Researching in-store, at home: Using virtual reality within quantitative surveys

2018 ◽  
Vol 60 (4) ◽  
pp. 344-351 ◽  
Author(s):  
Ian Bramley ◽  
Alastair Goode ◽  
Laura Anderson ◽  
Elisabeth Mary
Keyword(s):  
Virtual Reality ◽  
Online Survey ◽  
Retail Store ◽  
Test Point ◽  
Failure Rates ◽  
Virtual Reality Technology ◽  
Point Of Sale ◽  
Future Potential ◽  
Store Environment ◽  
Traditional Approaches

This article reviews the experience, steps taken, and lessons learnt from including a virtual reality film within a mobile online survey. The survey was designed to test point-of-sale displays within a retail store environment, with respondents exposed to the store using virtual reality within the survey, rather than being a shown a static image or a standard film of the store’s interior. The results show how incorporating a virtual reality film within a survey can significantly add to the survey enjoyment compared to traditional approaches. The findings show how the uniqueness of the virtual reality experience can help engage respondents, offering a modern and relevant way to provide a more realistic survey experience that respondents are receptive to. The study also demonstrates that it is technically feasible to incorporate a virtual reality experience into an online survey among typical panelists, without high failure rates or the need to over-incentivise to participate. This article discusses the use of virtual reality within surveys and the practical steps taken to incorporate the virtual reality film, as well as the key learnings generated from the experience. The future potential for the application of virtual reality technology within research is also explored.

The attitude of vocational education students to learning using virtual reality technology

2021 ◽  
pp. 114-122
Author(s):  
Н.В. Ломовцева
Keyword(s):  
Virtual Reality ◽  
Vocational Education ◽  
Online Survey ◽  
Educational Process ◽  
High Tech ◽  
Education Students ◽  
Virtual Reality Technology ◽  
Secondary Vocational Education ◽  
Russian State ◽  
The University

В статье представлены результаты пилотного исследования, нацеленного на выявление отношения студентов среднего профессионального образования к технологиям виртуальной реальности (VR-технологии), используемых в процессе обучения. Теоретическая часть работы посвящена изучению этапов развития VR-технологий, обоснованию актуальности применения их в среднем профессиональном образовании, рассмотрению примеров организации в рамках учебно-профессионального пространства виртуальных мастерских, ориентированных на моделирование высокотехнологичных производственных процессов с помощью виртуальной реальности. Практическую ценность имеет опрос студентов Университетского колледжа Российского государственного профессионально-педагогического университета (РГППУ, Екатеринбург) относительно их осведомленности о VR-технологиях, заинтересованности в их использовании в процессе обучения, выявлении наиболее эффективных способов применения VR в образовании. Эмпирическая часть исследования представлена в виде таблиц, диаграмм по результатам онлайн-опроса студентов. Данные исследования могут быть использованы при разработке новых образовательных программ в системе среднего профессионального образования. The article provides the results of a pilot study of the students of secondary vocational education interest in the technologies of virtual reality (VR technologies) used in the educational process. The theoretical part of the work consists of studying the issues of the formation of virtual reality and the justification of this technology in secondary vocational education. Several examples of organization within the educational virtual workshops focused on modeling high-tech production processes using virtual reality. The research is of practical value, which is devoted to the results of a survey of students of the University College of the Russian State Vocational Pedagogical University (RSVPU, Yekaterinburg) about their awareness of VR technologies; interest in learning through their use, identification of the most effective ways to use VR in education. The empirical part of the study is presented in the form of tables, diagrams based on the results of an online survey of students. The results of the study can be used in the development of new educational programs of VET.

A Mini Review of Presence and Immersion in Virtual Reality

2021 ◽  
Vol 65 (1) ◽  
pp. 1099-1103
Author(s):  
Michael Wilkinson ◽  
Sean Brantley ◽  
Jing Feng
Keyword(s):  
Virtual Reality ◽  
Research Evidence ◽  
New Technologies ◽  
Virtual Reality Technology ◽  
Sense Of Presence ◽  
Virtual System ◽  
Potential Methods ◽  
Traditional Approaches ◽  
Experiential Quality ◽  
High Place

Virtual reality technology is constantly improving such that a virtual environment is more like a physical one. However, some research evidence suggest that certain virtual reality scenarios are less real than others to human observers (e.g., experience of falling from a high place) leading to potential limitations of using virtual reality as a research tool for certain tasks. Moreover, since the inception of VR research the terms presence and immersion have been somewhat convoluted and at times, even used interchangeably. Using a thematic content analysis based on seventeen articles, a theme for each term emerged. Presence is an experiential quality in virtual environments and immersion is associated with the technical aspects of a virtual system that aide the user in feeling a sense of presence. Several new technologies, as well as more traditional approaches are discussed as potential methods to improve of immersion, and therefore presence, in virtual reality.

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

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