scholarly journals VR TECHNOLOGY APPLICATION IN PSYCHOLOGY, SOCIAL SCIENCES AND BUSINESS: AN INTERVIEW WITH BOYAN MILUSHEV

2021 ◽  
Vol 14 (2) ◽  
pp. 552-570
Author(s):  
Natasha Virmozelova Angelova
Keyword(s):  
Social Sciences ◽  
Virtual Reality ◽  
Augmented Reality ◽  
Mixed Reality ◽  
Technology Application ◽  
Simulated Environment

In this interview are presented some terms related to the simulated environment and virtual reality (VR), augmented reality (AR), mixed reality (MR). Some peculiarities of VR immersion are discussed and its use for psychological, scientific, educational, and business purposes. Boyan Milushev revealed the benefits of VR application in different life areas.

Virtual reality (VR) and augmented reality (AR) in libraries and museums

2018 ◽  
Vol 35 (5) ◽  
pp. 1-4 ◽  
Author(s):  
Adetoun A. Oyelude
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Mixed Reality ◽  
3D Graphics ◽  
Indiana University ◽  
Content Type ◽  
Simulated Environment ◽  
Media Platform ◽  
The University ◽  
Technical Terms

Purpose This edition of this study aims to focus on augmented reality (AR) and virtual reality (VR) in libraries and museums, as seen from the internet cyber sphere including blogs. It takes a look at the first quarter of 2018 and analyzes the trending issues within the period, highlighting examples of some institutions that make use of VR and AR. The advantages of the use of VR, AR and sometimes mixed reality are also pointed out. Design/methodology/approach Libraries, archives and museums are increasingly using AR/VR technologies in their service delivery because it is trending. The year 2018 is expected to be huge for VR technology. Findings Facebook is the largest investor in AR and VR, and because Facebook is also extremely popular, many are opportune to have a go at VR and AR through the use of the Facebook social media platform. Originality/value VR “involves using 3D graphics and advanced interactions to immerse a real-world user in a simulated environment”, by the description of the University of Indiana University, Bloomington’s Blogspot. AR stands for extended reality and actually, in technical terms, means a combination of virtual and real reality (UWS, 2018). Both VR and AR, 3D printing and other technologies have altered how people live and work.

Research on Immersion for Learning Using Virtual Reality, Augmented Reality and Mixed Reality

Enfance ◽  
2019 ◽  
Vol N°3 (3) ◽  
pp. 413 ◽  
Author(s):  
Chun-Yen Chang ◽  
Chia-Li Debra Chena ◽  
Wei-Kai Chang
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Mixed Reality

Mixed Realities as the New Reality in Tourism

2021 ◽  
pp. 197-220
Author(s):  
Maria Francisca Casado-Claro ◽  
Marina Mattera
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Mixed Reality ◽  
Tourism Industry ◽  
Visitor Experience ◽  
New Normal ◽  
Physical Presence ◽  
Travel Restrictions ◽  
New Type

This chapter proposes a comprehensive approach to understand not only how augmented reality and virtual reality operate within the tourism industry, but also how mixed reality can contribute to enhance the visitor experience and how tourism organizations can move beyond traditional communication and physical experiences into a new type of tourism approach that helps them stay relevant in the long term, as well as in the mid-term. Since the tourism industry is amongst the most affected by the COVID-19 pandemic, changes are essential to ensure an adequate adaptation to the ‘new normal'. Technology enables various tourist organizations to generate greater value creation and opens possibilities to be able to extend the visit beyond physical presence, to ensure the safety of workers and visitors, to improve processes, and to make them more competitive overall. If this is carried out in collaboration with all stakeholders, one destination can generate a solid network to promote itself and become competitive during travel restrictions and in preparation for a post-pandemic new normal.

scholarly journals Virtual realities and education

2016 ◽  
Vol 8 (2) ◽  
pp. 60-68 ◽  
Author(s):  
Igor D.D. Curcio ◽  
Anna Dipace ◽  
Anita Norlund
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Case Studies ◽  
Virtual Environment ◽  
Formal Education ◽  
Mixed Reality ◽  
State Of The Art ◽  
Theoretical Framework ◽  
The State ◽  
Virtual Realities

Abstract The purpose of this article is to highlight the state of the art of virtual reality, augmented reality, mixed reality technologies and their applications in formal education. We also present a selected list of case studies that prove the utility of these technologies in the context of formal education. Furthermore, as byproduct, the mentioned case studies show also that, although the industry is able to develop very advanced virtual environment technologies, their pedagogical implications are strongly related to a well-designed theoretical framework.

Onsite Proactive Construction Defect Management Using Mixed Reality Integrated With 5D Building Information Modeling

2020 ◽  
Vol 4 (1) ◽  
pp. 19-34
Author(s):  
Pratheesh Kumar M. R. ◽  
Reji S. ◽  
Abeneth S. ◽  
Pradeep K.
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Building Information Modeling ◽  
Mixed Reality ◽  
Information Modeling ◽  
Construction Site ◽  
Construction Work ◽  
Defect Management ◽  
The Third ◽  
Building Information

Defect management in civil construction work is crucial. This work is aimed at analyzing the conventional method of construction defect management and to bring out a framework for integrating 5D building information modeling with mixed reality. This work is divided into three parts. The first part is the integration of 5D building information modeling with augmented reality that helps to understand the architectural concepts and visualize the workflow onsite. The second part of the work is to develop a user-defined target-based marker-less augmented reality to send screenshots of augmented models and exact progress of work from construction site to engineers working in other locations. The third part of the work is to integrate virtual reality to enable virtual tours of the real site that will be useful for the customers to visualize the building virtually and for the builders to promote sales.

scholarly journals A Review of Extended Reality (XR) Technologies for Manufacturing Training

Technologies ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 77
Author(s):  
Sanika Doolani ◽  
Callen Wessels ◽  
Varun Kanal ◽  
Christos Sevastopoulos ◽  
Ashish Jaiswal ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Manufacturing Industry ◽  
Mixed Reality ◽  
State Of The Art ◽  
Comprehensive Review ◽  
Assembly Task ◽  
Practical Applications ◽  
Current State ◽  
Research Publications

Recently, the use of extended reality (XR) systems has been on the rise, to tackle various domains such as training, education, safety, etc. With the recent advances in augmented reality (AR), virtual reality (VR) and mixed reality (MR) technologies and ease of availability of high-end, commercially available hardware, the manufacturing industry has seen a rise in the use of advanced XR technologies to train its workforce. While several research publications exist on applications of XR in manufacturing training, a comprehensive review of recent works and applications is lacking to present a clear progress in using such advance technologies. To this end, we present a review of the current state-of-the-art of use of XR technologies in training personnel in the field of manufacturing. First, we put forth the need of XR in manufacturing. We then present several key application domains where XR is being currently applied, notably in maintenance training and in performing assembly task. We also reviewed the applications of XR in other vocational domains and how they can be leveraged in the manufacturing industry. We finally present some current barriers to XR adoption in manufacturing training and highlight the current limitations that should be considered when looking to develop and apply practical applications of XR.

scholarly journals Supporting STEAM learning through student-developed Mixed Reality (MR) experiences

2021 ◽  
Vol 3 (1) ◽  
pp. 6-7
Author(s):  
Kathryn MacCallum
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Learning Experience ◽  
Low Cost ◽  
Computational Thinking ◽  
The Real

Mixed reality (MR) provides new opportunities for creative and innovative learning. MR supports the merging of real and virtual worlds to produce new environments and visualisations where physical and digital objects co-exist and interact in real-time (MacCallum & Jamieson, 2017). The MR continuum links both virtual and augmented reality, whereby virtual reality (VR) enables learners to be immersed within a completely virtual world, while augmented reality (AR) blend the real and the virtual world. MR embraces the spectrum between the real and the virtual; the mix of the virtual and real worlds may vary depending on the application. The integration of MR into education provides specific affordances which make it specifically unique in supporting learning (Parson & MacCallum, 2020; Bacca, Baldiris, Fabregat, Graf & Kinshuk, 2014). These affordance enable students to support unique opportunities to support learning and develop 21st-century learning capabilities (Schrier, 2006; Bower, Howe, McCredie, Robinson, & Grover, 2014).   In general, most integration of MR in the classroom tend to be focused on students being the consumers of these experiences. However by enabling student to create their own experiences enables a wider range of learning outcomes to be incorporated into the learning experience. By enabling student to be creators and designers of their own MR experiences provides a unique opportunity to integrate learning across the curriculum and supports the develop of computational thinking and stronger digital skills. The integration of student-created artefacts has particularly been shown to provide greater engagement and outcomes for all students (Ananiadou & Claro, 2009).   In the past, the development of student-created MR experiences has been difficult, especially due to the steep learning curve of technology adoption and the overall expense of acquiring the necessary tools to develop these experiences. The recent development of low-cost mobile and online MR tools and technologies have, however, provided new opportunities to provide a scaffolded approach to the development of student-driven artefacts that do not require significant technical ability (MacCallum & Jamieson, 2017). Due to these advances, students can now create their own MR digital experiences which can drive learning across the curriculum.   This presentation explores how teachers at two high schools in NZ have started to explore and integrate MR into their STEAM classes.  This presentation draws on the results of a Teaching and Learning Research Initiative (TLRI) project, investigating the experiences and reflections of a group of secondary teachers exploring the use and adoption of mixed reality (augmented and virtual reality) for cross-curricular teaching. The presentation will explore how these teachers have started to engage with MR to support the principles of student-created digital experiences integrated into STEAM domains.

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