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virtual</title> <meta name="description" content="Search results for: virtual"> <meta name="keywords" content="virtual"> <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" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="virtual"> <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> 1214</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: virtual</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1214</span> Managing Virtual Teams in a Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Jafari%20Toosy">M. Jafari Toosy</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Zamani"> A. Zamani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article, considering the result of pandemics at the international level and all activities and projects performed virtually and the need for resource management and virtual teams in this period identifies the components of virtual management after searching the available resources. Exploration of virtual management in the pandemic era is explored in 10 international articles. The results of research with this method and according to the tasks and topics related to management knowledge and definition of virtual teams can be divided into topics such as planning, decision making, control, organization, leadership, attention to growth and capability, resources and facilities, Communication, creativity, innovation and security. In order to explain the nature of virtual management, a definition of virtual management was provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management" title="management">management</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual" title=" virtual"> virtual</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20team%20management" title=" virtual team management"> virtual team management</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=team" title=" team"> team</a> </p> <a href="https://publications.waset.org/abstracts/143801/managing-virtual-teams-in-a-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143801.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">184</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">1213</span> Emerging Virtual Linguistic Landscape Created by Members of Language Community in TikTok</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kai%20Zhu">Kai Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shanhua%20He"> Shanhua He</a>, <a href="https://publications.waset.org/abstracts/search?q=Yujiao%20Chang"> Yujiao Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the virtual linguistic landscape of an emerging virtual language community in TikTok, a language community realizing immediate and non-immediate communication without a precise Spatio-temporal domain or a specific socio-cultural boundary or interpersonal network. This kind of language community generates a large number and various forms of virtual linguistic landscape, with which we conducted a virtual ethnographic survey together with telephone interviews to collect data from coping. We have been following two language communities in TikTok for several months so that we can illustrate the composition of the two language communities and some typical virtual language landscapes in both language communities first. Then we try to explore the reasons why and how they are formed through the organization, transcription, and analysis of the interviews. Our analysis reveals the richness and diversity of the virtual linguistic landscape, and finally, we summarize some of the characteristics of this language community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20linguistic%20landscape" title="virtual linguistic landscape">virtual linguistic landscape</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20language%20community" title=" virtual language community"> virtual language community</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20ethnographic%20survey" title=" virtual ethnographic survey"> virtual ethnographic survey</a>, <a href="https://publications.waset.org/abstracts/search?q=TikTok" title=" TikTok"> TikTok</a> </p> <a href="https://publications.waset.org/abstracts/159621/emerging-virtual-linguistic-landscape-created-by-members-of-language-community-in-tiktok" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159621.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">103</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">1212</span> The Antecedents of Continued Usage on Social-Oriented Virtual Communities Based on Automaticity Mechanism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiu-Hua%20Cheng">Hsiu-Hua Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the number of social-oriented virtual communities users has increased significantly. Corporate investment in advertising on social-oriented virtual communities increases quickly. With the gigantic commercial value of the digital market, competitions between virtual communities are keen. In this context, how to retain existing customers to continue using social-oriented virtual communities is an urgent issue for virtual community managers. This study employs the perspective of automaticity mechanism and combines the social embeddedness theory with the literature of involvement and habit in order to explore antecedents of users’ continuous usage on social-oriented virtual communities. The results can be a reference for scholars and managers of social-oriented virtual communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=continued%20usage" title="continued usage">continued usage</a>, <a href="https://publications.waset.org/abstracts/search?q=habit" title=" habit"> habit</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20embeddedness" title=" social embeddedness"> social embeddedness</a>, <a href="https://publications.waset.org/abstracts/search?q=involvement" title=" involvement"> involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20community" title=" virtual community"> virtual community</a> </p> <a href="https://publications.waset.org/abstracts/35621/the-antecedents-of-continued-usage-on-social-oriented-virtual-communities-based-on-automaticity-mechanism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35621.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">424</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">1211</span> The Importance of Student Feedback in Development of Virtual Engineering Laboratories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Altalbe">A. A. Altalbe</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20W%20Bergmann"> N. W Bergmann</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been significant recent interest in on-line learning, as well as considerable work on developing technologies for virtual laboratories for engineering students. After reviewing the state-of-the-art of virtual laboratories, this paper steps back from the technology issues to look in more detail at the pedagogical issues surrounding virtual laboratories, and examines the role of gathering student feedback in the development of such laboratories. The main contribution of the paper is a set of student surveys before and after a prototype deployment of a simulation laboratory tool, and the resulting analysis which leads to some tentative guidelines for the design of virtual engineering laboratories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=elearning" title=" elearning"> elearning</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20engineering" title=" electrical engineering"> electrical engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20laboratories" title=" virtual laboratories"> virtual laboratories</a> </p> <a href="https://publications.waset.org/abstracts/62804/the-importance-of-student-feedback-in-development-of-virtual-engineering-laboratories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62804.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">355</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">1210</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">1209</span> A Preliminary Development of Virtual Sight-Seeing Website for Thai Temples on Rattanakosin Island </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pijitra%20Jomsri">Pijitra Jomsri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently, the sources of cultures and tourist attractions are presented in online documentary form only. In order to make them more virtual, the researcher then collected and presented them in the form of Virtual Temple. The prototype, which is a replica of the actual location, was developed to the website and allows people who are interested in Rattanakosin Island can see in form of Panorama Pan View. By this way, anyone can access the data and appreciate the beauty of Rattanakosin Island in the virtual model like the real place. The result from the experiment showed that the levels of the knowledge on Thai temples in Rattanakosin Island increased; moreover, the users were highly satisfied with the systems. It can be concluded that virtual temples can support to publicize Thai arts, cultures and travels, as well as it can be utilized effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20sight-seeing" title="virtual sight-seeing">virtual sight-seeing</a>, <a href="https://publications.waset.org/abstracts/search?q=Rattanakosin%20Island" title=" Rattanakosin Island"> Rattanakosin Island</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20temples" title=" Thai temples"> Thai temples</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20temple" title=" virtual temple "> virtual temple </a> </p> <a href="https://publications.waset.org/abstracts/1402/a-preliminary-development-of-virtual-sight-seeing-website-for-thai-temples-on-rattanakosin-island" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1402.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">338</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">1208</span> Comparative Analysis of Real and Virtual Garment Fit</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kristina%20Ancutiene">Kristina Ancutiene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this research is to perform comparative analysis between the virtual fit of the woman's dress and the fit on a real person. The dress fitting was done using mechanical and structural parameters of the 100 % linen fabric and using Modaris_3D_Fit software (CAD Lectra). The dress was also sawn after which garment fit differences of real and virtual dress was researched. Four respondents whose figures were similar were used to evaluate the ease and strain deformations of the real and virtual dress. The scores that were given by the respondents wearing the real dress were compared to the ease and strain results that were given by the software. The main result was that respondents feel similar to the virtual stretch deformations but their ease feeling is not always matching the virtual ones. The results may be influenced by psychological factors and different understanding about purpose of garment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20garment" title="virtual garment">virtual garment</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20CAD" title=" 3D CAD"> 3D CAD</a>, <a href="https://publications.waset.org/abstracts/search?q=garment%20fit" title=" garment fit"> garment fit</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20properties" title=" mechanical properties"> mechanical properties</a> </p> <a href="https://publications.waset.org/abstracts/3838/comparative-analysis-of-real-and-virtual-garment-fit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3838.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">343</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">1207</span> Developing a Model for Information Giving Behavior in Virtual Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pui-Lai%20To">Pui-Lai To</a>, <a href="https://publications.waset.org/abstracts/search?q=Chechen%20Liao"> Chechen Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Tzu-Ling%20Lin"> Tzu-Ling Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual communities have created a range of new social spaces in which to meet and interact with one another. Both as a stand-alone model or as a supplement to sustain competitive advantage for normal business models, building virtual communities has been hailed as one of the major strategic innovations of the new economy. However for a virtual community to evolve, the biggest challenge is how to make members actively give information or provide advice. Even in busy virtual communities, usually, only a small fraction of members post information actively. In order to investigate the determinants of information giving willingness of those contributors who usually actively provide their opinions, we proposed a model to understand the reasons for contribution in communities. The study will definitely serve as a basis for the future growth of information giving in virtual communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20giving" title="information giving">information giving</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20identity" title=" social identity"> social identity</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20community" title=" virtual community"> virtual community</a> </p> <a href="https://publications.waset.org/abstracts/50884/developing-a-model-for-information-giving-behavior-in-virtual-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50884.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">322</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">1206</span> Investigation of Garment Fit Using Virtual Try-On Technology </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kristina%20Ancutiene">Kristina Ancutiene</a>, <a href="https://publications.waset.org/abstracts/search?q=Agne%20Lage"> Agne Lage</a>, <a href="https://publications.waset.org/abstracts/search?q=Ada%20Gulbiniene"> Ada Gulbiniene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual garment fitting has gotten considerable attention for researchers currently. Virtual try-on technologies provide the opportunity to check garment fit using various fabrics and sizes. Differences in fabric mechanical properties produce differences in garment fit. This research aimed to investigate the virtual garment fit concerning the fabric's mechanical properties by determining distance ease between the body and the garment. In this research, virtual women mannequin was covered with straight fit virtual dress stitched in Modaris 3D (CAD Lectra). Garment fitting was investigated using seven cotton/cotton blended plain weave fabrics. Ease allowance value at bust, waist and hip girths in 2D basic patterns was changed uniformly from 0 cm to 8 cm. The values of distance ease in 3D virtual garments at the three main girths were investigated. Distance ease distribution in the virtual garment was investigated also. It was defined that by increasing of 2D patterns ease allowance, 3D garment distance ease changes proportionally but differently using various fabrics. Correlation analysis between 3D garment ease and mechanical properties showed that tensile strain in weft direction had the strongest relation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20CAD" title="3D CAD">3D CAD</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20ease" title=" distance ease"> distance ease</a>, <a href="https://publications.waset.org/abstracts/search?q=fabric" title=" fabric"> fabric</a>, <a href="https://publications.waset.org/abstracts/search?q=garment%20fit" title=" garment fit"> garment fit</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20try-on" title=" virtual try-on"> virtual try-on</a> </p> <a href="https://publications.waset.org/abstracts/125363/investigation-of-garment-fit-using-virtual-try-on-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125363.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">176</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">1205</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">1204</span> Special Education in a Virtual Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20K.%20Johnson">Anna K. Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology can provide endless opportunities for students with special needs. Virtual learning, particularly virtual charter schools in the US, provides opportunities for students with special needs for alternative education besides Brick and Mortar schools. Virtual schools have proven to be successful in the way they are able to provide quality education for their students. Virtual schools, just like Brick and Mortar schools, are not for everybody. This research is designed to look at the effectiveness of online charter schools, so parents can make decisions based on data. This article explains what inclusion is and how inclusion is addressed in the virtual environment. Often, students with special needs have limited options for schooling, and new charter schools provide that alternative education for students who don’t fit in the local brick-and-mortar school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20education" title="special education">special education</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20school" title=" virtual school"> virtual school</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a> </p> <a href="https://publications.waset.org/abstracts/156128/special-education-in-a-virtual-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156128.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">167</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">1203</span> The Phenomena of Virtual World Adoption: Antecedents and Consequences of Virtual World Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norita%20Ahmad">Norita Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Barkhi"> Reza Barkhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaobo%20Xu"> Xiaobo Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We design an experimental study to learn about the cognitive implications of the use of avatars in a Virtual World (VW) (i.e., Second Life). The results support our proposed model, where a positive flow experience with VW influences the attitude towards VW, in turn influencing intention to use VW. Furthermore, VW flow experience can itself be impacted by perceived peer influence, familiarity with VW, and personality of the individuals behind the avatars in VW. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=avatar" title="avatar">avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20experience" title=" flow experience"> flow experience</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20type" title=" personality type"> personality type</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20life" title=" second life"> second life</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20world" title=" virtual world"> virtual world</a> </p> <a href="https://publications.waset.org/abstracts/13712/the-phenomena-of-virtual-world-adoption-antecedents-and-consequences-of-virtual-world-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13712.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">597</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">1202</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">1201</span> Virtual Customer Integration in Innovation Development: A Systematic Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chau%20Nguyen%20Pham%20Minh">Chau Nguyen Pham Minh </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to answer the following research question: What do we know about virtual customer integration in innovation development based on existing empirical research? The paper is based on a systematic review of 136 articles which were published in the past 16 years. The analysis focuses on three areas: what forms of virtual customer integration (e.g. netnography, online co-creation, virtual experience) have been applied in innovation development; how have virtual customer integration methods effectively been utilized by firms; and what are the influences of virtual customer integration on innovation development activities? Through the detailed analysis, the study provides researchers with broad understanding about virtual customer integration in innovation development. The study shows that practitioners and researchers increasingly pay attention on using virtual customer integration methods in developing innovation since those methods have dominant advantages in interact with customers in order to generate the best ideas for innovation development. Additionally, the findings indicate that netnography has been the most common method in integrating with customers for idea generation; while virtual product experience has been mainly used in product testing. Moreover, the analysis also reveals the positive and negative influences of virtual customer integration in innovation development from both process and strategic perspectives. Most of the review studies examined the phenomenon from company’s perspectives to understand the process of applying virtual customer integration methods and their impacts; however, the customers’ perspective on participating in the virtual interaction has been inadequately studied; therefore, it creates many potential interesting research paths for future studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation" title="innovation">innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20customer%20integration" title=" virtual customer integration"> virtual customer integration</a>, <a href="https://publications.waset.org/abstracts/search?q=co-creation" title=" co-creation"> co-creation</a>, <a href="https://publications.waset.org/abstracts/search?q=netnography" title=" netnography"> netnography</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20product%20development" title=" new product development"> new product development</a> </p> <a href="https://publications.waset.org/abstracts/55844/virtual-customer-integration-in-innovation-development-a-systematic-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55844.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">335</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">1200</span> Complex Technology of Virtual Reconstruction: The Case of Kazan Imperial University of XIX-Early XX Centuries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20K.%20Karimova">L. K. Karimova</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20I.%20Shariukova"> K. I. Shariukova</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Kirpichnikova"> A. A. Kirpichnikova</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20A.%20Razuvalova"> E. A. Razuvalova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article deals with technology of virtual reconstruction of Kazan Imperial University of XIX - early XX centuries. The paper describes technologies of 3D-visualization of high-resolution models of objects of university space, creation of multi-agent system and connected with these objects organized database of historical sources, variants of use of technologies of immersion into the virtual environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D-reconstruction" title="3D-reconstruction">3D-reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent%20system" title=" multi-agent system"> multi-agent system</a>, <a href="https://publications.waset.org/abstracts/search?q=database" title=" database"> database</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20space" title=" university space"> university space</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reconstruction" title=" virtual reconstruction"> virtual reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20heritage" title=" virtual heritage"> virtual heritage</a> </p> <a href="https://publications.waset.org/abstracts/41436/complex-technology-of-virtual-reconstruction-the-case-of-kazan-imperial-university-of-xix-early-xx-centuries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41436.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">270</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">1199</span> Virtual Marketing Team Leadership and Burnout: Literature Review, Implications for Managers, and Recommendations for Future Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chad%20A.%20Roberts">Chad A. Roberts</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the digitally connected world, global virtual teams are increasingly becoming the norm at large, multinational companies. Marketing managers see the positives of virtual teams. They also see the negatives. Employees who work from home may feel isolated, unorganized, and distracted by homelife. These complexities create a phenomenon that leaves virtual team members feeling burnout, a significant issue for marketing leaders and their team members. This paper examines remote worker burnout in global virtual marketing team settings. It provides an overview of the benefits and downsides to remote working marketing teams. The paper presents the literature on remote work stress and burnout, discusses ways marketing leaders can help prevent virtual employee burnout and suggests future research studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=burnout" title="burnout">burnout</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=remote%20work" title=" remote work"> remote work</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20team" title=" virtual team"> virtual team</a> </p> <a href="https://publications.waset.org/abstracts/147656/virtual-marketing-team-leadership-and-burnout-literature-review-implications-for-managers-and-recommendations-for-future-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147656.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">218</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">1198</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">1197</span> Virtual Computing Lab for Phonics Development among Deaf Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ankita%20R.%20Bansal">Ankita R. Bansal</a>, <a href="https://publications.waset.org/abstracts/search?q=Naren%20S.%20Burade"> Naren S. Burade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Idea is to create a cloud based virtual lab for Deaf Students, “A language acquisition program using Visual Phonics and Cued Speech” using VMware Virtual Lab. This lab will demonstrate students the sounds of letters associated with the Language, building letter blocks, making words, etc Virtual labs are used for demos, training, for the Lingual development of children in their vernacular language. The main potential benefits are reduced labour and hardware costs, faster response times to users. Virtual Computing Labs allows any of the software as a service solutions, virtualization solutions, and terminal services solutions available today to offer as a service on demand, where a single instance of the software runs on the cloud and services multiple end users. VMWare, XEN, MS Virtual Server, Virtuoso, and Citrix are typical examples. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20phonics" title="visual phonics">visual phonics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=vernacular%20language" title=" vernacular language"> vernacular language</a>, <a href="https://publications.waset.org/abstracts/search?q=cued%20speech" title=" cued speech"> cued speech</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20lab" title=" virtual lab "> virtual lab </a> </p> <a href="https://publications.waset.org/abstracts/14112/virtual-computing-lab-for-phonics-development-among-deaf-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14112.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">599</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">1196</span> BIM Model and Virtual Prototyping in Construction Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samar%20Alkindy">Samar Alkindy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The BIM model has been used to support the planning of different construction projects in the industry by showing the different stages of the construction process. The model has been instrumental in identifying some of the common errors in the construction process through the spatial arrangement. The continuous use of the BIM model in the construction industry has resulted in various radical changes such as virtual prototyping. Construction virtual prototyping is a highly advanced technology that incorporates a BIM model with realistic graphical simulations, and facilitates the simulation of the project before a product is built in the factory. The paper presents virtual prototyping in the construction industry by examining its application, challenges and benefits to a construction project. Methodology approach: A case study was conducted for this study in four major construction projects, which incorporate virtual construction prototyping in several stages of the construction project. Furthermore, there was the administration of interviews with the project manager and engineer and the planning manager. Findings: Data collected from the methodological approach shows a positive response for virtual construction prototyping in construction, especially concerning communication and visualization. Furthermore, the use of virtual prototyping has increased collaboration and efficiency between construction experts handling a project. During the planning stage, virtual prototyping has increased accuracy, reduced planning time, and reduced the amount of rework during the implementation stage. Irrespective of virtual prototyping being a new concept in the construction industry, the findings outline that the approach will benefit the management of construction projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=construction%20operations" title="construction operations">construction operations</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20planning" title=" construction planning"> construction planning</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20simulation" title=" process simulation"> process simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20prototyping" title=" virtual prototyping"> virtual prototyping</a> </p> <a href="https://publications.waset.org/abstracts/143753/bim-model-and-virtual-prototyping-in-construction-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143753.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">231</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">1195</span> Online Educational Tools and Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petr%20Sulc">Petr Sulc</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20Maresova"> Hana Maresova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This contribution focuses on online educational tools and language teaching, specifically on literary education in a multi-user virtual environment. The goal of this contribution is to give a basic overview of online language education and teaching in a virtual environment. The main goal of the research survey is to compare language (literary) education in a virtual environment with the traditional way of teaching in a typical classroom. The research concept will be mixed: a didactic test, the grounded theory method, and semi-structured questioning will be used. Kitely’s multi-user virtual environment and printed worksheets will be used for the comparison. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20educational%20tools" title="online educational tools">online educational tools</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%20teaching%20objects" title=" virtual teaching objects"> virtual teaching objects</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20education" title=" literary education"> literary education</a>, <a href="https://publications.waset.org/abstracts/search?q=didactic%20test" title=" didactic test"> didactic test</a> </p> <a href="https://publications.waset.org/abstracts/142264/online-educational-tools-and-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142264.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">163</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">1194</span> Students' Willingness to Accept Virtual Lecturing Systems: An Empirical Study by Extending the UTAUT Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Shuhaiber">Ahmed Shuhaiber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The explosion of the World Wide Web and the electronic trend of university teaching have transformed the learning style to become more learner-centred, Which has popularized the digital delivery of mediated lectures as an alternative or an adjunct to traditional lectures. Despite its potential and popularity, virtual lectures have not been adopted yet in Jordanian universities. This research aimed to fill this gap by studying the factors that influence student’s willingness to accept virtual lectures in one Jordanian University. A quantitative approach was followed by obtaining 216 survey responses and statistically applying the UTAUT model with some modifications. Results revealed that performance expectancy, effort expectancy, social influences and self-efficacy could significantly influence student’s attitudes towards virtual lectures. Additionally, facilitating conditions and attitudes towards virtual lectures were found with significant influence on student’s intention to take virtual lectures. Research implications and future work were specified afterwards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20willingness" title=" student willingness"> student willingness</a>, <a href="https://publications.waset.org/abstracts/search?q=UTAUT" title=" UTAUT"> UTAUT</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20Lectures" title=" virtual Lectures"> virtual Lectures</a>, <a href="https://publications.waset.org/abstracts/search?q=web-based%20learning%20systems" title=" web-based learning systems"> web-based learning systems</a> </p> <a href="https://publications.waset.org/abstracts/27401/students-willingness-to-accept-virtual-lecturing-systems-an-empirical-study-by-extending-the-utaut-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27401.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">291</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">1193</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">1192</span> Mitigating the Cost of Empty Container Repositioning through the Virtual Container Yard: An Appraisal of Carriers’ Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Edirisinghe">L. Edirisinghe</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Jin"> Z. Jin</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20W.%20Wijeratne"> A. W. Wijeratne</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Mudunkotuwa"> R. Mudunkotuwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Empty container repositioning is a fundamental problem faced by the shipping industry. The virtual container yard is a novel strategy underpinning the container interchange between carriers that could substantially reduce this ever-increasing shipping cost. This paper evaluates the shipping industry perception of the virtual container yard using chi-square tests. It examines if the carriers perceive that the selected independent variables, namely culture, organization, decision, marketing, attitudes, legal, independent, complexity, and stakeholders of carriers, impact the efficiency and benefits of the virtual container yard. There are two major findings of the research. Firstly, carriers view that complexity, attitudes, and stakeholders may impact the effectiveness of container interchange and may influence the perceived benefits of the virtual container yard. Secondly, the three factors of legal, organization, and decision influence only the perceived benefits of the virtual container yard. Accordingly, the implementation of the virtual container yard will be influenced by six key factors, namely complexity, attitudes, stakeholders, legal, organization and decision. Since the virtual container yard could reduce overall shipping costs, it is vital to examine the carriers’ perception of this concept. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20container%20yard" title="virtual container yard">virtual container yard</a>, <a href="https://publications.waset.org/abstracts/search?q=imbalance" title=" imbalance"> imbalance</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=inventory" title=" inventory"> inventory</a> </p> <a href="https://publications.waset.org/abstracts/95757/mitigating-the-cost-of-empty-container-repositioning-through-the-virtual-container-yard-an-appraisal-of-carriers-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95757.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">194</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">1191</span> Leading Virtual Project Teams in the Post Pandemic Era: Trust and Conflict Management Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vidya%20Badrinarayanan">Vidya Badrinarayanan</a>, <a href="https://publications.waset.org/abstracts/search?q=Appa%20Iyer%20Sivakumar"> Appa Iyer Sivakumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The coronavirus pandemic has sent an important message that future project teams need to be trained to work under virtual conditions, which has already become the new norm in organizations across the world. As organizations increasingly rely on virtual teams to achieve project objectives, it is essential to comprehend how leadership functions in virtual project teams. The purpose of this research is to analyze the leadership behaviors exhibited by project managers for building trust and managing conflicts effectively in virtual project teams. This convergent parallel mixed method research was conducted by surveying 185 virtual leaders and conducting a semi-structured interview with 13 senior virtual leaders involved in managing projects across the industry sectors. The research findings indicate that establishing trust and managing conflicts were ranked as significant challenges in leading virtual project teams in the post-pandemic era. In contrast to earlier findings, our research findings suggest that productivity was not ranked as a significant challenge in leading virtual project teams. This indeed is a positive finding for organizations to consider adopting virtual project teams in the long run. Additionally, the research findings recommend that virtual leaders need to strive to build a high-trust environment and develop effective conflict resolution skills to improve the effectiveness of virtual project teams. As the project management profession struggles with low project success rates, mixed-method research aims to contribute to the knowledge in the growing research area of virtual project leadership. This research contributes to the knowledge by offering first-person accounts from senior virtual leaders on the innovative strategies they had implemented for building trust and resolving conflicts effectively in the virtual project when there were limited opportunities for face-to-face interaction on account of the pandemic. In addition, the leadership framework created as a part of this research for trust development and conflict management in virtual project teams will guide project managers to improve virtual project team effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflict%20management" title="conflict management">conflict management</a>, <a href="https://publications.waset.org/abstracts/search?q=trust%20building" title=" trust building"> trust building</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20leadership" title=" virtual leadership"> virtual leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20teams" title=" virtual teams"> virtual teams</a> </p> <a href="https://publications.waset.org/abstracts/157650/leading-virtual-project-teams-in-the-post-pandemic-era-trust-and-conflict-management-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157650.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">189</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">1190</span> An Efficient Architecture for Dynamic Customization and Provisioning of Virtual Appliance in Cloud Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajendar%20Kandan">Rajendar Kandan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Zakaria%20Alli"> Mohammad Zakaria Alli</a>, <a href="https://publications.waset.org/abstracts/search?q=Hong%20Ong"> Hong Ong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cloud computing is a business model which provides an easier management of computing resources. Cloud users can request virtual machine and install additional softwares and configure them if needed. However, user can also request virtual appliance which provides a better solution to deploy application in much faster time, as it is ready-built image of operating system with necessary softwares installed and configured. Large numbers of virtual appliances are available in different image format. User can download available appliances from public marketplace and start using it. However, information published about the virtual appliance differs from each providers leading to the difficulty in choosing required virtual appliance as it is composed of specific OS with standard software version. However, even if user choses the appliance from respective providers, user doesn’t have any flexibility to choose their own set of softwares with required OS and application. In this paper, we propose a referenced architecture for dynamically customizing virtual appliance and provision them in an easier manner. We also add our experience in integrating our proposed architecture with public marketplace and Mi-Cloud, a cloud management software. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=marketplace" title=" marketplace"> marketplace</a>, <a href="https://publications.waset.org/abstracts/search?q=virtualization" title=" virtualization"> virtualization</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20appliance" title=" virtual appliance"> virtual appliance</a> </p> <a href="https://publications.waset.org/abstracts/44417/an-efficient-architecture-for-dynamic-customization-and-provisioning-of-virtual-appliance-in-cloud-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44417.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">293</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">1189</span> A Multi-Modal Virtual Walkthrough of the Virtual Past and Present Based on Panoramic View, Crowd Simulation and Acoustic Heritage on Mobile Platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lim%20Chen%20Kim">Lim Chen Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Tan%20Kian%20Lam"> Tan Kian Lam</a>, <a href="https://publications.waset.org/abstracts/search?q=Chan%20Yi%20Chee"> Chan Yi Chee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research presents a multi-modal simulation in the reconstruction of the past and the construction of present in digital cultural heritage on mobile platform. In bringing the present life, the virtual environment is generated through a presented scheme for rapid and efficient construction of 360° panoramic view. Then, acoustical heritage model and crowd model are presented and improvised into the 360° panoramic view. For the reconstruction of past life, the crowd is simulated and rendered in an old trading port. However, the keystone of this research is in a virtual walkthrough that shows the virtual present life in 2D and virtual past life in 3D, both in an environment of virtual heritage sites in George Town through mobile device. Firstly, the 2D crowd is modelled and simulated using OpenGL ES 1.1 on mobile platform. The 2D crowd is used to portray the present life in 360° panoramic view of a virtual heritage environment based on the extension of Newtonian Laws. Secondly, the 2D crowd is animated and rendered into 3D with improved variety and incorporated into the virtual past life using Unity3D Game Engine. The behaviours of the 3D models are then simulated based on the enhancement of the classical model of Boid algorithm. Finally, a demonstration system is developed and integrated with the models, techniques and algorithms of this research. The virtual walkthrough is demonstrated to a group of respondents and is evaluated through the user-centred evaluation by navigating around the demonstration system. The results of the evaluation based on the questionnaires have shown that the presented virtual walkthrough has been successfully deployed through a multi-modal simulation and such a virtual walkthrough would be particularly useful in a virtual tour and virtual museum applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boid%20Algorithm" title="Boid Algorithm">Boid Algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=Crowd%20Simulation" title=" Crowd Simulation"> Crowd Simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=Mobile%20Platform" title=" Mobile Platform"> Mobile Platform</a>, <a href="https://publications.waset.org/abstracts/search?q=Newtonian%20Laws" title=" Newtonian Laws"> Newtonian Laws</a>, <a href="https://publications.waset.org/abstracts/search?q=Virtual%20Heritage" title=" Virtual Heritage"> Virtual Heritage</a> </p> <a href="https://publications.waset.org/abstracts/59787/a-multi-modal-virtual-walkthrough-of-the-virtual-past-and-present-based-on-panoramic-view-crowd-simulation-and-acoustic-heritage-on-mobile-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59787.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">277</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">1188</span> Preliminary Proposal to Use Adaptive Computer Games in the Virtual Rehabilitation Therapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamoun%20S.%20Ideis">Mamoun S. Ideis</a>, <a href="https://publications.waset.org/abstracts/search?q=Zein%20Salah"> Zein Salah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual Rehabilitation (VR) refers to using Virtual Reality’s hardware and simulations as means of exercising tools to rehabilitate patients in need. These patients will undergo their treatment exercises while playing different computer games, which helps achieve greater motivation for patients undergoing their therapeutic exercises. Virtual Rehabilitation systems adopt computer games as part of the treatment therapy. In this paper, we present a preliminary proposal to using adaptive computer games in Virtual Rehabilitation therapy. We also present some tips in designing those adaptive computer games by using different machine learning algorithms in order to create a personalized experience for each patient, which in turn, increases the potential benefits of the treatment that each patient receives. Furthermore, we propose a method of comparing the results of treatment using the adaptive computer games with the results of using static and classical computer games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20rehabilitation" title="virtual rehabilitation">virtual rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=physiotherapy" title=" physiotherapy"> physiotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20computer%20games" title=" adaptive computer games"> adaptive computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=post-stroke" title=" post-stroke"> post-stroke</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20design" title=" game design"> game design</a> </p> <a href="https://publications.waset.org/abstracts/94427/preliminary-proposal-to-use-adaptive-computer-games-in-the-virtual-rehabilitation-therapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94427.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">297</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">1187</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">1186</span> Importance of Determining the Water Needs of Crops in the Management of Water Resources in the Province of Djelfa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imessaoudene%20Y.">Imessaoudene Y.</a>, <a href="https://publications.waset.org/abstracts/search?q=Mouhouche%20B."> Mouhouche B.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sengouga%20A."> Sengouga A.</a>, <a href="https://publications.waset.org/abstracts/search?q=Kadir%20M."> Kadir M.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this work is to determine the virtual water of main crops grown in the province of Djelfa and water use efficiency (W.U.E.), Which is essential to approach the application and better integration with the offer in the region. In the case of agricultural production, virtual water is the volume of water evapo-transpired by crops. It depends on particular on the expertise of its producers and its global production area, warm and dry climates induce higher consumption. At the scale of the province, the determination of the quantities of virtual water is done by calculating the unit water requirements related to water irrigated hectare and total rainfall over the crop using the Cropwat 8.0 F.A.O. software. Quantifying the volume of agricultural virtual water of crops practiced in the study area demonstrates the quantitative importance of these volumes of water in terms of available water resources in the province, so the advantages which can be the concept of virtual water as an analysis tool and decision support for the management and distribution of water in scarcity situation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20water" title="virtual water">virtual water</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20use%20efficiency" title=" water use efficiency"> water use efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20requirements" title=" water requirements"> water requirements</a>, <a href="https://publications.waset.org/abstracts/search?q=Djelfa" title=" Djelfa"> Djelfa</a> </p> <a href="https://publications.waset.org/abstracts/31138/importance-of-determining-the-water-needs-of-crops-in-the-management-of-water-resources-in-the-province-of-djelfa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31138.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">429</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">1185</span> Human Relationships in the Virtual Classrooms as Predictors of Students Academic Resilience and Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eddiebal%20P.%20Layco">Eddiebal P. Layco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to describe students' virtual classroom relationships in terms of their relationship to their peers and teachers; academic resilience; and performance. Further, the researcher wants to examine if these virtual classroom relations predict students' resilience and performance in their academics. The data were collected from 720 junior and senior high school or grade 7 to 12 students in selected state universities and colleges (SUCs) in Region III offering online or virtual classes during S.Y. 2020-2021. Results revealed that virtual classroom relationships such as teacher-student and peer relationships predict academic resilience and performance. This implies that students' academic relations with their teachers and peers have something to do with their ability to bounce back and beat the odds amidst challenges they faced in the online or virtual learning environment. These virtual relationships significantly influence also their academic performance. Adequate teacher support and positive peer relations may lead to enhanced academic resilience, which may also promote a meaningful and fulfilled life academically. Result suggests that teachers should develop their students' academic resiliency and maintain good relationships in the classroom since these results in academic success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20classroom%20relationships" title="virtual classroom relationships">virtual classroom relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-pupil%20relationship" title=" teacher-pupil relationship"> teacher-pupil relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-relationship" title=" peer-relationship"> peer-relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20resilience" title=" academic resilience"> academic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/138837/human-relationships-in-the-virtual-classrooms-as-predictors-of-students-academic-resilience-and-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138837.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">153</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&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=virtual&page=3">3</a></li> <li class="page-item"><a class="page-link" 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