Relevant bibliographies by topics / Training in Virtual Environments / Journal articles
To see the other types of publications on this topic, follow the link: Training in Virtual Environments.

Journal articles on the topic 'Training in Virtual Environments'

Author: Grafiati
Published: 3 June 2025
Last updated: 20 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Training in Virtual Environments.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Ruffaldi, Emanuele, Alessandro Filippeschi, Benoît Bardy, et al. "Training Rowing with Virtual Environments." BIO Web of Conferences 1 (2011): 00078. http://dx.doi.org/10.1051/bioconf/20110100078.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Arthur, E. J., and P. A. Hancock. "Navigation Training in Virtual Environments." International Journal of Cognitive Ergonomics 5, no. 4 (2001): 387–400. http://dx.doi.org/10.1207/s15327566ijce0504_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Shubeck, Keith T., Scotty D. Craig, and Xiangen Hu. "Live-action mass-casualty training and virtual world training." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (2016): 2103–7. http://dx.doi.org/10.1177/1541931213601476.

Full text
Abstract:
Live-action training simulations with expert facilitators are considered by many to be the gold-standard in training environments. However, these training environments are expensive, provide many logistical challenges, and may not address the individual’s learning needs. Fortunately, advances in distance-based learning technologies have provided the foundation for inexpensive and effective learning environments that can simultaneously train and educate students on a much broader scale than live-action training environments. Specifically, intelligent tutoring systems (ITSs) have been proven to be very effective in improving learning outcomes. The Virtual Civilian Aeromedical Evacuation Sustainment Training (VCAEST) interface takes advantage of both of these technologies by enhancing a virtual world with a web-based ITS, AutoTutor LITE (Learning in Interactive Training Environments). AutoTutor LITE acts as a facilitator in the virtual world by providing just-in-time feedback, presenting essential domain knowledge, and by utilizing tutoring dialogues that automatically assess user input. This paper will discuss the results of an experimental evaluation of the VCAEST environment compared to an expert-led live-action training simulation.
APA, Harvard, Vancouver, ISO, and other styles
4

Gopher, Daniel. "Skill training in Multimodal virtual environments." Work 41 (2012): 2284–87. http://dx.doi.org/10.3233/wor-2012-0452-2284.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lin, F. "Developing virtual environments for industrial training." Information Sciences 140, no. 1-2 (2002): 153–70. http://dx.doi.org/10.1016/s0020-0255(01)00185-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kenyon, Robert V., and Michelle B. Afenya. "Training in virtual and real environments." Annals of Biomedical Engineering 23, no. 4 (1995): 445–55. http://dx.doi.org/10.1007/bf02584444.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mourant, Ronald R., and Lily Parsi. "Training in a Virtual Stereoscopic Environment." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 26 (2002): 2206–9. http://dx.doi.org/10.1177/154193120204602622.

Full text
Abstract:
This study investigated transfer-of-training for a pick-and-place task in monoscopic, stereoscopic, and real-world environments. Ten training trials were given to 30 subjects in the three environments (10 subjects each). The averages of task completion time in the stereoscopic and real-world environments were less than those in the monoscopic environment. In a post-training real-world trial, there were no differences due to the training environment (including another group of 10 subjects who received no training). Subjects, who had training in the stereoscopic or real-world environments, were more accurate in the placement of cans at near targets than those who received monoscopic or no training. Thus training in a virtual stereoscopic environment was beneficial in terms of task accuracy. The effectiveness of virtual environments may continue to improve as advances in computer hardware enable higher resolution presentations and reduce system lags.
APA, Harvard, Vancouver, ISO, and other styles
9

S.V, Mamadjanova. "DESIGN FEATURES OF VIRTUAL LEARNING ENVIRONMENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (2022): 1–5. http://dx.doi.org/10.55640/eijmrms-02-06-01.

Full text
Abstract:
The article deals with the influence of virtual informational educational environment on didactics of basic education, the functions of virtual informational educational environment as a new pedagogical system, shows the relationship of real and virtual components of the informational educational environment in the integral pedagogical process, presents the conditions for the selection of organizational forms of learning in a virtual educational environment. The validity of the selection of organizational forms of training ensures the achievement of guaranteed high quality of the educational process.
APA, Harvard, Vancouver, ISO, and other styles
10

YANG, XIAOLI, and YOUN K. KIM. "HAND MANIPULATION TRAINING IN HAPTIC VIRTUAL ENVIRONMENTS." International Journal of Information Acquisition 05, no. 03 (2008): 269–81. http://dx.doi.org/10.1142/s021987890800165x.

Full text
Abstract:
Continuing advances in virtual reality (VR) technology with respect to the new addition of force and touch feedbacks have enhanced VR realism and led to the development of many useful and accessible VR systems. One of the emerging research fields is in rehabilitation training. This paper introduces a virtual reality-based hand manipulation training system with three applications: virtual writing, virtual painting and virtual dialing. The system is mainly for training hand movement precision, speed, force, and direction control. A haptic device — PHANTOM Premium 1.0 is used to give the user immediate force feedbacks to feel immersed in the virtual environment during the training session. A new collision detection method is developed for accurate and rapid calculation of the interaction between the haptic and virtual environments. The implementation performances are calculated and given to the user in real time. The practicing results are also saved for evaluation and supervision by the specialist.
APA, Harvard, Vancouver, ISO, and other styles
11

Harmon, Stephen W., and Patrick J. Kenney. "Virtual Reality Training Environments: Contexts and Concerns." Educational Media International 31, no. 4 (1994): 228–37. http://dx.doi.org/10.1080/0952398940310405.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Satava, Richard M., and Shaun B. Jones. "Virtual Environments for Medical Training and Education." Presence: Teleoperators and Virtual Environments 6, no. 2 (1997): 139–46. http://dx.doi.org/10.1162/pres.1997.6.2.139.

Full text
Abstract:
There are a number of modalities for implementing Virtual Environments (VE) for medical training and simulation. Integrating them for a seamless transition from one to another presents the next challenge. The three applications of (1) individual anatomic education and training, (2) medical crisis planning and training, and (3) medical virtual prototyping have been integrated into a single program approach by the military for battlefield trauma care. With this model as a template, the power of VE for the many different aspects of medical education can be explored and exploited.
APA, Harvard, Vancouver, ISO, and other styles
13

Bowen Loftin, R., M. W. Scerbo, F. D. McKenzie, and J. M. Catanzao. "Training in peacekeeping operations using virtual environments." IEEE Computer Graphics and Applications 24, no. 4 (2004): 18–21. http://dx.doi.org/10.1109/mcg.2004.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Mouloua, Mustapha, Janan Smither, Robert C. Kennedy, Robert S. Kennedy, Daniel E. Compton, and Julie M. Drexler. "Transfer of Adaptation in Virtual Environments." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 26 (2005): 2268–72. http://dx.doi.org/10.1177/154193120504902611.

Full text
Abstract:
The goal of this research was to investigate the reflexivity of the crossover effect−i.e. does adaptation on VE and OKN devices occur, and, if so, does transfer of this training occur in both directions (VE to OKN as well as OKN to VE). Forty participants were randomly assigned to either an OKN or a VE training condition. In the OKN condition, participants trained on the OKN device for four days, and were then tested on the VE and OKN devices on day five. In the VE condition however, they trained on the VE device for four days and were then tested on the VE and OKN devices on day five. The results indicated a 14.6% drop in DLQ scores and a 48.12% drop in SSQ scores for the OKN group. Similarly, a 21.28% drop in DLQ scores and a 23.64% drop in SSQ scores was obtained for the VE group. These results suggest that transfer of training occurred for both VE and OKN environments. Finally, these patterns of results are consistent and point to the importance of specific pre-adaptation training environments that would promote transfer to other motion sickness platforms. These findings have implications for training on different platforms.
APA, Harvard, Vancouver, ISO, and other styles
15

Holden, Maureen K., and Thomas Dyar. "Virtual Environment Training." Neurology Report 26, no. 2 (2002): 62–71. http://dx.doi.org/10.1097/01253086-200226020-00003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Regal, Georg, Daniele Pretolesi, Helmut Schrom-Feiertag, et al. "Challenges in Virtual Reality Training for CBRN Events." Multimodal Technologies and Interaction 7, no. 9 (2023): 88. http://dx.doi.org/10.3390/mti7090088.

Full text
Abstract:
The contemporary geopolitical environment and strategic uncertainty shaped by asymmetric and hybrid threats urge the future development of hands-on training in realistic environments. Training in immersive, virtual environments is a promising approach. Immersive training can support training for contexts that are otherwise hard to access, dangerous, or have high costs. This paper discusses the challenges for virtual reality training in the CBRN (chemical, biological, radioactive, nuclear) domain. Based on initial considerations and a literature review, we conducted a survey and three workshops to gather requirements for CBRN training in virtual environments. We structured the gathered insights into four overarching themes—the future of CBRN training, ethical and safety requirements, evaluation and feedback, and tangible objects and tools. We provide insights on these four themes and discuss recommendations.
APA, Harvard, Vancouver, ISO, and other styles
17

Hill, John D., and Jonathan A. Salzman. "Enhancing Speed Perception in Virtual Environments Through Training." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 56, no. 1 (2012): 1772–76. http://dx.doi.org/10.1177/1071181312561356.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Moskaliuk, Johannes, Johanna Bertram, and Ulrike Cress. "Training in virtual environments: putting theory into practice." Ergonomics 56, no. 2 (2013): 195–204. http://dx.doi.org/10.1080/00140139.2012.745623.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Singer, Michael J., and John Barnett. "Military Training in Virtual Environments: User Interface Evaluations." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 54, no. 28 (2010): 2403–7. http://dx.doi.org/10.1177/154193121005402809.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Tammaro, Rosanna, Deborah Gragnaniello, and Roberta Scarano. "From the physical learning spaces to the virtual classroom: the role of the teacher in the digitization era." Form@re - Open Journal per la formazione in rete 22, no. 1 (2022): 340–48. http://dx.doi.org/10.36253/form-12635.

Full text
Abstract:
In educational contexts, a careful space planning where the training process takes place is indispensable because it promotes changes and innovation and inclusion processes. With the distance learning the design of educational contexts is even more important: online learning environments have peculiar characteristics and, therefore, a simple transposition of traditional practices into virtual environments is not possible. Teaching professionalism and initial and in service training on digital competence and on the inclusion of pupils in virtual educational spaces are fundamental. Therefore, in this article we reflect on the characteristics of the physical and virtual educational spaces and on the role of the teacher in the new educational scenarios.
 
 Dagli spazi educativi fisici all’aula virtuale: il ruolo del docente nell’era della digitalizzazione.
 Nei contesti educativi, è indispensabile un’attenta progettazione dello spazio in cui si realizza il processo di insegnamento-apprendimento perché esso promuove cambiamenti e processi di innovazione e inclusione. Con la didattica a distanza, la progettazione dei contesti educativi è ancora più importante: gli ambienti di apprendimento online presentano caratteristiche peculiari e, pertanto, non è possibile una semplice trasposizione delle pratiche tradizionali negli ambienti virtuali. La professionalità docente e la formazione, iniziale e continua, sulle competenze digitali e sull’inclusione dei discenti negli spazi educativi virtuali sono fondamentali. Pertanto, in questo articolo riflettiamo sulle caratteristiche degli spazi educativi fisici e virtuali e sul ruolo del docente nei nuovi scenari educativi.
APA, Harvard, Vancouver, ISO, and other styles
21

Rogage, Kay. "Virtual training environments for major incident response planning in UK gas infrastructure." International Journal of Disaster Resilience in the Built Environment 9, no. 2 (2018): 130–44. http://dx.doi.org/10.1108/ijdrbe-01-2017-0007.

Full text
Abstract:
Purpose This paper aims to evaluate a virtual training environment for testing UK gas pipeline emergency response plans. Design/methodology/approach Interviews, observations and desk research were used to identify current methods for testing plans. A virtual training environment was developed and evaluated with industry experts by using participatory design techniques. Key themes relating to both the current methods for testing plans and for a virtual training environment were identified using thematic analysis. Findings Improved training performance, remote participation and evidence of decision testing are benefits a virtual training environment can bring to current practice. It is suggested that a virtual training environment can enhance, rather than replace, the current process of testing emergency response plans. Research limitations/implications Analysis of the virtual training environment being used to test plans in a live context would give further ecological validity to the findings. A study of the prototype used to test plans for incidents involving sectors outside the gas industry would further validate the findings. Originality/value The application of a virtual training environment to facilitate testing plans and the decision-making processes for major incidents involving high-pressure gas pipelines and storage sites is yet to be documented. This paper contributes to the literature by documenting the decision-making process and evaluation of a virtual training environment for testing plans in this context.
APA, Harvard, Vancouver, ISO, and other styles
22

Lim, Marisa, Abhijna Parigi, Saranya Canchi, et al. "Virtual training on virtual environments: an online open-source introduction to conda." Journal of Open Source Education 4, no. 46 (2021): 130. http://dx.doi.org/10.21105/jose.00130.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Kaarlela, Tero, Paulo Padrao, Tomi Pitkäaho, Sakari Pieskä, and Leonardo Bobadilla. "Digital Twins Utilizing XR-Technology as Robotic Training Tools." Machines 11, no. 1 (2022): 13. http://dx.doi.org/10.3390/machines11010013.

Full text
Abstract:
Digital technology has evolved towards a new way of processing information: web searches, social platforms, internet forums, and video games have substituted reading books and writing essays. Trainers and educators currently face the challenge of providing natural training and learning environments for digital-natives. In addition to physical spaces, effective training and education require virtual spaces. Digital twins enable trainees to interact with real hardware in virtual training environments. Interactive real-world elements are essential in the training of robot operators. A natural environment for the trainee supports an interesting learning experience while including enough professional substances. We present examples of how virtual environments utilizing digital twins and extended reality can be applied to enable natural and effective robotic training scenarios. Scenarios are validated using cross-platform client devices for extended reality implementations and safety training applications.
APA, Harvard, Vancouver, ISO, and other styles
24

Ruffaldi, Emanuele, Benoît Bardy, Daniel Gopher, and Massimo Bergamasco. "Feedback, Affordances, and Accelerators for Training Sports in Virtual Environments." Presence: Teleoperators and Virtual Environments 20, no. 1 (2011): 33–46. http://dx.doi.org/10.1162/pres_a_00034.

Full text
Abstract:
The use of virtual environments (VE) for training sports is quite natural when considering strategic or cognitive aspects. Using VE for sensorimotor training is more challenging, in particular with the difficulty of transferring the task learned in the virtual world to the real. Of special concern for the successful transfer is the adequate combination of training experience protocols and the delivery modes of multimodal feedback. Analyzing feedback in terms of information exchange, this work discusses different feedback combinations and their application to virtual reality training of rowing skills.
APA, Harvard, Vancouver, ISO, and other styles
25

Mamani-Flores, Adderly, Jorge Apaza-Ticona, Vicente Alanoca-Arocutipa, Alfredo Calderón-Torres, and Alfredo Pelayo Calatayud-Mendoza. "Perception of virtual educational environments in students of a Peruvian national university." International Journal of Innovative Research and Scientific Studies 8, no. 2 (2025): 2588–603. https://doi.org/10.53894/ijirss.v8i2.5740.

Full text
Abstract:
It is important to know the perceptions of students about the virtual environments used in their learning process. The study was carried out in 2023 and aimed to find out how students perceive and experience the use of virtual environments in their academic training. The research was based on a quantitative methodology where surveys were applied to students of the professional schools of anthropology, sociology, tourism, social communication, and art of the Faculty of Social Sciences. Data were collected on various aspects, such as accessibility, interactivity, content quality, improvement proposals, and overall satisfaction with virtual educational environments. The results revealed a variety of perceptions among students regarding virtual environments. Some students highlighted the flexibility and convenience these environments offer to access educational resources and learn at their own pace. The study provided a detailed view of how students perceive and use virtual environments in their academic training process. These findings can serve as a basis to improve the implementation of virtual environments and adapt educational practices to the needs and expectations of students. The conclusions reached were that the greatest preference of students in terms of advantages for teaching in virtual education is videoconferencing interoperability platforms. Most students consider having positive experiences, and most of them show a fairly acceptable level of satisfaction with the use of virtual environments.
APA, Harvard, Vancouver, ISO, and other styles
26

Nyiramana, Mukamurera P. "The use of Virtual Reality in Medical Training." Research Output Journal of Biological and Applied Science 4, no. 1 (2024): 12–15. http://dx.doi.org/10.59298/rojbas/2024/411215.

Full text
Abstract:
Virtual reality (VR) has become an increasingly important tool in medical training, offering immersive, interactive environments that provide unique opportunities for skill acquisition, education, and patient safety. Traditionally, medical education has relied on real-patient interactions, which can sometimes pose ethical challenges and risks. VR enables learners to practice clinical procedures in risk-free environments, enhancing skills such as surgery, anatomy recognition, and diagnostic interpretation. This paper investigates the history of VR in medical training, its benefits, challenges, and limitations, alongside examples of successful VR applications in healthcare education. As VR technology continues to advance, its potential to transform medical education is significant, offering a safe, affordable, and flexible method for improving healthcare outcomes. Keywords: Virtual reality, medical training, simulation, medical education, clinical skills, patient safety.
APA, Harvard, Vancouver, ISO, and other styles
27

Horniichuk, Ivan, Mykhailo Shelelo, Artem Mykytiuk, and Volodymyr Onishchenko. "Information technology for orchestration of the cybersecurity training situation center cyber range virtual environment." Collection "Information Technology and Security" 12, no. 2 (2024): 283–96. https://doi.org/10.20535/2411-1031.2024.12.2.316257.

Full text
Abstract:
The rapid development of information technology and the ever-increasing complexity of cyber threats create new challenges in the field of cybersecurity that require modern and innovative approaches to training. Effective training requires realistic and secure platforms, such as interactive simulated environments that allow for the modelling of various attack and defence scenarios. Cyber ranges have become a key tool for developing cybersecurity skills, but creating such platforms is a complex and resource-intensive process. Optimising the management of virtual resources is a critical condition for ensuring the flexibility and scalability of such environments. The aim of the paper is to improve the efficiency of managing virtual environments for cybersecurity training by improving the process of orchestrating virtual resources of a cyber training ground. The paper defines a cyber training ground as an interactive simulated platform that may include physical and virtual equipment to create training environments that are as close as possible to real-world conditions. The main types of such platforms and the main categories of their users are allocated. The modern approaches to the orchestration of virtual environments, such as manual configuration, scripting, infrastructure as code, containerisation and cloud orchestration, are analysed. An information technology for orchestrating the virtual environment of the cyber range training situation center for cybersecurity has been proposed, with functional requirements and the physical structure of the orchestration module defined. In the course of the work, a software implementation of the proposed information technology was developed in the form of an orchestration module, which automates the processes of deployment, configuration, management, and scaling of virtual resources. The development is based on Python 3, Flask 3, Docker, and JWT technologies, which allows for secure authentication, efficient container management, and integration via RESTful API. The testing confirmed that the module meets the criteria of scalability, flexibility, and security. The novelty of the work lies in the development of information technology for orchestrating the virtual environment of a cyber training ground, which takes into account the specific needs of organisations and minimises dependence on commercial solutions, as well as integrates modern technologies to improve the efficiency of training platforms.
APA, Harvard, Vancouver, ISO, and other styles
28

Parry, Justin. "The use of virtual reality environments for medical training." Digital Medicine 5, no. 3 (2019): 100. http://dx.doi.org/10.4103/digm.digm_16_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Yanchapanta, F. E., B. S. Santo, and H. C. Terán. "Training with Virtual Learning Environments for Industrial Refrigeration Systems." Journal of Physics: Conference Series 1335 (October 2019): 012012. http://dx.doi.org/10.1088/1742-6596/1335/1/012012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Gopher, Daniel. "Training of Perceptual Motor Skills in Multimodal Virtual Environments." BIO Web of Conferences 1 (2011): 00030. http://dx.doi.org/10.1051/bioconf/20110100030.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Yılmaz, Oğuz, and Mustafa Tevfik Hebebci. "The Use of Virtual Environments and Simulation in Teacher Training." International Journal on Social and Education Sciences 4, no. 3 (2022): 446–57. http://dx.doi.org/10.46328/ijonses.376.

Full text
Abstract:
This study examines the scientific studies on the use of virtual environments and simulation programs in teacher training programs. Firstly, a search was made in the Web of Science database using the keywords simSchool and TeachLive. Four of the studies obtained as a result of the screening were excluded for various reasons (such as duplicate or off-topic publication) and the study was conducted with 22 scientific publications. The research results showed that virtual environments and simulations, which are widely and effectively used in many disciplines, also have a crucial potential in teaching and training. Most of the studies subject to analysis suggested that the use of virtual environments and simulation in education has positive effects such as self-confidence, time management, and classroom management. The research findings were discussed within the framework of the relevant literature, and suggestions were made.
APA, Harvard, Vancouver, ISO, and other styles
32

Yavich, Roman, and Boris Starichenko. "Design of Education Methods in a Virtual Environment." Journal of Education and Training Studies 5, no. 9 (2017): 176. http://dx.doi.org/10.11114/jets.v5i9.2613.

Full text
Abstract:
The purpose of the presented article is to review existing approaches to modern training methods design and to create a variant of its technology in virtual educational environments in order to develop general cultural and professional students’ competence in pedagogical education. The conceptual modeling of a set of methods for students’ training in the conditions of an information-and-communication saturated environment was carried out by means of a subject-design method within the framework of prescriptive theory. This allowed us to allocate the stages in designing the methods of student training when using a virtual educational environment. The presented results reflect the general approach to the design of teacher activity including the design of training methods on the basis of accounting for the primary structural components of educational technologies. The given results of examining the features and the opportunities of the virtual educational environment allow us to define the essence of training methods enrichment as well as mechanisms of self-adjustment and self-improvement for a training methods system in educational information environments, and to formulate conclusions about the impossibility of creating modern educational processes without virtual educational environments.
APA, Harvard, Vancouver, ISO, and other styles
33

Spain, Randall, Benjamin Goldberg, Pete Khooshabeh, et al. "Applications of Virtual Environments in Human Factors Research and Practice." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (2019): 2308–12. http://dx.doi.org/10.1177/1071181319631393.

Full text
Abstract:
Virtual reality, augmented reality, and other forms of virtual environments have the potential to dramatically change how individuals work, learn, and interact with each other. A key objective of human factors research and practice is to determine how these environments should be designed to maximize performance efficiency, ensure health and safety, and circumvent potential human virtual environment interaction problems. This session will demonstrate some of the distinct and diverse uses of virtual reality, mixed reality, and virtual environments in an alternative format. The session will begin with each demonstrator providing a brief overview of their virtual environment and describing how it has been used to address a particular problem or research need. Following the description portion of the session, all demonstrations will be set-up around the room, and session attendees will be encouraged to directly interact with the environment and ask demonstrators questions about their research and inquire about the effectiveness of using their virtual environment for research, training, and evaluation purposes. The overall objective of this alternative session is to provoke ideas among the attendees for how virtual reality, mixed reality, and virtual environments can help address their research, training, education or business needs.
APA, Harvard, Vancouver, ISO, and other styles
34

Beveridge, Robert. "Effectiveness of Increasing Realism Into Cybersecurity Training." International Journal of Cyber Research and Education 2, no. 1 (2020): 40–54. http://dx.doi.org/10.4018/ijcre.2020010104.

Full text
Abstract:
This article describes how cybersecurity is a field that is growing at an exponential rate. In light of many highly publicized incidences of cyber-attacks against organizations, the need to hire experienced cybersecurity professionals is increasing. The lack of available workforce to fill open positions is alarming and organizations are finding that potential candidates with academic degrees and certifications alone are not as valuable as those with experience. Gaining rapid experience requires immersion into realistic virtual environments that mimic real-world environments. Currently, cybersecurity competitions leverage many technologies that immerse participants into virtual environments that mimic real-world systems to improve experiential learning. These systems are expensive to build and maintain, and to continuously improve realism is difficult. However, the training value of cyber competitions in which the participants cannot distinguish from real-world systems will ultimately develop highly experience cybersecurity professionals.
APA, Harvard, Vancouver, ISO, and other styles
35

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.

Full text
Abstract:
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 this area. A comprehensive literature review was conducted on scientific articles, theses and other academic documents published between 2019 and 2023. Databases included Scopus, Web of Science, ERIC and Google Scholar. The search terms used were “virtual reality”, “teacher training”, “higher education” and “immersive virtual environments”. The studies reviewed showed that VR provided multiple benefits, such as immersion and engagement, simulation of real-world scenarios, and immediate feedback. However, challenges were also identified, such as technical costs and resources, adaptation of content and the need for initial training for teachers. Virtual reality has proven to be a powerful tool for training higher education teachers, providing significant benefits in terms of immersion, realistic simulation and immediate feedback. However, effectively implementing these technologies requires overcoming several technical and resource challenges. It was recommended that future research focus on developing effective and sustainable methodologies for integrating virtual reality into teacher education programs and assessing its long-term impact on educational practice.
APA, Harvard, Vancouver, ISO, and other styles
36

Riva, G. "Medical Applications of Virtual Environments." Yearbook of Medical Informatics 12, no. 01 (2003): 159–69. http://dx.doi.org/10.1055/s-0038-1638164.

Full text
Abstract:
Abstract:Technologies that were hardly used ten years ago, such as the Internet, e-mail, and video teleconferencing are becoming familiar methods for diagnosis, therapy, education and training. However, the possible impact of virtual reality (VR) on health care is even higher than the one offered by the new communication technologies. In fact, VR is a technology, a communication interface and an experience: a communication interface based on interactive 3D visualization, able to collect and integrate in single real-like experience different inputs and data sets.The first health care applications of VR started in the early ‘90s with the need for medical staff to visualize complex medical data, particularly during surgery and for surgery planning. A couple of years later, the scope of VR applications in medicine has broadened to include neuropsychological assessment and rehabilitation.This paper intends to investigate the role of VR in medicine, presenting some of the most interesting applications actually developed in the area. Moreover, it discusses the clinical principles, technological devices and safety issues associated with the use of virtual reality in medicine.
APA, Harvard, Vancouver, ISO, and other styles
37

Lebedev, Stepan S. "Virtual conferences for professional training and retraining." CTE Workshop Proceedings 3 (March 20, 2015): 280–84. http://dx.doi.org/10.55056/cte.280.

Full text
Abstract:
The aim of the study is to optimize the structure of training to ensure the formation of professional skills. The task is the definition of e-learning tools that should be used to ensure the effectiveness of professional training and retraining. The object of the study are especially implementation of competence-based approach in higher education, the subject of study – the use of LMS tools during trainings and business games for the masters of economics. The study is experimental and was conducted in the disciplines which form a cycle of continuous mathematical training. Virtual learning environments, which are used in the educational process are Moodle and Google Classroom. It was shown the effectiveness of visual conference for the formation of professional skills not only students full-time study, but also for professionals undergoing training or retraining. Further research in this area should be associated with the development of the system of assessment of independent work of the student and his work during a visual conference.
APA, Harvard, Vancouver, ISO, and other styles
38

Lebedev, Stepan S. "Virtual conferences for professional training and retraining." New computer technology 13 (December 25, 2015): 280–84. http://dx.doi.org/10.55056/nocote.v13i0.915.

Full text
Abstract:
The aim of the study is to optimize the structure of training to ensure the formation of professional skills. The task is the definition of e-learning tools that should be used to ensure the effectiveness of professional training and retraining. The object of the study are especially implementation of competence-based approach in higher education, the subject of study – the use of LMS tools during trainings and business games for the masters of economics. The study is experimental and was conducted in the disciplines which form a cycle of continuous mathematical training. Virtual learning environments, which are used in the educational process are Moodle and Google Classroom. It was shown the effectiveness of visual conference for the formation of professional skills not only students full-time study, but also for professionals undergoing training or retraining. Further research in this area should be associated with the development of the system of assessment of independent work of the student and his work during a visual conference.
APA, Harvard, Vancouver, ISO, and other styles
39

Waller, David, Earl Hunt, and David Knapp. "The Transfer of Spatial Knowledge in Virtual Environment Training." Presence: Teleoperators and Virtual Environments 7, no. 2 (1998): 129–43. http://dx.doi.org/10.1162/105474698565631.

Full text
Abstract:
Many training applications of virtual environments (VEs) require people to be able to transfer spatial knowledge acquired in a VE to a real-world situation. Using the concept of fidelity, we examine the variables that mediate the transfer of spatial knowledge and discuss the form and development of spatial representations in VE training. We report the results of an experiment in which groups were trained in six different environments (no training, real world, map, VE desktop, VE immersive, and VE long immersive) and then were asked to apply route and configurational knowledge in a real-world maze environment. Short periods of VE training were no more effective than map training; however with sufficient exposure to the virtual training environment, VE training eventually surpassed real-world training. Robust gender differences in training effectiveness of VEs were also found.
APA, Harvard, Vancouver, ISO, and other styles
40

Reagan, Louise, Katherine Pereira, Vanessa Jefferson, et al. "Diabetes Self-management Training in a Virtual Environment." Diabetes Educator 43, no. 4 (2017): 413–21. http://dx.doi.org/10.1177/0145721717715632.

Full text
Abstract:
Diabetes self-management training (DSMT) improves diabetes health outcomes. However, low numbers of patients receive DSMT. Using virtual environments (VEs) for DSMT is an innovative approach to removing barriers for patients. The purpose of this paper is to describe the experience of health professionals and diabetes educators establishing and teaching DSMT in a VE, Diabetes LIVE© (Learning in Virtual Environments), and the implications for future use of VEs in DSMT. It was found that providing DSMT in a VE preserves real-time interaction between patients and educators. To facilitate ongoing patient learning and engagement, the DSMT curriculum was expanded beyond the core content as “Above and Beyond” topics. Using a VE for DSMT presents challenges and opportunities. Challenges include overcoming technological barriers and improving comfort levels to orient educators and patients to the functionality of the VE. Opportunities include overcoming barriers to reaching patients, particularly given the diabetes epidemic and relatively small number of diabetes educators. Using a VE also affords a simulated community for experiential learning. VEs may become powerful tools for diabetes and other health educators to reach patients. Ongoing education and support are vital to successful self-management of chronic disease.
APA, Harvard, Vancouver, ISO, and other styles
41

Tendick, Frank, Michael Downes, Tolga Goktekin, et al. "A Virtual Environment Testbed for Training Laparoscopic Surgical Skills." Presence: Teleoperators and Virtual Environments 9, no. 3 (2000): 236–55. http://dx.doi.org/10.1162/105474600566772.

Full text
Abstract:
With the introduction of minimally invasive techniques, surgeons must learn skills and procedures that are radically different from traditional open surgery. Traditional methods of surgical training that were adequate when techniques and instrumentation changed relatively slowly may not be as efficient or effective in training substantially new procedures. Virtual environments are a promising new medium for training. This paper describes a testbed developed at the San Francisco, Berkeley, and Santa Barbara campuses of the University of California for research in understanding, assessing, and training surgical skills. The testbed includes virtual environments for training perceptual motor skills, spatial skills, and critical steps of surgical procedures. Novel technical elements of the testbed include a four-DOF haptic interface, a fast collision detection algorithm for detecting contact between rigid and deformable objects, and parallel processing of physical modeling and rendering. The major technical challenge in surgical simulation to be investigated using the testbed is the development of accurate, real-time methods for modeling deformable tissue behavior. Several simulations have been implemented in the testbed, including environments for assessing performance of basic perceptual motor skills, training the use of an angled laparoscope, and teaching critical steps of the cholecystectomy, a common laparoscopic procedure. The major challenges of extending and integrating these tools for training are discussed.
APA, Harvard, Vancouver, ISO, and other styles
42

Pulido-Lara, Ivonne Sanjuanita, Tomás Alfredo Moreno-de-León, and Clara Mayela Cervantes-Mata. "Laboratorios virtuales y formación de agentes educativos." Diálogos Pedagógicos 23, no. 45 (2025): 96–111. https://doi.org/10.22529/dp.2025.23(45)07.

Full text
Abstract:
This article consists of a systemic review of scientific literature, analyzing the importance of virtual laboratories in early childhood teacher training. In this digital age, virtual laboratories contribute to the future of early childhood education by enabling effective educational practices in safe, adaptive, and innovative environments. The objective is to identify advantages and disadvantages of virtual laboratories, highlighting their positive impact on the teaching-learning process. The methodology uses search techniques and criteria, inclusion, data analysis, and an internal screening protocol. The results highlight flexibility, accessibility, and the ability to simulate real learning environments in virtual laboratories; challenges are identified, such as a lack of teacher training and inequalities in access to technology. It is concluded that the effectiveness of virtual laboratories depends on ongoing training and equitable access to technology.
APA, Harvard, Vancouver, ISO, and other styles
43

Алексов, С. В., and А. В. Дідик. "IMPLEMENTATION OF VIRTUAL AND AUGMENTED REALITY TECHNOLOGIES, GAME SIMULATORS FOR FUTURE SPECIALISTS’ TRAINING." Трансформаційна економіка, no. 3 (03) (June 30, 2023): 5–9. http://dx.doi.org/10.32782/2786-8141/2023-3-1.

Full text
Abstract:
The article presents the outcomes of the research of virtual and augmented reality technologies percularities and the possibility of their implementation in the educational process. The main reasons and technologies of virtual reality in the field of information technologies are determined. The analysis of virtual reality programs has been carried out. To determine the relevance of the implementation of virtual, augmented reality and game simulator technologies into the educational process the survey was created by the authors and conducted remotely among the population of Khmelnytskyi region on the Google Forms. The results of the conducted survey suggest the answers to a number of questions, including whether our society is ready to implement virtual, augmented reality and game simulators into the educational process of future specialists’ training, as the field of virtual reality research continues to expand relentlessly, the integration of VR (Virtual Reality) with various areas of human life continues. In addition to the survey in Google Forms, a survey was also conducted to collect information about currently existing virtual environments, programs and game simulators that can be added to educational components or integrated into other educational systems not only in the field of education (Minecraft, Cooking Simulator, PC Building Simulator 1-2, Google Arts & Culture). It is quite possible to integrate these simulators under the educational components of certain specialized subject areas. The conducted survey makes it possible to assume that users are already ready not only for the integration of virtual environments in the game sphere, but also for the full involvement of virtual technologies and game environments in the application of educational components. VR (Virtual Reality) and AR (Augmented Reality) technologies are gaining popularity in cultural, educational, gaming, business environments and more. The disturbed issues are studied in education, which encourages a deeper insight into the essence of the processes that take place under the influence of the latest information and communication developments.
APA, Harvard, Vancouver, ISO, and other styles
44

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.

Full text
Abstract:
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 virtual environment work before engaging with attendees in an interactive demonstration period. During this period, the presenters will each have a multimedia display of their immersive technology as well as discuss their work and development efforts. The selected demonstrations cover issues of designing immersive interfaces, military and medical training, and using simulation to better understand complex tasks. This includes a mix of government, industry, and academic-based work. Attendees will be virtually immersed in the technologies and research presented allowing for interaction with the work being done in this field.
APA, Harvard, Vancouver, ISO, and other styles
45

Ariali, Sunita, and Bernd Zinn. "Adaptive Training of the Mental Rotation Ability in an Immersive Virtual Environment." International Journal of Emerging Technologies in Learning (iJET) 16, no. 09 (2021): 20. http://dx.doi.org/10.3991/ijet.v16i09.18971.

Full text
Abstract:
Virtual Reality (VR) opens new possibilities for the investigation and train-ing of Mental Rotational Ability (MRA), which is an important factor in the development of technical skills in several fields. Adaptive designs of MRA training environments realised by virtual technology could offer promising potentials and is investigated in this study. For the evaluation of effective-ness, the adaptive training environment is compared with the adequate ran-domised environment by assessing mental rotation ability in both conditions before and after training. As a dependent variable, the performance and its improvement in the virtual mental rotation test (VMRT), as well as the cog-nitive load, is measured. In addition, possible gender differences and their in-fluence on the training outcomes are determined. The study described here represents an innovative support option for MRA and provides an expandable empirical basis for VR-based adaptive trainings.
APA, Harvard, Vancouver, ISO, and other styles
46

Jeelani, Idris, Kevin Han, and Alex Albert. "Development of virtual reality and stereo-panoramic environments for construction safety training." Engineering, Construction and Architectural Management 27, no. 8 (2020): 1853–76. http://dx.doi.org/10.1108/ecam-07-2019-0391.

Full text
Abstract:
PurposeWorkers and construction professionals are generally not proficient in recognizing and managing safety hazards. Although valuable, traditional training experiences have not sufficiently addressed the issue of poor hazard recognition and management in construction. Since hazard recognition and management are cognitive skills that depend on attention, visual examination and decision-making, performance assessment and feedback in an environment that is realistic and representative of actual working conditions are important. The purpose of this paper is to propose a personalized safety training protocol that is delivered using robust, realistic and immersive environments.Design/methodology/approachTwo types of virtual environments were developed: (1) Stereo-panoramic environments using real construction scenes that were used to evaluate the performance of trainees accurately and (2) A virtual construction site, which was used to deliver various elements of instructional training. A training protocol was then designed that was aimed at improving the hazard recognition and management performance of trainees. It was delivered using the developed virtual environments. The effectiveness of the training protocol was experimentally tested with 53 participants using a before–after study.FindingsThe results present a 39% improvement in hazard recognition and a 44% improvement in hazard management performance.Originality/valueThis study combines the benefits of using a virtual environment for providing instructional training along with realistic environments (stereo-panoramic scenes) for performance assessment and feedback. The training protocol includes several new and innovative training elements that are designed to improve the hazard recognition and hazard management abilities of the trainees. Moreover, the effectiveness of training in improving hazard recognition and hazard management is measured using specific outcome variables.
APA, Harvard, Vancouver, ISO, and other styles
47

Stavroulia, Kalliopi Evangelia, Evangelia Baka, and Andreas Lanitis. "VR-Based Teacher Training Environments: A Systematic Approach for Defining the Optimum Appearance of Virtual Classroom Environments." Virtual Worlds 4, no. 1 (2025): 6. https://doi.org/10.3390/virtualworlds4010006.

Full text
Abstract:
Virtual Reality (VR) technology has the potential to provide end-user teachers with highly engaging and immersive experiences that reflect real-life classroom challenges and, at the same time, offer a safe space for hands-on practice and experimentation, allowing mistakes without potential consequences to the class or the fear of affecting actual students. The appearance of the virtual environment is a significant component of user experience, and a carefully designed virtual environment customized to meet the needs of end-users can considerably enhance their experience. This paper aims to reflect on the co-design journey of a VR-based teacher training solution designed by teachers, for teachers. Teachers were actively engaged as co-designers throughout all phases of design—conceptualization, development, testing, and iteration—to ensure that the final VR training tool is aligned with their actual needs and preferences, maximizing the added value and acceptance of the virtual solution. The paper presents findings from a series of user engagement activities, highlighting the diverse perspectives of teachers and the design insights gained from their involvement. Teachers who spend a significant amount of time in classrooms may benefit more from an imaginative space rather than a standard classroom environment. The findings indicate that imaginary virtual classroom settings generate high levels of presence, indicating that users may look for experiences that break from the ordinary.
APA, Harvard, Vancouver, ISO, and other styles
48

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.

Full text
Abstract:
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 explores the effects of acoustically simulated and immersive virtual soundscape design methods on auditory perception through changing forms and materials by series of cognitive experiments. The results revealed that the participants achieve more accurate results of source-localization, self-localization, and distance guessing in an immersive environment than in the simulated environment. Also, they were more aware of the soundwalk route, spent more time on tasks, and evaluated the experience more positively in an immersive environment compared to simulations. Despite the placement of the auralizations from the simulations as sound sources in immersive environments, there is still a lack of auditory representation of spatial qualities compared to the accurate calculation of acoustical parameters in a simulated environment.
APA, Harvard, Vancouver, ISO, and other styles
49

Da S. Housell, Marcelo, Edgar L. Da Silva, Manoel R. Filho, and Marcos P. A. De Sousa. "A Model to Distinguish Between Educational and Training 3D Virtual Environments and its Application." International Journal of Virtual Reality 9, no. 2 (2010): 63–72. http://dx.doi.org/10.20870/ijvr.2010.9.2.2771.

Full text
Abstract:
This paper proposes a model to identify education and/or training emphasis for 3D Virtual Environments. Through a survey of such applications specific characteristics of each emphasis were identified. Although few authors highlight the distinction between Virtual Environments for Education and Training, the correct definition of each of these types can facilitate the attainment of educational goals for the niche one wants to accomplish. In this study a special focus is given to the training applications, with the proposal of a standardization of the "training modes" based on a functional conceptual framework. At the end of the article a case study of a desktop Virtual Reality (VR) system for training will be presented. This system includes a maintenance sub-system in a Hydroelectric Energy Unit, using a "learn by doing" approach
APA, Harvard, Vancouver, ISO, and other styles
50

Schofield, Damian. "Guidelines for Learning : Using 3D Interactive Systems for Education and Training." Journal on Interactive Systems 3, no. 1 (2012): 1. http://dx.doi.org/10.5753/jis.2012.609.

Full text
Abstract:
Advanced 3D virtual environment technology, similar to that used by the film and computer games industry can allow educational developers to rapidly create realistic 3D, virtual environments. This technology has been used to generate a range of interactive learning environments across a broad spectrum of industries and educational application areas. Virtual Reality (VR) simulators represent a powerful tool for learning and teaching. The idea is not new. Flight simulators have been used for decades to train pilots for both commercial and military aviation. These systems have advanced to a point that they are integral to both the design and the operation of modern aircraft [1, 2]. There are a number of lessons that can be learned from other industries that have successfully utilised virtual training and learning systems for a number of years. Generic rules of thumb regarding the specification, development, application and operation of these learning environments can be garnered from other industrial training systems and examined in an educational context [3, 4, 5]. This paper will introduce a virtual learning environment which has been developed by the authors. During the implementation of this, and other, visual learning environments a number of complex operational problems have been encountered, these have required a number of innovative solutions and management procedures to be developed. The paper will also discuss the implementation of these systems and extrapolate the lessons learnt into general guidelines to be considered for the development of VR based educational learning resources. These guidelines will then be discussed in the context of the development of ViRILE (Virtual Reality Interactive Learning Environment). This software is designed for use by undergraduate chemical engineers and simulates the configuration and operation of a polymerisation plant.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Training in Virtual Environments' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography