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Virtual Reality Technology
Abstract
From the Publisher:
This in-depth review of current virtual reality technology and its applications provides a detailed analysis of the engineering, scientific and functional aspects of virtual reality systems and the fundamentals of VR modeling and programming. It also contains an exhaustive list of present and future VR applications in a number of diverse fields. Virtual Reality Technology is the first book to include a full chapter on force and tactile feedback and to discuss newer interface tools such as 3-D probes and cyberscopes. Supplemented with 23 color plates and more than 200 drawings and tables which illustrate the concepts described.
... (3,4) To better explain how these technologies work, there is a triangle developed in 1994 by Burdea which comprises 3 strands: Interaction, imagination and immersion. (5) VR only exists if the person is surrounded by stimuli and in order to perceive these stimuli they need to understand what each one means. Immersion is the person's perception of the digital world, Imagination is what the software author aims to stimulate so that the customer perceives what they are experiencing as "real", Interaction is everything the customer can interact with in the virtual world. ...
... Immersion is the person's perception of the digital world, Imagination is what the software author aims to stimulate so that the customer perceives what they are experiencing as "real", Interaction is everything the customer can interact with in the virtual world. (3,4,5) Although simulation-based teaching is widely used in healthcare training, (6) it is clear that the use of VR can improve learning by allowing the repetition of procedures, immersion in realistic clinical scenarios and the development of technical skills without putting clients at risk. ...
Introduction: The COVID-19 pandemic has required a readaptation of teaching methods. This readaptation, together with the exponential growth of technology in recent years, has brought about a possible new way of teaching nursing, using virtual reality. By analyzing this new approach, we will be able to understand whether this new methodology has advantages for being adapted to current teaching.Objective: to map the evidence on the contribution of virtual reality to the development of both clinical and instrumental skills in nursing students compared to traditional methods.Methods: A rapid review was carried out with research carried out between March 2023 and May 2023. The Business Source Complete [EBSCO], National Institutes of Health [NIH] and B-ON platforms were used to carry out the research. To assess the quality of the articles, we used the JBI guideline.Results: Six articles of quasi-experimental and systematic review typology were analyzed. The use of virtual reality allows students to develop their nursing skills in a dynamic, interactive and safe way. The results can be enhanced when combined with high-fidelity simulation.Conclusions: This Rapid Review demonstrates how Virtual Reality can be used in nursing education, understanding its benefits in terms of clinical and personal skills. However, it also recognizes the difficulties that may limit the use of Virtual Reality and the need for greater scientific evidence that is less randomized.
... Frontiers in Psychology 04 frontiersin.org Burdea and Coiffet (2003) define imagination as a characteristic elicited by the content of virtual environment applications, wherein the user's mind possesses the ability to perceive non-existent entities or concepts. Madini and Alshaikhi (2017) discovered that the variable of imagination held significant importance for high-immersion VR systems that utilized head-mounted displays. ...
... Creative imagination grants learners the ability to mentally envision novel ideas and concepts that are not immediately discernible through their senses (Singer, 2000), thereby facilitating users in accomplishing their learning goals (Huang et al., 2010). Burdea and Coiffet (2003) argue that the assessment of user attitudes and receptiveness toward learning system acceptance should incorporate the factor of imagination. Huang et al. (2010) study revealed that virtual learning environments that stimulate imagination serve as effective tools for enhancing learners' problem-solving abilities. ...
Augmented reality (AR) has gained significant attention and is being increasingly utilized to enrich the learning experience of museum visitors. This study explores the psychological dimensions of AR in education, focusing on learning motivation and academic achievement in museums. A quantitative research study was carried out, encompassing a survey of 266 visitors at the Wuhan Natural History Museum. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed as the analytical tool to validate the proposed model. The findings reveal significant positive effects of information quality on immersion, imagination, and academic achievement, as well as positive effects of information richness on academic achievement. Information quality mediates the relationship between information richness and immersion/imagination, while immersion and imagination mediate the association between information quality and learning motivation. Additionally, learning motivation positively influences academic achievement. Furthermore, wearable comfort moderates the effect of information quality on immersion and imagination. The study provides theoretical insights into the complex interplay between these variables and their impact on learning motivation and academic achievement. The findings have implications for the design of AR-based learning systems and highlight the importance of considering wearable comfort in enhancing user experiences.
... This helps improve the visualization of design information and enhances the attractiveness of proposals, leading to better communication. AIGC can create virtual reality (VR) [21] or augmented reality (AR) [13] experiences, allowing designers and stakeholders to immerse themselves in design proposals. This immersive experience enhances understanding and engagement with proposals, facilitating better decision-making and feedback. ...
Landscape design is a complex process that requires designers to engage in intricate planning, analysis, and decision-making. This process involves the integration and reconstruction of science, art, and technology. Traditional landscape design methods often rely on the designer's personal experience and subjective aesthetics, with design standards rooted in subjective perception. As a result, they lack scientific and objective evaluation criteria and systematic design processes. Data-driven artificial intelligence (AI) technology provides an objective and rational design process. With the rapid development of different AI technologies, AI-generated content (AIGC) has permeated various aspects of landscape design at an unprecedented speed, serving as an innovative design tool. This article aims to explore the applications and opportunities of AIGC in landscape design. AIGC can support landscape design in areas such as site research and analysis, design concepts and scheme generation, parametric design optimization, plant selection and visual simulation, construction management, and process optimization. However, AIGC also faces challenges in landscape design, including data quality and reliability, design expertise and judgment, technical challenges and limitations, site characteristics and sustainability, user needs and participation, the balance between technology and creativity, ethics, and social impact. Finally, this article provides a detailed outlook on the future development trends and prospects of AIGC in landscape design. Through in-depth research and exploration in this review, readers can gain a better understanding of the relevant applications, potential opportunities, and key challenges of AIGC in landscape design.
... Due to the benefits that they can bring in teaching and learning, research into the use of augmented reality [29] and virtual reality [30] as well as the integration of artificial intelligence in extended reality [31] in education is increasing. Specifically, in the context of education, augmented reality focuses on embedding virtual information that learners can perceive through their senses in their physical environment; thus, enriching the way in which they perceive, interact with, and communicate with their surroundings and digital content [32][33][34][35][36]. Furthermore, virtual reality focuses on fully immersing learners in virtual reality environments that are characterized by high levels of realism, interaction, and immersion and simulating learners' physical presence within them [37][38][39]. Therefore, virtual reality technology focuses on creating an "all-inclusive, sensory illusion of being present in other environments" [40] that integrate social and psychological aspects so that they can be perceived as real [41]. ...
Given the advancements in artificial intelligence and extended reality technologies, this study aims to examine the integration of intelligent tutoring systems into augmented reality and virtual reality environments through a systematic literature review. Following the PRISMA framework, 32 related theoretical, showcase, and case studies published during the period of 2015–2024 are examined. Based on the results, this combination of technologies emerged as an effective educational means that can support both students and teachers, promote lifelong learning, and support face-to-face, blended, and online learning across educational levels and in the workplace. These systems offered immersive, realistic, and interactive learning environments and personalized learning experiences. Additionally, they could identify, monitor, and analyze students’ characteristics, performance, preferences, and motivational, cognitive, and psychological states. These systems could also adapt the learning content, resources, activities, and assessment according to students’ needs and make suitable recommendations. Their ability to offer tailored and real-time feedback, guidance, analytics, and evaluation was highlighted. Additionally, it was revealed that these systems offer meaningful learning experiences and enhance cognitive, affective, psychomotor, and embodied learning through self-directed learning, collaborative learning, personalized learning, and experiential learning approaches. Regarding learning benefits, students who learnt using this combination demonstrated increased engagement, motivation, confidence, immersion, and enjoyment. The students also reported better learning outcomes and academic performance, enhanced knowledge and skills, and improved information understanding and recall. This study also presents the main topics and areas examined, goes over the existing challenges, and suggests future research directions. Finally, the study emphasizes the importance of capitalizing on both human intelligence and machine intelligence to support students, meet their needs, and provide them with quality education and lifelong learning opportunities.
... Soundtracks should encompass main sounds and background noises for a natural feel. However, challenges emerge in creating universally realistic sounds due to variations in external environments, reverberation, and unique anatomical perceptions of sound by individual users (Burdea & Coiffet, 2003;Vince, 2004;Gutierrez, et al., 2008). • Smell. ...
As we navigate the technological landscape of the 21st century, the emergence of Virtual Tourism (VT) stands as a groundbreaking paradigm in the tourism industry. This article delves into the conceptualization of VT as a distinct type of tourism, addressing prevailing doubts surrounding its technological advancements. Drawing from the varied understanding of VT, ranging from 360-degree videos to immersive Virtual Reality (VR) experiences, we propose the development of a fully immersive multi-sensory setup. This setup aims to engage and stimulate as many human senses as possible to create a close-to-realistic VT encounter. The proposed multi-sensory setup includes the utilization of Head-Mounted Displays (HMDs) for visual and auditory immersion, sensors for smell and taste, gloves embedded with sensors for touch, and temperature-controlled rooms for climate simulation. While the initial investment in such technology may seem substantial, the potential user base for an almost realistic VT experience could outweigh the costs. To validate these propositions, we advocate for an experiment involving a diverse and extensive participant sample. This experiment should encompass individuals from different demographics, health conditions, and perspectives to comprehensively evaluate the acceptance and effectiveness of the multi-sensory VT setup.
... In this context, the reality-virtuality continuum describes a continuum in which one end refers to the real environment and is closer to augmented reality while the other end refers to the virtual environments and is closer to virtual reality, and somewhere in between, a mixed reality exists in which both real and virtual objects and environments co-exist [38]. Specifically, virtual reality involves, either real or simulated, virtual environments that perceptually surround, immerse, and engage users by simulating their physical presence within them [39][40][41][42]. These fully virtual environments immerse users and separate them from the real environment while offering experiences that are characterized by high levels of immediacy, interactivity, immersion, and involvement [40,43,44]. ...
The combination of artificial intelligence with extended reality technologies can significantly impact the educational domain. This study aims to present an overview regarding the combination of artificial intelligence with augmented reality and virtual reality technologies and their integration in education through an analysis of the existing literature. Hence, this study examines 201 documents from Scopus and the Web of Science (WoS). This study focuses on examining the basic characteristics of the document collection, highlighting the most prevalent themes, areas, and topics, exploring the thematic evolution of the topic, revealing current challenges and limitations and on identifying emerging topics and future research directions. Based on the outcomes, a significant annual growth rate (60.58%) was observed indicating the increasing interest in the topic. Additionally, the potential of combining artificial intelligence with virtual reality and augmented reality technologies to provide personalized, affective, interactive, and immersive learning experiences across educational levels in both formal and informal settings supporting both teachers and students arose. Therefore, through this combination, intelligent tutoring systems (ITSs), which offer behavioral, cognitive, and social personalization, have a virtual presence, and can effectively be used as tutors or peer learners, can be created. Such ITSs can be characterized as affective and social entities that can increase students’ learning performance, learning motivation, and engagement and promote both self-directed learning and collaborative learning. This study also highlights the need to examine how the physical presence that characterizes some new technologies compares to the virtual presence that extended reality technologies offer in terms of overall learning outcomes and students’ development.
... Burdea and Coiffet [1] characterize virtual reality (VR) as having three core components: immersion, interaction, and imagination. Immersion, involving "sensory immersion", refers to those situations in which people find themselves in a multisensory environment in a virtual setting [2]. ...
In this narrative historical review, we take a closer look at the role of tactile/haptic stimulation in enhancing people’s immersion (and sense of presence) in a variety of entertainment experiences, including virtual reality (VR). An important distinction is highlighted between those situations in which digital tactile stimulation and/or haptic feedback are delivered to those (i.e., users/audience members) who passively experience the stimulation and those cases, including VR, where the user actively controls some aspects of the tactile stimulation/haptic feedback that they happen to be experiencing. A further distinction is drawn between visual and/or auditory VR, where some form of tactile/haptic stimulation is added, and what might be classed as genuinely haptic VR, where the active user/player experiences tactile/haptic stimulation that is effortlessly interpreted in terms of the objects and actions in the virtual world. We review the experimental evidence that has assessed the impact of adding a tactile/haptic element to entertainment experiences, including those in VR. Finally, we highlight some of the key challenges to the growth of haptic VR in the context of multisensory entertainment experiences: these include those of a technical, financial, psychological (namely, the fact that tactile/haptic stimulation often needs to be interpreted and can reduce the sense of immersion in many situations), psycho-physiological (such as sensory overload or fatigue), physiological (e.g., relating to the large surface area of the skin that can potentially be stimulated), and creative/artistic nature.
... Many scholars (Shin, 2017;Ke et al., 2020;Burdea & Coiffet, 2003) have emphasized that immersive technology can create a real and attractive learning environment. At the same time, IVR technology also shows significant effects and huge application prospects in the field of education. ...
The effectiveness of classroom management has the effect of improving the sense of accomplishment and happiness of teachers. However, many pre-service teachers have often failed to be fully prepared in terms of training, making them have a significant gap with senior educators in terms of classroom management skills. This gap raises a critical question: can innovative training methods, such as immersive virtual reality (IVR), bridge this gap by enhancing classroom management skills and affective outcomes? In response to this issue, through comparative analysis of classroom management training based on IVR and videos, it has different effects on 58 pre-service teachers in terms of skills improvement, emotional response, and learning satisfaction. The results show that both IVR and video training methods influence improving classroom management capabilities. However, in the comparison of effects, IVR has shown more significant progress, and the skill improvement it brings has more lasting power. Further observation found that compared with video training, IVR has a higher level of positive emotion and lower negative emotions. In addition, the teachers before the group also showed obvious advantages in the evaluation of learning satisfaction. It is worth noting that there is a positive correlation between learning satisfaction, positive emotions, and improvement of classroom management skills, which suggests that these factors may play an important role in optimizing the learning effectiveness of the IVR environment.
... Title LC Kennedy et al. [20] Simulator Sickness Questionnaire: An Enhanced Method for Quantifying Simulator Sickness 9 Lele [17] Virtual reality and its military utility 9 Hart [12] Nasa-Task Load Index (NASA-TLX); 20 years later 8 Singhal and Zyda [24] Networked virtual environments: design and implementation 8 Witmer and Singer [29] Measuring Presence in Virtual Environments: A Presence Questionnaire 8 Burdea et al. [6] Virtual reality technology 7 LaViola et al. [16] A discussion of cybersickness in virtual environments 7 Rothbaum [22] Virtual reality exposure therapy for Vietnam veterans with posttraumatic stress disorder 7 ...
... VR has three basic characteristics: imagination, interaction, and immersion, or 3I features for short [5], while the immersive learning mode created by VR will show the 3E characteristics of enhanced, evocation, and evidence [6]. Learners can use VR devices to enter the virtual scene to feel the production atmosphere of iron painting. ...
Under the background of the new era, the inheritance status of Wuhu iron painting is faced with the challenge of brain loss and stumbling industrialization. As one of the first batches of national intangible cultural heritages, this traditional art form has a long history and unique skills, but it faces the dilemma of inheritance and development under the impact of modern society. This paper explores the use of modern science and technology to innovate the intangible cultural heritage of Wuhu iron painting and give it a new connotation of The Times, aiming to promote the creative transformation and innovative development of Wuhu iron painting.
... Technology has been developing in such a dynamic manner that virtual reality can be leveraged in conjunction with football competition, which is widely accepted as the most popular sport in the world (Burdea & Coiffet, 2003). The simulated environment can be either a virtual environment or an imaginary one. ...
The backward design mix metaverse platform, or BDMM platform to promote decision-making skills is based on the concepts of backward design integrated with metaverse technology, and it is intended to be used as a tool to promote decision-making skills in higher education. The BDMM platform uses virtual reality technology to design a virtual learning environment in such a way that it can help learners achieve deep learning. The research participants in this study were 10 referees who judged football matches of the students in the Sports Coaching Program at Thammasat University. The research results show that the overall suitability of the development of the BDMM platform is at a high level, and the suitability of the elements of the BDMM platform is at a high level.
... 12,13 Virtual reality (VR) allows an individual to interact with a threedimensional (3D) computer-generated environment via engagement of different senses. 14 VR has shown potential as a cognitive screening tool. As compared to paper-and-pencil tests, VR has better ecological validity. ...
INTRODUCTION
Early detection of cognitive impairment enables interventions to slow cognitive decline. Existing neuropsychological paper‐and‐pencil tests may not adequately assess cognition in real‐life environments. A fully‐immersive and automated virtual reality (VR) system—Cognitive Assessment using VIrtual REality (CAVIRE)—was developed to assess all six cognitive domains. This case–control study aims to evaluate the ability of CAVIRE to differentiate cognitively‐healthy individuals from those with cognitive impairment.
METHODS
One hundred nine Asian individuals 65–84 years of age were recruited at a primary care setting in Singapore. Based on the Montreal Cognitive Assessment (MoCA), participants were grouped as either Cognitively Healthy (MoCA ≥26, n = 60) or Cognitively Impaired (MoCA <26, n = 49). Subsequently, all participants completed the CAVIRE assessment.
RESULTS
Cognitively‐healthy participants achieved higher VR scores and required shorter completion time across all six cognitive domains (all p’s < 0.005). Receiver‐operating characteristic curve analysis showed area under the curve of 0.7267.
DISCUSSION
The results demonstrated the potential of CAVIRE as a cognitive screening tool in primary care.
Highlights
CAVIRE is a virtual reality (VR) system that assesses the six cognitive domains.
CAVIRE can distinguish healthy individuals from individuals with cognitive impairment.
It has potential as a cognitive screening tool for older people in primary care.
... Virtual Reality (VR) and Artificial Intelligence (AI) are transformative technologies that have the potential to revolutionise education and the process of acquiring knowledge. VR is a computer-based technology that creates a simulated three-dimensional environment, offering users a sense of being in a specific space through interaction, immersion, and imagination [1,2]. AI focuses on developing systems that exhibit human-like intelligence and behaviour [3]. ...
This paper evaluates a VR (Virtual Reality) application aimed at enhancing the learning of Python collection data types and structures for electrical and electronic engineering students. By incorporating gamification and personalisation features, the application provides an immersive environment where students can interact with virtual representations of complex programming concepts. To further enhance interactivity and engagement, the application integrates a virtual assistant and example generator, developed using Meta Voice SDK (Software Development Kit) and wit.ai. These AI (Artificial Intelligence)-NLP (Natural Language Processing) tools create personalised learning paths and generate dynamic examples based on individual learning progress. A user study was conducted with a total of 48 participants. During the user study, participants were divided into two equal groups of 24, both wearing EEG (Electroencephalography) headsets: one group engaged with the VR application, while the other read the traditional booklet, allowing for the recording and analysis of attention and engagement levels. These measures of engagement and attention were then compared to those extracted from a benchmark cohort of students whose learning experience was through more traditional booklets. The results indicated a statistically significant improvement in understanding Python collections among VR users compared to their baseline scores, highlighting the benefits of interactive and tailored learning environments. Additionally, EEG data analysis showed that VR users exhibited higher average levels of attention and engagement compared to those using the paper-based method, demonstrating the effectiveness of immersive technologies in sustaining learner interest and focus, particularly in enhancing learning for software development.
Purpose
This study used virtual reality (VR) and screen eye-tracking systems to examine the effect of visual format and background image on visual attention, sense of presence and mental imagery in VR versus two-dimensional (2D) advertising designs.
Design/methodology/approach
A 2 (visual format) × 3 (visual background) between-subjects experiment was conducted to investigate participants’ visual attention, perceived product personality, mental imagery and sense of presence, using screen and VR eye-tracking systems.
Findings
Two-dimensional images with empty backgrounds drew the most attention, while VR with visual backgrounds enhanced product impressions, sense of presence and mental imagery. Sincere backgrounds moderated the link between fixations and imagery quality.
Originality/value
Guided by media richness theory, this is the first interactive marketing study that utilized gaze data to analyze the connection between ad design and visual reactions in both VR and 2D settings.
This study aims to explore whether tourists perceive virtual reality (VR) technology as a valuable means of exploring tourist destinations without physically traveling, particularly through the use of museum VR panoramic technology. Using a conceptual model derived from the updated IS success model and expectancy theory, the study examines the impacts of technology quality and environmental attitudes on the intention to reuse VR technology. It investigates the relationship between tourists’ perceived value of using VR panoramic technology to virtually visit the Dunhuang Mogao Grottoes in China and their intention to continue using VR for tourism, thereby shedding light on the motivational processes involved in VR utilization. The model was empirically tested in a field experiment involving 320 participants, analyzed using Smart PLS.
The findings indicate that, from a technology quality perspective, while visual quality enhance perceived immersion and, consequently perceived value, information quality does not significantly impact perceived value, nor does system quality improve perceived immersion. Conversely, from an environmental attitude perspective, efforts to mitigate the environmental impact of tourism significantly influences perceived value, which positively affects sustainability, low-effort pro-environmental behaviors, and willingness to sacrifice. In turn these pro-environmental behaviors and willingness to sacrifice positively impact sustainability, thereby increasing the intention to reuse VR technology. This study highlights the motivational mechanisms linking technological quality and environmental attitudes to intentions to reuse VR technology. It also affirms the potential of VR as a tool to mitigate the adverse effects of physical tourism and promote environmental sustainability.
Dijital dönüşüm, günümüz organizasyonlarının iş yapma biçimlerini ve stratejik yönelimlerini köklü bir şekilde yeniden yapılandıran, dijital teknolojilerin entegre edilmesi süreci olarak tanımlanmaktadır. Bu süreç, sadece teknolojik altyapının modernizasyonu ile sınırlı kalmayıp, aynı zamanda iş süreçlerinin daha verimli hale getirilmesi, yenilikçi iş modellerinin geliştirilmesi ve müşteri deneyimlerinin iyileştirilmesi gibi çok boyutlu bir etki yaratmaktadır. Dijital dönüşümün başarıyla uygulanabilmesi, organizasyonların teknolojik değişimlere adaptasyon yeteneği ile doğrudan ilişkilidir. Bu bağlamda, dijital dönüşümün organizasyonlar üzerindeki etkileri, iş gücünden müşteri etkileşimlerine, pazarlama stratejilerinden operasyonel süreçlere kadar geniş bir yelpazede incelenmelidir. Dijital okuryazarlık, bireylerin dijital ortamları etkin ve verimli bir şekilde kullanma, bu ortamlarda yer alan bilgilere erişim sağlama, bu bilgileri doğru bir şekilde değerlendirme ve güvenli bir şekilde bilgi paylaşma yeteneği olarak tanımlanmaktadır. Dijital okuryazarlık, bireylerin dijital dönüşüm sürecine adapte olabilmesi ve bu süreçten azami fayda sağlayabilmesi için gerekli bir yetkinliktir. Dijital okuryazarlık becerilerinin eksikliği, bireylerin dijital dünyada karşılaştıkları bilgiyi doğru bir şekilde analiz edememeleri, yanlış bilgilendirme ve dijital güvenlik riskleri ile karşı karşıya kalmaları anlamına gelebilir. Dolayısıyla, dijital okuryazarlığın geliştirilmesi, bireylerin eleştirel düşünme becerilerini artırarak dijital güvenliklerini sağlamlaştıran, bilgiye dayalı karar verme süreçlerini destekleyen bir unsur olarak ele alınmalıdır. Bu çalışmada, dijital dönüşüm ve dijital okuryazarlık kavramları kapsamlı bir şekilde ele alınarak, dijital dönüşümün temel unsurları, sunduğu faydalar ve karşılaşılan zorluklar detaylı bir şekilde incelenecektir. Ayrıca, dijital okuryazarlığın bileşenleri, bu becerilerin bireyler ve organizasyonlar açısından önemi ve geliştirilmesi üzerine derinlemesine bir tartışma yapılacaktır. Dijital okuryazarlığın özellikle eleştirel düşünme ve dijital güvenlik boyutları, bireylerin dijital dünyada bilinçli ve güvenli bir şekilde var olabilmeleri için taşıdığı kritik rol üzerinden değerlendirilecektir. Son olarak, dijital dönüşüm ve dijital okuryazarlığın bireyler, işletmeler ve toplumlar üzerinde yarattığı etki, bu iki kavramın karşılıklı ilişkileri çerçevesinde analiz edilecektir.
Modern toplumun dijital dönüşümü, bilgisayarların icadıyla başlayıp internetin yaygınlaşması, mobil teknolojilerin benimsenmesi ve yapay zeka ile büyük veri analitiğinin gelişmesiyle devam etmektedir. Bu süreç, bilgiye erişim, iletişim, ticaret ve günlük yaşamda köklü değişikliklere yol açmıştır. 1950’li ve 1960’lı yıllarda elektronik bilgisayarların geliştirilmesiyle başlayan bu dönüşüm, internetin sivil kullanımına açılmasını ile daha da hızlanmıştır. 2000’li yıllarda mobil telefonların yaygınlaşması dijital dönüşümde önemli bir dönüm noktası olmuştur. Mobil teknolojiler, internetin sürekli erişilebilir olmasını sağlamış ve kullanıcı deneyimini köklü bir şekilde değiştirmiştir. 2004 yılında Facebook’un kurulması, sosyal medya platformlarının kullanılmaya başlanmasını tetiklemiş ve bireylerin sosyal etkileşim süreçlerini dijital ortama taşınmasına yol açmıştır. Sosyal medya, bireylerin iletişim kurma ve bilgi paylaşma biçimlerini de değiştirmiştir. 2010’lardan itibaren büyük veri analitiği ve yapay zekanın kullanıma başlaması ile dijital dönüşümde yeni bir dönem başlamıştır. Bu teknolojiler, veri işleme ve analiz kapasitelerini artırarak daha akıllı ve etkili sistemlerin geliştirilmesine olanak tanımıştır. Akıllı telefon, internet ve sosyal medya platformlarının aşırı kullanımı davranışsal bir bağımlılık haline gelebilir. Bu problemli kullanım, kullanıcıların sosyal etkileşimlerini zayıflatarak sosyal izolasyon, depresyon, uyku düzeninin bozulması, sosyal etkileşimlerin azalması ve yalnızlık duygularını artırabilmektedir. Bazı araştırmalar, problemli akıllı telefon kullanımının karmaşıklığını göz önünde bulundurarak alternatif terminolojiler önermektedir. Sanal gerçeklik, problemli akıllı telefon kullanımına potansiyel bir çözüm sunabilirken, yeni sorunların ortaya çıkmasına da yol açabilir. Bu nedenle, bu teknolojilerin toplumsal etkilerini anlamak ve bilinçli bir şekilde kullanmak, dijital çağda sağlıklı bir toplumsal yapının sürdürülebilmesi için kritik öneme sahiptir.
Background: Obesity is a significant global public health problem, and middle-aged women are a high-risk group. This study was undertaken to identify the prevalence of obesity in middle-aged women in Puducherry. Methods: A cross-sectional study was done among 100middle-aged women (40-60 years) selected by a multi-stage sampling method. A pre-tested questionnaire was used to collect data, and anthropometric measurements were made. Obesity was diagnosed as a body mass index (BMI) ≥ 30 kg/m². Results: The prevalence of obesity was 34.5%. The prevalence of obesity rose with age, from 28.5% in women aged 40-44 years to 41.2% in those aged 55-60 years. The factors that were significantly related to obesity were increased education level, physical inactivity, and chronic diseases. Conclusion: The incidence of obesity in middle-aged women of Puducherry is high, and therefore, there is a need for specific interventions to encourage healthy lifestyle practices and avert obesity complications.
Thermal technologies that effectively deliver thermal stimulation through skin-integrated systems and enable temperature perception via the activation of cutaneous thermoreceptors are key to enhancing immersive experiences in virtual and augmented reality (VR/AR) through multisensory engagement. However, recent advancements and commercial adoption have predominantly focused on haptic rather than thermal technology. This review provides an overview of recent advancements in wearable thermal devices (WTDs) designed to reconstruct artificial thermal sensations for VR/AR applications. It examines key thermal stimulation parameters, including stimulation area, magnitude, and duration, with a focus on thermal perception mechanisms and thermoreceptor distribution in the skin. Input power requirements for surpassing thermal perception thresholds are discussed based on analytical modeling. Material choices for WTDs, including metal nanowires, carbon nanotubes, liquid metals, thermoelectric devices, and passive cooling elements, are introduced. The functionalities, device designs, operation modes, fabrication processes, and electrical and mechanical properties of various WTDs are analyzed. Representative applications illustrate how flexible, thin WTDs enable immersive VR/AR experiences through spatiotemporal, programmable stimulation. A concluding section summarizes key challenges and future opportunities in advancing skin–integrated VR/AR systems.
Due to the importance of depth perception in virtual spaces, the combined effects of display devices and human factors on egocentric distance estimation were investigated. We developed a virtual environment that can assess distance estimation skills of users at 10 various distances, starting from 25 cm and ending at 160 cm. Our results show that people are either accurate or overestimate distances on a desktop display, while underestimation occurs with the Gear VR in most cases. Combined with display devices, human factors also had effects on distance estimates. With the Gear VR, 35.73%-57.14% faster estimation times were obtained, and these can also be influenced by human factors and distances.
Change detection (CD) is critical in everyday tasks. While current algorithmic approaches for CD are improving, they remain imprecise, often requiring human intervention. Cognitive science research focuses on understanding CD mechanisms, especially through change blindness studies. However, these do not address the primary requirement in real-life CD — detecting changes as effectively as possible. Such a requirement is directly relevant to the visual comparison field — studying visualisation techniques to compare data and identify differences or changes effectively. Recent studies have used Virtual Reality (VR) to improve visual comparison by providing an immersive platform where users can interact with 3D data at a real-life scale, enhancing spatial reasoning. We believe VR could also improve CD performance accordingly. Particularly, VR offers stereoscopic depth perception over traditional displays, potentially enhancing the detection of spatial change. In this paper, we develop and analyse three 3D visual comparison techniques for CD in VR: Sliding Window, 3D Slider, and Switch Back. These techniques are evaluated under synthetic but realistic environments and frequently occurring Perceptual Challenges, including different Changed Object Size, Lighting Variation, and Scene Drift conditions. Experimental results reveal significant differences between the techniques in detection time measures and subjective user experience.
In the wake of the digital revolution, the integration of emerging technologies in education emerges as a powerful catalyst for promoting inclusion and breaking down barriers in education. This study investigates the transformative impact of technology on inclusive education, exploring how innovations such as artificial intelligence, virtual and augmented reality, and assistive technologies are redefining learning possibilities for all students. We adopted a qualitative methodology, based on a systematic review of the literature, to critically analyze the current state of technological integration in inclusive education. Our findings reveal that, when implemented effectively, these technologies have the potential to personalize teaching on an unprecedented scale, adapt to individual student needs, and overcome physical, cognitive, and geographic barriers. We identified significant challenges, including the need for ongoing educator training, equity issues in access to technology, and concerns about data privacy and security. The study also highlights the importance of a holistic approach that considers not only the technical but also the pedagogical, ethical, and social aspects of technological implementation. We conclude that while technology offers transformative opportunities for inclusive education, its success depends on careful and contextualized integration, supported by progressive education policies and an ongoing commitment to equity and inclusion.
Extreme weather events have cost billions of dollars in economic losses yearly in the United States and the world continues to experience natural hazards from the constant effects of climate change. Existing research studies have noted the increased frequency of natural hazards and called for mitigating actions to reduce disaster risk. Effective risk communication is critical in shaping natural hazard risk perception and deciding to take protective action. This study investigates the feasibility of adopting Virtual Reality (VR) as a method for natural hazard risk communication. Following a literature review, a structured large-scale survey was designed based on the Technology Acceptance Model (TAM) and administered to individual residents as participants for this study. Findings from this study suggest a strong relationship between the perceived usability and perceived ease of use of VR is related to participants’ gaming and VR experience. These findings indicated the willingness to adopt VR technology to communicate incoming natural hazards. In addition, the study results showed a negative correlation with age, which made older people less willing to accept the use of VR. At the same time, the previous disaster experience had contradictory effects on the perceived ease of use and perceived usefulness of VR. These findings are crucial additions to the existing literature as they suggest opportunities in disaster risk communication research for the adoption of new and emerging technologies. Future research will focus on segmenting populations based on demographics and experience distributions across a nationally represented sample.
Virtual reality is a new technology that has been applied in many different fields. Throughout the years, virtual reality has become incredibly popular. The use of virtual reality applications in higher education is still in its infancy, despite the fact that numerous researchers have outlined the advantages of these learning tools. In general, it took longer to gain the trust of different stakeholders to use virtual reality in the classroom. Virtual reality has recently taken on a more significant role as the nature of learning in higher education institutions becomes more competitive. This study aims to address the idea of virtual reality and its educational applications in light of this concern. In addition, the literature from the past is discussed in this article.
The research into artificial intelligence (AI), the metaverse, and extended reality (XR) technologies, such as augmented reality (AR), virtual reality (VR), and mixed reality (MR), has been expanding over the recent years. This study aims to provide an overview regarding the combination of AI with XR technologies and the metaverse through the examination of 880 articles using different approaches. The field has experienced a 91.29% increase in its annual growth rate, and although it is still in its infancy, the outcomes of this study highlight the potential of these technologies to be effectively combined and applied in various domains transforming and enriching them. Through content analysis and topic modeling, the main topics and areas in which this combination is mostly being researched and applied are as follows: (1) “Education/Learning/Training”, (2) “Healthcare and Medicine”, (3) “Generative artificial intelligence/Large language models”, (4) “Virtual worlds/Virtual avatars/Virtual assistants”, (5) “Human-computer interaction”, (6) “Machine learning/Deep learning/Neural networks”, (7) “Communication networks”, (8) “Industry”, (9) “Manufacturing”, (10) “E-commerce”, (11) “Entertainment”, (12) “Smart cities”, and (13) “New technologies” (e.g., digital twins, blockchain, internet of things, etc.). The study explores the documents through various dimensions and concludes by presenting the existing limitations, identifying key challenges, and providing suggestions for future research.
Background
Virtual reality (VR) technologies in health care, particularly in medical rehabilitation, have demonstrated effectiveness by enabling patient remobilization in virtual environments, offering real-time feedback, enhancing physical function and quality of life, and allowing patients to exercise autonomously. Nevertheless, VR technologies are facing slow adoption in routine rehabilitative practice due to health care professionals’ concerns regarding data security, lack of time, or perceived cost.
Objective
This study aimed to explore how previous experience with VR technologies influences health care professionals’ decisions to adopt or reject these technologies in medical rehabilitation.
Methods
We conducted 23 semistructured interviews with health care professionals from different rehabilitative fields in Germany, whom we grouped into VR-experienced “innovators” and nonexperienced “laggards” according to their level of innovativeness. When analyzing the interviews, we applied qualitative content analysis techniques and derived 56 preliminary categories from the transcripts.
Results
We merged the preliminary categories into 26 adoption and rejection factors, which were grouped under the 4 overarching categories of the diffusion of innovation theory by Rogers. In addition to the pure identification of context-specific influencing factors, we were able to identify differences between these factors concerning the two different adopter groups. VR-experienced innovators exhibited key characteristics such as openness to new technologies, solution-oriented thinking, and opinion leadership, whereas nonexperienced laggards focused on barriers and relied on top-down knowledge transfer. Despite these differences, both groups agreed on the factors that promote the adoption of VR technologies. Our results indicate that addressing the unique needs of both groups is crucial for wider VR acceptance in health care.
Conclusions
This study demonstrates the importance of distinguishing between VR-experienced and nonexperienced health care professionals, providing actionable insights for developing adopter-specific communication strategies to overcome barriers and foster broader diffusion of VR technologies in the health care sector.
This study aims to examine the combination of educational data mining and learning analytics with virtual reality, augmented reality, mixed reality, and the metaverse, its role in education, and its impact on teaching and learning. Therefore, a systematic literature review, a bibliometric and scientific mapping analysis, and a content analysis are carried out based on 70 relevant documents identified from six databases, namely, ACM, ERIC, IEEE, ScienceDirect, Scopus, and Web of Science (WoS) following the PRISMA framework. The documents were separated into the following three categories, (i) Theoretical and Review studies, (ii) Proposal and Showcase studies, and (iii) Experimental and Case studies and were examined from different dimensions through an in-depth content analysis using both quantitative and qualitative approaches. The documents were further analyzed using scientometric tools, such as Bibliometrix and VOSviewer and topic modeling through Latent Dirichlet Allocation (LDA). The most prominent topics, areas, and themes were revealed and the outcomes regarding the influence of this combination on learning and teaching were summarized. Based on the results, this combination can effectively enrich education, positively affect learning and teaching, offer deep and meaningful learning, and support both students and teachers. Additionally, it can support different educational approaches and strategies, various learning styles, and special education and be utilized in both formal and informal learning environments. The real-time identification, tracking, monitoring, analysis, and visualization of multimodal learning data of students’ behavior, emotions, cognitive and affective states and the overall learning and teaching processes emerged as a significant benefit that contributes greatly to the realization of adaptive and personalized learning. Finally, it was revealed that the combination of extended reality technologies with learning analytics and educational data mining can support collaborative learning and social learning, improve students’ self-efficacy and self-regulated learning, and increase students’ learning gains, academic achievements, knowledge retention, motivation, and engagement.
This chapter explores the intersection of narrative, education, and technology. It examines how storytelling can be integrated with technology to enhance educational experiences. Through a combination of literature review and case studies, it explores the use of narrative in educational technologies. The chapter illustrates the power of narrative in making educational content more relatable and memorable. It offers practical examples of how technology can support storytelling in the classroom.
Children with attention deficit hyperactivity disorder (ADHD) frequently experience impairments in a range of abilities. Due to their poor attention and concentration, they find it challenging to stay focused when learning. They need help to retain the directions given by teachers and are very animated. Focus issues, hyperactivity, and attention problems may hamper learning. The needs and challenges of children with ADHD have been addressed by numerous digital solutions over the years. These solutions support a variety of needs (e.g., diagnosing versus treating), aim to address a variety of goals (e.g., addressing inattention, impulsivity, working memory, executive functions, emotion regulation), and employ a wide range of technologies, including video games, PC, mobile, web, AR, VR, tangible interfaces, wearables, robots, and BCI/neurofeedback, occasionally even in tandem. According to studies on the psychological impacts of serious games, immersive games can potentially be valuable tools for treating ADHD. This research investigates using PC, mobile/tablet applications, augmented reality, virtual reality, and brain–computer interfaces to develop executive functions and metacognitive and emotional competencies in children with ADHD through serious games. Following PRISMA 2020 criteria, this systematic review includes a comprehensive search of the PubMed, Web of Science, Scopus, and Google Scholar databases. The database search provided 784 records, and 30 studies met the inclusion criteria. The results showed that serious games assisted by multiple technologies could significantly improve a wide range of cognitive and socioemotional meta-competencies among children with ADHD, including visuospatial working memory, attention, inhibition control, cognitive flexibility, planning/organizing, problem-solving, social communication, and emotional regulation. The results of this review may provide positive feedback for creating more inclusive digital training environments for the treatment of ADHD children.
The present work represents a systematic review that aims to consolidate information from the specialized literature on the treatment of generalized anxiety using virtual reality. Virtual reality (VR) has become a valuable tool in psychotherapeutic treatments due to its ability to create controlled and immersive environments. These environments allow patients to experience and manage situations that cause them anxiety, in a safe and controlled manner. In the context of treating generalized anxiety disorder (GAD), VR is used for gradual exposure to anxiety-inducing stimuli, providing a framework in which patients can learn to control their anxious reactions without the risk of being overwhelmed. This study analyzed 124 specialized articles on the topic: "Treatment of generalized anxiety with the help of virtual reality." After applying inclusion and exclusion criteria, 9 articles were included in the analysis.
Simulation-based learning environments such as virtual reality (VR) can be promising to help pre-service teachers develop kindergarten-specific classroom management strategies. However, the successful integration of VR in higher education is impeded by limitations regarding the assessment of multifaceted skills such as classroom management strategies. In this paper, we aimed to understand how different assessment instruments lead to aligning or diverging conclusions regarding pre-service teachers’ VR-supported over-time development of classroom management strategies in terms of behaviors and beliefs. With a variety of self-reported and observational measures, we gauged distinct aspects of pre-service teachers’ classroom management strategies conceptualized as behaviors and beliefs at two time points: before and after practicing in a VR kindergarten classroom. Most measures captured an over-time development of behaviors and beliefs—except for pre-service teachers’ self-reported usage of classroom management strategies. Alignment was observed between measures gauging pre-service teachers’ classroom management strategies beliefs and between most, but not all, measures of classroom management strategies behaviors: Pre-service teachers’ self-reported usage of classroom management strategies do not align with the observations of strategy usage. Our findings emphasize the importance of using multiple instruments to capture, assess, and appraise VR-supported development of distinct aspects of pre-service teachers’ kindergarten-specific classroom management strategies.
In traditional participatory urban processes, effective collaboration among designers, citizens, and urban managers is often hindered by inadequate environmental visualization, inefficient communication tools, and limited appeal. These challenges, particularly related to time, cost, and the difficulty of attracting diverse participants, have prompted researchers to explore alternative tools and technologies to enhance citizen involvement. Virtual reality modeling has emerged as a promising technology for urban design, planning, and management, offering improved ways to visualize spaces, develop creative ideas, and support the realization of urban policies. This research is qualitative and developmental in purpose, and it is classified as a review study with an interpretive perspective. The methods employed include documentary analysis and case studies, with data collected from documents, library resources, and relevant articles in this field. The study draws on theoretical frameworks such as Arnstein’s Ladder of Citizen Participation and Healey’s Collaborative Planning Theory to examine Virtual reality's potential in participatory processes. The study addresses the limitations of traditional participatory methods, highlighting how Virtual reality technology can facilitate more accessible, inclusive, and efficient urban policymaking processes. Despite technological limitations, physical and psychological constraints, ethical concerns, and issues related to privacy and legal matters, the findings indicate that virtual reality offers significant potential in participatory urban processes. By providing immersive simulations, VR can improve transparency, enhance stakeholder collaboration, and facilitate informed decision-making in urban planning. The technology's ability to engage diverse demographic groups, particularly those reluctant to engage in traditional methods, shows promise for making urban policy discussions more interactive and understandable. Virtual reality presents a valuable tool for overcoming the limitations of conventional participatory processes and holds promise for enhancing urban policymaking. The study identifies several avenues for future exploration, including improving accessibility, addressing ethical concerns, and developing hybrid engagement models that integrate Virtual reality with traditional methods. Empirical evaluations of Virtual reality’s impact on decision-making and stakeholder engagement are also recommended to optimize its application in urban governance. Its potential benefits make it an important area for further urban planning and participatory governance exploration.
Background/Objectives: Surgical treatment of breast cancer may lead to physical and psychological side effects. Exercises, especially those aided by virtual reality (VR), can improve both physical and psychological dysfunctions. To explore the effects of exercises using VR through Pablo games Technology on the function, grip strength, wrist ROM, fatigue, pain, activities of daily living (ADLs), and anxiety among post-operative breast cancer females. Methods: Forty post-operative breast cancer females participated in the current study: nineteen in the control group (CG), who received a standard treatment consisting of upper limb exercises plus intermittent compression therapy, and twenty-one participants assigned to the Pablo group (PG), who received the standard treatment plus additional training using the Pablo game training system. The intervention period was eight weeks long. The outcome measures were function, grip strength, wrist ROM, fatigue, pain, activities of daily living, and anxiety. Data were obtained at the baseline, after eight weeks, and at two months follow-up. Results: There were statistically significant declines in pain and fatigue, while there were statistically significant improvements in ADLs, grip strength, function, and ROM post-intervention and at two months follow-up in both groups (p < 0.001). Between-group comparisons demonstrated a statistically significant decrease in pain, anxiety, and fatigue and statistically significant improvements in function, ADLs, grip strength, and ROM in favor of the PG post-treatment and at the follow-up (p < 0.001). Conclusions: Adding VR using the Pablo game training system to the standard rehabilitation of post-surgical breast cancer patients can further improve their function, hand grip, wrist ROM, fatigue, pain, and ADLs.
Lenslet array near-eye displays (LA-NEDs) generate
virtual images that appear within the observer’s field of view
(FOV). While this innovation is pivotal in creating lightweight
NEDs, the intricacies of parameter performance during the
design process introduce complexities to system development.
Additionally, LA-NEDs, a type of pupil-forming technology, entail
intricate imaging optical paths, which amplify design challenges
and incur high costs for custom-made aspherical lens arrays
(ALA). This paper addresses these challenges through a com-
prehensive exploration of ALA-NEDs. Focusing on simulation-
based insights and performance evaluations, it aims to deepen
understanding of their applications and capabilities. Through
simulation, nuanced performance characteristics are uncovered,
providing a foundational knowledge base for informed decision-
making in integrating these arrays into immersive visual systems.
The study further investigates the impact of various parameters
on the imaging quality of ALA-NEDs. Assigning appropriate
weights to these parameters, quantifies their influence, enabling
optimization and customization of systems for enhanced visual
experiences. Additionally, practical guidance for ALA-NEDs
design is offered by identifying key parameters crucial to imaging
quality, serving as a roadmap for future developments and
fostering advancements in NEDs. This research significantly con-
tributes to the field by guiding system design. The insights gained
pave the way for advancements in immersive visual experiences,
providing a solid foundation for the ongoing evolution of near-eye
display systems.
Immersive environments that include true 3-D visualization are proliferating within Phillips Petroleum Company. Through the efforts of an internal R&D project that began in 1998, an inexpensive visualization system has been developed that includes a novel viewing screen (Figures 1 and 2) and supporting software that enhance the speed and accuracy of seismic interpretation. The patent-pending Seismitarium was designed to be an interpretation and visualization tool that allows the geoscientist to maintain current capabilities for which there is a high comfort level and to expand into the immersive 3-D environment when the problem dictates.