How can the Oculus Rift enrich the interactive storytelling experience?

<p>The technology of today, such as the Oculus Rift, can provide immersion in ways that were unachievable in the past. The Oculus Rift is a virtual reality headset that allows the user to see the three-dimensional world without the use of a traditional monitor. Unlike television, computer and mobile screens, a virtual reality headset digitally transports the user into the environment. Functionality such as depth tracking and rotational head tracking provides immersion unlike anything experienced to date. My interest is to investigate interactive storytelling in combination with the Oculus Rift, to determine if virtual reality headsets can enrich storytelling experiences. This will be achieved by developing an application where interactive storytelling is compatible with the Oculus Rift, and testing that application with participants. Finally, a conclusion will be drawn from the data collected by participants. Alongside the written thesis, a digital application will be produced in Unreal Engine 4 (Video game engine). The application will be an Oculus Rift driven experience, meaning that users can only experience it through an Oculus Rift. The application will have an interactive plot, which allows the user to influence the storyline. The design will be iterative and will be refined after each user testing session. The application hopes to strengthen the theories and concepts found in the written section of the thesis.</p>

How can the Oculus Rift enrich the interactive storytelling experience?

<p>The technology of today, such as the Oculus Rift, can provide immersion in ways that were unachievable in the past. The Oculus Rift is a virtual reality headset that allows the user to see the three-dimensional world without the use of a traditional monitor. Unlike television, computer and mobile screens, a virtual reality headset digitally transports the user into the environment. Functionality such as depth tracking and rotational head tracking provides immersion unlike anything experienced to date. My interest is to investigate interactive storytelling in combination with the Oculus Rift, to determine if virtual reality headsets can enrich storytelling experiences. This will be achieved by developing an application where interactive storytelling is compatible with the Oculus Rift, and testing that application with participants. Finally, a conclusion will be drawn from the data collected by participants. Alongside the written thesis, a digital application will be produced in Unreal Engine 4 (Video game engine). The application will be an Oculus Rift driven experience, meaning that users can only experience it through an Oculus Rift. The application will have an interactive plot, which allows the user to influence the storyline. The design will be iterative and will be refined after each user testing session. The application hopes to strengthen the theories and concepts found in the written section of the thesis.</p>

Development of Virtual Reality Automotive Lab for Training in Engineering Students

A Virtual Reality application was developed to be used as an immersive virtual learning strategy for Oculus Rift S Virtual Reality glasses and through Leap Motion Controller™ infrared sensors, focused on students of the Automotive Systems Engineering academic program, as a practical teaching-learning tool in the context of Education 4.0 and the pandemic caused by COVID-19 that has kept schools closed since March 2020. The technological pillars of Industry 4.0 were used to profile students so that they can meet the demands of their professional performance at the industrial level. Virtual Reality (VR) plays a very important role for the production-engineering sector in areas such as design and autonomous cars, as well as in training and driving courses. The VR application provides the student with a more immersive and interactive experience, supported by 3D models of both the main parts that make up the four-stroke combustion engine and the mechanical workshop scenario; it allows the student to manipulate the main parts of the four-stroke combustion engine through the Oculus Rift S controls and the Leap Motion Controller™ infrared sensors, and relate them to the operation of the engine, through the animation of its operation and the additional information shown for each part that makes it up in the application.

Cinema memories in 3D modelling and virtual reality storytelling

This paper focuses on the project VR and AR in the valorisation of cultural and artistic heritage within the New Cinema History framework, aims to combine microhistory related to local cinema theatres and Cinema Heritage, and to investigate the possibilities that digital media – in this case Augmented and Virtual Reality – have in the valorisation and preservation of cultural heritage. The final output of the project is the Virtual Reality reconstruction of the Odeon cinema’s architecture and habits of cinemagoing that, thanks to an immersive experience via the Oculus Rift headset, could evoke and simulate historical spectatorship that dealt both with the moment of watching a movie and its peripheral practice. the development of the project, at least four different perspectives on the Odeon cinema converged to form the basis of the VR reconstruction: the literature on the topic, the consultation of public and private archives, the oral sources, and photographs taken on site. This paper focuses mostly on the documents and sources used in the VR project and it aims to investigate how various and heterogeneous documents can be woven together into a philologically reliable historical reconstruction, and how they can be used in 3D modelling and VR storytelling related to Cinema Heritage.

Assessment of Anxiety using Hamilton Anxiety Scale in Augmented Reality Head Mounted Display User: A Study Protocol

Introduction: Anxiety disorders impact a large number of population all over the world, prohibiting them from undertaking everyday tasks such as driving, staying in crowded places, or dealing with strangers. The Hamilton anxiety (HAM-A) scale is the first rating Questionnaire for determining the sign anxiety symptoms. HAM-A is a 14 point scale containing a clinician-based questionnaire that has been utilized as a self-scored survey based on both physical and psychological symptoms. The components of questionnaires for analyzing the depressive or anxious symptoms are developed and tested in medical practice with great success. Virtual Reality (VR) is a computer-simulated world that allows the user to feel as they are physically present in it. Oculus rift is a VR ski-masked shaped goggle having a better and deeper understanding of the range and user experiences that will help to guide future efforts.Method: The cross-sectional observational study will be including 70 participants aged 18 to 32 from Ravi Nair College of Physiotherapy, India for the study. With intervention, the duration of analysis of the study will be of 6 months. HAM-A scale is used to evaluate the symptoms of anxiety in people before they show up on the oculus rift.Discussion: The study will evaluate the severity of anxiety before going to VR surrounding. Virtual reality devices are more popular, many studies have been undertaken on the construction and validation of interfaces, but more research is needed on anxiety before entering a virtual reality environment has been limited; specifically, There are only a few techniques that may be used to measure anxiety in a virtual reality surrounding.The Institutional Ethical Clearance reference number for this study is RNPC/IEC/2020-21/0012.

POS0018 INVESTIGATING VIRTUAL IMMERSIVE EXPERIENCES IN THE MANAGEMENT OF CHRONIC PAIN – THE VIPA STUDY (PRELIMINARY RESULTS)

Background:Chronic pain is debilitating and prevalent. Current non-pharmacological management of pain conditions such as Fibromyalgia Syndrome (FMS) are labour intensive to implement and poorly available, especially during the pandemic. There is an urgent need to develop widely adoptable, innovative treatment options for pain cohorts.Virtual reality (VR) provides an innovative therapeutic tool, immersing users within a three-dimensional, interactive virtual environment with use of a head-mounted display (HMD). Beneficial effects of VR have been demonstrated in acute pain1, with limited studies in chronic pain. Given the variation of available VR technologies, it is vital to investigate the impact of different VR characteristics on acceptability in specific chronic pain cohorts.Objectives:This feasibility study aims to establish the acceptability of four different VR technologies in patients with FMS whilst undertaking a single interactive VR experience.Methods:Patients with FMS were recruited through outpatient clinics at the Norfolk and Norwich University Hospital. Baseline questionnaires were used including the McGill pain questionnaire (MPQ-SF), pain visual analogue scale (VAS) and Revised Fibromyalgia Impact Questionnaire (FIQR). Subjective experience questionnaires collected acceptability data with 7-point Likert scale rating questions (strongly disagree to strongly agree). The simulation sickness questionnaire (SSQ) gained side-effect data (total severity score: 0-235). Categorical data were described using frequencies; and continuous data using mean and standard deviation. Likert-scale data were dichotomised (rating ≤3: disagree, rating ≥5: agree).Four VR systems representing the spectrum of commercially available technologies were used (seen in Figure 1). These possess different characteristics including screen resolution, processor speed, weight, strap and controller type. The VR experience used with each headset was co-developed alongside industry partners (Orbital Global). Participants are immersed within a naturalistic environment, situated on a wooden boat travelling slowly along a calm river surrounded by trees and hills. The interactive element involves the user shooting targets that appear using handheld controllers.Results:13 patients with FMS were included (mean age 41.8±15.6, 92.3% female). Most had severe disease (mean FIQR 67.8±14.1) with moderate self-reported pain at baseline (mean MPQ 25.5±8.8, VAS 6.0±1.7). Most had no previous VR exposure (69.2%). 100% of participants agreed that they would be open to using VR for future pain management (mean rating 6.5±0.7) and that they would use VR regularly at home (mean rating 6.5±0.7). VR HMD comfort and enjoyment data are presented in Table 1. Mean ratings of comfort were high across the four HMDs (Gear VR: 4.9±1.7, Oculus Go: 4.5±1.8, Oculus Quest 5.3±1.9, Oculus Rift 6.6±0.5). Mean ratings of enjoyment with each HMD were also high (Gear VR: 5.4±1.6, Oculus Go: 5.4±1.8, Oculus Quest: 5.6±1.9, Oculus Rift S: 6.6±0.5). Low levels of side effects were described with mean SSQ total scores ranging from 20.1±16.8 (Oculus Rift S) to 38.0±23.9 (Gear VR).Conclusion:Preliminary results indicate that FMS patients find VR acceptable, describing high ratings of comfort and enjoyment across the VR HMD spectrum. Side-effect frequency was low, with most settling after HMD removal. All participants were open to future use of VR for home-based pain management.References:[1]Dascal J, Reid M, Ishak WW, Spiegel B, Recacho J, Rosen B, Danovitch I. Virtual reality and medical inpatients: A systematic review of randomized, controlled trials. Innov Clin Neurosci 2017;14(1-2):14-21Table 1.Subjective experience results across VR HMDsMean Likert scale ratings (% agreement: rating ≥5)VR HMDOverall, I found the VR experience using this equipment comfortableOverall, I enjoyed using this VR headsetGear VR4.9±1.7 (62%)5.4±1.6 (77%)Oculus Go4.5±1.8 (54%)5.4±1.8 (75%)Oculus Quest5.3±1.9 (77%)5.6±1.9 (100%)Oculus Rift S6.6±0.5 (100%)6.6±0.5 (100%)Acknowledgements:I would like to acknowledge the contributions of the staff working within the Rheumatology department at the Norfolk and Norwich University Hospital. I would also like to thank and acknowledge our participants for being involved in the study.Disclosure of Interests:Jordan Tsigarides Grant/research support from: Our digital health industry partners (Orbital Global) provided a small financial contribution to support this study., Vanessa Grove: None declared, Dheeraj Sethi: None declared, Jacqueline Chipping: None declared, Susan Miles: None declared, Nicholas Shenker: None declared, Saber Sami: None declared, Alex MacGregor: None declared.

Crafting Ceramics through the Use of Virtual Reality

This paper reflects ongoing research about how new technology creates new possibilities within crafting and how it can build on traditional techniques within the field of ceramics. The research explores how virtual reality (VR), using Oculus Rift and 3D-printing in clay is suitable to link to the process of throwing vessels within ceramic crafts. The quality of the crafted objects in question is based on the ability of the presented technique to combine throwing and pattern-making as an integrated process while building up the thrown object, here named virtual pattern-throwing. Furthermore, it is argued that this use of VR for throwing makes it possible to recall a hands-on experience and thus weave the quality of the traditional craftsmanship with the virtual within the process of making vessels.

Natural interfaces in VR - comparative analysis

The article presents the results of a comparative analysis of contemporary virtual reality devices. The analysis focuses on both the analysis of technical parameters of the goggles as well as comparison of natural interfaces. The following devices were tested: HTC Vive, Oculus Rift, PlayStation VR, Samsung Gear VR. The most ergonomic and user-friendly interface turned out to be Oculus Rift, while goggles Samsung Gear VR were the worst from tested devices.

PEMBUATAN VIRTUAL TOUR SEBAGAI SARANA PEMBELAJARAN PROGRAM STUDI MICE

<p><em>Medan State Polytechnic is a vocational education that has D4 and D3 study programs, one of which is the Meeting, Incentive, Converence and Exhibition (MICE) study program. This study program was founded in 2007 until now only has a computer laboratory, language and 6 classrooms and a lecturer room 1. The MICE study program in its learning provides theory and practice with theoretical credits of 58 = 41% and practice of 87 = 59% or 80: 143 hours. So far, students have practiced directly in the field (field study) such as convention halls in hotels andalso the field for the implementation of exhibitions. In current conditions, the event cannot be held, for that the mice study program must prepare a laboratory to support the MICE learning. This laboratory is equipped with equipment to create virtual tours such as the Insta 360⁰ One R Twin Edition camera and the Oculus Rift S as a Virtual Reality (VR) System, the development of virtual tours using the MDLC (Multimedia Development Life Cycle) method was chosen because MICE students are used to it. designing and implementing events so that students are expected to be able to build and practice learning meetings, conferences, exhibitions in a better and interesting way, meanwhile for incentives students can see virtual tours and create virtual tour incentives. From this research it can be concluded that to be able to build a Virtual Tour is not difficult, it only requires knowledge of how to use the 360⁰ camera properly and use the VR System so that MICE students who do not have programming knowledge can still build their own Virtual Tour.</em></p><p><em><strong>Keywords</strong></em><em>: Learning, Virtual Tour, Virtual Reality System, Oculus Rift S, MICE</em></p><p><em>Politeknik Negeri Medan merupakan pendidikan vokasional yang memiliki program studi D4 dan D3, satu diantaranya program studi Meeting, Insentive, Converence and Exhibition (MICE). Program studi ini berdiri sejak tahun 2007 sampai sekarang hanya memiliki laboratorium komputer, bahasa dan ruangan kelas 6 dan ruangan dosen 1. Program studi MICE dalam pembelajarannya memberikan secara teori dan praktik dengan SKS teori 58=41% dan praktik 87=59% atau jam 80:143. Selama ini mahasiswa melakukan praktik langsung ke lapangan (field study) seperti convention hall di hotel dan juga lapangan untuk pelaksanaan pameran. Dalam kondisi sekarang, event itu tidak bisa dilaksanakan, untuk itu program studi mice harus menyiapkan laboratorium untuk mendukung pembelajaran MICE tersebut. Pada laboratarium ini</em><em> </em><em>dilengkapi dengan peralatan untuk membuat virtual tour seperti kamera Insta </em><em>360</em><em>⁰</em><em> </em><em>One </em><em>R Twin Edition dan Oculus Rift S sebagai Virtual Reality</em><em>(VR)</em><em> System</em><em>, pengembangan virtual tour mengunakan metode </em><em> MDLC (Multimedia Development Life Cycle</em><em>) metode ini dipilih karena mahasiswa MICE sudah biasa merancang dan melaksanakan event</em><em> sehingga </em><em>diharapkan </em><em>mahasiswa dapat </em><em>membangun dan m</em><em>empraktikkan pembelajaran Meeting, Con</em><em>f</em><em>erence, Exhibition secara lebih baik dan menarik sementara itu untuk Insentive mahasiswa dapat melihat virtual tour dan membuat virtual tour insentive.</em><em> </em><em>Dari penelitian ini dapat disimpulkan untuk dapat membangun Virtual Tour tidaklah sulit hanya diperlukan pengetahuan bagaimana menggunakan kamera 360⁰ dengan baik dan penggunaan VR System sehingga mahasiswa MICE yang tidak memiliki pengetahuan pemprograman tetap dapat membangun Virtual Tour sendiri.</em></p><p><em><strong>Kata kunci</strong></em><em>: Pembelajaran, Virtual Tour, Virtual Reality System, Oculus Ridft S, MICE</em></p>