scholarly journals The Influence of NeoTrie VR’s Immersive Virtual Reality on the Teaching and Learning of Geometry

Mathematics ◽  
2021 ◽  
Vol 9 (19) ◽  
pp. 2411
Author(s):  
José L. Rodríguez ◽  
Isabel Romero ◽  
Antonio Codina
Keyword(s):  
Virtual Reality ◽  
Software Development ◽  
Observational Data ◽  
Teaching And Learning ◽  
Design Research ◽  
Three Dimensional ◽  
Mathematical Activity ◽  
Immersive Virtual Reality ◽  
Research Framework ◽  
The Way

The use of dynamic, three-dimensional software with virtual reality offers new possibilities for the teaching and learning of geometry. We explore the effects of introducing the immersive virtual reality software NeoTrie VR in real classes. Within a Design Research framework, we present qualitative observational data to report how the collaboration among a software development company, university researchers, and schools produces improvements in the design and updating of the software; the geometrical content, representations, and mathematical activity that students have access to as well as the way teachers conceive and manage the teaching of geometry.

scholarly journals A Hybrid Learning Approach for Subjects on Software Development of Automation Systems, Combining PBL, Gamification and Virtual Reality

2021 ◽  
Author(s):  
Dênis Leite ◽  
Higor Santos ◽  
Ariane Rodrigues ◽  
Cléviton Monteiro ◽  
Alexandre Maciel
Keyword(s):  
Virtual Reality ◽  
Software Development ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Design Science ◽  
Science Research ◽  
Theory And Practice ◽  
Learning Approach ◽  
Automation Systems ◽  
Hybrid Teaching

Despite the practical classes in laboratories and simulations, the traditional automation engineering teaching and learning process remains with little adherence to the reality professional. In this context, this research proposes a hybrid teaching and learning approach for subjects on software development of automation systems based on problems with virtual reality features and gamification strategies. Its main objective is to enhance the alignment between theory and practice, playfully and engagingly mirrored in the industry's need. The proposed approach was developed based on Design Science Research and evaluated in seven classes of an undergraduate subject from the perspective of students and industrial professionals. The results evidence the evolution of the approach over the time and the ability to promote the connection between theory and professional practice.

scholarly journals Drumming in Immersive Virtual Reality: The Body Shapes the Way We Play

2013 ◽  
Vol 19 (4) ◽  
pp. 597-605 ◽  
Author(s):  
Konstantina Kilteni ◽  
Ilias Bergstrom ◽  
Mel Slater
Keyword(s):  
Virtual Reality ◽  
The Body ◽  
Immersive Virtual Reality ◽  
Body Shapes ◽  
The Way

Towards real-time human participation in virtual evacuation through a validated simulation tool

2017 ◽  
Vol 232 (5) ◽  
pp. 476-490 ◽  
Author(s):  
Gabriele Montecchiari ◽  
Gabriele Bulian ◽  
Paolo Gallina
Keyword(s):  
Virtual Reality ◽  
Real Time ◽  
Design Research ◽  
Simulation Tool ◽  
Immersive Virtual Reality ◽  
Social Force ◽  
Evacuation Simulation ◽  
Batch Mode ◽  
Agent Based ◽  
Computer Controlled

The analysis of the ship layout from the point of view of safe and orderly evacuation represents an important step in ship design, which can be carried out through agent-based evacuation simulation tools, typically run in batch mode. Introducing the possibility for humans to interactively participate in a simulated evacuation process together with computer-controlled agents can open a series of interesting possibilities for design, research and development. To this aim, this article presents the development of a validated agent-based evacuation simulation tool which allows real-time human participation through immersive virtual reality. The main characteristics of the underlying social-force-based modelling technique are described. The tool is verified and validated by making reference to International Maritime Organization test cases, experimental data and FDS + Evac simulations. The first approach for supporting real-time human participation is then presented. An initial experiment embedding immersive virtual reality human participation is described, together with outcomes regarding comparisons between human-controlled avatars and computer-controlled agents. Results from this initial testing are encouraging in pursuing the use of virtual reality as a tool to obtain information on human behaviour during evacuation.

scholarly journals Guidelines for the Development of Immersive Virtual Reality Software for Cognitive Neuroscience and Neuropsychology: The Development of Virtual Reality Everyday Assessment Lab (VR-EAL), A Neuropsychological Test Battery in Immersive Virtual Reality.

2021 ◽  
Author(s):  
Panagiotis Kourtesis ◽  
Danai Korre ◽  
Simona Collina ◽  
Leonidas A. A. Doumas ◽  
Sarah E. MacPherson
Keyword(s):  
Virtual Reality ◽  
Software Development ◽  
User Experience ◽  
Cognitive Neuroscience ◽  
Neuropsychological Test ◽  
Neuropsychological Testing ◽  
Full Time ◽  
Immersive Virtual Reality ◽  
Game Mechanics

Virtual reality (VR) head-mounted displays (HMD) appear to be effective research tools, which may address the problem of ecological validity in neuropsychological testing. However, their widespread implementation is hindered by VR induced symptoms and effects (VRISE) and the lack of skills in VR software development. This study offers guidelines for the development of VR software in cognitive neuroscience and neuropsychology, by describing and discussing the stages of the development of Virtual Reality Everyday Assessment Lab (VR-EAL), the first neuropsychological battery in immersive VR. Techniques for evaluating cognitive functions within a realistic storyline are discussed. The utility of various assets in Unity, software development kits, and other software are described so that cognitive scientists can overcome challenges pertinent to VRISE and the quality of the VR software. In addition, this pilot study attempts to evaluate VR-EAL in accordance with the necessary criteria for VR software for research purposes. The VR neuroscience questionnaire (VRNQ; Kourtesis et al., 2019b) was implemented to appraise the quality of the three versions of VR-EAL in terms of user experience, game mechanics, in-game assistance, and VRISE. Twenty-five participants aged between 20 and 45 years with 12-16 years of full-time education evaluated various versions of VR-EAL. The final version of VR-EAL achieved high scores in every sub-score of the VRNQ and exceeded its parsimonious cut-offs. It also appeared to have better in-game assistance and game mechanics, while its improved graphics substantially increased the quality of the user experience and almost eradicated VRISE. The results substantially support the feasibility of the development of effective VR research and clinical software without the presence of VRISE during a 60-minute VR session.

Learning Affordances: Theoretical Considerations for Design of Immersive Virtual Reality in Training and Education

2021 ◽  
Vol 65 (1) ◽  
pp. 883-887
Author(s):  
Gregory McGowin ◽  
Stephen M. Fiore ◽  
Kevin Oden
Keyword(s):  
Virtual Reality ◽  
Learning Theory ◽  
Immersive Virtual Reality ◽  
Theoretical Evaluation ◽  
Cognitive Sciences ◽  
Training And Education ◽  
Technological Advances ◽  
Theoretical Considerations ◽  
And Training ◽  
The Way

Technological advances have led to a rapid increase in the implementation of virtual reality (VR) across multiple sectors of society. Further, we are seeing more researchers explore how the technology can be used to promote learning and training in a variety of domains. But there is a problematic gap between development of VR for training and education and learning theory to ensure its efficacy. We address this need by providing a theoretical lens through which to evaluate existing research in VR. We consider technology developments that have made VR more sophisticated and draw from research in the learning and cognitive sciences to evaluate their utility as learning affordances. With this, we examine existing research as a way to illustrate the practical value of theoretical evaluation. We conclude with a discussion how this theoretical framing can point the way for both better designed studies to accelerate learning and training as well as for more innovative adaptations for accelerating learning in immersive virtual reality.

Designing for Interactivity, While Scaffolding Student Entry, Within Immersive Virtual Reality Environments

2018 ◽  
Vol 47 (3) ◽  
pp. 292-317 ◽  
Author(s):  
Eileen A. O’Connor ◽  
Terri Worman
Keyword(s):  
Virtual Reality ◽  
Second Life ◽  
Three Dimensional ◽  
Effective Practices ◽  
Immersive Virtual Reality ◽  
Education Students ◽  
Self Evaluation ◽  
Reduced Costs ◽  
Student Reports ◽  
Teacher Education Students

Since the advent of Second Life in 2004, immersive virtual-reality (VR) environments have been readily available to educators; more recent open-source environments have reduced costs significantly. This study reports on data gathered from an avatar-based immersive experience where teacher-education students gathered in VR spaces for synchronous meetings, learning how to maneuver within the environment, modify their avatars’ appearances, and develop preliminary three-dimensional building perspectives. Student reports and instructor observations throughout the course and a final student self-evaluation provided insights into both the challenges experienced and effective practices within this immersive VR environment. Overall, students developed significant trust and camaraderie with their colleagues as they went through problem-solving experiences, finding that initial challenges often subsided with the help of course colleagues. Students enjoyed the experience and considered VR applications for their classrooms. The report concludes with general recommendations for the design of productive VR learning environments within many different settings.

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