Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to Enhance Music Conducting Skills

2017 ◽  
Vol 27 (1) ◽  
pp. 24-35 ◽  
Author(s):  
Evelyn K. Orman ◽  
Harry E. Price ◽  
Christine R. Russell
Keyword(s):  
Virtual Reality ◽  
Learning Environment ◽  
Learning Environments ◽  
Feasibility Study ◽  
Wind Band ◽  
Eye Contact ◽  
Head Tracking ◽  
Immersive Virtual Reality ◽  
Skill Improvement ◽  
Nonverbal Skills

Acquiring nonverbal skills necessary to appropriately communicate and educate members of performing ensembles is essential for wind band conductors. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso movement, and gestures of novice wind band conductors. Ten undergraduates randomly assigned to no VRLE ( n = 3), VRLE with head tracking ( n = 4), or VRLE without ( n = 3) head tracking received eight treatment sessions over a 4-week period. While participants conducted a live ensemble, their eye contact, torso movements, and gestures were measured. A comparison of pretest and posttest scores showed that students using the augmented immersive VRLE with head tracking demonstrated greater conducting skill improvement than those not using virtual reality.

Immersive virtual reality in patients with moderate and severe traumatic brain injury: a feasibility study

2021 ◽  
Author(s):  
Thiago Mazzoli Moraes ◽  
Ana Luiza Zaninotto ◽  
Iuri Santana Neville ◽  
Cintya Yukie Hayashi ◽  
Wellingson Silva Paiva
Keyword(s):  
Traumatic Brain Injury ◽  
Virtual Reality ◽  
Brain Injury ◽  
Feasibility Study ◽  
Severe Traumatic Brain Injury ◽  
Immersive Virtual Reality

Immersive vs. non-immersive virtual reality learning environments

2021 ◽  
Author(s):  
Diego Vergara-Rodriguez ◽  
Alejandro Gomez-Asenjo ◽  
Pablo Fernandez-Arias ◽  
Ana Isabel Gomez-Vallecillo ◽  
Victoria Eugenia Lamas-Alvarez ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Immersive Virtual Reality

scholarly journals An immersive virtual reality game to train spatial attention orientation after stroke: A feasibility study

2020 ◽  
pp. 1-21
Author(s):  
Hanne Huygelier ◽  
Brenda Schraepen ◽  
Christophe Lafosse ◽  
Nathalie Vaes ◽  
Fabienne Schillebeeckx ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Spatial Attention ◽  
Feasibility Study ◽  
Immersive Virtual Reality

Lectures and Discussions in Semi-Immersive Virtual Reality Learning Environments

2019 ◽  
pp. 89-123
Author(s):  
Natalie Nussli ◽  
Kevin Oh ◽  
Nicole Cuadro ◽  
Melisa Kaye
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Second Life ◽  
Mental Effort ◽  
Immersive Virtual Reality ◽  
Social Conventions ◽  
Desktop Virtual Reality ◽  
Teacher Trainees ◽  
Multiple Voices ◽  
Communication Modalities

This chapter describes a study that was conducted in a semi-immersive desktop virtual reality environment. The study investigated teacher trainees' perceptions of their mental effort in Second Life, their satisfaction with the communication modalities, and their perceived social behavioral changes. In the first event, only the instructor (host) used voice to communicate while all participants as well as the in-text facilitator (co-host) used text chat only. In the second event, not only did both hosts use voice, but the participants also had the option to use voice rather than text. The majority of teacher trainees appreciated the freedom to choose either modality. The integration of voice was perceived as humanizing the discussion, increasing the flow, and making the conversation more engaging. However, the addition of multiple voices was believed to increase their mental effort. While some teacher trainees felt more relaxed and more open in a virtual discussion, others reported a lack of attention and honesty as well as a tendency to ignore social conventions.

A Model for Understanding How Virtual Reality Aids Complex Conceptual Learning

1999 ◽  
Vol 8 (3) ◽  
pp. 293-316 ◽  
Author(s):  
Marilyn C. Salzman ◽  
Chris Dede ◽  
R. Bowen Loftin ◽  
Jim Chen
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Process ◽  
Learning Experience ◽  
Conceptual Learning ◽  
Individual Characteristics ◽  
Complex Nature ◽  
Immersive Virtual Reality ◽  
Abstract Concepts

Designers and evaluators of immersive virtual reality systems have many ideas concerning how virtual reality can facilitate learning. However, we have little information concerning which of virtual reality's features provide the most leverage for enhancing understanding or how to customize those affordances for different learning environments. In part, this reflects the truly complex nature of learning. Features of a learning environment do not act in isolation; other factors such as the concepts or skills to be learned, individual characteristics, the learning experience, and the interaction experience all play a role in shaping the learning process and its outcomes. Through Project Science Space, we have been trying to identify, use, and evaluate immersive virtual reality's affordances as a means to facilitate the mastery of complex, abstract concepts. In doing so, we are beginning to understand the interplay between virtual reality's features and other important factors in shaping the learning process and learning outcomes for this type of material. In this paper, we present a general model that describes how we think these factors work together and discuss some of the lessons we are learning about virtual reality's affordances in the context of this model for complex conceptual learning.

scholarly journals Ecological Validity of Immersive Virtual Reality (IVR) Techniques for the Perception of Urban Sound Environments

Acoustics ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 11-24
Author(s):  
Chunyang Xu ◽  
Tin Oberman ◽  
Francesco Aletta ◽  
Huan Tong ◽  
Jian Kang
Keyword(s):  
Virtual Reality ◽  
Ecological Validity ◽  
Evaluation Framework ◽  
Head Tracking ◽  
Immersive Virtual Reality ◽  
Subjective Response ◽  
Evaluation Approach ◽  
Reproduction System ◽  
Noise Assessment ◽  
Virtual Experiences

Immersive Virtual Reality (IVR) is a simulated technology used to deliver multisensory information to people under different environmental conditions. When IVR is generally applied in urban planning and soundscape research, it reveals attractive possibilities for the assessment of urban sound environments with higher immersion for human participation. In virtual sound environments, various topics and measures are designed to collect subjective responses from participants under simulated laboratory conditions. Soundscape or noise assessment studies during virtual experiences adopt an evaluation approach similar to in situ methods. This paper aims to review the approaches that are utilized to assess the ecological validity of IVR for the perception of urban sound environments and the necessary technologies during audio–visual reproduction to establish a dynamic IVR experience that ensures ecological validity. The review shows that, through the use of laboratory tests including subjective response surveys, cognitive performance tests and physiological responses, the ecological validity of IVR can be assessed for the perception of urban sound environments. The reproduction system with head-tracking functions synchronizing spatial audio and visual stimuli (e.g., head-mounted displays (HMDs) with first-order Ambisonics (FOA)-tracked binaural playback) represents the prevailing trend to achieve high ecological validity. These studies potentially contribute to the outcomes of a normalized evaluation framework for subjective soundscape and noise assessments in virtual environments.

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