CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: virtual reality design platform</title> <meta name="description" content="Search results for: virtual reality design platform"> <meta name="keywords" content="virtual reality design platform"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="virtual reality design platform" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="virtual reality design platform"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 15641</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: virtual reality design platform</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15641</span> Virtual Reality Design Platform to Easily Create Virtual Reality Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Casteleiro-%20Pitrez">J. Casteleiro- Pitrez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The interest in Virtual Reality (VR) keeps increasing among the community of designers. To develop this type of immersive experience, the understanding of new processes and methodologies is as fundamental as its complex implementation which usually implies hiring a specialized team. In this paper, we introduce a case study, a platform that allows designers to easily create complex VR experiences, present its features, and its development process. We conclude that this platform provides a complete solution for the design and development of VR experiences, no-code needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creatives" title="creatives">creatives</a>, <a href="https://publications.waset.org/abstracts/search?q=designers" title=" designers"> designers</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform" title=" virtual reality design platform"> virtual reality design platform</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20system" title=" virtual reality system"> virtual reality system</a>, <a href="https://publications.waset.org/abstracts/search?q=no-coding" title=" no-coding"> no-coding</a> </p> <a href="https://publications.waset.org/abstracts/132222/virtual-reality-design-platform-to-easily-create-virtual-reality-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132222.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15640</span> Virtual Reality and Avatars in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Brazley">Michael Brazley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual Reality (VR) and 3D videos are the most current generation of learning technology today. Virtual Reality and 3D videos are being used in professional offices and Schools now for marketing and education. Technology in the field of design has progress from two dimensional drawings to 3D models, using computers and sophisticated software. Virtual Reality is being used as collaborative means to allow designers and others to meet and communicate inside models or VR platforms using avatars. This research proposes to teach students from different backgrounds how to take a digital model into a 3D video, then into VR, and finally VR with multiple avatars communicating with each other in real time. The next step would be to develop the model where people from three or more different locations can meet as avatars in real time, in the same model and talk to each other. This research is longitudinal, studying the use of 3D videos in graduate design and Virtual Reality in XR (Extended Reality) courses. The research methodology is a combination of quantitative and qualitative methods. The qualitative methods begin with the literature review and case studies. The quantitative methods come by way of student’s 3D videos, survey, and Extended Reality (XR) course work. The end product is to develop a VR platform with multiple avatars being able to communicate in real time. This research is important because it will allow multiple users to remotely enter your model or VR platform from any location in the world and effectively communicate in real time. This research will lead to improved learning and training using Virtual Reality and Avatars; and is generalizable because most Colleges, Universities, and many citizens own VR equipment and computer labs. This research did produce a VR platform with multiple avatars having the ability to move and speak to each other in real time. Major implications of the research include but not limited to improved: learning, teaching, communication, marketing, designing, planning, etc. Both hardware and software played a major role in project success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=avatars" title=" avatars"> avatars</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=XR" title=" XR"> XR</a> </p> <a href="https://publications.waset.org/abstracts/154881/virtual-reality-and-avatars-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15639</span> A Design of an Augmented Reality Based Virtual Heritage Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Barnes">Stephen Barnes</a>, <a href="https://publications.waset.org/abstracts/search?q=Ian%20Mills"> Ian Mills</a>, <a href="https://publications.waset.org/abstracts/search?q=Frances%20Cleary"> Frances Cleary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented and virtual reality-based applications offer many benefits for the heritage and tourism sector. This technology provides a platform to showcase the regions of interest to people without the need for them to be physically present, which has had a positive impact on enticing tourists to visit those locations. However, the technology also provides the opportunity to present historical artefacts in a form that accurately represents their original, intended appearance. Three sites of interest were identified in the Lingaun Valley in South East Ireland, wherein virtual representations of site-specific artefacts of interest were created via a multidisciplinary team encompassing archaeology, art history, 3D modelling, design, and software development. The collated information has been presented to users via an augmented reality mobile-based application that provides information in an engaging manner that encourages an interest in history as well as visits to the sites in the Lingaun Valley. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20heritage" title=" virtual heritage"> virtual heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20modelling" title=" 3D modelling"> 3D modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=archaeology" title=" archaeology"> archaeology</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20representation" title=" virtual representation"> virtual representation</a> </p> <a href="https://publications.waset.org/abstracts/151585/a-design-of-an-augmented-reality-based-virtual-heritage-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151585.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15638</span> Virtual Reality as a Tool in Modern Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C5%81ukasz%20Bis">Łukasz Bis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The author is going to discuss virtual reality and its importance for new didactic methods. It has been known for years that experience-based education gives much better results in terms of long-term memory than theoretical study. However, practice is expensive - virtual reality allows the use of an empirical approach to learning, with minimized production costs. The author defines what makes a given VR experience appropriate (adequate) for the didactic and cognitive process. The article is a kind of a list of guidelines and their importance for the VR experience under development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design" title=" universal design"> universal design</a>, <a href="https://publications.waset.org/abstracts/search?q=guideline" title=" guideline"> guideline</a> </p> <a href="https://publications.waset.org/abstracts/154224/virtual-reality-as-a-tool-in-modern-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15637</span> The Morphing Avatar of Startup Sales - Destination Virtual Reality </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sruthi%20Kannan">Sruthi Kannan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ongoing covid pandemic has accelerated digital transformation like never before. The physical barriers brought in as a result of the pandemic are being bridged by digital alternatives. While basic collaborative activities like voice, video calling, screen sharing have been replicated in these alternatives, there are several others that require a more intimate setup. Pitching, showcasing, and providing demonstrations are an integral part of selling strategies for startups. Traditionally these have been in-person engagements, enabling a depth of understanding of the startups’ offerings. In the new normal scenario of virtual-only connects, startups are feeling the brunt of the lack of in-person connections with potential customers and investors. This poster demonstrates how a virtual reality platform has been conceptualized and custom-built for startups to engage with their stakeholders and redefine their selling strategies. This virtual reality platform is intended to provide an immersive experience for startup showcases and offers the nearest possible alternative to physical meetings for the startup ecosystem, thereby opening newer frontiers for entrepreneurial collaborations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=sales" title=" sales"> sales</a>, <a href="https://publications.waset.org/abstracts/search?q=startups" title=" startups"> startups</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/139718/the-morphing-avatar-of-startup-sales-destination-virtual-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15636</span> Cortex-M3 Based Virtual Platform Implementation for Software Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jun%20Young%20Moon">Jun Young Moon</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyeonggeon%20Lee"> Hyeonggeon Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Jong%20Tae%20Kim"> Jong Tae Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present Cortex-M3 based virtual platform which can virtualize wearable hardware platform and evaluate hardware performance. Cortex-M3 is very popular microcontroller in wearable devices, hardware sensors and display devices. This platform can be used to implement software layer for specific hardware architecture. By using the proposed platform the software development process can be parallelized with hardware development process. We present internal mechanism to implement the proposed virtual platform and describe how to use the proposed platform to develop software by using case study which is low cost wearable device that uses Cortex-M3. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20system%20level%20design" title="electronic system level design">electronic system level design</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20development" title=" software development"> software development</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20platform" title=" virtual platform"> virtual platform</a>, <a href="https://publications.waset.org/abstracts/search?q=wearable%20device" title=" wearable device"> wearable device</a> </p> <a href="https://publications.waset.org/abstracts/45115/cortex-m3-based-virtual-platform-implementation-for-software-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45115.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15635</span> Virtual Reality Tilt Brush for Creativity: An Experimental Study among Architecture Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christena%20Stephen">Christena Stephen</a>, <a href="https://publications.waset.org/abstracts/search?q=Biju%20Kunnumpurath"> Biju Kunnumpurath</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study intends to comprehend the effect of the Tilt Brush (TB) Virtual Reality 3D Painting application on creativity among final year architecture students. The research was done over the course of 30 hours and evaluated the performance of a group of 20 university students. Using a Structured Observation Form (SOF), the researcher assessed the research's progress. Four recently graduated artists, educators, and researchers used a Rubric to assess student designs. During the training, the study group was instructed in the fundamentals of virtual Reality, design principles, and TB. The design process, which began with the construction of a 3D design, progressed with the addition of texture, color, and script to items and culminated in the creation of a finished project. The group in the design process is rated as "Good" by the researcher based on feedback from SOF. The creativity evaluation rubric used by the experts rates their work as "Accomplished." According to the researcher's assessment, the group received a "Good" rating. Based on these findings, it can be said that including virtual reality 3D painting in the curriculum for art and design classes will help students improve their imagination and creativity as well as their 21st-century skills in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20painting" title=" 3D painting"> 3D painting</a>, <a href="https://publications.waset.org/abstracts/search?q=tilt%20brush" title=" tilt brush"> tilt brush</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/163059/virtual-reality-tilt-brush-for-creativity-an-experimental-study-among-architecture-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15634</span> The Effect of Virtual Reality Meditation on Science Education Students Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Obi%20Nja">Cecilia Obi Nja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to investigate the effect of virtual reality meditation on science education undergraduate students’ academic achievement. It was in two parts: it compared the impact of meditation via virtual reality against video, as accessed by students’ mean scores. Secondly, the study examined the usefulness of meditation on the overall well-being of students through video or virtual reality. All the science education undergraduate students of the University of Calabar constituted the population of the study. Two research questions and hypotheses were formulated to guide the study. The study employed a pretest–posttest design with the participants being randomly assigned to two groups. The sample size was 120. Analysis of covariance (ANCOVA) results showed that virtual reality meditation had a significantly higher benefit than video meditation. The results of the analysis also indicated that undergraduate students with both meditation techniques employed had decreased pre-exam anxiety. It was concluded that virtual reality meditation plays a major role in students’ academic achievement and test anxiety levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consciousness" title="consciousness">consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=meditation" title=" meditation"> meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a> </p> <a href="https://publications.waset.org/abstracts/177006/the-effect-of-virtual-reality-meditation-on-science-education-students-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15633</span> Evaluation of the Digitalization in Graphic Design in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veysel%20Seker">Veysel Seker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Graphic designing and virtual reality have been affected by digital development and technological development for the last decades. This study aims to compare and evaluate digitalization and virtual reality evaluation in traditional and classical methods of the graphic designing sector in Turkey. The qualitative and quantitative studies and research were discussed and identified according to the evaluated results of the literature surveys. Moreover, the study showed that the competency gap between graphic design schools and the field should be determined and well-studied. The competencies of traditional graphic designers will have a big challenge for the purpose of the transition into the developed and evaluated digital graphic design world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digitalization" title="digitalization">digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=graphic%20designing" title=" graphic designing"> graphic designing</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/156723/evaluation-of-the-digitalization-in-graphic-design-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156723.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15632</span> An Interactive Platform Displaying Mixed Reality Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfred%20Chen">Alfred Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Chieh%20Hsu"> Cheng Chieh Hsu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Pin%20Ma"> Yu-Pin Ma</a>, <a href="https://publications.waset.org/abstracts/search?q=Meng-Jie%20Lin"> Meng-Jie Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Fu%20Pai%20Chiu"> Fu Pai Chiu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Yan%20Sie"> Yi-Yan Sie </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is attempted to construct a human-computer interactive platform system that has mainly consisted of an augmented hardware system, a software system, a display table, and mixed media. This system has provided with human-computer interaction services through an interactive platform for the tourism industry. A well designed interactive platform, integrating of augmented reality and mixed media, has potential to enhance museum display quality and diversity. Besides, it will create a comprehensive and creative display mode for most museums and historical heritages. Therefore, it is essential to let public understand what the platform is, how it functions, and most importantly how one builds an interactive augmented platform. Hence the authors try to elaborate the construction process of the platform in detail. Thus, there are three issues to be considered, i.e.1) the theory and application of augmented reality, 2) the hardware and software applied, and 3) the mixed media presented. In order to describe how the platform works, Courtesy Door of Tainan Confucius Temple has been selected as case study in this study. As a result, a developed interactive platform has been presented by showing the physical entity object, along with virtual mixing media such as text, images, animation, and video. This platform will result in providing diversified and effective information that will be delivered to the users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human-computer%20interaction" title="human-computer interaction">human-computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20reality" title=" mixed reality"> mixed reality</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20media" title=" mixed media"> mixed media</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism"> tourism</a> </p> <a href="https://publications.waset.org/abstracts/16872/an-interactive-platform-displaying-mixed-reality-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16872.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15631</span> Combining Real Actors with Virtual Sets: The Future of Immersive Virtual Reality Fiction Cinema</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nefeli%20Dimitriadi">Nefeli Dimitriadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to present immersive cinema where real actors are filmed and integrated in Virtual Reality environments and 360 cinematic narrative, in comparison to 360 filming of real actors and sets and to fully computer graphics animation movies with 3D avatars. Objectives: This reseach aims to present immersive cinema where real actors are integrated in Virrual Reality environments and 360 cinematic narrative as the future of immersive cinema. Meghdology: A comparative analysis is conducted between real actors filming combined with Virtual Reality sets, to 360 filming of real actors and sets, and to fully computer graphics animation movies with 3D avatars, using as case study Virtual Reality movie Neurosynapses and others. Contribution: This reseach contributes in defining the best practices leading to impactful Immersive cinematic narratives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=360%20movies" title=" 360 movies"> 360 movies</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive%20cinema" title=" immersive cinema"> immersive cinema</a>, <a href="https://publications.waset.org/abstracts/search?q=directing%20for%20virtual%20reality" title=" directing for virtual reality"> directing for virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/156081/combining-real-actors-with-virtual-sets-the-future-of-immersive-virtual-reality-fiction-cinema" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156081.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15630</span> An Intelligent Tutoring System Enriched with 3D Virtual Reality for Dentistry Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meltem%20Ery%C4%B1lmaz">Meltem Eryılmaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the emergence of the COVID-19 infection outbreak, the socio-cultural, political, economic, educational systems dynamics of the world have gone through a major change, especially in the educational field, specifically dentistry preclinical education, where the students must have a certain amount of real-time experience in endodontics and other various procedures. The totality of the digital and physical elements that make our five sense organs feel as if we really exist in a virtual world is called virtual reality. Virtual reality, which is very popular today, has started to be used in education. With the inclusion of developing technology in education and training environments, virtual learning platforms have been designed to enrich students' learning experiences. The field of health is also affected by these current developments, and the number of virtual reality applications developed for students studying dentistry is increasing day by day. The most widely used tools of this technology are virtual reality glasses. With virtual reality glasses, you can look any way you want in a world designed in 3D and navigate as you wish. With this project, solutions that will respond to different types of dental practices of students who study dentistry with virtual reality applications are produced. With this application, students who cannot find the opportunity to work with patients in distance education or who want to improve themselves at home have unlimited trial opportunities. Unity 2021, Visual Studio 2019, Cardboard SDK are used in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dentistry" title="dentistry">dentistry</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20tutoring%20system" title=" intelligent tutoring system"> intelligent tutoring system</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a> </p> <a href="https://publications.waset.org/abstracts/141811/an-intelligent-tutoring-system-enriched-with-3d-virtual-reality-for-dentistry-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141811.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15629</span> Improvement of Students’ Active Experience through the Provision of Foundational Architecture Pedagogy by Virtual Reality Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Khakzand">Mehdi Khakzand</a>, <a href="https://publications.waset.org/abstracts/search?q=Flora%20Fakourian"> Flora Fakourian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has been seen in recent years that architects are using virtual modeling to help them visualize their projects. Research has indicated that virtual media, particularly virtual reality, enhances architects' comprehension of design and spatial perception. Creating a communal experience for active learning is an essential component of the design process in architecture pedagogy. It has been particularly challenging to replicate design principles as a critical teaching function, and this is a complex issue that demands comprehension. Nonetheless, the usage of simulation should be studied and limited as appropriate. In conjunction with extensive technology, 3D geometric illustration can bridge the gap between the real and virtual worlds. This research intends to deliver a pedagogical experience in the architecture basics course to improve the architectural design process utilizing virtual reality tools. This tool seeks to tackle current challenges in current ways of architectural illustration by offering building geometry illustration, building information (data from the building information model), and simulation results. These tools were tested over three days in a design workshop with 12 architectural students. This article provided an architectural VR-based course and explored its application in boosting students' active experiences. According to the research, this technology can improve students' cognitive skills from challenging simulations by boosting visual understanding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20experience" title="active experience">active experience</a>, <a href="https://publications.waset.org/abstracts/search?q=architecture%20pedagogy" title=" architecture pedagogy"> architecture pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20perception" title=" spatial perception"> spatial perception</a> </p> <a href="https://publications.waset.org/abstracts/177712/improvement-of-students-active-experience-through-the-provision-of-foundational-architecture-pedagogy-by-virtual-reality-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15628</span> Augmented Reality and Its Impact on Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliakbar%20Alijarahi">Aliakbar Alijarahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Khaleghi"> Ali Khaleghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azadehe%20Afrasiyabi"> Azadehe Afrasiyabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the emerging technologies in the field of education that can be effectively profitable, called augmented reality, where the combination of real world and virtual images in real time produces new concepts that can facilitate learning. The paper, providing an introduction to the general concept of augmented reality, aims at surveying its capabitities in different areas, with an emphasis on Education, It seems quite necessary to have comparative study on virtual/e-learning and augmented reality and conclude their differences in education methods. As an review article, the paper is composed, instead of producing new concepts, to sum-up and analayze accomplished works related to the subject. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning" title=" virtual learning"> virtual learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/42963/augmented-reality-and-its-impact-on-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42963.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15627</span> Factory Virtual Environment Development for Augmented and Virtual Reality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michal%20Gregor">Michal Gregor</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiri%20Polcar"> Jiri Polcar</a>, <a href="https://publications.waset.org/abstracts/search?q=Petr%20Horejsi"> Petr Horejsi</a>, <a href="https://publications.waset.org/abstracts/search?q=Michal%20Simon"> Michal Simon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Machine visualization is an area of interest with fast and progressive development. We present a method of machine visualization which will be applicable in real industrial conditions according to current needs and demands. Real factory data were obtained in a newly built research plant. Methods described in this paper were validated on a case study. Input data were processed and the virtual environment was created. The environment contains information about dimensions, structure, disposition, and function. Hardware was enhanced by modular machines, prototypes, and accessories. We added new functionalities and machines into the virtual environment. The user is able to interact with objects such as testing and cutting machines, he/she can operate and move them. Proposed design consists of an environment with two degrees of freedom of movement. Users are in touch with items in the virtual world which are embedded into the real surroundings. This paper describes the development of the virtual environment. We compared and tested various options of factory layout virtualization and visualization. We analyzed possibilities of using a 3D scanner in the layout obtaining process and we also analyzed various virtual reality hardware visualization methods such as Stereoscopic (CAVE) projection, Head Mounted Display (HMD), and augmented reality (AR) projection provided by see-through glasses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20scanner" title=" spatial scanner"> spatial scanner</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20environment" title=" virtual environment"> virtual environment</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/33166/factory-virtual-environment-development-for-augmented-and-virtual-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33166.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">407</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15626</span> Design of a Virtual Reality Application Based Digital Heritage Mediation: The Case of 'Djerba View VR'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hela%20Ben%20Maallem">Hela Ben Maallem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Applications based on virtual reality offer many benefits to the heritage and tourism sector. Digital heritage mediation is a constantly emerging field that aims to reconstruct the history of heritage items and sites, while at the same time highlighting the identity of a community or region and encouraging public engagement. This research focuses on the analysis of a virtual reality application used in a heritage digital mediation project. The modality introduced is examined through a case study of Djerba View VR application. The aim of this study is to understand the nature and potential uses of this immersive technology and to focus on the study of the possibilities of this medium. The goal of this article is to analyze how 3D reconstruction and immersive storytelling can offer an immersive, interactive and engaging user experience, while meeting the expectations and needs of visitors in a context of technological transition and user-centred design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20heritage%20mediation" title="digital heritage mediation">digital heritage mediation</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20transition" title=" technological transition"> technological transition</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20reconstruction" title=" 3D reconstruction"> 3D reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive%20storytelling" title=" immersive storytelling"> immersive storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20experience" title=" user experience"> user experience</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20centered%20design" title=" user centered design"> user centered design</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a> </p> <a href="https://publications.waset.org/abstracts/187659/design-of-a-virtual-reality-application-based-digital-heritage-mediation-the-case-of-djerba-view-vr" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15625</span> Virtual Science Laboratory (ViSLab): The Effects of Visual Signalling Principles towards Students with Different Spatial Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ai%20Chin%20Wong">Ai Chin Wong</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Ahmad%20Jaafar%20Wan%20Yahaya"> Wan Ahmad Jaafar Wan Yahaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Balakrishnan%20Muniandy"> Balakrishnan Muniandy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the impact of Virtual Reality (VR) using visual signaling principles in learning about the science laboratory safety guide; this study involves students with different spatial ability. There are two types of science laboratory safety lessons, which are Virtual Reality with Signaling (VRS) and Virtual Reality Non Signaling (VRNS). This research has adopted a 2 x 2 quasi-experimental factorial design. There are two types of variables involved in this research. The two modes of courseware form the independent variables with the spatial ability as the moderator variable. The dependent variable is the students’ performance. This study sample consisted of 141 students. Descriptive and inferential statistics were conducted to analyze the collected data. The major effects and the interaction effects of the independent variables on the independent variable were explored using the Analyses of Covariance (ANCOVA). Based on the findings of this research, the results exhibited low spatial ability students in VRS outperformed their counterparts in VRNS. However, there was no significant difference in students with high spatial ability using VRS and VRNS. Effective learning in students with different spatial ability can be boosted by implementing the Virtual Reality with Signaling (VRS) in the design as well as the development of Virtual Science Laboratory (ViSLab). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spatial%20ability" title="spatial ability">spatial ability</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20laboratory%20safety" title=" science laboratory safety"> science laboratory safety</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20signaling%20principles" title=" visual signaling principles"> visual signaling principles</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/78848/virtual-science-laboratory-vislab-the-effects-of-visual-signalling-principles-towards-students-with-different-spatial-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78848.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15624</span> The Impact of Virtual Learning Strategy on Youth Learning Motivation in Malaysian Higher Learning Instituitions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hafizah%20Harun">Hafizah Harun</a>, <a href="https://publications.waset.org/abstracts/search?q=Habibah%20Harun"> Habibah Harun</a>, <a href="https://publications.waset.org/abstracts/search?q=Azlina%20Kamaruddin"> Azlina Kamaruddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual reality has become a powerful and promising tool in education because of their unique technological characteristics that differentiate them from the other ICT applications. Despite the numerous interpretations of its definition, virtual reality can be concisely and precisely described as the integration of computer graphics and various input and display technologies to create the illusion of immersion in a computer generated reality. Generally, there are two major types based on the level of interaction and immersive environment that are immersive and non-immersive virtual reality. In the study of the role of virtual reality in built environment education, Horne and Thompson were reported as saying that the benefits of using visualization technologies were seen as having the potential to improve and extend the learning process, increase student motivation and awareness, and add to the diversity of teaching methods. Youngblut reported that students enjoy working with virtual worlds and this experience can be highly motivating. The impact of virtual reality on youth learning in Malaysia is currently not well explored because the technology is still not widely used here. Only a handful of the universities, such as University Malaya, MMU, and Unimas are applying virtual reality strategy in some of their undergraduate programs. From the literature, it has been identified that there are several virtual reality learning strategies currently available. Therefore, this study aims to investigate the impact of Virtual Reality strategy on Youth Learning Motivation in Malaysian higher learning institutions. We will explore the relationship between virtual reality (gaming, laboratory, simulation) and youth leaning motivation. Another aspect that we will explore is the framework for virtual reality implementation at higher learning institution in Malaysia. This study will be carried out quantitatively by distributing questionnaires to respondents from sample universities. Data analysis are descriptive and multiple regression. Researcher will carry out a pilot test prior to distributing the questionnaires to 300 undergraduate students who are undergoing their courses in virtual reality environment. The respondents come from two universities, MMU CyberJaya and University Malaya. The expected outcomes from this study are the identification of which virtual reality strategy has most impact on students’ motivation in learning and a proposed framework of virtual reality implementation at higher learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategy" title=" learning strategy"> learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20learning" title=" youth learning"> youth learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/8627/the-impact-of-virtual-learning-strategy-on-youth-learning-motivation-in-malaysian-higher-learning-instituitions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15623</span> Systematic Process for Constructing an Augmented Reality Display Platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Chieh%20Hsu">Cheng Chieh Hsu</a>, <a href="https://publications.waset.org/abstracts/search?q=Alfred%20Chen"> Alfred Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Pin%20Ma"> Yu-Pin Ma</a>, <a href="https://publications.waset.org/abstracts/search?q=Meng-Jie%20Lin"> Meng-Jie Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Fu%20Pai%20Chiu"> Fu Pai Chiu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Yan%20Sie"> Yi-Yan Sie </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, it is attempted to construct an augmented reality display platform (ARDP), and its objectives are two facets, i.e. 1) providing a creative display mode for museums/historical heritages and 2) providing a benchmark for human-computer interaction professionals to build an augmented reality display platform. A general augmented reality theory has been explored in the very beginning and afterwards a systematic process model is proposed. There are three major core tasks to be done for the platform, i.e. 1) constructing the physical interactive table, 2) designing the media, and 3) designing the media carrier. In order to describe how the platform manipulates, the authors have introduced Tainan Confucius Temple, a cultural heritage in Taiwan, as a case study. As a result, a systematic process with thirteen steps has been developed and it aims at providing a rational method for constructing the platform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human-computer%20interaction" title="human-computer interaction">human-computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20carrier" title=" media carrier"> media carrier</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality%20display%20platform" title=" augmented reality display platform"> augmented reality display platform</a> </p> <a href="https://publications.waset.org/abstracts/18782/systematic-process-for-constructing-an-augmented-reality-display-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18782.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15622</span> An Optimal Path for Virtual Reality Education using Association Rules</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Patterson">Adam Patterson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study analyzes the self-reported experiences of virtual reality users to develop insight into an optimal learning path for education within virtual reality. This research uses a sample of 1000 observations to statistically define factors influencing (i) immersion level and (ii) motion sickness rating for virtual reality experience respondents of college age. This paper recommends an efficient duration for each virtual reality session, to minimize sickness and maximize engagement, utilizing modern machine learning methods such as association rules. The goal of this research, in augmentation with previous literature, is to inform logistical decisions relating to implementation of pilot instruction for virtual reality at the collegiate level. Future research will include a Randomized Control Trial (RCT) to quantify the effect of virtual reality education on student learning outcomes and engagement measures. Current research aims to maximize the treatment effect within the RCT by optimizing the learning benefits of virtual reality. Results suggest significant gender heterogeneity amongst likelihood of reporting motion sickness. Females are 1.7 times more likely, than males, to report high levels of motion sickness resulting from a virtual reality experience. Regarding duration, respondents were 1.29 times more likely to select the lowest level of motion sickness after an engagement lasting between 24.3 and 42 minutes. Conversely, respondents between 42 to 60 minutes were 1.2 times more likely to select the higher levels of motion sickness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applications%20and%20integration%20of%20e-education" title="applications and integration of e-education">applications and integration of e-education</a>, <a href="https://publications.waset.org/abstracts/search?q=practices%20and%20cases%20in%20e-education" title=" practices and cases in e-education"> practices and cases in e-education</a>, <a href="https://publications.waset.org/abstracts/search?q=systems%20and%20technologies%20in%20e-education" title=" systems and technologies in e-education"> systems and technologies in e-education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20adoption%20and%20diffusion%20of%20e-learning" title=" technology adoption and diffusion of e-learning"> technology adoption and diffusion of e-learning</a> </p> <a href="https://publications.waset.org/abstracts/168112/an-optimal-path-for-virtual-reality-education-using-association-rules" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15621</span> Simplified Mobile AR Platform Design for Augmented Tourism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eric%20Hawkinson">Eric Hawkinson</a>, <a href="https://publications.waset.org/abstracts/search?q=Edgaras%20Artemciukas"> Edgaras Artemciukas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study outlines iterations of designing mobile augmented reality (MAR) applications for tourism specific contexts. Using a design based research model, several cycles of development to implementation were analyzed and refined upon with the goal of building a MAR platform that would facilitate the creation of augmented tours and environments by non-technical users. The project took on several stages, and through the process, a simple framework was begun to be established that can inform the design and use of MAR applications for tourism contexts. As a result of these iterations of development, a platform was developed that can allow novice computer users to create augmented tourism environments. This system was able to connect existing tools in widespread use such as Google Forms and connect them to computer vision algorithms needed for more advanced augmented tourism environments. The study concludes with a discussion of this MAR platform and reveals design elements that have implications for tourism contexts. The study also points to future case uses and design approaches for augmented tourism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20tourism" title="augmented tourism">augmented tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title=" augmented reality"> augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20experience" title=" user experience"> user experience</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20design" title=" mobile design"> mobile design</a>, <a href="https://publications.waset.org/abstracts/search?q=e-tourism" title=" e-tourism"> e-tourism</a> </p> <a href="https://publications.waset.org/abstracts/85927/simplified-mobile-ar-platform-design-for-augmented-tourism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85927.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15620</span> Brain-Motor Disablement: Using Virtual Reality-Based Therapeutic Simulations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vince%20Macri">Vince Macri</a>, <a href="https://publications.waset.org/abstracts/search?q=Jakub%20Petioky"> Jakub Petioky</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Zilber"> Paul Zilber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual-reality-based technology, i.e. video-game-like simulations (collectively, VRSims) are used in therapy for a variety of medical conditions. The purpose of this paper is to contribute to a discussion on criteria for selecting VRSims to augment treatment of survivors of acquired brain injury. Specifically, for treatments to improve or restore brain motor function in upper extremities affected by paresis or paralysis. Six uses of virtual reality are reviewed video games for entertainment, training simulations, unassisted or device-assisted movements of affected or unaffected extremities displayed in virtual environments and virtual anatomical interactivity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquired%20brain%20injury" title="acquired brain injury">acquired brain injury</a>, <a href="https://publications.waset.org/abstracts/search?q=brain-motor%20function" title=" brain-motor function"> brain-motor function</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20anatomical%20interactivity" title=" virtual anatomical interactivity"> virtual anatomical interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20simulations" title=" therapeutic simulations "> therapeutic simulations </a> </p> <a href="https://publications.waset.org/abstracts/29311/brain-motor-disablement-using-virtual-reality-based-therapeutic-simulations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">587</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15619</span> Developing a Virtual Reality System to Assist in Anatomy Teaching and Evaluating the Effectiveness of That System </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tarek%20Abdelkader">Tarek Abdelkader</a>, <a href="https://publications.waset.org/abstracts/search?q=Suresh%20Selvaraj"> Suresh Selvaraj</a>, <a href="https://publications.waset.org/abstracts/search?q=Prasad%20Iyer"> Prasad Iyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong%20Mun%20Hin"> Yong Mun Hin</a>, <a href="https://publications.waset.org/abstracts/search?q=Hajmath%20Begum"> Hajmath Begum</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Gopalakrishnakone"> P. Gopalakrishnakone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, more and more educational institutes, as well as students, rely on 3D anatomy programs as an important tool that helps students correlate the actual locations of anatomical structures in a 3D dimension. Lately, virtual reality (VR) is gaining more favor from the younger generations due to its higher interactive mode. As a result, using virtual reality as a gamified learning platform for anatomy became the current goal. We present a model where a Virtual Human Anatomy Program (VHAP) was developed to assist with the anatomy learning experience of students. The anatomy module has been built, mostly, from real patient CT scans. Segmentation and surface rendering were used to create the 3D model by direct segmentation of CT scans for each organ individually and exporting that model as a 3D file. After acquiring the 3D files for all needed organs, all the files were introduced into a Virtual Reality environment as a complete body anatomy model. In this ongoing experiment, students from different Allied Health orientations are testing the VHAP. Specifically, the cardiovascular system has been selected as the focus system of study since all of our students finished learning about it in the 1st trimester. The initial results suggest that the VHAP system is adding value to the learning process of our students, encouraging them to get more involved and to ask more questions. Involved students comments show that they are excited about the VHAP system with comments about its interactivity as well as the ability to use it solo as a self-learning aid in combination with the lectures. Some students also experienced minor side effects like dizziness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20construction" title="3D construction">3D construction</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20sciences" title=" health sciences"> health sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20pedagogy" title=" teaching pedagogy"> teaching pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/106605/developing-a-virtual-reality-system-to-assist-in-anatomy-teaching-and-evaluating-the-effectiveness-of-that-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106605.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15618</span> Teaching College Classes with Virtual Reality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Penn%20P.%20Wu">Penn P. Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent advances in virtual reality (VR) technologies have made it possible for students to experience a virtual on-the-scene or virtual in-person observation of an educational event. In an experimental class, the author uses VR, particularly 360° videos, to virtually engage students in an event, through a wide spectrum of educational resources, such s a virtual “bystander.” Students were able to observe the event as if they were physically on site, although they could not intervene with the scene. The author will describe the adopted equipment, specification, and cost of building them as well as the quality of VR. The author will discuss (a) feasibility, effectiveness, and efficiency of using VR as a supplemental technology to teach college students and criteria and methodologies used by the authors to evaluate them; (b) barriers and issues of technological implementation; and (c) pedagogical practices learned through this experiment. The author also attempts to explore (a) how VR could provide an interactive virtual in-person learning experience; (b) how VR can possibly change traditional college education and online education; (c) how educators and balance six critical factors: cost, time, technology, quality, result, and content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20with%20VR" title="learning with VR">learning with VR</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20experience%20of%20learning" title=" virtual experience of learning"> virtual experience of learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20in-person%20learning" title=" virtual in-person learning"> virtual in-person learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20for%20education" title=" virtual reality for education"> virtual reality for education</a> </p> <a href="https://publications.waset.org/abstracts/59042/teaching-college-classes-with-virtual-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59042.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15617</span> Interaction Tasks of CUE Model in Virtual Language Learning in Travel English for Taiwanese College EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuei-Hao%20Li">Kuei-Hao Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Eden%20Huang"> Eden Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivation suggests the willingness one person has towards taking action. Learners’ motivation has frequently been regarded as the most crucial factor in successful language acquisition. Without sufficient motivation, learners cannot achieve long-term learning goals despite remarkable abilities. Therefore, the study aims to investigate motivation of interaction tasks designed by the researchers for college EFL learners in Travel English class in virtual reality environment, integrating CUE model, Cognition, Usage and Expansion in the course. Thirty college learners were asked to join the virtual language learning website designed by the researchers. Data was collected via feedback questionnaire, interview, and learner interactions. The findings indicated that the course in the CUE model in language learning website of virtual reality environment was effective at motivating EFL learners and improving their oral communication and social interactions in the learning process. Some pedagogical implications are also provided in helping both language instructors and EFL learners in virtual reality environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation" title="motivation">motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20language%20learning" title=" virtual language learning"> virtual language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/66125/interaction-tasks-of-cue-model-in-virtual-language-learning-in-travel-english-for-taiwanese-college-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15616</span> The Relevance of Smart Technologies in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachael%20Olubukola%20Afolabi">Rachael Olubukola Afolabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Immersive technologies known as X Reality or Cross Reality that include virtual reality augmented reality, and mixed reality have pervaded into the education system at different levels from elementary school to adult learning. Instructors, instructional designers, and learning experience specialists continue to find new ways to engage students in the learning process using technology. While the progression of web technologies has enhanced digital learning experiences, analytics on learning outcomes continue to be explored to determine the relevance of these technologies in learning. Digital learning has evolved from web 1.0 (static) to 4.0 (dynamic and interactive), and this evolution of technologies has also advanced teaching methods and approaches. This paper explores how these technologies are being utilized in learning and the results that educators and learners have identified as effective learning opportunities and approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=immersive%20technologoes" title="immersive technologoes">immersive technologoes</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title=" augmented reality"> augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20in%20learning" title=" technology in learning"> technology in learning</a> </p> <a href="https://publications.waset.org/abstracts/146219/the-relevance-of-smart-technologies-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15615</span> Augmented Tourism: Definitions and Design Principles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eric%20Hawkinson">Eric Hawkinson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After designing and implementing several iterations of implementations of augmented reality (AR) in tourism, this paper takes a deep look into design principles and implementation strategies of using AR at destination tourism settings. The study looks to define augmented tourism from past implementations as well as several cases, uses designed and implemented for tourism. The discussion leads to formation of frameworks and best practices for AR as well as virtual reality( VR) to be used in tourism settings. Some main affordances include guest autonomy, customized experiences, visitor data collection and increased electronic word-of-mouth generation for promotion purposes. Some challenges found include the need for high levels of technology infrastructure, low adoption rates or ‘buy-in’ rates, high levels of calibration and customization, and the need for maintenance and support services. Some suggestions are given as to how to leverage the affordances and meet the challenges of implementing AR for tourism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20tourism" title="augmented tourism">augmented tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title=" augmented reality"> augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=eTourism" title=" eTourism"> eTourism</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20tourism" title=" virtual tourism"> virtual tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism%20design" title=" tourism design"> tourism design</a> </p> <a href="https://publications.waset.org/abstracts/83691/augmented-tourism-definitions-and-design-principles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83691.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15614</span> Training for Safe Tree Felling in the Forest with Symmetrical Collaborative Virtual Reality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Irene%20Capecchi">Irene Capecchi</a>, <a href="https://publications.waset.org/abstracts/search?q=Tommaso%20Borghini"> Tommaso Borghini</a>, <a href="https://publications.waset.org/abstracts/search?q=Iacopo%20Bernetti"> Iacopo Bernetti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most common pieces of equipment still used today for pruning, felling, and processing trees is the chainsaw in forestry. However, chainsaw use highlights dangers and one of the highest rates of accidents in both professional and non-professional work. Felling is proportionally the most dangerous phase, both in severity and frequency, because of the risk of being hit by the plant the operator wants to cut down. To avoid this, a correct sequence of chainsaw cuts must be taught concerning the different conditions of the tree. Virtual reality (VR) makes it possible to virtually simulate chainsaw use without danger of injury. The limitations of the existing applications are as follow. The existing platforms are not symmetrical collaborative because the trainee is only in virtual reality, and the trainer can only see the virtual environment on a laptop or PC, and this results in an inefficient teacher-learner relationship. Therefore, most applications only involve the use of a virtual chainsaw, and the trainee thus cannot feel the real weight and inertia of a real chainsaw. Finally, existing applications simulate only a few cases of tree felling. The objectives of this research were to implement and test a symmetrical collaborative training application based on VR and mixed reality (MR) with the overlap between real and virtual chainsaws in MR. The research and training platform was developed for the Meta quest 2 head-mounted display. The research and training platform application is based on the Unity 3D engine, and Present Platform Interaction SDK (PPI-SDK) developed by Meta. PPI-SDK avoids the use of controllers and enables hand tracking and MR. With the combination of these two technologies, it was possible to overlay a virtual chainsaw with a real chainsaw in MR and synchronize their movements in VR. This ensures that the user feels the weight of the actual chainsaw, tightens the muscles, and performs the appropriate movements during the test allowing the user to learn the correct body posture. The chainsaw works only if the right sequence of cuts is made to felling the tree. Contact detection is done by Unity's physics system, which allows the interaction of objects that simulate real-world behavior. Each cut of the chainsaw is defined by a so-called collider, and the felling of the tree can only occur if the colliders are activated in the right order simulating a safe technique felling. In this way, the user can learn how to use the chainsaw safely. The system is also multiplayer, so the student and the instructor can experience VR together in a symmetrical and collaborative way. The platform simulates the following tree-felling situations with safe techniques: cutting the tree tilted forward, cutting the medium-sized tree tilted backward, cutting the large tree tilted backward, sectioning the trunk on the ground, and cutting branches. The application is being evaluated on a sample of university students through a special questionnaire. The results are expected to test both the increase in learning compared to a theoretical lecture and the immersive and telepresence of the platform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chainsaw" title="chainsaw">chainsaw</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20symmetric%20virtual%20reality" title=" collaborative symmetric virtual reality"> collaborative symmetric virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20reality" title=" mixed reality"> mixed reality</a>, <a href="https://publications.waset.org/abstracts/search?q=operator%20training" title=" operator training"> operator training</a> </p> <a href="https://publications.waset.org/abstracts/155662/training-for-safe-tree-felling-in-the-forest-with-symmetrical-collaborative-virtual-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15613</span> VR in the Middle School Classroom-An Experimental Study on Spatial Relations and Immersive Virtual Reality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danielle%20Schneider">Danielle Schneider</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying%20Xie"> Ying Xie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Middle school science, technology, engineering, and math (STEM) teachers experience an exceptional challenge in the expectation to incorporate curricula that builds strong spatial reasoning skills on rudimentary geometry concepts. Because spatial ability is so closely tied to STEM students’ success, researchers are tasked to determine effective instructional practices that create an authentic learning environment within the immersive virtual reality learning environment (IVRLE). This study looked to investigate the effect of the IVRLE on middle school STEM students’ spatial reasoning skills as a methodology to benefit the STEM middle school students’ spatial reasoning skills. This experimental study was comprised of thirty 7th-grade STEM students divided into a treatment group that was engaged in an immersive VR platform where they engaged in building an object in the virtual realm by applying spatial processing and visualizing its dimensions and a control group that built the identical object using a desktop computer-based, computer-aided design (CAD) program. Before and after the students participated in the respective “3D modeling” environment, their spatial reasoning abilities were assessed using the Middle Grades Mathematics Project Spatial Visualization Test (MGMP-SVT). Additionally, both groups created a physical 3D model as a secondary measure to measure the effectiveness of the IVRLE. The results of a one-way ANOVA in this study identified a negative effect on those in the IVRLE. These findings suggest that with middle school students, virtual reality (VR) proved an inadequate tool to benefit spatial relation skills as compared to desktop-based CAD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20reasoning" title=" spatial reasoning"> spatial reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=CAD" title=" CAD"> CAD</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20STEM" title=" middle school STEM"> middle school STEM</a> </p> <a href="https://publications.waset.org/abstracts/162157/vr-in-the-middle-school-classroom-an-experimental-study-on-spatial-relations-and-immersive-virtual-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162157.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15612</span> The Role of Virtual Geographic Environment (VGEs)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Min%20Chen">Min Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hui%20Lin"> Hui Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> VGEs are a kind of typical web- and computer-based geographic environment, with aims of merging geographic knowledge, computer technology, virtual reality technology, network technology, and geographic information technology, to provide a digital mirror of physical geographic environments to allow users to ‘feel it in person’ by a means for augmenting the senses and to ‘know it beyond reality’ through geographic phenomena simulation and collaborative geographic experiments. Many achievements have appeared in this field, but further evolution should be explored. With the exploration of the conception of VGEs, and some examples, this article illustrated the role of VGEs and their contribution to currently GIScience. Based on the above analysis, questions are proposed for discussing about the future way of VGEs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20geographic%20environments%20%28VGEs%29" title="virtual geographic environments (VGEs)">virtual geographic environments (VGEs)</a>, <a href="https://publications.waset.org/abstracts/search?q=GIScience" title=" GIScience"> GIScience</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=geographic%20information%20systems" title=" geographic information systems"> geographic information systems</a> </p> <a href="https://publications.waset.org/abstracts/29975/the-role-of-virtual-geographic-environment-vges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29975.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">575</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=521">521</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=522">522</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20design%20platform&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>