Leveraging Virtual Reality and Computer-based Games for Training

2009 ◽  
Author(s):  
Laura Strater
Keyword(s):  
Virtual Reality ◽  
Computer Based

Mo1248 Computer Based Virtual Reality Colonoscopy Simulation Improves Patient Based Colonoscopy Performance

2012 ◽  
Vol 75 (4) ◽  
pp. AB364
Author(s):  
Keith S. Mcintosh ◽  
Nitin V. Khanna ◽  
James C. Gregor
Keyword(s):  
Virtual Reality ◽  
Computer Based

scholarly journals DEVELOPMENT OF A VIRTUAL MUSEUM INCLUDING A 4D PRESENTATION OF BUILDING HISTORY IN VIRTUAL REALITY

2017 ◽  
Vol XLII-2/W3 ◽  
pp. 361-367 ◽  
Author(s):  
T. P. Kersten ◽  
F. Tschirschwitz ◽  
S. Deggim
Keyword(s):  
Virtual Reality ◽  
Laser Scanning ◽  
Teaching Material ◽  
The Internet ◽  
Virtual Museum ◽  
Virtual Reality System ◽  
Technological Developments ◽  
Computer Based ◽  
Definition Of ◽  
The City

In the last two decades the definition of the term “virtual museum” changed due to rapid technological developments. Using today’s available 3D technologies a virtual museum is no longer just a presentation of collections on the Internet or a virtual tour of an exhibition using panoramic photography. On one hand, a virtual museum should enhance a museum visitor's experience by providing access to additional materials for review and knowledge deepening either before or after the real visit. On the other hand, a virtual museum should also be used as teaching material in the context of museum education. The laboratory for Photogrammetry & Laser Scanning of the HafenCity University Hamburg has developed a virtual museum (VM) of the museum “Alt-Segeberger Bürgerhaus”, a historic town house. The VM offers two options for visitors wishing to explore the museum without travelling to the city of Bad Segeberg, Schleswig-Holstein, Germany. Option a, an interactive computer-based, tour for visitors to explore the exhibition and to collect information of interest or option b, to immerse into virtual reality in 3D with the HTC Vive Virtual Reality System.

Immersive Storytelling

2021 ◽  
pp. 192-215
Author(s):  
Jodi Pilgrim ◽  
J. Michael Pilgrim
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Digital Storytelling ◽  
Digital Technologies ◽  
Academic Disciplines ◽  
Multiple Modes ◽  
Technology Tools ◽  
Digital Story ◽  
Digital Stories ◽  
Computer Based

Technology tools continue to contribute to the digital story formats, and in today's world, multiple modes of communication are used to deliver narratives. Digital storytelling engages an audience by means of computer-based tools to share a message. Through the use of digital technologies like virtual reality (VR), digital stories have evolved to include the concept of immersive storytelling. VR utilizes interactive 360-degree images designed to immerse the user in a virtual environment. Immersive stories provide the storyteller's audience with a sense of being present at the scene. This chapter presents a background on the rationale for the use of VR technologies in storytelling as well as classroom applications for immersive storytelling across all academic disciplines. The technologies and processes for creating an immersive story are presented along with clear steps and recommended websites. In addition, examples of immersive stories are shared.

How Teachers Use Instructional Design in Real Classrooms

2005 ◽  
pp. 1344-1348
Author(s):  
Patricia L. Rogers
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Media ◽  
Virtual Reality Technology ◽  
Post Secondary ◽  
Back Seat ◽  
Learning Practices ◽  
Computer Based ◽  
K 12

From filmstrips and mimeographs, to computer-based simulations and virtual reality, technology seems to dominate teachers’ lives as they master the new instructional media for use in their classrooms. Good teaching and learning practices tend to take a back seat while the focus on mastery of the technology reduces teaching into basic presentations and lectures, a format most easily controlled by the instructor. While most pre-K-12 and post-secondary instructors do develop effective courses in which students learn, many would be hard pressed to describe how they arrive at certain goals and teaching strategies.

Face and Construct Validity of a Computer-Based Virtual Reality Simulator for Endoscopic Retrograde Cholangiopancreatography

2008 ◽  
Vol 67 (5) ◽  
pp. AB299
Author(s):  
James G. Bittner ◽  
Obinna Ezeamuzie ◽  
Toufic Imam ◽  
Bruce V. Macfadyen ◽  
Robert R. Schade ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Endoscopic Retrograde Cholangiopancreatography ◽  
Virtual Reality Simulator ◽  
Endoscopic Retrograde ◽  
Computer Based

scholarly journals Reaction Time-Based Cognitive Assessments in Virtual Reality – A Feasibility Study with an Age Diverse Sample

2021 ◽  
Author(s):  
Nils M. Vahle ◽  
Sebastian Unger ◽  
Martin J. Tomasik
Keyword(s):  
Virtual Reality ◽  
Reaction Time ◽  
Cognitive Performance ◽  
Age Groups ◽  
Real Life ◽  
Information Processing Speed ◽  
Cognitive Assessments ◽  
Testing Environment ◽  
Computer Based ◽  
And Performance

Introduction: While virtual reality (VR) is an emerging paradigm in a variety of research contexts, VR-based embodiment effects on behavior and performance still lack in sufficient evidence regarding to bias in cognitive performance assessment. Methods: In this methodological observational study, we compare the VR measurement of cognitive performance with a conventional computer-based testing approach in real life (RL) in younger and older adults. The differences between VR and RL scenarios are investigated using the background of two theoretical models from cognitive psychology. Furthermore, data assessment reliability and validity are analyzed, concerning the feasibility of technological and ergonomic aspects. Results: A within-group comparison showed no change in information processing speed in either one of the two age groups, i.e., both groups perform equally well in RL and in a VR testing environment. Conclusion: The use of lifelike VR environments for cognitive performance tests seems not to lead to any performance changes compared to RL computer-based assessments, making VR suitable for similar applications. On technical concerns, we recommend the careful use of reaction time paradigms regarding to input hardware and stimuli presentation.

Virtual Reality in Medicine

1993 ◽  
Vol 32 (05) ◽  
pp. 407-417 ◽  
Author(s):  
K.-F. Kaltenborn ◽  
O. Rienhoff
Keyword(s):  
Virtual Reality ◽  
Interdisciplinary Approach ◽  
Medical Applications ◽  
Future Prospects ◽  
Technological Research ◽  
Technical Requirements ◽  
Computer Interfaces ◽  
Technological Advances ◽  
Human Computer Interfaces ◽  
Computer Based

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.

Role-Play in Virtual Reality

2021 ◽  
pp. 143-163
Author(s):  
Zhaihuan Dai ◽  
Fengfeng Ke ◽  
Chih-Pu Dai ◽  
Mariya Pachman ◽  
Xin Yuan
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Teaching Assistants ◽  
Role Play ◽  
Design Project ◽  
Graduate Teaching ◽  
Stem Disciplines ◽  
Computer Based ◽  
Design Case ◽  
Design And Practice

The affordances of computer-based virtual reality (VR) make it a natural fit for role-play. Although role-play has been commonly used in VR-based learning environments, the discussion of design details and guidelines is limited. In this chapter, the authors present a design case and aim to share their experiences of designing role-play in OpenSimulator-supported VR during a three-year design project for providing teaching training to graduate teaching assistants in STEM disciplines. The design of role-play bridges the technical and pedagogical affordances of VR. The authors discuss the design details from several aspects, including the formulation of role-play, types of role-play, and implementation. The authors also report the success and constraints in implementing role-play. With this design case, the authors intent on sharing the knowledge about the design and practice of VR-based role-play.

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