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Journal articles on the topic 'Immersive virtual environments'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

BAILENSON, JEREMY N., JIM BLASCOVICH, ANDREW C. BEALL, and BETH NOVECK. "Courtroom Applications of Virtual Environments, Immersive Virtual Environments, and Collaborative Virtual Environments." Law Policy 28, no. 2 (2006): 249–70. http://dx.doi.org/10.1111/j.1467-9930.2006.00226.x.

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Cao, Jing. "Virtual Embodiment and Interaction Techniques in Virtual Reality Games." Transactions on Computer Science and Intelligent Systems Research 7 (November 25, 2024): 172–76. https://doi.org/10.62051/n3vc1k16.

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Virtual Reality (VR) technology, characterized by immersive environments entirely generated by computers, has gained significant attention during the fifth information revolution. This paper explores the core elements of VR—Immersion, Interaction, and Imagination—as described by Burdea and Coiffet (1994). It emphasizes the importance of virtual embodiment in enhancing user experience within VR gaming. The development of technologies such as the CAVE system, head-mounted displays (HMDs), handheld controllers, haptic feedback devices, and full-body motion tracking systems are discussed in detail

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Kozicki, Alec. "Umwelt in an umwelt: Co-developing within immersive virtual environments and the paradoxical nature of reality and hyperreality." Sign Systems Studies 51, no. 1 (2023): 73–100. http://dx.doi.org/10.12697/sss.2023.51.1.03.

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This paper examines how to model immersive virtual environments using Kalevi Kull’s ecosemiotic model of four degrees of nature. Using this theoretical model allows for an investigation into the paradoxical nature of reality and hyperreality, which is a novel approach to understanding how a user co-develops with both their physical and immersive virtual environments. Analysis for the four degrees of nature within the virtual space reveals that an immersive virtual environment emerges from an imaginative void, contains milieu that users can recognize and interact with, offers the action-potenti

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Tcha-Tokey, Katy, Olivier Christmann, Emilie Loup-Escande, Guillaume Loup, and Simon Richir. "Towards a Model of User Experience in Immersive Virtual Environments." Advances in Human-Computer Interaction 2018 (September 12, 2018): 1–10. http://dx.doi.org/10.1155/2018/7827286.

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There are increasing new advances in virtual reality technologies as well as a rise in learning virtual environments for which several studies highlighted the pedagogical value, knowledge transfer, and learners’ engaged-behaviors. Moreover, the notion of user experience is now abundant in the scientific literature without the fact that there are specific models for immersive environments. This paper aims at proposing and validating a model of User eXperience in Immersive Virtual Environment, including virtual learning environments. The model is composed of 10 components extracted from existing

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Dogan, Asli Zeynep, and Arzu Gonenc Sorguc. "Sound perception in virtual environments." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 268, no. 6 (2023): 2660–71. http://dx.doi.org/10.3397/in_2023_0388.

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Virtual environments have been developing and changing the understanding of a space by means design, perception and usage. This study aims to contribute to the literature on the improvement of the auditory perception and cognition of virtual spaces used for education, training, and gaming purposes. This study proposes to offer a realistic representation of soundscapes in virtual environments according to spatial qualities instead of misleading synthetic sounds by integrating acoustical simulations with the immersive environment and questioning the experience of a regular user. The study explor

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Vieira, Erberson Evangelista, and Francisco Petrônio de A. Medeiros. "Feasibility Analysis of an Immersive Network Laboratory as a Support Tool for Teaching Practices." Journal on Interactive Systems 16, no. 1 (2025): 236–55. https://doi.org/10.5753/jis.2025.5352.

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Background: Information and Communication Technologies play a fundamental role in education, bringing real-world content closer to students and expanding learning opportunities. Immersive virtual laboratories stand out by enabling experimentation and overcoming the difficulties of accessing physical laboratories. Hybrid approaches have emerged to address challenges like space limitations, costs, and safety concerns in traditional laboratories by integrating immersive virtual environments with physical labs. The concept of the Metaverse is noteworthy for uniting physical and virtual realities,

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Gayathri, Ravichandran, and Sanghun Nam. "Enhancing User Experience in Virtual Museums: Impact of Finger Vibrotactile Feedback." Applied Sciences 14, no. 15 (2024): 6593. http://dx.doi.org/10.3390/app14156593.

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Virtual reality (VR) offers immersive visual and auditory experiences, transporting users to alternate realities. However, existing VR systems lack realistic haptic feedback mechanisms, resulting in unsatisfactory immersive experiences. In this study, we developed and tested a haptic glove that simulates realistic tactile sensations, enhancing user interaction with virtual artifacts. Our research investigates the impact of finger-specific vibrotactile feedback (FSVF) on user experience in virtual museum environments. Using a mixed-methods approach, 30 participants engaged in object-manipulatio

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Engel, Juri, and Jürgen Döllner. "Immersive Visualization of Virtual 3D City Models and its Applications in E-Planning." International Journal of E-Planning Research 1, no. 4 (2012): 17–34. http://dx.doi.org/10.4018/ijepr.2012100102.

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Immersive visualization offers an intuitive access to and an effective way of realizing, exploring, and analyzing virtual 3D city models, which are essential tools for effective communication and management of complex urban spatial information in e-planning. In particular, immersive visualization allows for simulating planning scenarios and to receive a close-to-reality impression by both non-expert and expert stakeholders. This contribution is concerned with the main requirements and technical concepts of a system for visualizing virtual 3D city models in large-scale, fully immersive environm

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Bicalho, Daniela Rocha, João Piedade, and João Filipe Matos. "iVRPM: Conceptual Proposal of an Immersive Virtual Reality Pedagogical Model." Applied Sciences 15, no. 4 (2025): 2162. https://doi.org/10.3390/app15042162.

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The growing attention to virtual reality (VR) suggests that immersive technologies will be widely applied across various contexts, including education. However, conceptual divergences and a lack of understanding regarding the learning process in immersive virtual environments reveal the nascent understanding of the use of immersive virtual reality (iVR) and its benefits in educational contexts. Against this backdrop, this article presents a proposed pedagogical framework aimed at aligning the affordances of iVR environments—such as immersion, interactivity, and embodiment—with educational obje

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Mikellidou, Kyriaki, Kleanthis Neokleous, and Marios Avraamides. "Serial Dependence in Immersive Virtual Environments." Journal of Vision 20, no. 11 (2020): 1178. http://dx.doi.org/10.1167/jov.20.11.1178.

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Cruz-Neira, C., and R. R. Lutz. "Using immersive virtual environments for certification." IEEE Software 16, no. 4 (1999): 26–30. http://dx.doi.org/10.1109/52.776945.

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Bailenson, Jeremy N., Jim Blascovich, and Rosanna E. Guadagno. "Self-Representations in Immersive Virtual Environments." Journal of Applied Social Psychology 38, no. 11 (2008): 2673–90. http://dx.doi.org/10.1111/j.1559-1816.2008.00409.x.

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Llobera, Joan, Kristopher J. Blom, and Mel Slater. "Telling Stories within Immersive Virtual Environments." Leonardo 46, no. 5 (2013): 471–76. http://dx.doi.org/10.1162/leon_a_00643.

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Portraying an unfolding story within an immersive virtual environment (IVE) is difficult: In an IVE, participants can pay attention to and interact with whatever they choose within the scene. Moreover, the decisions taken by virtual characters must appear consistent with their personalities and motivations but also take into account the human participants' actions, whenever relevant. Finally, the results of the interactions should satisfy a pre-established plot. In this article, the authors introduce a new two-part approach that addresses the dilemma regarding freedom of action and narrative.

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Bailenson, Jeremy N., Jim Blascovich, Andrew C. Beall, and Jack M. Loomis. "Interpersonal Distance in Immersive Virtual Environments." Personality and Social Psychology Bulletin 29, no. 7 (2003): 819–33. http://dx.doi.org/10.1177/0146167203029007002.

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Schnabel, Marc A., and Thomas Kvan. "Spatial Understanding in Immersive Virtual Environments." International Journal of Architectural Computing 1, no. 4 (2003): 435–48. http://dx.doi.org/10.1260/147807703773633455.

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Hoyt, Crystal L., Jim Blascovich, and Kimberly R. Swinth. "Social Inhibition in Immersive Virtual Environments." Presence: Teleoperators and Virtual Environments 12, no. 2 (2003): 183–95. http://dx.doi.org/10.1162/105474603321640932.

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We assessed the utility of using immersive virtual environment (IVE) technology for social psychological research by attempting to replicate two classic social influence effects. Specifically, we sought to replicate the classic social facilitation/inhibition effects wherein individuals' performance on a task is affected by the presence of others. Within an IVE, participants mastered one of two tasks and subsequently performed the mastered or nonmastered task either alone or in the presence of a virtual human audience whom they were led to believe were either computer-controlled agents or human

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17

Usoh, Martin, and Mel Slater. "An exploration of immersive virtual environments." Endeavour 19, no. 1 (1995): 34–38. http://dx.doi.org/10.1016/0160-9327(95)98892-j.

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Kuntze, Marcus F., Robert Stoermer, Ralph Mager, Andreas Roessler, Franz Mueller-Spahn, and Alex H. Bullinger. "Immersive Virtual Environments in Cue Exposure." CyberPsychology & Behavior 4, no. 4 (2001): 497–501. http://dx.doi.org/10.1089/109493101750527051.

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19

Bowyer, Mark W., Kevin A. Streete, Gilbert M. Muniz, and Alan V. Liu. "Immersive Virtual Environments for Medical Training." Seminars in Colon and Rectal Surgery 19, no. 2 (2008): 90–97. http://dx.doi.org/10.1053/j.scrs.2008.02.005.

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Kvarda, Ondřej, Zdeněk Stachoň, and Jiří Chmelík. "Cartographic Visualisation within Immersive Virtual Environments." Abstracts of the ICA 6 (August 11, 2023): 1–2. http://dx.doi.org/10.5194/ica-abs-6-131-2023.

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Nanjappan, Vijayakumar, Akseli Uunila, Jukka Vaulanen, Julius Välimaa, and Georgi V. Georgiev. "EFFECTS OF IMMERSIVE VIRTUAL REALITY IN ENHANCING CREATIVITY." Proceedings of the Design Society 3 (June 19, 2023): 1585–94. http://dx.doi.org/10.1017/pds.2023.159.

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AbstractIn recent years, the use of virtual reality (VR) has been a promising opportunity to improve the immersive experience in virtual environments. In this study, we explore the effectiveness of immersive VR experiences on an individual's creativity. To do this, we first identified the characteristics of VR that are closely related to creative performance. Considering these factors, we designed and implemented the interaction method and the three outdoor and indoor virtual environments (Wilderness, City Park, and Office). We evaluated the effectiveness of the virtual environments with 12 pa

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Ortega, Mariuxi Vanessa Eras, Lizbeth Gisselle Ponce Tituaña, Jhonny Biler Benavides Galvez, and Wildo Sucasaire Monroy. "Development and Execution of An Immersive Virtual Environment Using Virtual Reality to Train Teachers at The Higher Education Level." International Journal of Religion 5, no. 11 (2024): 6226–33. http://dx.doi.org/10.61707/nh33ej39.

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In the field of higher education, teacher training has played a crucial role in continuously improving the quality of education. Immersive virtual environments using virtual reality (VR) have emerged as an innovative tool for teacher training, providing highly interactive learning experiences and realistic simulations. This article presents a literature review on the development and implementation of immersive virtual environments with VR for teacher training in higher education, analyzing recent studies and highlighting best practices, benefits, challenges and future research directions in th

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Lehikko, Anu. "Measuring Self-Efficacy in Immersive Virtual Learning Environments: A Systematic Literature Review." Journal of Interactive Learning Research 32, no. 2 (2021): 125–46. https://doi.org/10.70725/672759jhzbkw.

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To further the study of learning in the context of immersive virtual technologies, this systematic literature review addressed the following research questions: ‘How is self-efficacy being studied in immersive virtual learning environments?’ ‘What kinds of self-efficacy findings have been made in immersive virtual learning environments?’ The peer-reviewed book chapters and journal articles included in this study were published in English between January 2014 and January 2020. A narrative synthesis was created for understanding the various aspects of the topic. During the process, the scarcity

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Kronqvist, Aila, Jussi Jokinen, and Rebekah Rousi. "Evaluating the Authenticity of Virtual Environments: Comparison of Three Devices." Advances in Human-Computer Interaction 2016 (2016): 1–14. http://dx.doi.org/10.1155/2016/2937632.

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Immersive virtual environments (VEs) have the potential to provide novel cost effective ways for evaluating not only new environments and usability scenarios, but also potential user experiences. To achieve this, VEs must be adequately realistic. The level of perceived authenticity can be ascertained by measuring the levels of immersion people experience in their VE interactions. In this paper the degree of authenticity is measured via anauthenticity indexin relation to three different immersive virtual environment devices. These devices include (1) a headband, (2) 3D glasses, and (3) a head-m

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Huang, Mincong, Samuel Chabot, and Jonas Braasch. "Real-time co-location in dynamic virtual soundscapes across multi-occupant immersive rooms." Journal of the Acoustical Society of America 153, no. 3_supplement (2023): A104. http://dx.doi.org/10.1121/10.0018316.

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Immersive rooms, a type of virtual reality system consisting of human-scale panoramic visual and acoustic display systems and distributed sensing apparatus for occupant motion, have been increasingly adopted for dynamic and interactive applications. While these applications enable multi-user audiovisual immersion and navigation from a single physical location, they have yet to propagate along multiple homogeneous system infrastructures in a networked manner. In this work, we intend to co-locate two physically-remote immersive rooms – at EMPAC and the CRAIVE-Lab, respectively – in a single syst

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Lee, Yea Som, and Bong-Soo Sohn. "Immersive Gesture Interfaces for Navigation of 3D Maps in HMD-Based Mobile Virtual Environments." Mobile Information Systems 2018 (2018): 1–11. http://dx.doi.org/10.1155/2018/2585797.

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3D maps such as Google Earth and Apple Maps (3D mode), in which users can see and navigate in 3D models of real worlds, are widely available in current mobile and desktop environments. Users usually use a monitor for display and a keyboard/mouse for interaction. Head-mounted displays (HMDs) are currently attracting great attention from industry and consumers because they can provide an immersive virtual reality (VR) experience at an affordable cost. However, conventional keyboard and mouse interfaces decrease the level of immersion because the manipulation method does not resemble actual actio

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Magallanes Guijón, G., F. Hruby, R. Ressl, V. Aguilar Sierra, G. de la Borbolla del Valle, and O. Rodríguez Paz. "MODELLING OF COLLECTIVE MOVEMENT IN IMMERSIVE ENVIRONMENTS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-4 (September 19, 2018): 397–402. http://dx.doi.org/10.5194/isprs-archives-xlii-4-397-2018.

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<p><strong>Abstract.</strong> Immersive technologies allow us to map physical reality by means of 4D virtual systems in ever higher spatial and temporal detail, up to a scale level of 1<span class="thinspace"></span>:<span class="thinspace"></span>1. This level of detail enables the representation of phenomena that have been widely ignored by the geovisualization research agenda as yet. An example for such a large scale phenomenon is the collective movement of animals, which can be modelled and visualized only at a fine grained spatio-temporal resoluti

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Chhikara, Vanshika. "IMMERSIVE ANALYTICS." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 05 (2024): 1–5. http://dx.doi.org/10.55041/ijsrem33585.

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Immersive Analytics focuses on the benefits and challenges of using immersive environments for data analysis, and developing designs to improve efficiency. Although immersive technologies are widely available, practical solutions have not gained widespread acceptance in real- world applications. Research in this field focuses on abstract 3D visualization, immersive environments, paper sampling and use case evaluation. 03 Related Works • Brooks early review of VR applications found it effective in specific domains like flight simulators, automotive engineering, and astronaut training. • Van Dam

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Kim, Daehwan, Yongwan Kim, and Dongsik Jo. "Exploring the Effect of Virtual Environments on Passive Haptic Perception." Applied Sciences 13, no. 1 (2022): 299. http://dx.doi.org/10.3390/app13010299.

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Recent advances in virtual reality (VR) technologies such as immersive head-mounted display (HMD), sensing devices, and 3D printing-based props have become much more feasible for providing improved experiences for users in virtual environments. In particular, research on haptic feedback is being actively conducted to enhance the effect of controlling virtual objects. Studies have begun to use real objects that resemble virtual objects, i.e., passive haptic, instead of using haptic equipment with motor control, as an effective method that allows natural interaction. However, technical difficult

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Beadle, Sarah, Randall Spain, Benjamin Goldberg, et al. "Virtual Reality, Augmented Reality, and Virtual Environments: Demonstrations of Current Technologies and Future Directions." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (2020): 2119–23. http://dx.doi.org/10.1177/1071181320641514.

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Virtual environments and immersive technologies are growing in popularity for human factors purposes. Whether it is training in a low-risk environment or using simulated environments for testing future automated vehicles, virtual environments show promise for the future of our field. The purpose of this session is to have current human factors practitioners and researchers demonstrate their immersive technologies. This is the eighth iteration of the “Me and My VE” interactive session. Presenters in this session will provide a brief introduction of their virtual reality, augmented reality, or v

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Parsons, Thomas D. "Ethical Challenges of Using Virtual Environments in the Assessment and Treatment of Psychopathological Disorders." Journal of Clinical Medicine 10, no. 3 (2021): 378. http://dx.doi.org/10.3390/jcm10030378.

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Clinicians are increasingly interested in the potential of virtual environments for research and praxes. Virtual environments include both immersive and non-immersive simulations of everyday activities. Moreover, algorithmic devices and adaptive virtual environments allow clinicians a medium for personalizing technologies to their patients. There is also increasing recognition of social virtual environments that connect virtual environments to social networks. Although there has been a great deal of deliberation on these novel technologies for assessment and treatment, less discourse has occur

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Zhao, Yuxin, and Zuen Cen. "Exploring Multimodal Feedback Mechanisms for Improving User Interaction in Virtual Reality Environments." Journal of Industrial Engineering and Applied Science 2, no. 6 (2024): 35–41. https://doi.org/10.70393/6a69656173.323331.

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As Virtual Reality (VR) technology progresses, the need for intuitive and immersive interaction mechanisms becomes increasingly important. However, current VR systems primarily rely on visual and auditory feedback, often overlooking other sensory modalities, which limits the depth of user immersion. While visual and auditory inputs allow users to perceive virtual objects and sounds, the experience remains somewhat one-dimensional compared to real-world, multi-sensory interactions. To address this limitation, this paper explores the impact of multimodal feedback mechanisms, particularly through

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Lecon, Carsten. "Supporting Distributed Learning through Immersive Learning Environments." Athens Journal of Education 11, no. 3 (2024): 213–26. http://dx.doi.org/10.30958/aje.11-3-3.

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In this paper, we describe a teaching scenario using a virtual environment (known also in the context of the ‘metaverse’). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete

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Wang, Caibo. "Environmental Design and Teaching Interaction: Creating Immersive Learning Experiences." Journal of Higher Vocational Education 1, no. 4 (2024): 220–23. https://doi.org/10.62517/jhve.202416430.

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This paper examines how environmental design and teaching interaction collaborate to create immersive learning experiences, thereby enhancing teaching quality and student outcomes. The aim is to develop a theoretical framework analyzing the characteristics of immersive teaching from an environmental design perspective and its practical applications in modern education. The study employs literature review and theoretical analysis, examining design elements and interaction models in immersive educational environments. It begins with defining immersive teaching, explores the influence of environm

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Kvarda, Ondřej, and Zdeněk Stachoň. "Multivariate Mapping techniques and Immersive Virtual Environments." Abstracts of the ICA 5 (September 14, 2022): 1–2. http://dx.doi.org/10.5194/ica-abs-5-99-2022.

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Gebhardt, Sascha, Sebastian Pick, Franziska Leithold, Bernd Hentschel, and Torsten Kuhlen. "Extended Pie Menus for Immersive Virtual Environments." IEEE Transactions on Visualization and Computer Graphics 19, no. 4 (2013): 644–51. http://dx.doi.org/10.1109/tvcg.2013.31.

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Slater, Mel, and Martin Usoh. "Simulating peripheral vision in immersive virtual environments." Computers & Graphics 17, no. 6 (1993): 643–53. http://dx.doi.org/10.1016/0097-8493(93)90113-n.

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Fuchs, Henry. "Immersive Integration of Physical and Virtual Environments." Computer Graphics Forum 23, no. 3 (2004): 268. http://dx.doi.org/10.1111/j.1467-8659.2004.00755.x.

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Frees, Scott. "Context-driven interaction in immersive virtual environments." Virtual Reality 14, no. 4 (2010): 277–90. http://dx.doi.org/10.1007/s10055-010-0178-2.

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Blascovich, Jim, and Andrew C. Beall. "Digital Immersive Virtual Environments and Instructional Computing." Educational Psychology Review 22, no. 1 (2010): 57–69. http://dx.doi.org/10.1007/s10648-010-9120-0.

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Connor, Kelley. "Immersive Virtual Reality Environments for Perioperative Nursing." Perioperative Nursing Clinics 7, no. 2 (2012): 251–55. http://dx.doi.org/10.1016/j.cpen.2012.02.002.

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Gonzalez-Argote, Javier, and Denis Gonzalez-Argote. "10 Best practices in Immersive Learning Design and 10 points of connection with the Metaverse." Metaverse Basic and Applied Research 2 (December 28, 2022): 7. http://dx.doi.org/10.56294/mr20237.

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Immersive learning design is the process of creating immersive learning experiences using technologies such as augmented reality virtual reality, and mixed reality. The goal of immersive learning design is to create engaging and interactive learning experiences that immerse learners in a virtual environment where they can explore and interact with the subject matter in meaningful ways. Today, immersive learning design is used in a wide range of settings, including education and corporate training. It is increasingly being recognized as an effective way to engage learners and enhance the learni

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Acheampong, Rebecca, Dorin-Mircea Popovici, Titus Balan, Alexandre Rekeraho, and Manuel Soto Ramos. "Enhancing Security and Authenticity in Immersive Environments." Information 16, no. 3 (2025): 191. https://doi.org/10.3390/info16030191.

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Immersive environments have brought a great transformation in human–computer interaction by enabling realistic and interactive experiences within simulated or augmented spaces. In these immersive environments, virtual assets such as custom avatars, digital artwork, and virtual real estate play an important role, often holding a substantial value in both virtual and real worlds. However, this value also makes them attractive to fraudulent activities. As a result, ensuring the authenticity and integrity of virtual assets is of concern. This study proposes a cryptographic solution that leverages

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Rijal Abdullah, Mohd Nasrun Mohd Nawi, Anas A. Salameh, Rafikullah Deraman, and Aizul Nahar Harun. "Enhancing Collaborative Learning in Mobile Environments through Interactive Virtual Reality Simulations." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 11 (2024): 15–26. http://dx.doi.org/10.3991/ijim.v18i11.49049.

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This study investigates the potential of enhancing collaborative learning in mobile environments through the integration of interactive virtual reality (VR) simulations. With the ubiquity of mobile devices and advancements in VR technology, there is a growing interest in using immersive experiences to promote collaborative learning among students. The study explores the design and implementation of interactive VR simulations customized for mobile platforms. The goal is to create engaging and immersive learning experiences that foster collaboration and knowledge sharing. By immersing students i

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Kozhevnikov, Michael, Johannes Gurlitt, and Maria Kozhevnikov. "Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments." Journal of Science Education and Technology 22, no. 6 (2013): 952–62. http://dx.doi.org/10.1007/s10956-013-9441-0.

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Kim, Juhwan, and Dongsik Jo. "Optimal Camera Placement Leaning of Multiple Cameras for 3D Environment Reconstruction." Korean Institute of Smart Media 11, no. 9 (2022): 75–80. http://dx.doi.org/10.30693/smj.2022.11.9.75.

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Recently, research and development on immersive virtual reality(VR) technology to provide a realistic experience is being widely conducted. To provide realistic experience in immersive virtual reality for VR participants, virtual environments should consist of high-realistic environments using 3D reconstruction. In this paper, to acquire 3D information in real space using multiple cameras in the reconstruction process, we propose a novel method of optimal camera placement for accurate reconstruction to minimize distortion of 3D information. Through our approach in this paper, real 3D informati

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Shapcott, Katharine A., Marvin Weigand, Mina Glukhova, Martha N. Havenith, and Marieke L. Schölvinck. "DomeVR: Immersive virtual reality for primates and rodents." PLOS ONE 20, no. 1 (2025): e0308848. https://doi.org/10.1371/journal.pone.0308848.

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Immersive virtual reality (VR) environments are a powerful tool to explore cognitive processes ranging from memory and navigation to visual processing and decision making—and to do so in a naturalistic yet controlled setting. As such, they have been employed across different species, and by a diverse range of research groups. Unfortunately, designing and implementing behavioral tasks in such environments often proves complicated. To tackle this challenge, we created DomeVR, an immersive VR environment built using Unreal Engine 4 (UE4). UE4 is a powerful game engine supporting photo-realistic g

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Ibodullayev, Sardor Nasriddin o'g'li, and Yaxyobek Sobirjon o'g'li Sodiqjonov. "VIRTUAL LEARNING TECHNOLOGY IN VIRTUAL EXISTENCE." "Yosh mutaxassislar" ilmiy-amaliy jurnali. 2023-06, no. 1 (2023): 72–76. https://doi.org/10.5281/zenodo.8043760.

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<strong>Annotation:</strong> "Virtual learning technology in virtual existence" explores the integration of digital tools, platforms, and simulations in education to create immersive and interactive learning experiences. The article highlights the benefits of virtual learning technology, such as immersive experiences, personalized learning, collaborative opportunities, and safe simulations. It emphasizes the concept of virtual existence, where learners can engage with educational content in augmented reality environments. The article also acknowledges challenges, including access to

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Lindeman, R. W., J. N. Templeman, J. L. Sibert, and J. R. Cutler. "Handling of Virtual Contact in Immersive Virtual Environments: Beyond Visuals." Virtual Reality 6, no. 3 (2002): 130–39. http://dx.doi.org/10.1007/s100550200014.

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Tcha-Tokey, Katy, Olivier Christmann, Emilie Loup-Escande, and Simon Richir. "Proposition and Validation of a Questionnaire to Measure the User Experience in Immersive Virtual Environments." International Journal of Virtual Reality 16, no. 1 (2016): 33–48. http://dx.doi.org/10.20870/ijvr.2016.16.1.2880.

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There are increasing new advances in virtual reality technologies as well as a rise in immersive virtual environments research and user experience research. Within this framework, we decided to address the overall user experience in immersive virtual environments. Indeed, in our point of view, this topic is not fully dealt with in the scientific literature, neither in terms of user experience components nor in terms of user experience measurement methods. It is in this context that we conducted a study aiming at proposing and validating a unified questionnaire on user experience in immersive v

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