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Journal articles on the topic 'Virtual reality (VR)'
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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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Hite, Rebecca. "Virtual Reality." American Biology Teacher 84, no. 2 (February 1, 2022): 106–8. http://dx.doi.org/10.1525/abt.2022.84.2.106.
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Virtual Reality (VR) is an emerging technology that provides K–12 students with unique experiences for robust science learning by transporting them to a virtual world where they may engage directly with scientific phenomena. This is because VR creates lifelike three-dimensional spaces where students can manipulate objects; hear, see, and sometimes feel the environment; and explore places that mimic attributes of the real world. VR holds great utility in science education by engaging students in science topics that may be otherwise inaccessible to them in the real world. This inaccessibility may stem from the content (being too small, large, or abstract), safety issues (too hazardous or dangerous), not having access to the materials in their context, possessing physical or cognitive disabilities where they need to do the activity repeatedly or differently, or having cultural, religious, or ethical concerns related to conducting specific science experiments. This commentary discusses how three key types of VR hardware (VR viewers, desktop VR systems, and head-mounted displays) can be incorporated into science standards, curriculum, and instruction by delineating the pros and cons of each. The commentary concludes with specific, stepwise guidance in ideating, designing, and implementing VR-based experiences for K–12 students in the science classroom.
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Anggraini, Sazkia Noor. "Brings Reality Through Virtual Reality." IMOVICCON Conference Proceeding 1, no. 1 (July 3, 2019): 131–43. http://dx.doi.org/10.37312/imoviccon.v1i1.15.
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Film festival is a place to convey specific film for specific purposes. Festival nowadays were broaden their medium, not only on screen but also involved more audience with new technology mobile devices. As the longest running documentary film festival in Indonesia, Festival Film Dokumenter (FFD) have been concern about the impact of film screenings to the audience. Since 2016, FFD have been intend to using several medium to convey disability rights awareness. FFD conducted the program Virtual Reality (2016) and The Feelings of Reality (2018). Both of those program were using Virtual Reality (VR) technology during the festival showcase. In 2016 program, the audience even placed in the replica setting to have a similar situation with people with epilepsy.
VR is the new attempt to brings the new documentary experience. This technology lead the impression of reality to the audience. VR known as a device that can enhance the audience cinematic experience. In documentary filmmaking, which always closely associated with the depiction of reality - in a way, the VR technology can provide different perspective on perceiving documentary. In documentary screenings, VR have a powerful strength on bringing the reliable reality which closer to the audience.
Festival offers the discourse on watching the documentary into experiencing the documentary using VR. This paper will discuss about how festival provide alternative medium to present disability issue to the public. Vice versa, how audience raised their awareness through VR technology. This study conducted in qualitative impact study that focused on in-depth interview with both festival organizer/programmer and audience. This study found out that VR technology identically constructed the reality. This method is the most effective way to raising the awareness because people would feel how to live with disability closely and clearly. Rather than just watching a film, experiencing disability through VR prove a different impression to the audience. By presenting the actual condition of people with disability, VR succeed to give more heightened impact and awareness on this issue.
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Littfinski, Daniel, and Alexander Verl. "Virtual Reality in der Steuerungstechnik/Virtual reality in control engineering." wt Werkstattstechnik online 112, no. 09 (2022): 552–58. http://dx.doi.org/10.37544/1436-4980-2022-09-24.
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Dieser Beitrag stellt ein Konzept für die Integration von interaktiven Simulationsmodellen in einer Virtual-Reality (VR)-Simulationsumgebung vor. Dabei werden die Simulationsmodelle aus der virtuellen Inbetriebnahme (VIBN) von Produktionsanlagen betrachtet. Ein Ziel der erweiterten VIBN mithilfe von einer VR besteht darin, die Lücke zwischen VIBN und der realen Inbetriebnahme zu schließen. Damit das vorhandene VIBN-Modell möglichst einfach in der VR-Visualisierung integriert werden kann, ist es essenziell, eine Durchgängigkeit des Simulationsmodells im Engineering zu gewährleisten. Aus diesem Grund wird auf das bestehende Austauschdatenformat „AutomationML“ eingegangen. This paper presents a method for integrating interactive simulation models into a virtual reality (VR) simulation environment. To this end, simulation models from virtual commissioning (VIBN) of production plants are considered. One goal of enhanced VIBN using VR is to close the gap between VIBN and real commissioning. To integrate the existing VIBN model as easily as possible into the VR visualization, it is essential to ensure engineering continuity for the simulation model. For this reason, the existing exchange data format AutomationML will be discussed.
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Charchit Chouhan, Chanchal Rathore, Prahalad Jat, Renu Bhojak,. "Virtual Reality: Review." Tuijin Jishu/Journal of Propulsion Technology 44, no. 1 (November 24, 2023): 117–21. http://dx.doi.org/10.52783/tjjpt.v44.i1.2219.
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Recant years have witnessed considerable progrеss in Virtual Rеality (VR) technology, influencing divers’ areas along with gaming, hеalthcarе, and еducation. Wе providе an ovеrviеw of thе prеsеnt reputation of VR tеchnology, its usеs, and thе obstaclеs it еncountеrs Furthеrmorе, on a daily basis, we explore the effects VR has on a person's mind and body individuals. Our findings suggеst that dеspitе VR’s еnormous potеntial, thеrе arе considеrablе challеngеs to addrеss, which include movement sicknеss, high еxpеnsеs, and issuеs of accеssibility. However, with continued research and innovation, VR is on the verge of disruption and will reshape the way we interact with digital spaces.
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Stone, Heather, Manyu Li, Kenneth A. Ritter III, and Terrence L. Chambers. "Virtual Reality." International Journal for Innovation Education and Research 8, no. 8 (August 6, 2020): 101–11. http://dx.doi.org/10.31686/ijier.vol8.iss8.2498.
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The diversity of learners within education is neither linear nor constant. Educators are challenged to be responsive and understanding when encouraging learners to construct meaning while adhering to stringent standards. The objective of this study is to integrate science standards into authentic learning experiences, created in both a traditional teaching method and virtual reality (VR) platform, for 8th grade middle school students in Lafayette, Louisiana. The authentic experiences were based on oral histories of the residents of Isle de Jean Charles, Louisiana, who have lost 98% of their ancestral homeland since 1955. These experiences were then tied to the National Science Standards (8-MS-ESS1-4, 8-MS-ESS2-2, and 8-MS-ESS3-1). The students were split into two groups and given either a PowerPoint or VR experience, both having the same content. The researchers tracked engagement, focus, interest, and how important the students thought the content was. Using an experimental approach, the researchers also gave a pre- and posttest to determine if the VR experience resulted in better academic learning than a regular, PowerPoint-based lecture. The students were also asked to comment on their experience of the PowerPoint versus the VR and describe what their experience.
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Citrini, Renato, Ricardo Laganaro, and Marcos Alves. "MAKING VIRTUAL REALITY (VR) A REALITY!" SET EXPO PROCEEDINGS 2017, no. 1 (August 1, 2017): 29–30. http://dx.doi.org/10.18580/setep.2017.8.
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Kaltenborn, K. F., and O. Rienhoff. "Virtual Reality in Medicine." Methods of Information in Medicine 32, no. 05 (1993): 407–17. http://dx.doi.org/10.1055/s-0038-1634953.
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AbstractVirtual reality (VR), as part of computer science, allows computer-based models of the real world to be generated, and provides humans with a means to interact with these models through new human-computer interfaces and, thus, to nearly realistically experience these models. This contribution explores the technical requirements for VR, describes technological advances and deficits, and analyzes the framework for future technological research and development. Although some non-medical applications are discussed, this contribution focuses primarily on medical applications of VR and outlines future prospects of medical VR applications. Finally, possible hazards arising from the use of VR are discussed. The authors recommend an interdisciplinary approach to technology assessment of VR.
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Zeng, Lijia, and Xiang Dong. "Artistic Style Conversion Based on 5G Virtual Reality and Virtual Reality Visual Space." Mobile Information Systems 2021 (May 29, 2021): 1–8. http://dx.doi.org/10.1155/2021/9312425.
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With the rapid development of digital information technology, virtual reality (VR) and VR visual space technology have become important branches in the field of computer 5G. Their application research has attracted more and more attention, and their practical value and application prospects are also very broad. This paper mainly studies the artistic style conversion based on 5G VR and VR visual space. This paper starts from the two concepts of VR technology and VR vision, analyzes the development process and characteristics of the two, discusses the possibility and inevitability of the fusion of the two, and leads to the space art produced by the fusion of VR technology and VR vision. This kind of art space gives people an “immersive” experience. This paper analyzes multiple immersive experience works, analyzes its multi-sensory and multi-technical spatial art style transformation form, and summarizes the advantages and disadvantages of the current art style transformation form based on 5G VR and VR visual space, with a view to the future development of VR immersion for reference. This paper analyzes the ease-of-use indicators. The experimental results show that, except for the sensory experience indicators, the average values of other indicators are less than 1. This is a project with better ease of use, and the use of 5G VR and VR vision technology can improve the transformation of space art style.
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Bamodu, Oluleke, and Xu Ming Ye. "Virtual Reality and Virtual Reality System Components." Advanced Materials Research 765-767 (September 2013): 1169–72. http://dx.doi.org/10.4028/www.scientific.net/amr.765-767.1169.
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This paper is a synoptic review of virtual reality, its features, types, and virtual reality systems, as well as the elements of the VR system hardware and software, which are essential components of virtual reality systems.
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Huang, Bingxin. "Examining Illusory Touch Perception in Virtual Reality among Virtual Reality Users." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 1075–80. http://dx.doi.org/10.54097/a9tyq152.
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The phenomenon of illusory touch perception in virtual reality (VR) is a subject of increasing intrigue within online VR communities, where users report experiencing tactile sensations in the absence of direct physical contact, triggered solely by visual stimuli. This paper presents an exploratory study aimed at understanding the underlying mechanisms that contribute to the development of such illusory touch perceptions in immersive virtual environments. Through an online survey targeting VR users, this study collected qualitative data on the nature and frequency of these experiences. The survey was complemented by a review of existing literature on touch perception and multisensory integration, providing a foundational understanding of how sensory information is processed and perceived. The findings suggest that certain visual cues in VR can evoke tactile sensations, a phenomenon that may be enhanced by the immersive quality of the virtual environment and the user's previous sensory experiences and expectations. This paper discusses potential contributors to the phenomenon, such as the realism of the virtual environment, the user's level of immersion and presence, and the congruence of multisensory stimuli. Although this study sheds light on the conditions that may facilitate illusory touch perception in VR, the complexity of human sensory processing necessitates further research. Controlled experimental studies are required to establish a causal relationship between specific factors and the experience of illusory touch in VR, which could have significant implications for the fields of virtual reality and sensory augmentation technology.
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Rowe, A., S. Bandyopadhyay, K. Narang, and J. Fenn. "Virtual reality: virtually a reality?" Bulletin of the Royal College of Surgeons of England 105, no. 8 (November 2023): 398–99. http://dx.doi.org/10.1308/rcsbull.2023.137.
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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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Hahn, Jim F. "Virtual reality learning environments." Information and Learning Science 119, no. 11 (November 12, 2018): 652–61. http://dx.doi.org/10.1108/ils-07-2018-0069.
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Purpose The purpose of this paper is to report the results of a case study on virtual reality (VR) learning environments, focused on the development and integration of multi-user reference support. Design/methodology/approach This paper used a case study methodology to understand applied software development incorporating textual browsing experiences within the HTC Vive virtual reality headset. An open corpus of text from the HathiTrust Digital Library accessed via the API was used as a data source. Findings In collaboration with students from a senior undergraduate Computer Science project course, the project team developed software to pilot a multi-user VR experience, with functionality for users to search, discover and select e-books and other digitized content from the HathiTrust digital library. Originality/value Overall, the system has been developed as a prototype e-book experiment to model several VR affordances for browsing, user support and educational endeavors within libraries. Within the VR reading room pilot, users are able collaboratively explore digital collections. Aspects of reference librarian user support were modeled in the VR system including communication in real-time using chat features and text highlighting and manipulation tools that are unique to learning in VR environments.
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Nagao, Katashi, Menglong Yang, and Yusuke Miyakawa. "Building-Scale Virtual Reality." International Journal of Multimedia Data Engineering and Management 10, no. 1 (January 2019): 1–21. http://dx.doi.org/10.4018/ijmdem.2019010101.
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A method is presented that extends the real world into all buildings. This building-scale virtual reality (VR) method differs from augmented reality (AR) in that it uses automatically generated 3D point cloud maps of building interiors. It treats an entire indoor area a pose tracking area by using data collected using an RGB-D camera mounted on a VR headset and using deep learning to build a model from the data. It modifies the VR space in accordance with its intended usage by using segmentation and replacement of the 3D point clouds. This is difficult to do with AR but is essential if VR is to be used for actual real-world applications, such as disaster simulation including simulation of fires and flooding in buildings. 3D pose tracking in the building-scale VR is more accurate than conventional RGB-D simultaneous localization and mapping.
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Kirsch, Breanne. "Virtual Reality." Information Technology and Libraries 38, no. 4 (December 16, 2019): 4–5. http://dx.doi.org/10.6017/ital.v38i4.11847.
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During the 2019 EDUCAUSE Annual Conference, a large proportion of programs were about virtual reality. This article discusses how virtual reality could be used in libraries and how some institutions are creating VR content.
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Coyne, Richard. "Thinking through Virtual Reality." Techné: Research in Philosophy and Technology 10, no. 3 (2007): 26–38. http://dx.doi.org/10.5840/techne200710310.
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Critics and researchers apply various criteria to evaluate the efficacy of VR, including the conformity of VR environments to the character of place. I wish to add a further test: do VR environments enable thought? The paper thus applies to VR the controversial proposition advanced by Clark and others that thinking, i.e. human cognitive processes, are situated and spatial. As a further term in this mix I introduce the concept of non-place, as elucidated by Augé and propose that non-places can be characterized as unthinking spaces, i.e. spaces that provide little assistance to the thought processes of their occupants. Perhaps non-places only offer thepossibilities afforded by a kind of cognitively impoverished instrumentalism. The conclusion from these propositions is that it is instructive to couch the problematics of VR environments in terms of non-places that do not easily accommodate thought, or thoughtful interaction, were it not that thought thrives on transitions, thresholds and boundary conditions between the strange and the familiar.
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Gonsalves, Jesleena. "Virtual Reality in HealthCare." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 04 (April 1, 2024): 1–5. http://dx.doi.org/10.55041/ijsrem29873.
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This paper examines how Virtual Reality (VR) is used in healthcare, especially in medical training, patient care, and therapy. It uses a mix of methods, like looking at literature, case studies, and talking to experts, to see how VR affects how healthcare is given. The results show that VR gives people a truly immersive experience that helps them learn more about medicine, get better health outcomes, and come up with new ways to manage pain, rehabilitate, and treat mental health problems. The paper also talks about the challenges and chances that come with using VR in healthcare and how it could get better in the future. Keywords—Virtual Reality, Medical training, Medical Simulations.
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บุญประเสริฐ, สนธยา. "แนวทางการพัฒนาศักยภาพครูช่างอุตสาหกรรมโดยนำเทคโนโลยีความเป็นจริงเสมือน (Virtual Reality : VR) มาบูรณาการกับการเรียนการสอนในยุคดิจิทัล." Journal Of Technical Education Development 36, no. 129 (March 1, 2024): 50–62. http://dx.doi.org/10.14416/j.ted.2024.03.016.
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การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อศึกษาปัญหาและอุปสรรคในการพัฒนาศักยภาพครูช่างอุตสาหกรรมโดยนำเทคโนโลยีความเป็นจริงเสมือน (Virtual Reality : VR) มาบูรณาการกับการเรียนการสอนในยุคดิจิทัล ในสภาพปัจจุบัน เพื่อเปรียบเทียบความต้องการพัฒนาศักยภาพครูช่างอุตสาหกรรมโดยนำเทคโนโลยีความเป็นจริงเสมือน (Virtual Reality : VR) มาบูรณาการกับการเรียนการสอนในยุคดิจิทัล และเพื่อเสนอแนะแนวทางการพัฒนาศักยภาพครูช่างอุตสาหกรรมโดยนำเทคโนโลยีความเป็นจริงเสมือน (Virtual Reality : VR) มาบูรณาการกับการเรียนการสอนในยุคดิจิทัล กลุ่มตัวอย่างที่ใช้ในการวิจัยในครั้งนี้ ได้แก่ ครูช่างอุตสาหกรรมในโรงเรียนเตรียมวิศวกรรมศาสตร์ไทย-เยอรมัน มหาวิทยาลัยเทคโนโลยีพระจอมเกล้าพระนครเหนือ และครูช่างอุตสาหกรรมในสถาบันการอาชีวศึกษาภาคกลาง 4 สำนักงานคณะกรรมการการอาชีวศึกษา กระทรวงศึกษาธิการ จำนวน 206 คน เครื่องมือที่ใช้ในการวิจัย คือ แบบสัมภาษณ์ และแบบสอบถาม สถิติที่ใช้ในการวิเคราะห์ข้อมูล ได้แก่ ค่าร้อยละ ค่าความถี่ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน โดยการวิเคราะห์ความแปรปรวนทางเดียว (One-Way ANOVA) ผลการวิจัยพบว่า ครูช่างอุตสาหกรรมมีความต้องการพัฒนาศักยภาพครูช่างอุตสาหกรรมโดยนำเทคโนโลยีความเป็นจริงเสมือน (Virtual Reality : VR) มาบูรณาการกับการเรียนการสอน ในยุคดิจิทัล โดยภาพรวม อยู่ในระดับมาก เมื่อพิจารณาเป็นรายด้าน โดยเรียงลำดับค่าเฉลี่ยจากมากไปน้อย พบว่า มีความต้องการพัฒนาศักยภาพด้านคุณลักษณะที่พึงประสงค์ (Attributes) มากที่สุด รองลงมาคือ ด้านความรู้ (Knowledge) และด้านทักษะ (Skills) ตามลำดับ เมื่อพิจารณาเป็นรายข้อสามลำดับแรก พบว่า ด้านความรู้ (Knowledge) มีความต้องการเพิ่มพูนความรู้เกี่ยวกับการเขียนเกมบนเว็บไซต์ด้วยระบบ WebVR ผ่านโปรแกรม Unity รองลงมาคือ การเขียนโปรแกรมภาษา C# บน Unity Editor และความรู้เกี่ยวกับแนวคิดในการสร้างเทคโนโลยีความเป็นจริงเสมือน สำหรับความต้องการพัฒนาศักยภาพ ด้านทักษะ (Skill) พบว่า มีความต้องการพัฒนาทักษะในการเขียนโปรแกรมภาษา C# บน Unity Editor รองลงมาคือ ทักษะในการใช้งานโปรแกรม SteamVR ร่วมกับโปรแกรม Unity ในการสร้างเกม และทักษะในการพัฒนา Mobile VR ด้วย Unity ในขณะที่ความต้องการพัฒนาศักยภาพด้านคุณลักษณะที่พึงประสงค์ (Attributes) มีความต้องการพัฒนาศักยภาพความคิดริเริ่มสร้างสรรค์ รองลงมาคือ การมีบุคลิกภาพและกิริยาท่าทางที่เหมาะสม และความมีระเบียบวินัย และครูช่างอุตสาหกรรมที่มีเพศ อายุ ระดับการศึกษา และประสบการณ์ในการทำงาน ต่างกัน มีความต้องการพัฒนาศักยภาพ ครูช่างอุตสาหกรรมโดยนำเทคโนโลยีความเป็นจริงเสมือน (Virtual Reality : VR) มาบูรณาการกับการเรียนการสอนในยุคดิจิทัล โดยภาพรวม และรายด้าน ทุกด้าน ได้แก่ ด้านความรู้ (Knowledge) ด้านทักษะ (Skills) และด้านคุณลักษณะที่พึงประสงค์ (Attributes) ไม่แตกต่างกัน
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Vemuri, Naveen, Naresh Thaneeru, and Venkata Manoj Tatikonda. "Cloud-Based Virtual Reality (VR) in Education." International Journal of Research Publication and Reviews 5, no. 2 (February 2024): 2300–2309. http://dx.doi.org/10.55248/gengpi.5.0224.0543.
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Kim, Byeol, Warren Schwartz, Danny Catacora, and Monifa Vaughn-Cooke. "Virtual Reality Behavioral Therapy." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 356–60. http://dx.doi.org/10.1177/1541931213601081.
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Mental health and substance abuse patients face many challenges in receiving effective long-term outpatient behavioral therapies, including issues related to accessibility and personalized care. Mobile health technologies, particularly those integrating virtual reality (VR), are increasingly becoming more accessible and affordable, thus providing a potential avenue to deploy outpatient behavioral therapy. This paper proposes a method to address the aforementioned challenges by personalizing and validating VR simulation content for behavioral therapy. An initial demonstration will be performed for tobacco cessation, which is a critical public health treatment area for mental illness and substance abuse. The method empirically builds smoker personas from theoretically grounded survey content. The personas are then used to design and pilot VR simulation modules tailored to behavioral interventions, which will be tested in the patient population. The VR simulation will record a subject’s emotions and brain activities in real-time through subjective (surveys) and objective (neurophysiology) measures of emotional response. The overall goal of the study is to validate the VR content by demonstrating that significant differences are seen in emotional response when presenting content personalized for the patient.
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Dörner, Ralf, Wolfgang Broll, Paul Grimm, and Bernhard Jung. "Virtual Reality und Augmented Reality (VR/AR)." Informatik-Spektrum 39, no. 1 (September 30, 2014): 30–37. http://dx.doi.org/10.1007/s00287-014-0838-9.
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Ohyama, Junji, Yuki Harada, Sayaka Okahashi, Daisuke Mine, Ryo Hanashima, Takuji Narumi, and Kazuhiko Yokosawa. "Virtual Reality (VR) and Psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 84 (September 8, 2020): SS—009—SS—009. http://dx.doi.org/10.4992/pacjpa.84.0_ss-009.
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Shi, Rongkai, Hai-Ning Liang, Yu Wu, Difeng Yu, and Wenge Xu. "Virtual Reality Sickness Mitigation Methods." Proceedings of the ACM on Computer Graphics and Interactive Techniques 4, no. 1 (April 26, 2021): 1–16. http://dx.doi.org/10.1145/3451255.
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Using virtual reality (VR) head-mounted displays (HMDs) can induce VR sickness. VR sickness can cause strong discomfort, decrease users' presence and enjoyment, especially in games, shorten the duration of the VR experience, and can even pose health risks. Previous research has explored different VR sickness mitigation methods by adding visual effects or elements. Field of View (FOV) reduction, Depth of Field (DOF) blurring, and adding a rest frame into the virtual environment are examples of such methods. Although useful in some cases, they might result in information loss. This research is the first to compare VR sickness, presence, workload to complete a search task, and information loss of these three VR sickness mitigation methods in a racing game with two levels of control. To do this, we conducted a mixed factorial user study (N = 32) with degree of control as the between-subjects factor and the VR sickness mitigation techniques as the within-subjects factor. Participants were required to find targets with three difficulty levels while steering or not steering a car in a virtual environment. Our results show that there are no significant differences in VR sickness, presence and workload among these techniques under two levels of control in our VR racing game. We also found that changing FOV dynamically or using DOF blur effects would result in information loss while adding a target reticule as a rest frame would not.
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Gazerani, Parisa. "Virtual Reality for Pain Control—Virtual or Real?" US Neurology 12, no. 02 (2016): 82. http://dx.doi.org/10.17925/usn.2016.12.02.82.
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Virtual Reality (VR) technology creates a sense of immersion in a virtual environment analogous to the real world. VR has increasingly gained attention for pain management based on current evidence demonstrating its analgesic effects in certain experimental, acute and chronic pain conditions. VR-based interventions shift the users’ attention towards active cognitive processing that can lead to higher pain threshold or tolerance. An understanding of neurobiological mechanisms underlying analgesic effects of VR will definitely facilitate optimal utility of this tool for pain control.
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Marshev, Vasilii, Jean-Louis de Bougrenet de la Tocnaye, Béatrice Cochener, and Vincent Nourrit. "Predicting virtual reality discomfort." Electronic Imaging 2021, no. 13 (January 18, 2021): 168–1. http://dx.doi.org/10.2352/issn.2470-1173.2021.13.ervr-168.
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Purpose: Virtual Reality (VR) headsets are becoming more and more popular and are now standard attractions in many places such as museums and fairs. Although the issues of VR induced cybersickness or eye strain are well known, as well as the associated risks factors, most studies have focused on reducing it or assessing this discomfort rather than predicting it. Since the negative experience of few users can have a strong impact on the product or an event's publicity the aim of the study was to develop a simple questionnaire that could help a user to rapidly and accurately self-assess personal risks of experiencing discomfort before using VR. Methods: 224 subjects (age 30.44±2.62 y.o.) participated to the study. The VR experience was 30 minutes long. During each session, 4 users participated simultaneously. The experience was conducted with HTC Vive. It consisted in being at the bottom of the ocean and observing surroundings. Users could see the other participants' avatars, move in a 12 m2 area and interact with the environment. The experience was designed to produce as little discomfort as possible. Participants filled out a questionnaire which included 11 questions about their personal information (age, gender, experience with VR, etc.), good binocular vision, need for glasses and use of their glasses during the VR session, tendencies to suffer from other conditions (such as motion sickness, migraines) and the level of fatigue before the experiment, designed to assess their susceptibility to cybersickness. The questionnaire also contained three questions through which subjects self-assessed the impact of the session on their level of visual fatigue, headache and nausea, the sum of which produced the subjective estimate of “VR discomfort” (VRD). 5-point Likert scale was used for the questions when possible. The data of 29 participants were excluded from the analysis due to incomplete data. Results: The correlation analysis showed that five questions' responses correlated with the VRD: sex (r = -.19, p = .02 (FDR corrected)), susceptibility to head aches and migraines (r = -.25, p = .002), susceptibility to motion sickness (r = -.18, p = .02), fatigue or a sickness before the session (r = -.26, p < .002), and the stereoscopic vision issues (r = .23, p = .004). A linear regression model of the discomfort with these five questions as predictors (F(5, 194) = 9.19, p < 0.001, R2 = 0.19) showed that only the level of fatigue (beta = .53, p < .001) reached statistical significance. Conclusion: Even though answers to five questions were found to correlate with VR induced discomfort, linear regression showed that only one of them (the level of fatigue) proved to be useful in prediction of the level of the discomfort. The results suggest that a tool whose purpose is to predict VR-induced discomfort can benefit from a combination of subjectve and objective measures. Conclusion: Even though answers to five questions were found to correlate with VR induced discomfort, linear regression showed that only one of them (the level of fatigue) proved to be useful in prediction of the level of the discomfort. The results suggest that a tool whose purpose is to predict VR-induced discomfort can benefit from a combination of subjectve and objective measures.
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Hengyun Shen, Hengyun Shen, and Xiaochun Chen Hengyun Shen. "Virtual Reality-based Internet + Smart Classroom." 網際網路技術學刊 23, no. 2 (March 2022): 335–44. http://dx.doi.org/10.53106/160792642022032302013.
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<p>With the deep development of Internet +, it is necessary to actively explore the deep integration of Internet + and classroom teaching and build a smart classroom, especially in the courses that require thinking training. The urgency is mainly reflected in three aspects: First, the trend of the times; Second, the inevitable requirement of education reform; and third, the urgent need for practical teaching. This paper shows that VR-based experiments are effective through teaching experiments on fast sorting algorithms difficult for junior high school students to understand in information courses. According to the experimental results, firstly, students who used VR teaching to assist applied learning had better academic performance than students who used traditional teaching methods. Second, students who learn using VR teaching-assisted applications present better learning attitudes than students who use conventional teaching methods. Third, the cognitive load of students using virtual reality teaching aids is lower than that of traditional teaching methods.</p> <p> </p>
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Krithika, M., P. Rajeswari, and P. Thilakaveni. "College Virtual Tour using Virtual Reality." International Journal for Research in Applied Science and Engineering Technology 12, no. 2 (February 29, 2024): 631–43. http://dx.doi.org/10.22214/ijraset.2024.58403.
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Abstract: Virtual reality has become one of the highly interesting and popular fields. Also in recent times, the concept of the metaverse and its idea of a virtual world is being spread rapidly. As the technological connotation of the term VR has been changing and encompasses various VR systems with different capabilities, it has also paved a way for virtual tourism. The current pandemic situation made people around the world stay inside their houses, which has led to the growth of virtual tourism. Yet the usage of VR is not as wide as its reach. The main reason for VR’s less usage is its affordability, not everyone could afford a VR headset. The objective of this project is to create an immersive virtual tour of the college that can be used by even an individual without any proper gear. Virtual tours are a way for people to experience and explore a place that exists in reality as a physical space via the internet. The old techniques of the virtual tour are either of a pre-recorded video form or just some collections of 360-degree images. To improve the experience, we are creating a 3D virtual environment that the user can access without any restrictions. The user can download the file and can run the program on their desired platform
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Boletsis, Costas, and Amela Karahasanović. "Augmented Reality and Virtual Reality for Retail Innovation." Magma 21, no. 7 (July 1, 2018): 49–59. http://dx.doi.org/10.23865/magma.v21.1140.
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Nye og bedre Augmented Reality (AR) og Virtual Reality (VR) applikasjoner utvikles helle tiden og brukes mer og mer i handel. Utvikling i AR and VR i løpet av de siste årene satt i gang mange innovasjoner i måten handelen foregår, innovasjoner i markedsføring, og innovasjon i design og utvikling av produkter og tjenester. Likevel, vet vi lite om muligheter som AR og VR skaper for innovasjon og om erfaringene fra de som allerede bruker dem. Denne artikkelen beskriver hvordan AR og VR kunne med fordel brukes for flere typer av innovasjon og hjelpe forretningsvirksomhet til å vokse. Artikkelen gir en oversikt over eksisterende innovasjonspraksis i handel og kan hjelpe norske virksomheter i deres strategiske planlegging. Vår analyse viser at AR/VR innovasjon kan bidra til bygning av merkevære, restrukturering av prosesser i organisasjon, involvering av kunder i verdiskapning, kan gi ekstra after-sale tjenester ved å gi produkt relatert informasjon i kontekst, kan støte omnimarket strategier og påvirke kjøp ved virtuell try-on opplevelser.
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Gobira, Pablo, and Emanuelle de Oliveira Silva. "About reality: Relations between museums and virtual reality1." Virtual Creativity 9, no. 1 (December 1, 2019): 63–72. http://dx.doi.org/10.1386/vcr_00005_1.
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Abstract In this article we discuss how museums, as knowledge institutions, enable the public to use virtual reality (VR) as an instrument for exhibitions. Most current research is about integrating VR into the traditional frame of a museum to enable a deeper and more meaningful understanding of the displayed artworks. This happens because of a narrow view of the concept of 'reality'. To start this discussion we are going to broaden the concept of 'reality', and go beyond the most commonly used terms of real and virtual. We will study some case applications of VR in museums and the way it is understood, to then bring about the range of possibilities it has beyond the common use. We will work with the most widely accepted theories on museums and based on Roy Ascott's works we will present a deeper discussion on the topic of realities.
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Firmansyah, Hasbi, Eko Budiraharjo, and Ali Sofyan. "The Virtual Reality Socialization and Training: Virtual Tour." ASEAN Journal of Empowering Community 2, no. 2 (May 4, 2023): 74–83. http://dx.doi.org/10.24905/ajecom/vol2issue2.38.
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The rapid world of virtual reality (VR) technology provides opportunities for school promotion media using VR widely, namely Virtual Tour training. FIRST This also challenges SMK MUTU to understand better the effectiveness of VR experiences in encouraging better attitudes towards promotional objectives and shaping visiting patterns. SECOND: This basic procedure is technical for taking panoramic images, identifying the resulting panoramic images owned, and observing 360-degree changes when processed in 3DVISTA software. THIRD If the panoramic image has become 360o, then make it into a series of images so that when processed, it will become a single image that is more alive in 3D like Google Street View, when in compile Virtual Tour will provide an experience where users can interact with a 3D image. FOURTH how positive are the consequences of the feeling of presence in the VR experience for the first time, the feeling of being in a virtual environment increases the peak of enjoyment of VR users both the increased touch of VR technology, such as being there results in a stronger sense of liking and preference at the destination. A positive attitude change leads to a higher level of intention to visit.
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NOWINSKI, WIESLAW L. "VIRTUAL REALITY IN BRAIN INTERVENTION." International Journal on Artificial Intelligence Tools 15, no. 05 (October 2006): 741–52. http://dx.doi.org/10.1142/s0218213006002916.
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After introduction to medical imaging, virtual reality (VR), and VR surgical simulation, the paper overviews our long-term efforts in human body modeling and development of VR-based applications for brain intervention. It describes construction, features, and applications of anatomical, functional, and vascular brain atlases. It also presents VR-based applications developed for stereotactic and functional neurosurgery (NeuroPlanner, NeuroBase, and BrainBench), interventional neuroradiology (NeuroCath and tele-NeuroCath), and tumor stereotaxis (VIVIAN). Finally, a vision of the future surgery (the DOTELL environment) is presented.
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Kosa, Mehmet, Ahmet Uysal, and P. Erhan Eren. "Acceptance of Virtual Reality Games." International Journal of Gaming and Computer-Mediated Simulations 12, no. 1 (January 2020): 43–70. http://dx.doi.org/10.4018/ijgcms.2020010103.
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As virtual reality (VR) games are getting more widespread, the need to understand the interaction between players and the VR games is gaining prominence. The present study examines player endorsement of virtual reality games from an amalgamation of technology acceptance, self-determination, and flow theory perspectives. A survey was carried out with participants (N = 396) who had played a VR game at least once and at most five times. Structural equation modeling analyses showed that perceived ease of use was the primary predictor for satisfaction of self-determination constructs (autonomy and competence) and flow constructs (immersion and concentration), which in turn predicted player enjoyment. Accordingly, the results suggest the importance of including self-determination constructs in addition to the flow perspective within the context of technology acceptance model, for explaining the acceptance of VR gaming. Findings also showed that enjoyment resulted in positive attitudes towards VR gaming, and these attitudes predicted intention to play VR games.
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Gao, Fan. "Research on VR equipment based on VR technology." Journal of Innovation and Development 2, no. 2 (March 14, 2023): 44–47. http://dx.doi.org/10.54097/jid.v2i2.5910.
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Virtual reality technology, also known as virtual reality or psychic technology, is a new practical technology developed in the 20th century. Virtual reality technology includes computer, electronic information, simulation technology, its basic realization is based on computer technology, the use and integration of three-dimensional graphics technology, multimedia technology, simulation technology, display technology, servo technology and other high-tech latest development achievements, With the help of computer and other equipment to produce a realistic three-dimensional vision, touch, smell and other sensory experience of the virtual world, so that people in the virtual world have a sense of being in the scene. With the continuous development of social productivity and science and technology, the demand for VR technology is increasingly strong in all walks of life. VR technology has also made great progress and gradually become a new field of science and technology.
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Tanaka, Candie. "Virtual Reality in Libraries." Pathfinder: A Canadian Journal for Information Science Students and Early Career Professionals 4, no. 1 (September 8, 2023): 162. http://dx.doi.org/10.29173/pathfinder75.
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Research Question:
Can Virtual Reality (VR) Create a Fourth Space in Libraries that is a safer space for 2SLGTBQ+ and IBPOC people? Libraries are considered third places between work and home, if there is access to VR could that create a fourth space for individuals with intersectional identities to explore in library settings?
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Mütterlein, Joschka, Benedikt Berger, and Thomas Hess. "Virtual Reality und die Medienbranche." MedienWirtschaft 14, no. 1 (2017): 26–31. http://dx.doi.org/10.15358/1613-0669-2017-1-26.
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Mit Virtual Reality (VR) hat eine Technologie Marktreife erlangt, die großes Potential für innovative Medienprodukte und -services bietet. Bereits 2016 verkauften Samsung, Sony, Oculus und HTC weltweit mehrere Millionen Exemplare ihrer Brillen, allein auf der Samsung Gear VR wurden über 10 Millionen Stunden 360°-Videos betrachtet.1 Gleichzeitig werden immer mehr Stimmen laut, die dem aktuellen VR-Hype einen Dämpfer verpassen – zuletzt sogar Facebook-Gründer Mark Zuckerberg, dessen Firma ein Milliarden-Investment in die Technologie tätigte.2 Diese Entwicklungen werfen zahlreiche Fragen auf, die von der Abgrenzung von VR und Augmented Reality (AR) über die generellen Potentiale und Grenzen der Technologie bis hin zu den Herausforderungen bei der Gestaltung von VR-Inhalten reichen. Zudem ist fraglich, wie nachhaltig die aktuellen Marktentwicklungen sind. Im folgenden Beitrag werden diese Fragen adressiert und kritisch diskutiert.
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Agastya, I. Gede Eka Agung Agastya. "PENGGUNAAN VIRTUAL REALITY DAN AUGMENTED REALITY DALAM PENDIDIKAN KEDOKTERAN." National Conference on Applied Business, Education, & Technology (NCABET) 3, no. 1 (March 15, 2024): 806–15. http://dx.doi.org/10.46306/ncabet.v3i1.171.
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Virtual Reality (VR) and Augmented Reality (AR) are digital technologies that enable automation and can be used in fields where repetitive tasks need to be done and need to be perfected. One of the uses of VR and AR in the medical field is medical education. In Indonesia, medical education so far still uses conventional methods such as using cadavers to learn anatomy. Given the variety of skills that can be practiced with VR, coupled with the wide reach and convenience of digital education, this can be a very useful educational tool for medical students. This research will discuss the use of VR and AR in medical education using the systematic literature review (SLR) method where this research was carried out by systematically reviewing and identifying journals. The results of this research showed that there was use of VR and AR in teaching Anatomy and Physiology in basic medical sciences and there was also use of VR in clinical medicine, especially in surgery, cardiopulmonary resuscitation and endotracheal tube installation. The use of VR and AR can also increase training hours for medical students' clinical skills
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Murtza, Rabia, Stephen Monroe, and Robert J. Youmans. "Heuristic Evaluation for Virtual Reality Systems." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 2067–71. http://dx.doi.org/10.1177/1541931213602000.
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The advent of Virtual Reality (VR) has created new user-interaction paradigms that VR designers need to attend to in order to avoid usability issues. Currently, there are few formal methods for evaluating the usability of VR interfaces. In this paper, we introduce a new set of heuristics that can be used to carry out usability inspections of VR systems via the Heuristic Evaluation method. The heuristics were developed to identify usability problems in both developing and currently-existing VR hardware and software. The heuristics reported here were developed by surveying VR users, and then using their data to identify nine classes of usability problems common to VR systems. The result is a new resource for UXRs who are seeking to use Heuristic Review to assess VR products.
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Scarfe, Peter, and Andrew Glennerster. "The Science Behind Virtual Reality Displays." Annual Review of Vision Science 5, no. 1 (September 15, 2019): 529–47. http://dx.doi.org/10.1146/annurev-vision-091718-014942.
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Virtual reality (VR) is becoming an increasingly important way to investigate sensory processing. The converse is also true: in order to build good VR technologies, one needs an intimate understanding of how our brain processes sensory information. One of the key advantages of studying perception with VR is that it allows an experimenter to probe perceptual processing in a more naturalistic way than has been possible previously. In VR, one is able to actively explore and interact with the environment, just as one would do in real life. In this article, we review the history of VR displays, including the philosophical origins of VR, before discussing some key challenges involved in generating good VR and how a sense of presence in a virtual environment can be measured. We discuss the importance of multisensory VR and evaluate the experimental tension that exists between artifice and realism when investigating sensory processing.
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Schäfer, Caterina, Dorina Rohse, Micha Gittinger, and David Wiesche. "Virtual Reality in der Schule." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 51 (January 10, 2023): 1–24. http://dx.doi.org/10.21240/mpaed/51/2023.01.10.x.
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Dieser Beitrag präsentiert und diskutiert die Ergebnisse aus vier interdisziplinären Ratingkonferenzen, in denen Schüler:innen, Lehrpersonen und Expert:innen aus Entwicklung Medienpädagogik und Wissenschaft Bedenken und Potenziale des schulischen Einsatzes von Virtual Reality (VR) diskutieren. VR ist, obwohl zunehmend als Bildungstechnologie anerkannt, in der Schule noch nicht grundständig angekommen. Anhand der inhaltlich strukturierenden qualitativen Inhaltsanalyse nach Kuckartz und induktiver Kategorienermittlung werden aus den Daten vier Hauptkategorien abgeleitet. Es fehlt laut den Akteur:innen an technischer Ausstattung sowie Erfahrungen, Ideen und erprobten Konzepten für den schulischen Unterricht. Einem Mehraufwand steht ein schwer einzuschätzender Mehrwert entgegen. Gleichzeitig attestieren die Teilnehmenden VR-gestützten Lernumgebungen eine Vielzahl an Potenzialen wie immersives Lernen, barrierefreie Zugänge und Möglichkeiten für eine differenzierte Unterrichtsgestaltung. Der Beitrag zeigt auch, dass weder der wissenschaftliche Diskurs noch die teilnehmenden Akteur:innen bisher konkrete Aspekte eines verkörperten Lernens in, mit und durch VR (Extended Embodied Education) beachten. Eine Zusammenarbeit der im Schulkontext beteiligten Akteur:innen ist im Sinne einer Netzwerkarbeit zur Implementierung von VR in der Schule erstrebenswert.
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Elmqaddem, Noureddine. "Augmented Reality and Virtual Reality in Education. Myth or Reality?" International Journal of Emerging Technologies in Learning (iJET) 14, no. 03 (February 14, 2019): 234. http://dx.doi.org/10.3991/ijet.v14i03.9289.
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Augmented Reality and Virtual Reality are not new technologies. But several constraints prevented their actual adoption. Recent technological progresses added to the proliferation of affordable hardware and software have made AR and VR more viable and desirable in many domains, including educa-tion; they have been relaunched with new promises previously unimaginable. The nature of AR and VR promises new teaching and learning models that better meet the needs of the 21st century learner. We’re now on a path to re-invent education.
This work consists of explaining the reasons behind the new rise of AR and VR and why their actual adoption in education will be a reality in a near fu-ture.
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Mullen, Grayson, and Nicolas Davidenko. "Time Compression in Virtual Reality." Timing & Time Perception 9, no. 4 (May 3, 2021): 377–92. http://dx.doi.org/10.1163/22134468-bja10034.
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Abstract Virtual-reality (VR) users and developers have informally reported that time seems to pass more quickly while playing games in VR. We refer to this phenomenon as time compression: a longer real duration is compressed into a shorter perceived experience. To investigate this effect, we created two versions of a labyrinth-like game. The versions are identical in their content and mode of control but differ in their display type: one was designed to be played in VR, and the other on a conventional monitor (CM). Participants were asked to estimate time prospectively using an interval production method. Participants played each version of the game for a perceived five-minute interval, and the actual durations of the intervals they produced were compared between display conditions. We found that in the first block, participants in the VR condition played for an average of 72.6 more seconds than participants in the CM condition before feeling that five minutes had passed. This amounts to perceived five-minute intervals in VR containing 28.5% more actual time than perceived five-minute intervals in CM. However, the effect appeared to be reversed in the second block when participants switched display conditions, suggesting large novelty and anchoring effects, and demonstrating the importance of using between-subjects designs in interval production experiments. Overall, our results suggest that VR displays do produce a significant time compression effect. We discuss a VR-induced reduction in bodily awareness as a potential explanation for how this effect is mediated and outline some implications and suggestions for follow-up experiments.
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Alnagrat Alnagrat, Ahmed Jamah, Rizalafande Che Ismail, and Syed Zulkarnain Syed Idrus. "The Opportunities and challenges in virtual reality for virtual laboratories." Innovative Teaching and Learning Journal 6, no. 2 (January 5, 2023): 73–89. http://dx.doi.org/10.11113/itlj.v6.91.
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The use of extended reality (XR) technologies, namely Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality(MR) in education, has attracted much attention in recent years. Since the middle of the 20th century, virtual reality (VR) has been a part of our lives. Today, technology has made virtual reality accessible to everyone. In the last ten years, virtual reality equipment has become suitable for individual use and has started to be used by large numbers of people. Virtual reality can now be used for educational purposes, including education virtual laboratories. The studies were carried out to reveal the advantages of virtual reality compared to traditional media tools, as well as the conclusion that a successful instructional design process plays a major role in the success of technology in education. In line with what has been mentioned, we review in this paper the historical development of virtual reality technologies, followed by the use of Extended reality technology in the field of education, including virtual laboratories. This paper is to argue and present evidence from extensive research that VR can be a valuable tool in engineering, such as virtual laboratories. As a result of the review we conducted, we were able to conclude that VR has a positive pedagogical and cognitive impact on engineering education, thus increasing students' understanding of the subjects, their grades and performance, and overall satisfaction with their education. Furthermore, VR, as a replacement for physical laboratories, can reduce university liability, infrastructure, and costs. It was also discovered that VR applications for education currently lack the integration of learning theories and objectives in engineering education. In this research, we aim to provide recommendations and guidelines for researchers who want to work in the field of virtual reality and to offer suggestions for virtual laboratories.
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Garbin Praničević, Daniela. "Augmented Reality and Virtual Reality-Based Technology in Cultural Tourism." ENTRENOVA - ENTerprise REsearch InNOVAtion 7, no. 1 (December 8, 2021): 314–22. http://dx.doi.org/10.54820/mhny8236.
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The paper intends to scrutinize the effects of augmented (AR) reality and virtual reality (VR) technology implementation in cultural tourism. Therefore, the paper explored and presented the following: (i) AR, and VR (AR/VR) based technology concept in general, (ii) AR/VR technologies application in cultural tourism with an emphasis on their potential to protect cultural heritage; (iii) the overview of AR/VR presence in cultural tourism in the 27 European Union countries (EU-27). In the discussion part, besides empirical results based on the EU-27 desk research, AR/VR technologies in cultural tourism are additionally reconsidered from the aspect of climate change. In conclusion, what is encouraged is the application of AR/VR in cultural tourism due to the benefits AR and VR bring in terms of (i) delivering quite substantial content to their visitors any time from any place, (ii) reducing the negative impact of tourism on cultural heritage and (iii) developing related strategies based on more sustainable principles and concepts.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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Ansari, Asif Kareem, Samuel Sam KG, and Bibitha C. Baby. "Virtual Reality and Augmented Reality in Education." International Journal for Research in Applied Science and Engineering Technology 11, no. 3 (March 31, 2023): 2014–18. http://dx.doi.org/10.22214/ijraset.2023.49825.
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Abstract: This paper’s objective is to show a framework for the VR and AR-based combined learning materials. VR and AR objects can stay incorporated into other educational material as by establishing effective education programmes, learning events, or other kinds of learning activities, learning objects can indeed be created. This essay reviews the study on both augmented and virtual reality and analyses holistic application techniques for the educational process. The proposed model supports the authors' findings and yields suggestions for its use.
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Bender, Michael, Thomas Kuhr, and Leo Piilonen. "Belle II virtual reality projects." EPJ Web of Conferences 214 (2019): 02028. http://dx.doi.org/10.1051/epjconf/201921402028.
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The Belle II experiment, based in Japan, is designed for the precise measurement of B- and charm-meson as well as τ-lepton decays and is intended to play an important role in the search for physics beyond the Standard Model. To visualize the collected data, amongst other things, virtual reality (VR) appli-cations are used within the collaboration. In addition to the already existing VR application which runs on a head-mounted display (HMD), an implementation for the cave automatic virtual environment (CAVE) has been created, where the CAVE is an immersive VR environment, in which projectors are directed to up to six walls of a room-sized cube. These VR applications allow for the inspection of the Belle II detector itself, as well as the illustration of GEANT4 simulated (and data) events of the electron-positron collisions occurring at the SuperKEKB collider. The VR implementations are not only limited to the use within the Belle II collaboration, but are a helpful tool in education and outreach activities.
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Prasath, S. Yuvan. "App Development in Virtual Reality." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 07, no. 10 (October 1, 2023): 1–11. http://dx.doi.org/10.55041/ijsrem26402.
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Our project aims to create an immersive application in the realm of virtual reality (VR) entitled as [APP DEVELOPMENT IN VIRTUAL REALITY]. The main goal is to provide users with an engaging and interactive experience by utilizing VR technologies and design principles. By carefully developing the application using a chosen VR development platform/engine, we aspire to create a seamless and captivating virtual environment that responds to user interactions and offers a unique combination of entertainment and utility. In summary, our project seeks to push the boundaries of VR application development, promising an exciting and innovative contribution to the VR landscape that will enhance user experiences in this dynamic digital realm. The primary goal of this project is to create a virtual reality application that immerses users in a simulated environment, where they can have interactive experiences. By utilizing advanced VR technology, the objective is to design an app that provides users with captivating and realistic experiences. Through the use of motion controllers and head tracking, the app will enable users to interact naturally and intuitively, thus enhancing their sense of presence in the virtual world. Moreover, the app will incorporate a variety of sensory inputs, including visual, auditory, and haptic feedback, in order to create an experience that truly engages the user's senses. Keywords: virtual reality, frames per second, android application package
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Rokade, Kiran Maruti, and Sandeep Chandrabhan Saroj. "Virtual Reality: History, Application and Future." International Journal for Research in Applied Science and Engineering Technology 10, no. 6 (June 30, 2022): 4120–23. http://dx.doi.org/10.22214/ijraset.2022.44854.
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Abstract: Virtual Reality has become very popular in last few years. The interest in Virtual Reality is growing rapidly. Very few people know about the VR there various uses and its problems related to it. In this study of VR it includes history, types of VR, and applications in new technologies in science work and entertainment fields. Components of VR & issues related to VR are discussed. Positive and negative influence of virtual reality on life of average people. And lastly, the future of the Virtual Reality.
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Lin, Alice J., Charles B. Chen, and Fuhua (Frank) Cheng. "Virtual Reality Games for Health Care." MATEC Web of Conferences 232 (2018): 01047. http://dx.doi.org/10.1051/matecconf/201823201047.
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Virtual reality (VR) and interactive technologies have become increasingly common in today’s world, and there are many applications for this technology in numerous fields. In this paper, we present a review on recent and ongoing research related to applications of VR and VR games in the healthcare field. VR technology is allowing medical practitioners to help their patients in a number of innovative ways in addition to helping health care providers improve their skills. Lastly, we propose a VR game design for rehabilitation and palliative care.
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Holopainen, Jani, Osmo Mattila, Petri Parvinen, Essi Pöyry, and Tuure Tuunanen. "Sociability in Virtual Reality." ACM Transactions on Social Computing 4, no. 1 (April 2021): 1–21. http://dx.doi.org/10.1145/3450269.
Full textAbstract:
This study investigates sociability in the context of immersive Virtual Reality (VR). A Design Science Research process was applied, and three iterative development versions of a VR application were studied. Sociability around the technology was investigated with two theoretical perspectives: social presence and social interactions. The results of qualitative interviews and observations as well as a quantitative experiment are combined to make a proposal for four design principles enhancing the beneficial sociability of VR systems. These principles address the importance of ease-of-use and personalization in the activation of a customer, customer empowerment and emancipation through familiarization, creating real-world connections and surprising content, as well as adding informative elements and streamlining the customer encounter and service process. The proposed design principles are empirically linked through social behaviors and emotions to cognitive outcomes representing beneficial sociability, e.g., improved customer motivation, willingness-to-share, value communications, co-creation, and co-innovation.