A BIOREACTOR IN VIRTUAL REALITY AND VIDEO GAMES TO ENHANCE THE LEARNING EXPERIENCE IN BIOPROCESS LABS

2019 ◽  
Author(s):  
Sara Fisher ◽  
Emil Polyak ◽  
Xinyu Zhang
Keyword(s):  
Virtual Reality ◽  
Video Games ◽  
Learning Experience

scholarly journals New technology in Museums: AR and VR video games are coming

2021 ◽  
pp. 193-210
Author(s):  
Irene Camps-Ortueta ◽  
Luis Deltell-Escolar ◽  
María-Francisca Blasco-López
Keyword(s):  
Virtual Reality ◽  
Video Games ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
Research Community ◽  
Analytic Structure ◽  
Learning Skills ◽  
Critical Museology ◽  
Modernization Process

Museums have gone through a modernization process which has seen the adoption of new technologies in what they offer visitors. Within the framework of the new critical museology, these organizations have been transformed into places of encounter and experience, the key tools in this change being socialization and play. Gamification are now intrinsic to collections and are a way of inviting visitors to share new museum experiences through the latest technology such as AR (Augmented Reality) and VR (Virtual Reality). In this way, the museum becomes a playground and a space for creativity (Borja-Villel et al., 2014). In this research, we focus on what we consider to be an important link between the three central aspects of museum change: sociability, gamificaction and virtualization; and the growing interest in museums for videogames. Our aim is to reach a better understanding of the AR and VR video games developed for museums and how these technologies can not only motivate visitors’ interest but also improve their learning skills. Our analysis focuses of literature published between 2015 to 2018 and follows the analytic structure established by Connolly et al. (2012) with additional features related to learning experience, platforms, and the use of technologies (VR and AR). The general aim is to map the interest of the research community in the field of museum-developed video games, more specifically those that use augmented and 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.

Virtual Unreality

2018 ◽  
Author(s):  
Jonathan Weinel
Keyword(s):  
Virtual Reality ◽  
Video Games ◽  
Drug Use ◽  
Conceptual Model ◽  
Interactive Video ◽  
Altered States Of Consciousness ◽  
Altered States ◽  
States Of Consciousness ◽  
Visual Systems

This chapter explores altered states of consciousness in interactive video games and virtual reality applications. First, a brief overview of advances in the sound and graphics of video games is provided, which has led to ever-more immersive capabilities within the medium. Following this, a variety of games that represent states of intoxication, drug use, and hallucinations are discussed, in order to reveal how these states are portrayed with the aid of sound and music, and for what purpose. An alternative trajectory in games is also explored, as various synaesthetic titles are reviewed, which provide high-adrenaline experiences for ravers, and simulate dreams, meditation, or psychedelic states. Through the analysis of these, and building upon the previous chapters of Inner Sound, this chapter presents a conceptual model for ‘Altered States of Consciousness Simulations’: interactive audio-visual systems that represent altered states with regards to the sensory components of the experience.

Video games, frustration, violence, and virtual reality: Two studies

2021 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Anastasiia Gryshyna ◽  
Jung Soo Kim ◽  
Emma Knowles ◽  
Zainab Nadeem ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Video Games

scholarly journals The Moderating Effect of Debriefing on Learning Outcomes of IVR-Based Instruction: An Experimental Research

2021 ◽  
Vol 11 (21) ◽  
pp. 10426
Author(s):  
Qinna Feng ◽  
Heng Luo ◽  
Wenhao Li ◽  
Ying Chen ◽  
Jiakai Zhang
Keyword(s):  
Virtual Reality ◽  
Experiential Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Controlled Trial ◽  
Critical Role ◽  
Moderating Effect ◽  
Learning Program ◽  
Study Results ◽  
Based Instruction

With its ability to afford immersive and interactive learning experiences, virtual reality has been widely used to support experiential learning, of which the learning effectiveness is promoted by the instructional component of debriefing. The current literature on debriefing mainly focuses on the traditional learning contexts while little is known on its effectiveness in immersive virtual reality (IVR) learning environments. Based on the theories of experiential learning and debriefing, this study designed a debriefing strategy based on simulated learning experience and investigated its effectiveness on knowledge and behavioral learning in an IVR learning program, using a randomized controlled trial with 77 elementary students from Hubei province in China. The study results support the efficacy of IVR on improving knowledge acquisition and behavioral performance, and reveal a significant moderating effect of debriefing on the effectiveness of IVR learning environments. The study confirms the critical role of debriefing in IVR-based instruction and provides theoretical and practical implications for the design and implementation of effective IVR learning environments.

scholarly journals Understanding immersion in 2D platform-based online collaborative learning environments

2020 ◽  
pp. 57-67
Author(s):  
Gibran Garcia ◽  
Insung Jung
Keyword(s):  
Video Games ◽  
Collaborative Learning ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Three Dimensional ◽  
Physical World ◽  
Emotional Engagement ◽  
Sensory Stimuli ◽  
Online Collaborative Learning ◽  
Video Gamers

Previous studies have revealed that when video gamers, or users of three-dimensional (3D) virtual worlds, display intense concentration coupled with an emotional engagement in their undertaking, they are affected by multisensory stimuli. This can lead to developing a feeling of detachment from the physical world, which, in turn, can lead to high levels of participation and engagement. Notwithstanding these results, it remains unclear as to whether students can experience the same kind of immersion in two-dimensional (2D) platform-based online collaborative learning spaces as has been achieved in video games and 3D worlds and, if they actually can, which features would lead to similar levels of increased engagement. This study is one of the first attempts to investigate the immersion experiences of students engaged in two 2D online collaborative learning platforms, one text-based and the other video-based. Data from eight students revealed that key features of immersion observed in video games and 3D worlds also appeared during the online collaborative activities but that the way such immersion was perceived by the students was greatly affected by the characteristics of the individual platform. When emotional engagement was considered, empathy was found to play an important role in the participants’ immersion experiences. Implications for practice or policy: Text-based platforms could be effective in motivating students to focus more on the postings, while video-based platforms may be more effective in generating empathy with others through observation of body language. When selecting a communication platform for online collaboration, sensory stimuli of the platform should be carefully examined. Empathy could be developed prior to an online collaborative activity so that students reflect on their thoughts and consider others’ feelings for a more immersive learning experience.

scholarly journals Tożsamość i jej kreowanie w grach wideo. Przykład postaci LGBT

2021 ◽  
Vol 13 ◽  
pp. 197-212
Author(s):  
Hanna Kuliga
Keyword(s):  
Virtual Reality ◽  
Video Games ◽  
Sexual Identity ◽  
Sexual Minorities ◽  
Virtual Space ◽  
Game Industry ◽  
The Subject ◽  
The Given ◽  
Negative Phenomena

The presented article covers the subject of creating one’s identity in a virtual reality of video games, in the perspective of LGBT characters and their influence on the exploration of the sexual identity of a gamer. It describes the means by which the user has the ability to experiment with and express their identity, putting an emphasis on the role of immersion and cultural reflection in this process. The fol-lowing presented issues concern the representation of sexual minorities and negative phenomena that are present in the virtual space (such as queerbaiting), which have an impact on both the user, as well as the game industry. It emphasizes the role of the appearance of LGBT characters in this medium, which potentially can positively influence the player and producer communities. In this article I also describe three examples of non-heteronormative characters and their importance to users and developers of the given games.

scholarly journals Video Games Ativos, equilíbrio e gasto energético em idosos: uma revisão sistemática

2014 ◽  
Vol 13 (2) ◽  
pp. 289-297 ◽  
Author(s):  
Raphael José Perrier-Melo ◽  
Thiago De Aguiar Silva Coelho ◽  
Jorge Luiz Brito-Gomes ◽  
Saulo Fernandes Melo de Oliveira ◽  
Manoel Da Cunha Costa
Keyword(s):  
Older Adults ◽  
Virtual Reality ◽  
Video Games ◽  
Active Video Games ◽  
Active Video ◽  
Web Of Knowledge

Introdução: Verifica-se que Video Games Ativos (VGA) aumentam os níveis de aptidão física em populações diversas, contudo, esses efeitos são controversos em pessoas idosas. Objetivos: Revisar os efeitos dos VGAs no equilíbrio e analisar o gasto energético em idosos. Métodos: Realizou-se busca nas bibliotecas: MedLine, PubMed, Science Direct e Web of Knowledge, utilizando os termos: exergames, older adults, active video games, virtual reality e elderly. Resultados: Nos oito trabalhos analisados, os VGAs apresentaram intensidades de leve à vigorosa, possibilitando gastos energéticos de acordo com as indicações do ACSM. Verificou-se que, na maioria das pesquisas, utiliza-se a frequência cardíaca para estimar o gasto calórico. Os efeitos positivos no equilíbrio foram identificados nos indivíduos com redução dessa capacidade diagnosticada antes das intervenções, bem como naqueles nos quais foram usadas a escala de verificação do equilíbrio de maneira prática. Conclusão: VGAs são capazes de aumentar o gasto energético e melhorar o equilíbrio em idosos.

scholarly journals Exploring the Use of Immersive Technology in Education to Bring Abstract Theoretical Concepts to Life

2020 ◽  
Vol 1 (1) ◽  
pp. 70-80
Author(s):  
Ekerin Oluseye Michael ◽  
Heidi Tan Yeen-Ju ◽  
Neo Tse Kian
Keyword(s):  
Virtual Reality ◽  
Subject Matter ◽  
Mixed Reality ◽  
Learning Experience ◽  
Health Sector ◽  
Virtual Technology ◽  
Theoretical Concepts ◽  
Head Mounted Display ◽  
The Subject ◽  
Immersive Technology

Over the years educators have adopted a variety of technologies in a bid to improve student engagement, interest and understanding of abstract topics taught in the classroom. There has been an increasing interest in immersive technology such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). The ability of VR to bring ideas to life in three dimensional spaces in a way that is easy for students to understand the subject matter makes it one of the important tools available today for education. A key feature of VR is the ability to provide multi-sensory visuals and virtual interaction to students wearing a Head Mounted Display thus providing students better learning experience and connection to the subject matter. Virtual Reality has been used for training purposes in the health sector, military, workplace training, gamification and exploration of sites and countless others. With the potential benefits of virtual technology in visualizing abstract concepts in a realistic virtual world, this paper presents a plan to study the use of situated cognition theory as a learning framework to develop an immersive VR application that would be used to train and prepare students studying Telecommunications Engineering for the workplace. This paper presents a review of literature in the area of Virtual Reality in education, offers insight into the motivation behind this research and the planned methodology in carrying out the research.

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