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Books on the topic 'VR uses'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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1

Broeren, Joost. Symbiosis: A performative, multi-sensory and multi-user VR experience. The Eriskay Connection, 2021.

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2

Marx, Johannes. Die Erodierbarkeit charakteristischer Böden im Südosten der VR China. In Kommission bei Duncker & Humblot, 1988.

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3

Lewis-Evans, Ben. A short guide to user testing for simulation sickness in Virtual Reality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198794844.003.0030.

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The increased interest in virtual reality (VR) has yielded a lot of studies and development in both research and game design. Simulation sickness is an issue experienced by a significant subset of players in VR. This chapter focuses on the challenges this issue poses for user research, and suggests practical considerations for researchers to minimize legal and ethical risks.
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4

Skarbez, Richard, Missie Smith, Amela Sadagic, and Mary C. Whitton, eds. Presence and Beyond: Evaluating User Experience in AR/MR/VR. Frontiers Media SA, 2022. http://dx.doi.org/10.3389/978-2-83250-139-9.

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5

2023 IEEE Conference Virtual Reality and 3D User Interfaces (VR). IEEE, 2023.

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6

Gutiérrez-Maldonado, José, Marta Ferrer-García, Antonios Dakanalis, and Giuseppe Riva. Virtual Reality. Edited by W. Stewart Agras and Athena Robinson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190620998.013.26.

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In the last twenty years researchers have embraced virtual reality (VR) in order to integrate and extend the assessment tools and treatments currently in use for eating disorders (EDs). Specifically the VR protocols for EDs try to exploit clinically the sense of “presence,” that is, the feeling of “being there” inside the virtual environment. The sense of presence offered by VR can be a powerful tool in therapy because it provides the individual with a world in which he/she can be placed and live a particular experience. This triggers emotional reactions in patients and allows a higher level of self-reflectiveness than that provided by memory and imagination, and greater control than that offered by direct “real” experience. In particular, VR protocols for EDs use technology to alter the experience of the body (embodiment) in real time and as a cue exposure tool for reducing food craving.
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7

Staff, IEEE. 2022 IEEE Conference on Virtual Reality and 3D User Interfaces (VR). IEEE, 2022.

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8

Oculus Quest 2 User Guide: How to Use Your VR Headset for Gaming and Entertainment Like a Pro. Independently Published, 2022.

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9

Oculus Quest 2 User Guide: How to Use Your VR Headset for Gaming and Entertainment Like a Pro. Independently Published, 2022.

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10

Dwinal, Catherine. Interactive Visual Ideas for Musical Classroom Activities. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190929855.001.0001.

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This book is a resource on projection systems for any music teacher’s treasure chest of tools. Educators, from brand new to seasoned veterans, can discover new lessons, activities, and resources involving the projection systems already in their classrooms. From conventional projectors to streaming media players, beginners to the digital world will find tips and tricks to start using new systems. More experienced users will discover new resources and activities, from learning how to create VR worlds to demonstrate knowledge of music venues from around the world, to going on an outside safari to find missing instruments of the orchestra. This book also includes a resource index with app and website recommendations for going further and appendices that make it easier to find the activities and resources to fit any type of instruction. This book is a toolbox for teachers to keep on their desks to use every day to incorporate their digital tools in a meaningful way.
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11

Wittek, Stephen, and David McInnis, eds. Shakespeare and Virtual Reality. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781009003995.

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Teaching Shakespeare through performance has a long history, and active methods of teaching and learning are a logical complement to the teaching of performance. Virtual reality ought to be the logical extension of such active learning, providing an unrivalled immersive experience of performance that overcomes historical and geographical boundaries. But what are the key advantages and disadvantages of virtual reality, especially as it pertains to Shakespeare? And more interestingly, what can Shakespeare do for VR (rather than vice versa)? This Element, the first on its topic, explores the ways that virtual reality can be used in the classroom and the ways that it might radically change how students experience and think about Shakespeare in performance.
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12

Oculus Quest Guide: A Complete User Guide to Master the New Oculus Quest All-In-one VR Gaming Headset in 1 Hour. Independently Published, 2019.

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13

Ballester, Belén Rubio. Neurorehabilitation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199674923.003.0059.

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This chapter considers the ability of the damaged brain to reorganize following trauma and how this can be facilitated through interaction with virtual reality or robotic technologies. Stroke represents one of the main causes of adult disability and will be one of the main contributors to the burden of disease in by 2030. In this chapter we first review the main neuroscientific principles of recovery. Second, we explore the some of the latest technological approaches for neurorehabilitation, such as assistive exoskeletons and virtual reality systems. We describe a new virtual reality gaming system (RGS) that combines training scenarios with dedicated interface devices to optimize motor and cognitive training. RGS builds on theories of brain plasticity, thus we show how a living machines perspective can be used to create practical and useful systems that address a significant societal need. Finally, we comment on the broader advantages and potential applications of VR to maximize recovery.
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14

Valk, Alison, Ximin Mi, and Ashley L. Schick. Making Virtual Reality a Reality. Bloomsbury Publishing Inc, 2023. http://dx.doi.org/10.5040/9798216171966.

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Walks readers through the key components of developing library-led research and programming that leverages emerging technologies with the goal of engaging students and faculty. As educational curricula and research evolve to include advanced technologies, libraries must offer programming with these emerging technologies in mind, including the use of virtual reality (VR) and augmented reality (AR). In this timely guide, Valk, Mi, and Schick present readers with tools for assessing their level of organizational readiness to begin such programs and, more importantly, how to sustain them with limited budgets, expertise, and resources. Building on their own experiences, the authors teach readers how to develop technology-rich classes, assess student projects, and overcome technical hurdles. They spotlight this kind of programming as integral to building strategic partnerships in an educational environment. Readers will learn how to adapt and design programs or initiatives in which the necessary technologies are rapidly changing, not only in higher education institutions, but also in schools. Worksheets and resources assist readers in reflecting on their own work and developing educational programming to suit their organizational needs.
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15

Vorderer, Peter, and Christoph Klimmt, eds. The Oxford Handbook of Entertainment Theory. Oxford University Press, 2021. http://dx.doi.org/10.1093/oxfordhb/9780190072216.001.0001.

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This handbook provides a strong collection of communication- and psychology-based theories and models on media entertainment, which can be used as a knowledge resource for any academic and applied purpose. Its 41 chapters offer explanations of entertainment that audiences find in any kind of ‘old’ and ‘new’ media, from classic novels to VR video games, from fictional stories to mediated sports. As becomes clear in this handbook, the history of entertainment research teaches us not to forget that even if a field is converging to a seemingly dominant perspective, paradigm, and methodology, there are more views, alternative approaches, and different yet equally illuminative ways of thinking about the field. Young scholars may find here innovative ways to reconcile empirical-theoretical approaches to the experience of entertainment with such alternative views. And there are numerous entertainment-related phenomena in contemporary societies that still fit the „bread and circuses-“ perspective of the initial Frankfurt School thinking. So while the mission of the present handbook is to compile and advance current theories about media entertainment, scholars active or interested in the topic are invited to also consider the historic roots of the field and the great diversity it has featured over the past nearly 100 years. Many lessons can be learned from this history, and future innovations in entertainment theory may just as likely emerge from refining those approaches compiled in the present handbook as from building on neglected, forgotten, or marginalized streams of scholarship.
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