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Relevant bibliographies by topics / Virtual reality, juvenile literature

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Academic literature on the topic 'Virtual reality, juvenile literature'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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Journal articles on the topic "Virtual reality, juvenile literature"

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Rathmann, Andrew, and Bob Perelman. "Virtual Reality." Chicago Review 41, no. 1 (1995): 102. http://dx.doi.org/10.2307/25305920.

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Fox, Jesse, Dylan Arena, and Jeremy N. Bailenson. "Virtual Reality." Journal of Media Psychology 21, no. 3 (January 2009): 95–113. http://dx.doi.org/10.1027/1864-1105.21.3.95.

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In this article, we provide the nontechnical reader with a fundamental understanding of the components of virtual reality (VR) and a thorough discussion of the role VR has played in social science. First, we provide a brief overview of the hardware and equipment used to create VR and review common elements found within the virtual environment that may be of interest to social scientists, such as virtual humans and interactive, multisensory feedback. Then, we discuss the role of VR in existing social scientific research. Specifically, we review the literature on the study of VR as an object, wherein we discuss the effects of the technology on human users; VR as an application, wherein we consider real-world applications in areas such as medicine and education; and VR as a method, wherein we provide a comprehensive outline of studies in which VR technologies are used to study phenomena that have traditionally been studied in physical settings, such as nonverbal behavior and social interaction. We then present a content analysis of the literature, tracking the trends for this research over the last two decades. Finally, we present some possibilities for future research for interested social scientists.

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Benno, Mark. "Virtual Reality." Gifted Child Today 21, no. 1 (January 1998): 12–14. http://dx.doi.org/10.1177/107621759802100104.

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Much has been written over the years about virtual reality. Frequently, it is explored in science fiction literature. Mass media outlets, from the National Enquirer to Popular Mechanics to the evening news have both celebrated and feared virtual worlds. The attention has escalated recently as more powerful computers have been developed and the public is aware of virtual events such as the rover on the surface of Mars.

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O'Brien, Peggy. "Poetry: Virtual Reality." Yale Review 88, no. 1 (January 2000): 115–20. http://dx.doi.org/10.1111/0044-0124.00376.

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Bis, Łukasz. "Virtual Reality. Now." Social Communication 4, s1 (December 1, 2018): 121–27. http://dx.doi.org/10.2478/sc-2018-0030.

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Abstract The purpose of this article is to introduce and rank information related to virtual reality as a new media phenomenon. In principle, in the Polish nomenclature, the term is so new that it is often confused, incomprehensible. This, in turn, translates into misunderstanding and the lack of the use of this communication channel. The article is a review of literature. In the first part concepts such as augmented reality, augmented virtuality, mixed reality, virtual reality, and immersion will be explained. A short historical outline of the virtual reality will also be shown. Then - in the next part of the article - the author compares this communication channel with well-known, such as the Internet, television, radio. Next the author will determine what are the fields of application of this communication channel and its condition.

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Aliyu, Faruku, and Corrienna Abdul Talib. "Virtual Reality Technology." Asia Proceedings of Social Sciences 4, no. 3 (May 4, 2019): 66–68. http://dx.doi.org/10.31580/apss.v4i3.856.

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This study discussed the recent application of Virtual Reality Technology (VRT) in an educational setting and self-face learning of chemistry in specific considering the need for an effective strategy in learning chemical concepts among the pre-service chemistry teachers in Nigeria. It highlighted some benefits of VRT to pre-service chemistry teachers who are faced with difficulty in content knowledge of teaching abstract chemistry concepts such organic structure, molecular structure, chemical reactions and stoichiometry through scrutinizing existing literature on VRT in chemistry. The paper further presented some empirical studies on VTR in resolving misconceptions among pre-service chemistry teachers in Nigeria. Some of the VRT benefits highlighted include; interactivity, immersability, and visualizability which are expected to enable the pre-service chemistry teacher to fully understand concepts better for effective and efficient chemistry instructional delivery after their graduation.

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Asad, Muhammad Mujtaba, Aisha Naz, Prathamesh Churi, and Mohammad Mehdi Tahanzadeh. "Virtual Reality as Pedagogical Tool to Enhance Experiential Learning: A Systematic Literature Review." Education Research International 2021 (November 16, 2021): 1–17. http://dx.doi.org/10.1155/2021/7061623.

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Since half of the century, technology has dominated the modern era. The rapid advancement of technology has reached generating artificial intelligence and artificial realities. So, virtual reality is an emerging technology and is applicable in education as well. Virtual reality is a computer-generated simulation, where people can interact within an artificial environment. Moreover, in an educational setting, such an environment provides students with a chance to get experiential learning. This paper has a systematic literature review on emerging technologies, such as virtual reality as a pedagogical tool for enhancing students’ experiential learning. This review aims to explore and understand the effect of virtual reality on students’ experiential learning by reviewing twenty-six selected articles. The selected studies have followed various methodologies and are from different contexts. This review study aims to present a systematic literature review for understanding and exploring the effect of virtual reality as a pedagogical tool for enhancing students’ experiential learning. Nine themes were identified, which are (a) virtual reality as pedagogical tool, (b) virtual reality as emerging educational technology tool, (c) virtual reality as digital transformation, (d) virtual reality as teaching-learning model, (e) virtual reality as architectural pedagogy, (f) virtual reality for communication skills, (g) virtual reality for reading and writing skills, (h) virtual reality for social learning, and (i) virtual reality for experiential learning. Thus, it is found that virtual reality is used as a pedagogical tool for various subject areas for encouraging involvement. It is helpful in medical, engineering, language, and social learning, as it provides a chance to get first-hand experience of the environment. Also, it helps learners to engage in a presented virtual environment and experience the sense of presence in it and enhances students’ experiential learning. Therefore, this review found virtual reality as an essential pedagogical tool for strengthening students’ experiential learning.

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Cohen-Ritter, H. "Narratives as Virtual Reality." Poetics Today 23, no. 2 (June 1, 2002): 364–66. http://dx.doi.org/10.1215/03335372-23-2-364.

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Giraldy, David Jose, and Wilson Novaldo. "A Systematic Literature Review: Acrophobia Treatment with Virtual Reality." Engineering, MAthematics and Computer Science (EMACS) Journal 4, no. 1 (February 5, 2022): 33–38. http://dx.doi.org/10.21512/emacsjournal.v4i1.8077.

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Virtual Reality (VR) is becoming more popular as a treatment option for many phobias. We present a method that uses virtual reality in treatment to cure acrophobia in this research. Acrophobia is an anxiety condition that occurs when a person is exposed to heights. The goal of our study is to see whether Virtual Reality technology can be used to treat acrophobia. We conducted a comprehensive literature evaluation on publications relevant to acrophobia and virtual reality that were located on Google Scholar using a keyword-based search strategy. We noticed that the majority of papers involve more than two persons as a sample and use virtual reality exposure treatment. The participants' anxiety levels decrease with each exposure, suggesting that VR-based exposure might be employed as an acrophobic alternative treatment.

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Stasieńko, Agnieszka, and Iwona Sarzyńska-Długosz. "Virtual Reality in Neurorehabilitation." Advances in Rehabilitation 30, no. 4 (December 1, 2016): 67–75. http://dx.doi.org/10.1515/rehab-2015-0056.

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Abstract This article includes current information on the use of modern IT solutions and virtual-reality (VR)-based technologies in medical rehabilitation. A review of current literature on VR-based interventions and their indications, benefits and limitations in patients with nervous system diseases was conducted. The popularity of VR-based training as a tool used for rehabilitation of patients with acute and chronic deficits in both sensory-motor and cognitive disorders is increasing. Still, there is a need for large randomized trials to evaluate the efficacy and safety of VR-based rehabilitation techniques in different disease entities. .

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Dissertations / Theses on the topic "Virtual reality, juvenile literature"

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Haga, Koichi. "The critique of virtual shifting discursive space in Japanese literature, 1960s-1980s." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1682825951&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Gonzalez, Katelynn N. "The Empathy of Immersion: An Exploration of Battlefield 1 Through the Lense of Empathetic Virtual Reality." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3677.

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This thesis examines two works from different mediums, the short story “How to Tell a True War Story” by Tim O’Brien and the video game Battlefield 1, to compare how each constructs empathy using virtual reality and mimetic communication between audience and the work. The thesis draws from both digital media studies and affect theory to construct a nuanced view of how empathy functions in the works. The body responds to empathy physically. As social creatures, humans feel the emotions of those around them, even if those around them are virtually constructed. In other words, the thesis will explore how video games have been used historically and what their effects are on gamers, especially gamers’ bodies and emotional responses to the constructed virtual reality. This work aims to show how the lines of fiction and reality become blurred to establish empathy within a narrative and virtual reality space.

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Frisch, David M. "Proceduralizing Privilege: Designing Shakespeare in Virtual Reality and the Problem with the Canon." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2491.

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This thesis focuses on the development of the first project for FIU’s ICAVE, The Globe Experience, presented as part of the “First Folio! The Book That Gave Us Shakespeare” exhibit during February, 2016. The thesis is divided into two parts. The first part is the project itself: a virtual reality recreation of going to The Globe Theater to see a play by William Shakespeare. The second part examines the digital project and outlines how Walter Benjamin and postcolonial theorists influenced the design of The Globe Experience, resulting in, what I call, a “temporally and spatially disjointed London.” From this examination, the thesis goes on to question the role of canonical literature in the humanities. I go on to make the argument that the design decisions made in recreating The Globe reveals the ways in which canonical literature can reinforce and support hierarchical ideologies which can impede student learning.

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Stamou, George. "Virtual Reality Therapy for the Enhancement of Traditional Therapies for post-natal depression." Doctoral thesis, Universitat Jaume I, 2021. http://dx.doi.org/10.6035/14109.2021.683002.

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The overall objective of this research project was to explore the combination of a traditional treatment for postnatal depression (PND), such as cognitive behavioral therapy (CBT), with the use of virtual reality (VR) technology. This project set out to respond to five objectives 1) to study which treatments were the most effective and frequent for the treatment of PND, 2) to identify which components of CBT were used most frequently for the treatment of PND, 3) to identify whether VR had ever been used for the treatment of PND, and whether VR could be combined with traditional therapy and implemented in a clinical setting, 4) to study the feasibility and acceptance of this CBT plus VR intervention protocol 5) to explore the preliminary efficacy of the combination of CBT with VR for the treatment of PND.
El objetivo general de este proyecto de investigación era explorar la combinación de un tratamiento tradicional para la depresión postnatal (DPN), como la terapia cognitivo-conductual (TCC), con el uso de la tecnología de realidad virtual (RV). Este proyecto se propuso responder a cinco objetivos. 1) estudiar qué tratamientos eran los más eficaces y frecuentes para el tratamiento del DPN. 2) para identificar qué componentes de la TCC se utilizaban con más frecuencia para el tratamiento del DPN. 3) para identificar si la RV se había utilizado alguna vez para el tratamiento del DPN, y si la RV podía combinarse con una terapia tradicional e implementarse en un entorno clínico. 4) estudiar la viabilidad y aceptación de este protocolo de intervención de CBT más RV, es decir, identificar si la combinación de la TCC con la tecnología de RV era factible y aceptable. 5) explorar la eficacia preliminar de la combinación de la TCC con la RV para el tratamiento del DPN.
Programa de Doctorat en Psicologia

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Hansen, Simon. "TEXTILE - Augmenting Text in Virtual Space." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23172.

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Three-dimensional literature is a virtually non-existent or in any case very rare and emergent digital art form, defined by the author as a unit of text, which is not confined to the two-dimensional layout of print literature, but instead mediated across all three axes of a virtual space. In collaboration with two artists the author explores through a bodystorming workshop how writers and readers could create and experience three-dimensional literature in mixed reality, by using mobile devices that are equipped with motion sensors, which enable users to perform embodied interactions as an integral part of the literary experience.For documenting the workshop, the author used body-mounted action cameras in order to record the point-of-view of the participants. This choice turned out to generate promising knowledge on using point-of-view footage as an integral part of the methodological approach. The author has found that by engaging creatively with such footage, the designer gains a profound understanding and vivid memory of complex design activities.As the outcome the various design activities, the author developed a concept for an app called TEXTILE. It enables users to build three-dimensional texts by positioning words in a virtual bubble of space around the user and to share them, either on an online platform or at site-specific places. A key finding of this thesis is that the creation of three-dimensional literature on a platform such as TEXTILE is not just an act of writing – it is an act of sculpture and an act of social performance.

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Franks, Jamie N. "Becoming Other: Virtual Realities in Contemporary Science Fiction." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1908.

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The purpose of this thesis was to explore the boundary between human and other created by virtual worlds in contemporary science fiction novels. After a close reading of the three novels: Surface Detail, Existence, and Lady of Mazes, and the application of contemporary literary theories, the boundary presented itself and led to the discovery of where the human becomes other. The human becomes other when it becomes lost to the virtual world and no longer exists or interacts with material reality. Each of the primary texts exhibits both virtual reality and humanity in different ways, and each is explored to find where humanity falls apart. Overall, when these theories are applied to real life there is no real way to avoid the potential for fully immersive virtual worlds, but there are ways to avoid their alienating effects.

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Jansson, Jenny. "Genom Uppsala domkyrkostad : Hur narrativ struktur i den virtuella applikationen Visir Uplandia främjar skapandet av föreställningsvärldar." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352238.

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Denna uppsats undersöker strukturer i Visir Uplandias "Uppsala domkyrkostad" för att synliggöra vilka förutsättningar för skapandet av en föreställningsvärld som den virtuella applikationen förser användaren med. Med föreställningsvärldar menas den värld av förståelse som en person besitter vid en given tidpunkt. Visir Uplandia har studerats i fyra steg utifrån Malcolm Colliers metod för bildanalys. I den första fasen studeras innehållet som en helhet med syfte att skapa en förståelse för materialets uppbyggnad. Under den andra fasen kategoriseras innehållet utifrån dess narrativa funktion, för att i den tredje och fjärde fasen skapa en tydlig helhetsstruktur utifrån applikationens funktion som Augmented History och virtuellt medium. Materialet i "Uppsala domkyrkostad" kategoriseras utifrån olika funktioner av bild- och bildtexter, för att sedan kopplas till den övergripande narrationen som antingen textluckor eller startpunkter i relation till användaren. Yu-Lien Chang med flera har själva skapat en platsbunden AR-applikation som de sedan utvärderade utifrån användarens interaktion. De kom fram till att användare av AR-applikationer tenderar att fokusera mer på den virtuella världen och den virtuella upplevelsen än den fysiska plats som applikationen är bunden till. I relation till denna undersökning kan vi säga att Visir Uplandia, till skillnad från Changs AR-applikation, uppmuntrar användaren till att involvera den fysiska världen i skapandet av en föreställningsvärld som annars i huvudsak utgår från en virtuell miljö. Analysen av Visir Uplandia visade att applikationen redan i startmenyn hjälper användaren att skapa och kliva in i en föreställningsvärld genom att i korta drag förklara applikationens innehåll och funktion. Den virtuella miljön "Uppsala domkyrkostad" är vidare indelad i tre interaktiva fält: Orienteringsläget, Uppdrag och Loggbok. Dessa fält guidar användaren genom den virtuella miljön med informativa och styrande inslag som kopplar samman den fysiska och den virtuella världen. Det sker på ett sätt som dels stärker den narrativa strukturen och dels minskar risken för att textluckor ska uppstå. I slutändan är det upp till den enskilde användaren att nyttja de främjande inslag som Visir Uplandia erbjuder för att skapa innehållsrika föreställningsvärldar.

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Lee, Chiao-Fang, and 李喬芳. "The Development Trajectory of Virtual Reality Literature." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/01122635734953024359.

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碩士
元智大學
經營管理碩士班(國際企業學程)
105
The application of virtual reality in game industry has been increasing rapidly in 2016. Exploring the potential technological development in this emerging industry is more important. However, with the lacking of a development trend of virtual reality on previous researches, the aim of current study is to find out the potential development of virtual reality industry based on the past literature, by using Global Key-Route main path analysis method to conducted a research on the development of virtual reality, with the collection of previous literature of virtual reality from Web of Science (WOS) database. Edge-betweenness Clustering analysis was conducted following to identify the significant subfields of virtual reality, as well as development track. Five subfields were found, including “Surgical simulation”, “Rehabilitation”, “Exposure therapy”, “Manufacturing applications”, “Cognition”. Three suitable characteristics of virtual reality that are suggested to applied in virtual reality game or others industries more , involving "Simulation", "immersion", "design", are suggested in the results of the present study. The findings of this study indicate that training on high risk working or driving, lifestyle simulation, designing tools and games could be referred to the direction of development of virtual reality in , as well as paying attention on the potential risks of too realistic virtual reality. The current study, proving the mainstream development and change of virtual reality in the academic aspects as so far, makes several noteworthy contributions to understand the development of virtual reality and the future research directions quickly for further researchers interested in this field. Keywords: Virtual reality, Technological opportunity, Technology forecasting, Main path analysis

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Angelino, Fernando José de Aires. "Exploring university students’ engagement in learning through gamification, transmedia and virtual reality." Doctoral thesis, 2019. http://hdl.handle.net/10071/20498.

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The advent of the 5th Internet generation and the evolution of university students’ behaviour leads professors, educators and researchers to search for and investigate new tools to engage students in course topics and content. The purpose of this thesis is to explore university students’ engagement for learning through gamification, transmedia and virtual reality. Although several studies have been conducted, as far as we know, the current thesis is the first to employ three tools to motivate and engage students: gamification, transmedia and virtual reality. Thus, the aims of the thesis are: (i) to comprehensively review relationship marketing and service marketing research fields, including gamification, virtual reality and education; (ii) to investigate gamification in higher education through a text mining approach; (iii) to explore transmedia effects in higher education using a mixed approach; (iv) to propose and validate a model portraying the influence of virtual reality experience on student engagement, extending the S-O-R framework. To develop this thesis and seeking to ensure its execution and results, we started with a comprehensive literature review followed by the development of three independent studies based on distinct research methodologies. From the comprehensive literature review, 115 scientific articles emerge, giving and understanding of the use of new technologies in education and, providing access to other relevant information on the topic. The first study reveals that through the application of the Kahoot! a gamification-based tool, students expressed positive emotions when asked about its use in the classroom as a learning tool. The results also show that gamification-based tools can be considered an important asset in the teaching-learning process, being able to motivate and engage students in their learning activities. The second study shows that use of Moodle as a complement to the traditional class allows students to go further in understanding the content of the course and be more engaged with the whole group of colleagues and professors. The level of student engagement and academic success seems to be higher as a result of activities based on information research, sharing and interaction through online discussion tools (such as the online forum), and analysis and discussion of case studies. The third study shows that memories are activated and stored through emotions and so, these are two key elements in virtual reality experiences that help students to become more engaged with course content. It also seems that less mindful students can benefit more than mindful ones from using virtual reality tools to become more creative and enhance their memories about the course content. Based on our findings, some theoretical contributions and managerial implications are also presented.
O surgimento da 5ª geração da Internet e a evolução do comportamento dos estudantes universitários leva professores, educadores e investigadores a pesquisar e investigar novas ferramentas para envolver os alunos nos tópicos e no conteúdo dos cursos. O objetivo desta tese é explorar o envolvimento de estudantes universitários na aprendizagem através da gamificação, transmedia e realidade virtual. Embora vários estudos tenham já sido realizados, segundo sabemos, a tese atual é a primeira a utilizar três ferramentas para motivar e envolver os alunos: gamificação, transmedia e realidade virtual. Assim, os objetivos da tese são: (i) rever de forma abrangente a investigação nas áreas de marketing de relacionamento e marketing de serviços, incluindo gamificação, realidade virtual e educação; (ii) investigar a gamificação no ensino superior por meio de uma abordagem de mineração de texto; (iii) explorar efeitos transmedia no ensino superior usando uma abordagem mista; (iv) propor e validar um modelo que retrate a influência da experiência em realidade virtual no envolvimento dos alunos, alargando a estrutura S-O-R. Para desenvolver esta tese e procurar garantir a sua execução e resultados, iniciamos com uma revisão abrangente da literatura, seguida pelo desenvolvimento de três estudos independentes, baseados em metodologias distintas de pesquisa. Da revisão abrangente da literatura, emergem 115 artigos científicos, que permitem entender o uso de novas tecnologias na educação, obter acesso a outras informações relevantes sobre o tema e realizar a revisão da literatura. O primeiro estudo revela que, através da aplicação do Kahoot!, ferramenta baseada na gamificação, os alunos expressaram emoções positivas, quando questionados sobre o seu uso na sala de aula, como uma ferramenta de aprendizagem. Os resultados também mostram que as ferramentas baseadas na gamificação podem ser consideradas um ativo importante no processo de ensino-aprendizagem, podendo motivar e envolver os alunos nas suas atividades de aprendizagem. O segundo estudo mostra que o uso do Moodle, como um complemento da aula tradicional, permite que os alunos compreendam o conteúdo do curso e se envolvam com o seu grupo de colegas e professores. O nível de envolvimento e sucesso académico dos alunos parece ser maior face à realização de atividades baseadas em pesquisa de informações, partilha e interação por meio de ferramentas de discussão on-line (como o fórum on-line) e análise e discussão de estudos de caso. O terceiro estudo mostra que as memórias são ativadas e armazenadas através das emoções, logo esses são dois elementos-chave nas experiências de realidade virtual que contribuem para aprimorar e ajudar os alunos a envolverem-se mais com o conteúdo dos cursos. Parece também que os alunos menos atentos podem beneficiar mais do que os atentos, ao usar ferramentas de realidade virtual, para se tornarem mais criativos e melhorar as suas memórias sobre o conteúdo dos cursos. Com base nos nossos resultados, também são apresentadas algumas contribuições teóricas e implicações para a gestão.

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Nortjé, Johannes Andries. "Holographic memoirs of a dream : the invention of tram hopping." Thesis, 2012. http://hdl.handle.net/10500/7042.

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The medium is the message in the first place: the medium as presence, as the author. His contribution to the academic world is his academic Holographic Memoirs. His story, the author's memoirs, is a fictive-narrative discourse with an organic ubuntu open-endedness. The Hologram is both an autobiography, but also all the information at all places simultaneously – nonlocal in quantum physical terms - within an intense hallucinating dream: no illusion, but rather a HyperReality with all its Virtual Identities. The invention of tram hopping is the plot of the story. The plot is like an hourglass where the first part of the story is the emptying of the sand, the deconstruction of modernism, but while the top chamber runs empty and the bottom chamber fills up, so the deconstruction is simultaneously a dependent arising/(social) construction/ubuntuing to revival – the synagogal Shekinah presence of YAHWEH. The top chamber is the unreasonable Newtonian physics and the bottom chamber reasonable quantum physics. The metaphysics (before the physics) of the top chamber is poststructuralism and deconstruction, while the bottom chamber is the virtual Hebraic worldview that delutively merges ubuntu and Buddhism. The long narrow neck in the middle is the moonily narrative that lives us with psychology (Psycho-logic) lost in sociology (Social-physics). Hermeneutics is set forth in the same contrasting hourglass of the top chamber, the inherited tradition, emptying to what it should accomplish – (virtual) presence.
Philosophy & Systematic Theology
D. Th. (Systematic Theology)

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Books on the topic "Virtual reality, juvenile literature"

1

ill, Marks Gerald, ed. Virtual reality. New York: Scholastic, 1995.

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Halls, Kelly Milner. Virtual reality technical specialist. Ann Arbor, Mich: Cherry Lake Pub., 2010.

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Pascoe, Elaine. Virtual reality: Beyond the looking glass. Woodbridge, Conn: Blackbirch Press, 1998.

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Grady, Sean M. Virtual reality: Computers mimic the physical world. New York, NY: Facts on File, 1998.

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Darling, David J. Computers of the future: Intelligent machines and virtual reality. Parsippany, N.J: Dillon Press, 1996.

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1965-, West Tracey, ed. The ultimate official guide to Club Penguin. New York: Penguin Group, 2010.

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Grady, Sean M. Virtual reality: Simulating and enhancing the world with computers. New York: Facts On File, 2003.

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Whitman, John. The Nightmare Machine. Milwaukee, WI: Gareth Stevens Pub., 1998.

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Whitman, John. Star Wars: The Nightmare Machine: Galaxy of Fear #4. New York: Bantam, 1997.

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Noll, Katherine. The awesome official guide to Club Penguin. New York: Penguin Group, 2010.

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Book chapters on the topic "Virtual reality, juvenile literature"

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Wang, Ying, Wei Zhang, Su Wu, and Yang Guo. "Simulators for Driving Safety Study – A Literature Review." In Virtual Reality, 584–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73335-5_63.

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Moorhouse, Natasha, M. Claudia tom Dieck, and Timothy Jung. "Technological Innovations Transforming the Consumer Retail Experience: A Review of Literature." In Augmented Reality and Virtual Reality, 133–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64027-3_10.

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Xue, Liangchao, Christopher J. Parker, and Helen McCormick. "A Virtual Reality and Retailing Literature Review: Current Focus, Underlying Themes and Future Directions." In Augmented Reality and Virtual Reality, 27–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06246-0_3.

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Miller, J. Hillis. "Reading. The Swiss Family Robinson as Virtual Reality." In Children's Literature, 78–92. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523777_4.

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Jones, John M., Reyhan Duezguen, Peter Mayer, Melanie Volkamer, and Sanchari Das. "A Literature Review on Virtual Reality Authentication." In Human Aspects of Information Security and Assurance, 189–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81111-2_16.

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Pratama, Andhika Yudha, Daya Negri Wijaya, Rizki Firmansyah, Dimas Rifqi Novica, and Dini Putri Ratna Meritasari. "Using virtual reality for cultural mapping." In Inclusive, Sustainable, and Transformational Education in Arts and Literature, 48–54. London: Routledge, 2024. http://dx.doi.org/10.1201/9781003484318-8.

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Morales, Jenny, Fabián Silva-Aravena, Yolanda Valdés, and Sergio Baltierra. "Virtual Reality and Augmented Reality Applied to E-Commerce: A Literature Review." In Communications in Computer and Information Science, 201–13. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-24709-5_15.

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Nolin, Pierre, Jérémy Besnard, Philippe Allain, and Frédéric Banville. "Assessment and Rehabilitation Using Virtual Reality after Stroke: A Literature Review." In Virtual Reality for Psychological and Neurocognitive Interventions, 307–26. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4939-9482-3_14.

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Knigge, Jan-Karl. "Systematic Literature Review of Previous Studies that use Virtual Reality Head-Mounted Devices for Simulating Manual Activities." In Virtual Reality in Manual Order Picking, 33–56. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-34704-8_3.

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Hakim, Arhum, and Sadaf Hammad. "Use of Virtual Reality in Psychology." In Digital Interaction and Machine Intelligence, 208–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11432-8_21.

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AbstractThe field of psychology is advancing with incorporation of immersive technologies and Virtual Environments (VE) in research, treatment, assessment and learning etc. Virtual Reality (VR) is one of the focused sub-domains of immersive technologies that is being used vastly in psychology. This also comes under the paradigm of cyberpsychology. The advancements reported in this area bring the need to understand the benefits provided by virtual reality with respect to human interaction and behavior etc. The published literature available discusses the development and evolution of cyber psychology specifically with respect to virtual reality. To the best of our knowledge the latest developments due to virtual reality in various sub fields of psychology have not been collectively documented so far. This paper provides highlights of the developments and transformations linked with the usage of virtual reality with recommendations about future studies and provides the reader a broader and informed view of this cross-disciplinary area. Moreover, the paper also provides limitations that exist, and considerations required while using VR for a specific treatment or experimentation.

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Conference papers on the topic "Virtual reality, juvenile literature"

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Soccini, Agata Marta, Anna Maria Marras, Gelsomina Spione, Valentina Bruno, and Francesca Garbarini. "Bringing Museums to Juvenile Prison Inmates through Virtual Reality." In 2022 IEEE International Conference on Artificial Intelligence and Virtual Reality (AIVR). IEEE, 2022. http://dx.doi.org/10.1109/aivr56993.2022.00049.

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Tatro-Duarte, Rachel R. "A Virtual Learning Model for Virtual Reality and Literature." In 2022 8th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2022. http://dx.doi.org/10.23919/ilrn55037.2022.9815967.

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Buettner, Ricardo, Hermann Baumgartl, Tim Konle, and Patrick Haag. "A Review of Virtual Reality and Augmented Reality Literature in Healthcare." In 2020 IEEE Symposium on Industrial Electronics & Applications (ISIEA). IEEE, 2020. http://dx.doi.org/10.1109/isiea49364.2020.9188211.

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de Oliveira, Monique Emidio, and Cleber Gimenez Correa. "Virtual Reality and Augmented reality applications in agriculture: a literature review." In 2020 22nd Symposium on Virtual and Augmented Reality (SVR). IEEE, 2020. http://dx.doi.org/10.1109/svr51698.2020.00017.

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Zhang, Chi, Hao Luo, and Yi (Joy) Li. "Depression Detection Using Virtual Reality: A Literature Review." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2021. http://dx.doi.org/10.24251/hicss.2021.487.

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Danaristo, Jevon, Julian Jearsen, Yonathan Faitho, Jurike Moniaga, and Bakti Amirul Jabar. "Systematic Literature Review of Augmented Reality and Virtual Reality Development in Education." In 2022 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS). IEEE, 2022. http://dx.doi.org/10.1109/icimcis56303.2022.10017778.

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Luoto, Antti. "Systematic Literature Review on User Logging in Virtual Reality." In Mindtrek 2018: Academic Mindtrek 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3275116.3275123.

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Kurniawan, Candra, Yusep Rosmansyah, and Budiman Dabarsyah. "A Systematic Literature Review on Virtual Reality for Learning." In 2019 IEEE 5th International Conference on Wireless and Telematics (ICWT). IEEE, 2019. http://dx.doi.org/10.1109/icwt47785.2019.8978263.

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"Research on the Narrative Form of Virtual Reality." In 2017 4th International Conference on Literature, Linguistics and Arts. Francis Academic Press, 2017. http://dx.doi.org/10.25236/iclla.2017.14.

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Wei, Xiaodong, and Ruifeng Huangfu. "APPLICATION OF VIRTUAL REALITY AND AUGMENTED REALITY IN MUSEUM LEARNING: A LITERATURE REVIEW." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1648.

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Reports on the topic "Virtual reality, juvenile literature"

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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3760.

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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.

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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.

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