The Effect of 2D Stylized Visualization of the Real World for Obstacle Avoidance and Safety in Virtual Reality System Usage

This essay reflects the metaverse as a virtual reality system created byaffective and aesthetic computing and its digital morphology through visual mathematics. An appropriate system and its structures can move, changing their shapes as a whole, and produce responsive 3D assemblages answering in simple ways to emotions. The study of behavior and cognition in virtual environments, and to interact with them as a collaborator, is valuable, but we also need someone who gets right into the code to see how it all works and how it may be adapted to his own world, as well as keeping the study focused on the necessity to organize the known geometries in systematized morphological sets to apply them for the creation of affective and aesthetic systems for virtual worlds in 3D platforms, which change and grow, becoming symbiotic assemblages. Certainly, there is a long journey to go on to investigating conditions and evolutionary iterations which may assist the affective computing to approximate to the real world, to go ahead and conquermore and more ambitious digital architectural spaces, but it all are like vectors pointing to such direction.

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Immersive Virtual Reality Implementations in Developmental Psychology

10.31234/osf.io/ga8sz ◽

2020 ◽

Author(s):

Paola Araiza-Alba ◽

Therese Keane ◽

Jennifer L Beaudry ◽

Jordy Kaufman

Keyword(s):

Virtual Reality ◽

Neuropsychological Assessment ◽

Real World ◽

Developmental Psychology ◽

Skills Training ◽

Substantial Improvement ◽

Immersive Virtual Reality ◽

Virtual Reality Technology ◽

The Real

In recent years, immersive virtual reality technology (IVR) has seen a substantial improvement in its quality, affordability, and ability to simulate the real world. Virtual reality in psychology can be used for three basic purposes: immersion, simulation, and a combination of both. While the psychological implementations of IVR have been predominately used with adults, this review seeks to update our knowledge about the uses and effectiveness of IVR with children. Specifically, its use as a tool for pain distraction, neuropsychological assessment, and skills training. Results showed that IVR is a useful tool when it is used either for immersive or simulative purposes (e.g., pain distraction, neuropsychological assessment), but when its use requires both simulation (of the real world) and immersion (e.g., a vivid environment), it is trickier to implement effectively.

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Implementasi Metode Luther untuk Pengembangan Media Pengenalan Tata Surya Berbasis Virtual Reality

BIOS : Jurnal Teknologi Informasi dan Rekayasa Komputer ◽

10.37148/bios.v1i1.3 ◽

2020 ◽

Vol 1 (1) ◽

pp. 1-14

Author(s):

Adhe Pandhu Dwi Prayogha ◽

Mudafiq Riyan Pratama

Keyword(s):

Virtual Reality ◽

Solar System ◽

Real World ◽

Multimedia Applications ◽

Concept Design ◽

The Real ◽

3 Dimensional ◽

3D Objects ◽

Artificial World ◽

Virtual Reality Application

The purpose of virtual reality is to enable a motor and cognitive sensor activity ofsomeone in the artificial world created digitally to become imaginary, symbolic orsimulate certain aspects in the real world [1]. This technology is applied to the mediaintroduction of the solar system using the Luther method. The Luther Method consistsof 6 stages, namely Concept, Design, Material Collecting, Assembly, Testing, andDistribution. Luther method has advantages compared to other methods because thereare stages of material collecting which is an important stage in the development ofmultimedia and this Luther method can be done in parallel or can go back to theprevious stage [2]. At the Assembly stage the implementation uses the Unity Engineand Google VR SDK for Unity, the result is a virtual reality application that can displaythe solar system with 3-dimensional objects and an explanation is available on eachobject. While testing the blackbox on a variety of Android devices with differentspecifications. From the results of the application of the Luther method, it is verystructured and can run well in the development of multimedia applications, while theresults of testing, this Android-based virtual reality application cannot run on devicesthat do not have Gyroscope sensors and can run on devices with a minimumspecification of 1GB RAM will but the rendering process on 3D objects is slow.

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My VRchive. Developing a Methodology for creating Immersive Gaming Content and Interaction for Virtual Reality

10.26686/wgtn.17134367.v1 ◽

2021 ◽

Author(s):

◽

Gerrit Jacobus van Rooyen

Keyword(s):

Virtual Reality ◽

Real World ◽

Interaction Design ◽

Game Design ◽

Entire Body ◽

The Real ◽

Fast Pace ◽

Content Generation

<p>Writing for and designing a methodology for Virtual Reality (VR) can be difficult as the technology around this medium grows at a fast pace. Many game designers and directors of VR experiences still claim to make things up as they go along, with no definitive methodology for content and interaction design existing yet. So far, some guidelines have been set to help prevent discomfort, but clearly not enough has been done to look at how and why we should design for VR specifically. As VR is a very immersive medium that can allow the user to potentially use their entire body as they would in the real world to interact with an experience, we need to take precedents from real world interaction when designing VR experiences. This thesis focuses specifically on game design and content generation by looking at board and table top elements as the realworld precedent. To demonstrate my findings, I have created an experience named My VRchive. Much like a sketchbook an animator uses to save ideas for later use, My VRchive will house small experiences created from my research, into content and interaction design, in a format that can be added to and shared. At the finalisation of this thesis three experiences were created. My theory is that if more designers adopt this strategy, we can all add to this growing methodology of how to develop immersive content and interaction for VR gaming and experiences.</p>

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Virtual reality: Using the virtual world to improve quality of life in the real world

Bulletin of the Menninger Clinic ◽

10.1521/bumc.65.1.78.18713 ◽

2001 ◽

Vol 65 (1) ◽

pp. 78-91 ◽

Cited By ~ 42

Author(s):

Page L. Anderson ◽

Barbara O. Rothbaum ◽

Larry Hodges

Keyword(s):

Quality Of Life ◽

Virtual Reality ◽

Real World ◽

Virtual World ◽

Improve Quality ◽

The Real

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Investigating the Third Dimension for Authentication in Immersive Virtual Reality and in the Real World

2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR) ◽

10.1109/vr.2019.8797862 ◽

2019 ◽

Cited By ~ 3

Author(s):

Ceenu George ◽

Mohamed Khamis ◽

Daniel Buschek ◽

Heinrich Hussmann

Keyword(s):

Virtual Reality ◽

Real World ◽

Immersive Virtual Reality ◽

The Real ◽

The Third ◽

Third Dimension

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Difference between the Real World and Virtual World

Proceedings ◽

10.3390/proceedings2020047035 ◽

2020 ◽

Vol 47 (1) ◽

pp. 35

Author(s):

Wei Wang

Keyword(s):

Virtual Reality ◽

Real World ◽

Virtual World ◽

Actual World ◽

Scientific Representation ◽

The Real ◽

The Difference

The development of virtual reality brings an old and historic question on the difference between the real world and unreal world. In this paper, starting from the concept of representation, I argued that what we call “virtual reality” is a representation of an actual or non-actual world and the criterion of difference between the “real world” and “virtual reality” is whether we present it with the intention of using it as a representation. After that, the thesis is demonstrated again from different theories of scientific representation. Therefore, the intuitive distinction between the “real world” and “virtual reality” can be drawn on the epistemological criterion; that is to say, the virtual world is a representation while the real world is not.

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Exploring sensorimotor performance and user experience within a virtual reality golf putting simulator

Virtual Reality ◽

10.1007/s10055-020-00480-4 ◽

2020 ◽

Author(s):

David J. Harris ◽

Gavin Buckingham ◽

Mark R. Wilson ◽

Jack Brookes ◽

Faisal Mushtaq ◽

...

Keyword(s):

Virtual Reality ◽

Construct Validity ◽

Real World ◽

High Performance ◽

Task Demands ◽

Self Report ◽

The Real ◽

Task Load ◽

Golf Putting ◽

Effective Transfer

Abstract In light of recent advances in technology, there has been growing interest in virtual reality (VR) simulations for training purposes in a range of high-performance environments, from sport to nuclear decommissioning. For a VR simulation to elicit effective transfer of training to the real-world, it must provide a sufficient level of validity, that is, it must be representative of the real-world skill. In order to develop the most effective simulations, assessments of validity should be carried out prior to implementing simulations in training. The aim of this work was to test elements of the physical fidelity, psychological fidelity and construct validity of a VR golf putting simulation. Self-report measures of task load and presence in the simulation were taken following real and simulated golf putting to assess psychological and physical fidelity. The performance of novice and expert golfers in the simulation was also compared as an initial test of construct validity. Participants reported a high degree of presence in the simulation, and there was little difference between real and virtual putting in terms of task demands. Experts performed significantly better in the simulation than novices (p = .001, d = 1.23), and there was a significant relationship between performance on the real and virtual tasks (r = .46, p = .004). The results indicated that the simulation exhibited an acceptable degree of construct validity and psychological fidelity. However, some differences between the real and virtual tasks emerged, suggesting further validation work is required.

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How Much of What We Learn in Virtual Reality Transfers to Real-World Navigation?

Multisensory Research ◽

10.1163/22134808-20201445 ◽

2020 ◽

Vol 33 (4-5) ◽

pp. 479-503 ◽

Cited By ~ 1

Author(s):

Lukas Hejtmanek ◽

Michael Starrett ◽

Emilio Ferrer ◽

Arne D. Ekstrom

Keyword(s):

Virtual Reality ◽

Real World ◽

Information Transfer ◽

Spatial Knowledge ◽

Desktop Computer ◽

The Real ◽

Head Mounted Display ◽

Spatial Environment ◽

The Cost ◽

Study Participants

Abstract Past studies suggest that learning a spatial environment by navigating on a desktop computer can lead to significant acquisition of spatial knowledge, although typically less than navigating in the real world. Exactly how this might differ when learning in immersive virtual interfaces that offer a rich set of multisensory cues remains to be fully explored. In this study, participants learned a campus building environment by navigating (1) the real-world version, (2) an immersive version involving an omnidirectional treadmill and head-mounted display, or (3) a version navigated on a desktop computer with a mouse and a keyboard. Participants first navigated the building in one of the three different interfaces and, afterward, navigated the real-world building to assess information transfer. To determine how well they learned the spatial layout, we measured path length, visitation errors, and pointing errors. Both virtual conditions resulted in significant learning and transfer to the real world, suggesting their efficacy in mimicking some aspects of real-world navigation. Overall, real-world navigation outperformed both immersive and desktop navigation, effects particularly pronounced early in learning. This was also suggested in a second experiment involving transfer from the real world to immersive virtual reality (VR). Analysis of effect sizes of going from virtual conditions to the real world suggested a slight advantage for immersive VR compared to desktop in terms of transfer, although at the cost of increased likelihood of dropout. Our findings suggest that virtual navigation results in significant learning, regardless of the interface, with immersive VR providing some advantage when transferring to the real world.

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