scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial.pdf

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial.pdf

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial.pdf

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

scholarly journals Virtual Reality and Situated Experiential Education A conceptualisation and exploratory trial

2020 ◽  
Author(s):  
Christian Schott ◽  
Stephen Marshall
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Learning Environments ◽  
Experiential Education ◽  
Real World ◽  
Virtual Space ◽  
Immersive Environments ◽  
Education Environment ◽  
The Impact ◽  
Large Groups

<p>Virtual reality is widely recognised as offering the potential for fully immersive environments. This paper describes a framework that guides the creation and analysis of immersive environments that are pedagogically structured to support situated and experiential education. The “situated experiential education environment” framework described in this paper is used to examine the impact that a virtual environment can have on the user experience of participants in a virtual space. The analysis of a virtual environment implemented to support learner exploration of issues of tourism development and the related impacts suggests that this type of experience is capable of providing participants with a holistic experience of real world environments that are otherwise too expensive, impractical or unethical for large groups of people to visit in person. The pedagogical value of such experiences is enabled through immersion in a reality-based environment, engagement with complex and ambiguous situations and information, and interaction with the space, other students and teachers. The results demonstrate that complex immersive learning environments are readily achievable but that high levels of interactivity remains a challenge.</p>

scholarly journals Impact Sound Generation for Audiovisual Interaction with Real-World Movable Objects in Building-Scale Virtual Reality

2021 ◽  
Vol 11 (16) ◽  
pp. 7546
Author(s):  
Katashi Nagao ◽  
Kaho Kumon ◽  
Kodai Hattori
Keyword(s):  
Virtual Reality ◽  
Real World ◽  
Large Scale ◽  
Virtual Space ◽  
Sound Generation ◽  
Generation System ◽  
Position Information ◽  
3D Data ◽  
The Impact ◽  
Audiovisual Interaction

In building-scale VR, where the entire interior of a large-scale building is a virtual space that users can walk around in, it is very important to handle movable objects that actually exist in the real world and not in the virtual space. We propose a mechanism to dynamically detect such objects (that are not embedded in the virtual space) in advance, and then generate a sound when one is hit with a virtual stick. Moreover, in a large indoor virtual environment, there may be multiple users at the same time, and their presence may be perceived by hearing, as well as by sight, e.g., by hearing sounds such as footsteps. We, therefore, use a GAN deep learning generation system to generate the impact sound from any object. First, in order to visually display a real-world object in virtual space, its 3D data is generated using an RGB-D camera and saved, along with its position information. At the same time, we take the image of the object and break it down into parts, estimate its material, generate the sound, and associate the sound with that part. When a VR user hits the object virtually (e.g., hits it with a virtual stick), a sound is generated. We demonstrate that users can judge the material from the sound, thus confirming the effectiveness of the proposed method.

scholarly journals Rear-Seat Productivity in Virtual Reality: Investigating VR Interaction in the Confined Space of a Car

2021 ◽  
Vol 5 (4) ◽  
pp. 15
Author(s):  
Jingyi Li ◽  
Ceenu George ◽  
Andrea Ngao ◽  
Kai Holländer ◽  
Stefan Mayer ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Physical Space ◽  
Rear Seat ◽  
Virtual Space ◽  
Future Research ◽  
Confined Space ◽  
Physical Restraints ◽  
Working Environments ◽  
Research And Design

Ubiquitous technology lets us work in flexible and decentralised ways. Passengers can already use travel time to be productive, and we envision even better performance and experience in vehicles with emerging technologies, such as virtual reality (VR) headsets. However, the confined physical space constrains interactions while the virtual space may be conceptually borderless. We therefore conducted a VR study (N = 33) to examine the influence of physical restraints and virtual working environments on performance, presence, and the feeling of safety. Our findings show that virtual borders make passengers touch the car interior less, while performance and presence are comparable across conditions. Although passengers prefer a secluded and unlimited virtual environment (nature), they are more productive in a shared and limited one (office). We further discuss choices for virtual borders and environments, social experience, and safety responsiveness. Our work highlights opportunities and challenges for future research and design of rear-seat VR interaction.

Virtual Reality (VR) in Pediatrics: Innovative Perspectives With Special Reference To Clinical Applications and Pediatric Rehabilitation

2021 ◽  
Author(s):  
Stefan Bittmann
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Virtual World ◽  
Mixed Reality ◽  
Clinical Applications ◽  
Virtual Space ◽  
Data Glove ◽  
Input Devices ◽  
Head Mounted Displays

Virtual reality (VR) is the term used to describe representation and perception in a computer-generated, virtual environment. The term was coined by author Damien Broderick in his 1982 novel “The Judas Mandala". The term "Mixed Reality" describes the mixing of virtual reality with pure reality. The term "hyper-reality" is also used. Immersion plays a major role here. Immersion describes the embedding of the user in the virtual world. A virtual world is considered plausible if the interaction is logical in itself. This interactivity creates the illusion that what seems to be happening is actually happening. A common problem with VR is "motion sickness." To create a sense of immersion, special output devices are needed to display virtual worlds. Here, "head-mounted displays", CAVE and shutter glasses are mainly used. Input devices are needed for interaction: 3D mouse, data glove, flystick as well as the omnidirectional treadmill, with which walking in virtual space is controlled by real walking movements, play a role here.

Non-Verbal Communication Language in Virtual Worlds

2021 ◽  
pp. 394-415
Author(s):  
Ivonne Citarella
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Second Life ◽  
Verbal Communication ◽  
Virtual Space ◽  
Communication Process ◽  
Conscious Choice

Over the years, the virtual space has been changing, and the skills acquired by users have been improved, and the avatars, as well as the settings, have graphically become more and more sophisticated. In virtual reality, the avatar without an appropriate animation would move in jerks in a disharmonious way similar to a robot, but endowing it with a particular postural animation, you make a conscious choice of what information you want to transfer with its appearance and its posture. In recent years, research has focused on the study of communication and its importance. The purpose of this contribution is to analyze the animations present in Second Life trying to trace a socio-psychological picture of the non-verbal communication process in a virtual environment.

scholarly journals Characterization of Visual Acuity and Contrast Sensitivity using Head-Mounted Displays in a Virtual Environment: A Pilot Study

2019 ◽  
Vol 63 (1) ◽  
pp. 547-551
Author(s):  
David Sproule ◽  
Rosemarie Figueroa Jacinto ◽  
Steve Rundell ◽  
Jacob Williams ◽  
Sam Perlmutter ◽  
...  
Keyword(s):  
Visual Acuity ◽  
Virtual Reality ◽  
Pilot Study ◽  
Contrast Sensitivity ◽  
Virtual Environment ◽  
Real World ◽  
Appropriate Use ◽  
Head Mounted Displays ◽  
Visualization Tools

Virtual reality (VR) and personal head-mounted displays (HMDs) can be a viable tool for the presentation of scientifically accurate and valid demonstrative data in the courtroom. However, the capabilities and limitations of the technology need to be fully characterized. The current pilot study evaluated visual acuity and contrast sensitivity using two commercially available HMDs (Oculus Rift and HTC Vive Pro). Preliminary findings indicated that visual acuity and contrast sensitivity experienced in VR may be less than what is experienced in real-world scenarios. The current pilot study provides a quantitative approach for characterizing the limitations of VR with respect to visual acuity and contrast sensitivity, and provides recommendations for the appropriate use of this technology when performing forensic investigations and developing visualization tools.

scholarly journals The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Ashraf Ayoub ◽  
Yeshwanth Pulijala
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Environment ◽  
Orthognathic Surgery ◽  
Maxillofacial Surgery ◽  
The Body ◽  
Historical Perspectives ◽  
Virtual And Augmented Reality ◽  
The Impact

Abstract Background Virtual reality is the science of creating a virtual environment for the assessment of various anatomical regions of the body for the diagnosis, planning and surgical training. Augmented reality is the superimposition of a 3D real environment specific to individual patient onto the surgical filed using semi-transparent glasses to augment the virtual scene.. The aim of this study is to provide an over view of the literature on the application of virtual and augmented reality in oral & maxillofacial surgery. Methods We reviewed the literature and the existing database using Ovid MEDLINE search, Cochran Library and PubMed. All the studies in the English literature in the last 10 years, from 2009 to 2019 were included. Results We identified 101 articles related the broad application of virtual reality in oral & maxillofacial surgery. These included the following: Eight systematic reviews, 4 expert reviews, 9 case reports, 5 retrospective surveys, 2 historical perspectives, 13 manuscripts on virtual education and training, 5 on haptic technology, 4 on augmented reality, 10 on image fusion, 41 articles on the prediction planning for orthognathic surgery and maxillofacial reconstruction. Dental implantology and orthognathic surgery are the most frequent applications of virtual reality and augmented reality. Virtual planning improved the accuracy of inserting dental implants using either a statistic guidance or dynamic navigation. In orthognathic surgery, prediction planning and intraoperative navigation are the main applications of virtual reality. Virtual reality has been utilised to improve the delivery of education and the quality of training in oral & maxillofacial surgery by creating a virtual environment of the surgical procedure. Haptic feedback provided an additional immersive reality to improve manual dexterity and improve clinical training. Conclusion Virtual and augmented reality have contributed to the planning of maxillofacial procedures and surgery training. Few articles highlighted the importance of this technology in improving the quality of patients’ care. There are limited prospective randomized studies comparing the impact of virtual reality with the standard methods in delivering oral surgery education.

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