Impact of virtual and augmented reality on theme parks

Physical Spaces ◽

Virtual Reality (VR) and Augmented Reality (AR), provide immersive experiences that are increasingly considered for implementation within Theme Parks. This paper seeks to determine the impact of virtual technologies on the Theme Parks. The method for this paper involved interviews with industry leading experts from the Theme Park industry. The interviews were structured to determine more detailed information on how they are approaching VR/AR in Theme Park attractions. Theme Parks need to provide guests with something they can’t get at home. There are many challenges with head mounted displays (HMD) in Theme Parks, as a result, several participants pointed to Mixed Reality (MR) as a better current solution. It mixes physical spaces with digital overlays with less complicated and operationally challenging technology. New attractions using VR/AR/MR technologies need to carefully consider what content they will use, mechanics of the experience and the business case to ultimately achieve overall success.

Would Gaze-Contingent Rendering Improve Depth Perception in Virtual and Augmented Reality?

10.31234/osf.io/cz54j ◽

2019 ◽

Author(s):

Paul Linton

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Depth Perception ◽

Physical Distance ◽

Virtual Objects ◽

Optical Distance ◽

Head Mounted Displays ◽

Perspective Distortions ◽

Near distances are overestimated in virtual reality, and far distances are underestimated, but an explanation for these distortions remains elusive. One potential concern is that whilst the eye rotates to look at the virtual scene, the virtual cameras remain static. Could using eye-tracking to change the perspective of the virtual cameras as the eye rotates improve depth perception in virtual reality? This paper identifies 14 distinct perspective distortions that could in theory occur from keeping the virtual cameras fixed whilst the eye rotates in the context of near-eye displays. However, the impact of eye movements on the displayed image depends on the optical, rather than physical, distance of the display. Since the optical distance of most head-mounted displays is over 1m, most of these distortions will have only a negligible effect. The exception are ‘gaze-contingent disparities’, which will leave near virtual objects looking displaced from physical objects that are meant to be at the same distance in augmented reality.

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

BMC Oral Health ◽

10.1186/s12903-019-0937-8 ◽

2019 ◽

Vol 19 (1) ◽

Cited By ~ 5

Author(s):

Ashraf Ayoub ◽

Yeshwanth Pulijala

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Virtual Environment ◽

Orthognathic Surgery ◽

Maxillofacial Surgery ◽

The Body ◽

Historical Perspectives ◽

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.

Revisiting Milgram and Kishino's Reality-Virtuality Continuum

Frontiers in Virtual Reality ◽

10.3389/frvir.2021.647997 ◽

2021 ◽

Vol 2 ◽

Author(s):

Richard Skarbez ◽

Missie Smith ◽

Mary C. Whitton

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Mixed Reality ◽

Visual Display ◽

Three Dimensions ◽

World Knowledge ◽

3D Space ◽

Display Technology ◽

Virtual And Augmented Reality

Since its introduction in 1994, Milgram and Kishino's reality-virtuality (RV) continuum has been used to frame virtual and augmented reality research and development. While originally, the RV continuum and the three dimensions of the supporting taxonomy (extent of world knowledge, reproduction fidelity, and extent of presence metaphor) were intended to characterize the capabilities of visual display technology, researchers have embraced the RV continuum while largely ignoring the taxonomy. Considering the leaps in technology made over the last 25 years, revisiting the RV continuum and taxonomy is timely. In reexamining Milgram and Kishino's ideas, we realized, first, that the RV continuum is actually discontinuous; perfect virtual reality cannot be reached. Secondly, mixed reality is broader than previously believed, and, in fact, encompasses conventional virtual reality experiences. Finally, our revised taxonomy adds coherence, accounting for the role of users, which is critical to assessing modern mixed reality experiences. The 3D space created by our taxonomy incorporates familiar constructs such as presence and immersion, and also proposes new constructs that may be important as mixed reality technology matures.

The Impact of Virtual Reality, Augmented Reality and Mixed Reality on the Marketing of Film and Television Creation Industry

10.1142/9789811238727_0084 ◽

2021 ◽

Author(s):

Honglin Yang ◽

Tsung-Chih Hsiao ◽

Rui Ge ◽

Chih-Cheng Chen

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Mixed Reality ◽

Film And Television ◽

Researching Plan Design in Seoul 〈Hansung Baekje Myth〉’s Virtual Reality (VR), Augmented Reality (AR) and · Mixed Reality (MR) Theme Park Story-Doing

Trans-Humanities ◽

10.35651/th.2019.10.12.2.121 ◽

2019 ◽

Vol 12 (2) ◽

pp. 121-167

Author(s):

Dokyung Kwon

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Mixed Reality ◽

Theme Park ◽

Plan Design

Survey on depth perception in head mounted displays: distance estimation in virtual reality, augmented reality, and mixed reality

IET Image Processing ◽

10.1049/iet-ipr.2018.5920 ◽

2019 ◽

Vol 13 (5) ◽

pp. 707-712 ◽

Cited By ~ 10

Author(s):

Fatima El Jamiy ◽

Ronald Marsh

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Depth Perception ◽

Mixed Reality ◽

Distance Estimation ◽

Head Mounted Displays

USE OF AUGMENTED AND VIRTUAL REALITY TOOLS IN A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONTEXT OF BLENDED LEARNING

Information Technologies and Learning Tools ◽

10.33407/itlt.v86i6.4664 ◽

2021 ◽

Vol 86 (6) ◽

pp. 70-86

Author(s):

Valentyna V. Kovalenko ◽

Maiia V. Marienko ◽

Alisa S. Sukhikh

Keyword(s):

Virtual Reality ◽

Secondary Education ◽

Augmented Reality ◽

Blended Learning ◽

Mixed Reality ◽

Educational Process ◽

Target Component ◽

Full Time ◽

Teaching Aids ◽

Virtual And Augmented Reality

The study examines the problem of using augmented and virtual reality in the process of blended learning in general secondary education. Analysis of recent research and publications has shown that the use of augmented and virtual reality in the educational process has been considered by scientists. However, the target group in these studies is students of higher education institutions. Most of the works of scientists are devoted to the problem of introducing augmented reality into the traditional educational process. At the same time, the use of augmented and virtual reality technologies in the process of blended learning remains virtually unexplored. The study analyzes the meaning of the concept of "blended learning". The conceptual principles of blended learning are considered. It has been found that scholars differ in their understanding of the concept of "blended learning". Sometimes researchers distinguish between the components of blended learning: full-time and online learning. The study presents the special advantages of blended learning and the taxonomy of blended learning. It was found that there are some difficulties in implementing blended learning. The article outlines the practical use of virtual and augmented reality. The definition of augmented and virtual reality is given. The mixed reality is considered as a separate kind of notion. Separate applications of virtual and augmented reality that can be used in the process of blended learning are considered (MEL Chemistry VR; Anatomyou VR; Google Expeditions; EON-XR). As a result of the study, the authors propose possible ways to use augmented reality in the educational process. The model of using augmented and virtual reality in blended learning in general secondary education institutions was designed. It consists of the following blocks: goal; teacher’s activity; forms of education; teaching methods; teaching aids; organizational forms of education; pupil activity and results. Based on the model, the methodology of using augmented and virtual reality in blended learning in general secondary education was developed. The methodology contains the following components: target component, content component, technological component and resultant component. The methodology is quite universal and can be used for any subject in general secondary education. The types of lessons in which it is expedient to use augmented (AR) and virtual reality(VR) are determined. Recommendations are given at which stage of the lesson it is better to use AR and VR tools (depending on the type of lesson).

Investigating a Virtual Reality Based Subterranean Scenario Examining Augmented Reality Implications for Military Operators

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181321651090 ◽

2021 ◽

Vol 65 (1) ◽

pp. 1129-1133

Author(s):

Farakh Zaman ◽

William Drake ◽

James Intriligator ◽

Aaron Gardony ◽

MA Natick ◽

...

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Development Process ◽

New Technologies ◽

Lessons Learned ◽

Future Research ◽

Test Results ◽

Head Mounted Displays ◽

The Military

Virtual and augmented reality have made it possible to test new technologies for military missions - such as using augmented reality to support complicated subterranean (sub-t) missions. The military will soon offer operators the ability to wear augmented reality (AR) head-mounted displays (HMDs) while conducting missions. Therefore, it is crucial to understand how this emerging technology will positively and negatively impact Soldiers’ ability to execute missions. This paper describes the development of a virtual reality (VR) scenario designed to support user experience research for evaluating the efficacy of Soldier AR systems during sub-t operations. We describe usability test results that captured feedback and reactions to the VR scenario and the AR interface that presented critical information through a VR HMD. We conclude with lessons learned from our development process and future research plans.

A Review of Virtual and Augmented Reality Concepts, Technologies and Application

Journal of Computing and Natural Science ◽

10.53759/181x/jcns202101020 ◽

2021 ◽

pp. 139-144

Author(s):

Chris Duncan Lee

Keyword(s):

Virtual Reality ◽

Augmented Reality ◽

Social Engagement ◽

Mixed Reality ◽

Human Interaction ◽

Scientific Disciplines ◽

The 1960S

Consumers and academics are paying attention to affordable Virtual Reality (VR) (VR) remedies such as the Sony Entertainment VR, Vive VR and Oculus VR, including the Mixed-Reality Interface (MRITF) such as Hololens, which suggests it may be the next big thing in technical advancement. Nevertheless, VR has a wide history: the ideology of the remedy was initiated in 1960s, and commercialized toolkit for VR in the 1960s introduced in 1980s. This paper starts with the analysis of the development from VR to Augmented Reality (AR). We conclude by evaluating implications that MRITF, AR and VR will be capable of succeeding in the scientific disciplines, incorporating the human interaction as evident in the advent of cellular devices, altered social engagement, and understanding among individuals, as occurred with the emergence of smartphones.