunakan sehingga memudahkan user untuk memperoleh informasi tentang lingkungan UNAI. Metode yang digunakan dalam perancangan aplikasi virtual Reality ini menggunakan model pengembangan waterfall. Metode pengembangan sistem waterfall. Model SDLC air terjun (waterfall) sering juga disebut model sekuensial linier (sequential linier). Aplikasi yang dirancang dapat menampilkan gambar 360o dari beberapa sudut kampus dalam bentuk web interaktif.
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Dissertations / Theses on the topic "360° virtual reality"

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Durnell, Linda A. "Emotional Reaction of Experiencing Crisis in Virtual Reality (VR)/360?" Thesis, Fielding Graduate University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747522.

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Emotional Reaction of Experiencing Crisis in Virtual Reality (VR)/360° Immersive technology is being used to provoke emotion and move millions of people to action. Because organizations and filmmakers are exploring more ways to use the immersive technology of VR and 360-degree video to evoke emotion, it is important to investigate what emotional reactions are experienced. Both VR and 360° fall under the category of immersive media and the terms are used interchangeably in this study. NVivo 11 is used for the analysis of 1,700 Twitter texts between the years 2015 and 2017 after people view the crisis Clouds Over Sidra in VR/360°. The appraisal theory of emotion serves as the framework to explore the interpretation of the subject’s emotional reactions. Sentiment and thematic analysis reveal (a) an increase in empathy, (b) reports of emotional reactions including feelings of sadness, grief and anger, (c) greater understanding of the crisis (d) intentions to act related to the crisis, (e) importance of VR/360° for educational use, and (f) the power of VR/360° and its ability to alter fields of education, humanitarian work, and politics. This study finds the immersive experience of viewing a crisis in VR/360° generates a range of highly emotional reactions. It is an important goal to understand the role VR/360° plays in generating emotional reactions and behavioral change, particularly in view of the accelerating development of emotional VR/360° content and people’s access to immersive technology.

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Mögel, Jens. "Virtual Reality und Augmented Reality als Werkzeug in der Aufstellplanung." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-215197.

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Aus Einleitung und Motivation "Die gegenwärtigen Entwicklungen von Head-Mounted Displays (HMD, hier synonym auch als Brille bezeichnet) für Virtual Reality (VR) und Augmented Reality (AR) schaffen ein nie da gewesenes Potential dieser Technologien als Werkzeuge in der Produktentwicklung. Wenngleich VR- und ARAnwendungen keineswegs neu in der Industrie sind, bringt der Fortschritt der Verbraucher-HMDs völlig neue Möglichkeiten. Immersive VR-Systeme bedeuten künftig keine hunderttausend Euro Anschaffung mehr – AR-Brillen dienen zukünftig nicht nur der Erweiterung der Realität mit zweidimensionalen Informationen. Cave Automatic Virtual Environments (CAVE), 360-Grad-Projektoren und interaktive Planungstische sind in der Fabrikplanung teilweise etabliert (Runde et al. 2015). Im Unterschied zu diesen Techniken können HMDs jedoch eine deutlich höhere Immersion ermöglichen, was auch für die Interaktion mit der virtuellen Umgebung von Vorteil sein kann. Das Gefühl der Immersion ist wichtig, um in bestimmten Entwicklungsphasen entsprechende Kriterien besser beurteilen zu können. Primär ist der VR-Einsatz für Bewertungsmerkmale sinnvoll, welche nur qualitativ und nicht quantitativ bewertbar sind (Pawellek 2014). Des Weiteren spielt auch die Eingabetechnologie eine essenzielle Rolle. Um mit virtuellen Elementen interagieren zu können, sollte das Eingabegerät echtzeitfähig und intuitiv sein. ..."
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Singh, Narendra. "Developing Trust in Sharing Rental Economy through Virtual Reality 360° Video." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-263238.

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Students, especially international ones have a hard time seeking accommodation in big cities like Stockholm in Sweden at an adequate pricing. To facilitate such a search process and to create a sense of trust, tenants and landlords use video and/or voice calls for early communication with one another. However, the establishment of trust among tenants and landlords in this context is a challenging task. This study thus aims to investigate if innovative virtual reality (VR) approaches like 360° videos can be used to develop trust among tenants and landlords. This study undertakes an investigation from student perspective due to the limited timeframe. This study was carried out in collaboration with Ett tak (English: One roof) which is a startup working in the rental market in Stockholm. The tenants are the students and the landlords are senior people having spare space in their homes. A pre-study was conducted to identify the expectations of the students. A landlord was filmed for the 360° video which was developed into a Unity VR app. The results from the usability study indicate that most students felt a high degree of trust towards the landlord by using an immersive 360° VR tour. Conversely, the students showed hesitation to use the 360° VR by buying their own VR headsets unless VR becomes mainstream in the different areas of life. This study builds upon existing literature that validate the positive impact of attributes like profile photos, ratings and reviews on the trust level between the providers and the consumers in a sharing economy.
Studenter, särskilt internationella, har svårt att hitta boende i storstäder som Stockholm i Sverige till lämplig prissättning. För att underlätta en sådan sökprocess och skapa en känsla av förtroende använder hyresgäster och hyresvärdar video och / eller röstsamtal för tidig kommunikation med varandra. Upprättande av förtroende bland hyresgäster och hyresvärdar är dock en utmanande uppgift i detta sammanhang. Denna studie syftar således till att undersöka om virtuell verklighet (VR) som 360° video kan användas för att utveckla förtroende bland hyresgäster och hyresvärdar. Denna studie genomför en undersökning från ett studentperspektiv på grund av den begränsade tidsramen. Denna studie genomfördes i samverkan med Ett tak, som arbetar på hyresmarknaden i Stockholm. Hyresgästerna är studenterna och hyresvärdarna är äldre människor som har ledigt utrymme i sina hem. En förstudie genomfördes för att identifiera studenternas förväntningar. En hyresvärd filmades för en 360° video som utvecklades till en Unity VR app. Resultaten från användbarhetsstudien indikerar att de flesta studenter kände en hög grad av förtroende gentemot hyresvärden genom att använda en fördjupande 360 ° VR rundtur. Däremot visade eleverna att de inte skulle köpa egna VR-headset om VR inte blir vanligt i de olika områdena i livet. Denna studie bygger på befintlig litteratur och bekräftar den positiva effekten av attribut som profilbilder, betyg och recensioner på förtroendenivå mellan leverantörer och konsumenter i en delningsekonomi.
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Linder, Åsa. "Key Factors for Feeling Present During a Music Experience in Virtual Reality Using 360° Video." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-205969.

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This is a study on what factors are important for a user to feel present when watching a 360° video of a musical experience. This is of interest because experiences in VR are still under exploration. Some artists are trying to live stream their concerts in VR showing that music in VR is something that is of interest. The video used in this study was recorded in Adolf Fredriks Kyrka, a church in Stockholm. I used a GoPro Omni Rig that records 360 degrees simultaneously to shoot the video in the church. The video was then shown in a user study with 23 participants divided into two groups, one VR-group that watched the video with an Oculus Rift and one control group that watched the video on a regular computer screen. The participants got to answer questions regarding their experience both before and after having watched the video. The result shows that there are few differences in the experience between the two groups. For example the VR-group felt more present in the virtual world than the control group. The thing that most participants commented on was the image quality of the video. It was not high enough according to some and it was also a bit blurry. Even though the image quality was a bit poor, the VR-group did not feel that it was too distracting for them to feel present. Overall the participants felt that it was a good and fun experience to watch. The most important factor for the feeling of presence is the level of immersion in the system. A fully immersive system will most likely give a higher feeling of presence than a non-immersive system. Two other factors that are important are the image quality and the audio. These three factors combined with interesting content will most likely lead to an experience where the user feels present in the virtual world and forgets the real world for a while.
Det här arbetet fokuserar på de faktorer som är viktiga för att en användare ska känna sig närvarande när han eller hon tittar på en 360° video av en musikupplevelse. Detta är intressant då upplevelser i VR är något som fortfarande utforskas. Artister har börjat livesända sina konserter i VR vilket visar på att just musik i VR är av intresse. Videon som användes i denna studie spelades in i Adolf Fredriks kyrka i Stockholm. För att spela in videon använde jag mig av en GoPro Omni Rig som spelar in i 360 grader samtidigt. Videon visades sedan i en användarstudie med 23 deltagare fördelat på två grupper, den ena gruppen var en VR-grupp som tittade på videon i en Oculus Rift och den andra gruppen var en kontrollgrupp som fick titta på videon på en vanlig datorskärm. Användarna fick svara på frågor gällande deras upplevelse både före och efter dem hade tittat på videon. Resultatet visar att det finns skillnader i upplevelsen mellan de två grupperna. Till exempel så kände sig VR-gruppen mer närvarande i den virtuella miljön än vad kontrollgruppen gjorde. Det som de flesta av användarna kommenterade på var kvaliteten på bilden. Upplösningen var inte tillräckligt hög och bilden var också lite suddig. Även om bildkvaliteten var låg så kände inte VR-gruppen att det distraherade dem för mycket från att känna sig närvarande. Överlag så tyckte användarna att det var en rolig och bra upplevelse att titta på. Den viktigaste faktorn för känslan av närvaro är nivån av immersion i systemet. Ett fullt immersivt system kommer troligtvis generera en högre känsla av närvaro än ett icke-immersivt system. Två andra viktiga faktorer är bildkvaliteten och ljudet. Dessa tre faktorer kombinerat med intressant innehåll, kommer med största sannolikhet leda till en upplevelse där användaren känner sig närvarande i den virtuella miljön och glömmer bort den riktiga världen för en stund.
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Almquist, Mathias, and Viktor Almquist. "Analysis of 360° Video Viewing Behaviour." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144405.

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In this thesis we study users' viewing motions when watching 360° videos in order to provide information that can be used to optimize future view-dependent streaming protocols. More specifically, we develop an application that plays a sequence of 360° videos on an Oculus Rift Head Mounted Display and records the orientation and rotation velocity of the headset during playback. The application is used during an extensive user study in order to collect more than 21 hours of viewing data which is then analysed to expose viewing patterns, useful for optimizing 360° streaming protocols.
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Almquist, Mathias, and Viktor Almquist. "Analysis of 360° Video Viewing Behaviours." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144907.

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In this thesis we study users' viewing motions when watching 360° videos in order to provide information that can be used to optimize future view-dependent streaming protocols. More specifically, we develop an application that plays a sequence of 360° videos on an Oculus Rift Head Mounted Display and records the orientation and rotation velocity of the headset during playback. The application is used during an extensive user study in order to collect more than 21 hours of viewing data which is then analysed to expose viewing patterns, useful for optimizing 360° streaming protocols.
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Baumgartner, Emily E. "The Impact of Virtual Reality and 360-Degree Video on Spatial Reasoning Skills in Elementary Students." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586598925128395.

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Rydenfors, Gabriella. "Telepresence and remote communication through virtual reality." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139936.

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This Master Thesis concerns a telepresence implementation which utilizes state-of-the-art virtual reality combined with live 360 degree video. Navigation interfaces for telepresence with virtual reality headsets were developed and evaluated through a user study. An evaluation of telepresence as a communication media was performed, comparing it to video communication. The result showed that telepresence was a better communication media than video communication.
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Johansson, Kristin, and Hedda Johansson. "Malmö by 360° – en studie om 360° video inom äldreomsorgen i Malmö." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20884.

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Den här studien undersöker i vilken grad 360° video betraktad i en HMD kan ha för livskvalitetshöjande effekt på boende inom äldreomsorgen i Malmö. Ensamhet och depression är ett av de vanligaste hälsoproblemen bland personer över 65 år idag. En av anledningarna till detta är fysiska och psykiska hinder som minskar möjligheterna för dem att kontinuerligt delta i sociala sammanhang och få ett miljöbyte. Med 360° video kan vad som helst upplevas och med en HMD kan känslan av att vara närvarande på platsen förstärkas. Med hjälp av denna teknik har ett prototyptest utförts på 2 olika äldreboende i Malmö där 9 stycken deltagare har fått testa att betrakta 360° video i en HMD, i form av olika utflyktsmål i Malmö som har skapats som prototyp i denna studie. Utifrån observationer, ”think-aloud”-tekniken och enkätsvar har slutsatserna kunnat dras att prototyptestet behöver göras under en längre period för att påvisa ett säkert resultat om vilken livshöjande effekt 360° video kan ha på de boende. Resultatet av testet kunde även påvisa en ökad positivitet om deltagarna fick se en plats de besökt tidigare.
This study examines the degree to which 360 ° video viewed in an HMD can have a life-quality enhancing effect on residents of elderly care in Malmö. Loneliness and depression are one of the most common health problems today among people with an age over 65. One of the reasons for this is physical and mental barriers that reduces the opportunities for them to continuously participate in social contexts and get an environmental change. With 360° video, anything can be experienced and with an HMD the feeling of being present on the site can be enhanced. With the help of this technique, a prototype test has been performed on 2 different retirement homes in Malmö where 9 participants have been tested to view 360° video in an HMD, in the form of various excursion destinations in Malmö that have been created as a prototype in this study. Based on observations, think-aloud technology and questionnaire responses, the conclusions have been drawn that the test needs to be done for a longer period to be able to demonstrate a safe result on which life-enhancing effect 360° video can have on the residents. The result of the test could also show an increased positivity if the participants saw a place they visited in the past.
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Holmes, Christine Margaret. "Exploration of Information Processing Outcomes in 360-Degree Video." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1544104147312149.

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Books on the topic "360° virtual reality"

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360 [reproduction of degree] imaging: The photographer's panoramic virtual reality manual. Crans-Près-Céligny: RotoVision, 2003.

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Xuelei, Qian, and ebrary Inc, eds. OpenSceneGraph 3.0: Beginner's guide : create high-performance virtual reality applications with OpenSceneGraph, one of the best 3D graphics engines. Birmingham, U.K: Packt Open Source, 2010.

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Complete Guide to VR & 360 Degree photography. Ilex Photo, 2018.

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Mazmanyan, Diana. Virtual Reality, Augmented Reality Und 360°-Videos: VR, AR und 360°-Videos Im Vergleich. Independently Published, 2020.

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Schütze, Stephan, and Anna Irwin-Schütze. New Realities in Audio: A Practical Guide for VR, AR, MR and 360 Video. Taylor & Francis Group, 2018.

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Schütze, Stephan, and Anna Irwin-Schütze. New Realities in Audio: A Practical Guide for VR, AR, MR and 360 Video. Taylor & Francis Group, 2018.

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Schütze, Stephan, and Anna Irwin-Schütze. New Realities in Audio: A Practical Guide for VR, AR, MR and 360 Video. Taylor & Francis Group, 2018.

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Schütze, Stephan, and Anna Irwin-Schütze. New Realities in Audio: A Practical Guide for VR, AR, MR and 360 Video. Taylor & Francis Group, 2018.

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Schütze, Stephan, and Anna Irwin-Schütze. New Realities in Audio: A Practical Guide for VR, AR, MR and 360 Video. Taylor & Francis Group, 2018.

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New Realities in Audio: A Practical Guide for VR, AR, MR and 360 Video. Taylor & Francis Group, 2018.

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Book chapters on the topic "360° virtual reality"

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Dooley, Kath. "Spatial Relationships in 360-Degree Space: Proximity, Body Orientation and the Gaze." In Cinematic Virtual Reality, 97–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72147-3_6.

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Dooley, Kath. "The 360-Degree Spectator—Key Concepts for the Cinematic Virtual Reality Viewing Experience." In Cinematic Virtual Reality, 23–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72147-3_2.

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Frank, Tim Bastian. "Erstellung und Anwendung von 360°-Videos." In Virtual Reality und Augmented Reality in der Digitalen Produktion, 263–73. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29009-2_13.

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Toet, Alexander, Fabienne Heijn, Anne-Marie Brouwer, Tina Mioch, and Jan B. F. van Erp. "The EmojiGrid as an Immersive Self-report Tool for the Affective Assessment of 360 VR Videos." In Virtual Reality and Augmented Reality, 330–35. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31908-3_24.

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Jones, Sarah, and Steve Dawkins. "The Sensorama Revisited: Evaluating the Application of Multi-sensory Input on the Sense of Presence in 360-Degree Immersive Film in Virtual Reality." In Augmented Reality and Virtual Reality, 183–97. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64027-3_13.

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Horst, Robin, Savina Diez, and Ralf Dörner. "A 360 $$^\circ $$ Video Virtual Reality Room Demonstration." In Advances in Visual Computing, 431–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33723-0_35.

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Henderson, Deborah, Eric R. Williams, and John Bowditch. "Cine-VR for Healthcare (not: 360° Video)." In The Power of Virtual Reality Cinema for Healthcare Training, 3–10. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003168683-1.

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Pedram, Shiva, Pascal Perez, Stephen Palmisano, and Matthew Farrelly. "Evaluating 360-Virtual Reality for Mining Industry’s Safety Training." In Communications in Computer and Information Science, 555–61. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58750-9_77.

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Rubio-Tamayo, Jose Luis, Manuel Gertrudix, and Mario Barro. "Development of Standards for Production of Immersive 360 Motion Graphics, Based on 360 Monoscopic Videos: Layers of Information and Development of Content." In Virtual, Augmented and Mixed Reality: Design and Development, 58–73. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05939-1_5.

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Rodriguez-Garcia, Bruno, Mario Alaguero, Henar Guillen-Sanz, and Ines Miguel-Alonso. "Comparing the Impact of Low-Cost 360° Cultural Heritage Videos Displayed in 2D Screens Versus Virtual Reality Headsets." In Extended Reality, 391–404. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-15553-6_27.

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Conference papers on the topic "360° virtual reality"

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Jung, Jinwoong, Joon-Young Lee, Byungmoon Kim, and Seungyong Lee. "Upright adjustment of 360 spherical panoramas." In 2017 IEEE Virtual Reality (VR). IEEE, 2017. http://dx.doi.org/10.1109/vr.2017.7892271.

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Santano, Delas, Zi Siang See, Chi How Fong, and Harold Thwaites. "Aerial virtual reality 360 research-creation." In 2017 23rd International Conference on Virtual System & Multimedia (VSMM). IEEE, 2017. http://dx.doi.org/10.1109/vsmm.2017.8346262.

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Huang, Jingwei, Zhili Chen, Duygu Ceylan, and Hailin Jin. "6-DOF VR videos with a single 360-camera." In 2017 IEEE Virtual Reality (VR). IEEE, 2017. http://dx.doi.org/10.1109/vr.2017.7892229.

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Nasrabadi, Afshin Taghavi, Anahita Mahzari, Joseph D. Beshay, and Ravi Prakash. "Adaptive 360-degree video streaming using layered video coding." In 2017 IEEE Virtual Reality (VR). IEEE, 2017. http://dx.doi.org/10.1109/vr.2017.7892319.

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Patterson, Kate. "Genome gazing: A 360° stereoscopic animation for Google cardboard." In 2017 IEEE Virtual Reality (VR). IEEE, 2017. http://dx.doi.org/10.1109/vr.2017.7892367.

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Gunkel, Simon, Martin Prins, Hans Stokking, and Omar Niamut. "WebVR meets WebRTC: Towards 360-degree social VR experiences." In 2017 IEEE Virtual Reality (VR). IEEE, 2017. http://dx.doi.org/10.1109/vr.2017.7892377.

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de Dinechin, Grégoire Dupont, and Alexis Paljic. "Virtual Agents from 360° Video for Interactive Virtual Reality." In CASA '19: Computer Animation and Social Agents. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3328756.3328775.

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Grani, Francesco, Rolf Nordahl, and Stefania Serafin. "Multimodal interactions, virtual reality and 360 movies." In AM '16: Audio Mostly 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2986416.2986430.

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Díaz-Kommonen, Lily, Mirjam Vosmeer, Ji-Hye Lee, Stefan Pham, Louay Bassbouss, and Andrea Mancianti. "360° Video Storytelling and Virtual Reality Workshop." In TVX '18: ACM International Conference on Interactive Experiences for TV and Online Video. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3210825.3213552.

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Pakkanen, Toni, Jaakko Hakulinen, Tero Jokela, Ismo Rakkolainen, Jari Kangas, Petri Piippo, Roope Raisamo, and Marja Salmimaa. "Interaction with WebVR 360° video player: Comparing three interaction paradigms." In 2017 IEEE Virtual Reality (VR). IEEE, 2017. http://dx.doi.org/10.1109/vr.2017.7892285.

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Reports on the topic "360° virtual reality"

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Barkatov, Igor V., Volodymyr S. Farafonov, Valeriy O. Tiurin, Serhiy S. Honcharuk, Vitaliy I. Barkatov, and Hennadiy M. Kravtsov. New effective aid for teaching technology subjects: 3D spherical panoramas joined with virtual reality. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4407.

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Rapid development of modern technology and its increasing complexity make high demands to the quality of training of its users. Among others, an important class is vehicles, both civil and military. In the teaching of associated subjects, the accepted hierarchy of teaching aids includes common visual aids (posters, videos, scale models etc.) on the first stage, followed by simulators ranging in complexity, and finished at real vehicles. It allows achieving some balance between cost and efficiency by partial replacement of more expensive and elaborated aids with the less expensive ones. However, the analysis of teaching experience in the Military Institute of Armored Forces of National Technical University “Kharkiv Polytechnic Institute” (Institute) reveals that the balance is still suboptimal, and the present teaching aids are still not enough to allow efficient teaching. This fact raises the problem of extending the range of available teaching aids for vehicle-related subjects, which is the aim of the work. Benefiting from the modern information and visualization technologies, we present a new teaching aid that constitutes a spherical (360° or 3D) photographic panorama and a Virtual Reality (VR) device. The nature of the aid, its potential applications, limitations and benefits in comparison to the common aids are discussed. The proposed aid is shown to be cost-effective and is proved to increase efficiency of training, according to the results of a teaching experiment that was carried out in the Institute. For the implementation, a tight collaboration between the Institute and an IT company “Innovative Distance Learning Systems Limited” was established. A series of panoramas, which are already available, and its planned expansions are presented. The authors conclude that the proposed aid may significantly improve the cost-efficiency balance of teaching a range of technology subjects.
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Paíno-Ambrosio, A., and MI Rodríguez-Fidalgo. A proposal for the classification of immersive journalism genres based on the use of virtual reality and 360-degree video. Revista Latina de Comunicación Social, July 2019. http://dx.doi.org/10.4185/rlcs-2019-1375en.

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liu, cong, xing wang, rao chen, and jie zhang. Meta-analyses of the Effects of Virtual Reality Training on Balance, Gross Motor Function and Daily Living Ability in Children with Cerebral Palsy. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0137.

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Review question / Objective: Cerebral palsy (CP) is a non-progressive, persistent syndrome occurring in the brain of the fetus or infant[1]. The prevalence of CP is 0.2% worldwide, and the prevalence can increase to 20-30 times in preterm or low birth weight newborns. There are about 6 million children with CP in China, and the number is increasing at a rate of 45,000 per year. Virtual reality (VR) refers to a virtual environment that is generated by a computer and can be interacted with.VR can mobilize the visual, auditory, tactile and kinesthetic organs of CP, so that they can actively participate in the rehabilitation exercise. Information sources: Two researchers searched 5 databases, including Pubmed (N=82), Embase (N=191), The Cochrane Library (N=147), Web of Science (N=359) and CNKI (N=11).
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