Building an Extended Reality Pedagogical Continuum Through 180° First-Person Point-of-View Video

The advancement of virtual reality (VR) technology for educational instruction and curricular (re)design have become highly attractive and newly demanding areas of both the technology and healthcare industries. However, the quickly evolving field is still learning about each of the associated VR technologies, whether they are evidence-based, and how they are validated to decrease cognitive load and in turn increase student/learner comprehension. Likewise, the instructional (re)design of the content that the student/learner is exposed to in VR, and whether it is immersive, and promotes memorable content and experiences can influence their learning outcomes. Here the Revinax® Handbook content library that is displayed in an immersive virtual reality application in first-person point-of-view (IVRA-FPV) is contrasted with third-person point-of-view (IVRA-TPV) through VR headsets to an individual, and computer displays to many individuals along with augmented reality (AR) are evaluated as emerging advancements in the field of VR and AR.

Co-Designing a Virtual Reality Application to Enhance Reminiscence Therapy for Persons with Dementia

Reminiscence therapy for persons with dementia is often being conducted by employing analog media including pictures and videos organized and presented by a caregiver. However, such media lacks the immersive experience to support patient engagement and successful recollection of reminiscence events. Recently, Virtual Reality (VR) is gaining momentum as a potential technological tool to support dementia care due to its increased immersion, presence, and embodiment. Haptic artifacts can be used to enrich reminiscence therapy as part of the multi-sensory stimuli to increase immersion and patient engagement, as well as improving social connectedness and cognitive health. The purpose of this project is to explore the use of VR application to advance reminiscence therapy for persons with dementia. We have prototyped an immersive and non-immersive VR framework that allows caregivers to deliver reminiscence therapy for persons with dementia with varying stages in their disease progression. These reminiscence therapy sessions are built by employing a narrative storyboard and content management through a series of co-designing sessions with content experts at the Geriatric Dementia Unit in Ontario, Canada. A caregiver-led VR framework will be adopted to enable the caregiver to guide the persons with dementia to safely navigate through the interactive VR environment, while allowing the patients to engage with the interactive VR elements using a point-and-pinch gesture approach. We anticipate that the VR experiences hold the potential for improving the interactions between persons with dementia and caregivers, as well as enhancing the reminiscence experiences to promote the maximal therapeutic benefit of patient’s recovery.

Virtual Reality in Education System

In the education process, student faces Problem with understanding due to the Complexity. So that many students Conducted on the use of VR in education and training. In today world were surrounded by a wonderful array of technologies. We have as simulated many of these technologies in to our everyday lives. We know that computer is the heart of this generation. Virtual reality technologies for supporting teaching and Learning have been an academic research topic for decades. Virtual reality sometime called virtual environment. In the five years, major process has been made and the Virtual reality technology is getting closer to being implemented in education. This paper Present an overview of the uses of virtual reality in education. The purpose of this Research is to explore the current use of virtual reality to support teaching and Learning. We present new opportunities with VR and put together the most interesting, recent virtual reality application used in education in relation to several education areas such as general, engineering and health related education. This paper presenting methods for testing and validation.

SCIENCE TEACHING WITH AUGMENTED REALITY APPLICATIONS: STUDENT VIEWS ABOUT ‘SYSTEMS IN OUR BODY’ UNIT

Many mobile applications have emerged thanks to the technological developments that have taken place today. One of these applications is the augmented (virtual) reality application used on smartphones and tablets. Some augmented reality applications are being prepared using 4D-technology and transforming the virtual environment into real life. The present research is to investigate the views of the students about the use of augmented reality applications with 4D-technology related to the ‘Systems in Our Body’ unit in our 6th-grade science class. This study was conducted using phenomenological method in the scope of qualitative research. In this study, the participants consisted of nine students who volunteered to participate in this research. The data were obtained from semi-structured interviews. The data of the interviews with seven students were recorded on voice recorder and then the data were transferred to the text. The interview data of two students who did not want to record their interviews were written with pen-paper and transcripted. The analysis of the data was carried out by content analysis using the NVivo 9 program. The findings obtained in this research showed that the result of the augmented reality application was that the systems in our body unit is effective in better understanding, increasing the motivation of the students to science lessons and making the lessons fun.

Virtual reality simulated aircraft flyovers: Influence of the landscape on the overall pleasantness of the environment.

To give residents better understanding of the impact of future airport scenarios, a virtual reality application with sound simulation will be tested in the frame of the European ANIMA project. The set-up has been evaluated in laboratory before being used in real situation. This paper presents the laboratory experiment whose aim is to assess the application's relevance for simulating flyovers. Although the perceptual experiment is designed to test the influence of aircraft vision crossed with aircraft sound, this paper focusses only on the impact of the landscape where the flyovers are observed. Two landscapes (park and buildings) are presented to 60 participants, in balanced order, with 12 audio-visual stimuli in both landscapes. Participants had to rate four differential semantic scales. Globally there is no influence of the landscape on the overall pleasantness, but when looking at the individual answers, it appears that three groups of participants can be discriminated. The majority of people do not change their pleasantness ratings in both landscapes, but some participants prefer experiencing the flyovers in the park landscape because it is visually more pleasant, and others prefer the opposite because it is more annoying to be submitted to aircraft noise in a green park landscape.