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reality</title> <meta name="description" content="Search results for: virtual reality"> <meta name="keywords" content="virtual reality"> <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 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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"> <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> 2189</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: virtual reality</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2189</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">2188</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">2187</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">2186</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">2185</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">2184</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">2183</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">2182</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">2181</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">2180</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">2179</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">2178</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">2177</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">2176</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> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2175</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">2174</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">2173</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">2172</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">2171</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">2170</span> Virtual Reality Technology for Employee Training in High-Risk Industries: Benefits and Advancements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yeganeh%20Jabbari">Yeganeh Jabbari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sepideh%20Khalatabad"> Sepideh Khalatabad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the development of virtual reality (VR) technology for training applications, specifically its the potential benefits of VR technology for employee training and its ability to simulate real-world scenarios in a safe and controlled environment are highlighted, along with the associated cost and time savings. The adoption of VR technology in high-risk industrial organizations such as the oil and gas industry is discussed, with a focus on its ability to improve worker performance. Additionally, the use of VR technology in activities such as simulation and data visualization in the oil and gas industry is explored, leading to enhanced safety measures and collaboration between teams. The integration of advanced technologies such as robotics is mentioned as a way to further promote efficiency and sustainability. Also, the study mentions that the digital transformation of the oil and gas industry is revolutionizing operations and promoting safety, efficiency, and sustainability through the use of VR technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20training" title="virtual reality training">virtual reality training</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality%20benefits" title=" virtual reality benefits"> virtual reality benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=high-risk%20industries" title=" high-risk industries"> high-risk industries</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title=" digital transformation"> digital transformation</a> </p> <a href="https://publications.waset.org/abstracts/166838/virtual-reality-technology-for-employee-training-in-high-risk-industries-benefits-and-advancements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166838.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">2169</span> Use of Cyber-Physical Devices for the Implementation of Virtual and Augmented Realities in Bridge Construction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammmad%20Fawad">Muhammmad Fawad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The bridge construction industry has been revolutionized by the applications of Virtual Reality (VR) and Augmented Reality (AR). In this article, the author has focused on the field applications of digital technologies in structural, especially in bridge engineering. This research analyzed the use of VR/AR for the assessment of bridge concepts. For this purpose, the author has used Cyber-Physical Devices, i.e., Oculus Quest (OQ) for the implementation of VR, Trimble Microsoft HoloLens (THL), and Trimble Site Vision (TSV) for the implementation of AR/MR by visualizing the models of bridge planned to be constructed in Poland. The visualization of the models in Extended Reality (XR) is based on the development of BIM models of the bridge, which are further uploaded to the platforms required to implement these models in XR. This research helped to implement the models in MR so a bridge with a 1:1 scale at the exact location was placed, and authorities were presented with the possibility to visualize the exact scale and location of the bridge before its construction. <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%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=HoloLens" title=" HoloLens"> HoloLens</a>, <a href="https://publications.waset.org/abstracts/search?q=BIM" title=" BIM"> BIM</a>, <a href="https://publications.waset.org/abstracts/search?q=bridges" title=" bridges"> bridges</a> </p> <a href="https://publications.waset.org/abstracts/166051/use-of-cyber-physical-devices-for-the-implementation-of-virtual-and-augmented-realities-in-bridge-construction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166051.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">122</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">2168</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">2167</span> State of the Art and Future Perspectives of Virtual Reality, Augmented Reality, and Mixed Reality in Cardiovascular Care</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adisu%20Mengesha%20Assefa">Adisu Mengesha Assefa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The field of cardiovascular care is being transformed by the incorporation of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), collectively known as Extended Reality (XR), into medical education, procedural planning, and patient care. This review examines the state-of-the-art applications of XR in cardiology, emphasizing its role in enhancing the precision of interventional procedures and understanding complex anatomical structures. XR technologies complement conventional imaging methods by enabling immersive three-dimensional interaction that facilitates both preoperative planning and intraoperative guidance. Despite these promising developments, challenges such as harmonizing data, integrating various imaging systems, and addressing the prevalence of cybersickness remain. Ethical considerations, including maintaining physician focus and ensuring patient safety, are crucial when implementing XR in clinical settings. This review summarizes the existing literature and highlights the need for more rigorous future studies to validate therapeutic benefits and ensure safe application. By examining both the potential and the challenges, this paper aims to delineate the current and future roles of XR in cardiovascular care, emphasizing the necessity for continued innovation and ethical oversight to improve patient outcomes. <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=augmented%20reality" title=" augmented reality"> augmented 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=cardiovascular%20care" title=" cardiovascular care"> cardiovascular care</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=preprocedural%20planning" title=" preprocedural planning"> preprocedural planning</a>, <a href="https://publications.waset.org/abstracts/search?q=intraoperative%20guidance" title=" intraoperative guidance"> intraoperative guidance</a>, <a href="https://publications.waset.org/abstracts/search?q=postoperative%20patient%20rehabilitation" title=" postoperative patient rehabilitation"> postoperative patient rehabilitation</a> </p> <a href="https://publications.waset.org/abstracts/189679/state-of-the-art-and-future-perspectives-of-virtual-reality-augmented-reality-and-mixed-reality-in-cardiovascular-care" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189679.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">35</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">2166</span> Exploring The Effects of Immersive Virtual Reality on Increasing Willingness to Communicate, Oral Performance, and Reducing Speaking Anxiety for EFL Elementary Students from Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-ju%20Ariel%20Wu">Yi-ju Ariel Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Exploring The Effects of Immersive Virtual Reality on Increasing Willingness to Communicate, Oral Performance, and Reducing Speaking Anxiety for EFL Elementary Students from Taiwan <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Immersive%20Virtual%20Reality" title="Immersive Virtual Reality">Immersive Virtual Reality</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20speaking" title=" EFL speaking"> EFL speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=situated%20learning" title=" situated learning"> situated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a> </p> <a href="https://publications.waset.org/abstracts/170753/exploring-the-effects-of-immersive-virtual-reality-on-increasing-willingness-to-communicate-oral-performance-and-reducing-speaking-anxiety-for-efl-elementary-students-from-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170753.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">84</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">2165</span> Virtual Reality Application for Neurorehabilitation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Vargas-Herrera">Daniel Vargas-Herrera</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivette%20Caldelas"> Ivette Caldelas</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernando%20Brambila-Paz"> Fernando Brambila-Paz</a>, <a href="https://publications.waset.org/abstracts/search?q=Rodrigo%20Montufar-Chaveznava"> Rodrigo Montufar-Chaveznava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present a virtual reality application for neurorehabilitation. This application was developed using the Unity SDK integrating the Oculus Rift and Leap Motion devices. Essentially, it consists of three stages according to the kind of rehabilitation to carry on: ocular rehabilitation, head/neck rehabilitation, and eye-hand coordination. We build three scenes for each task; for ocular and head/neck rehabilitation, there are different objects moving in the field of view and extended field of view of the user according to some patterns relative to the therapy. In the third stage the user must try to touch with the hand some objects guided by its view. We report the primer results of the use of the application with healthy people. <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=interactive%20technologies" title=" interactive technologies"> interactive technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games" title=" video games"> video games</a>, <a href="https://publications.waset.org/abstracts/search?q=neurorehabilitation" title=" neurorehabilitation"> neurorehabilitation</a> </p> <a href="https://publications.waset.org/abstracts/55918/virtual-reality-application-for-neurorehabilitation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55918.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">412</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">2164</span> Proposal of a Virtual Reality Dynamism Augmentation Method for Sports Spectating</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hertzog%20Clara">Hertzog Clara</a>, <a href="https://publications.waset.org/abstracts/search?q=Sakurai%20Sho"> Sakurai Sho</a>, <a href="https://publications.waset.org/abstracts/search?q=Hirota%20Koichi"> Hirota Koichi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nojima%20Takuya"> Nojima Takuya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is common to see graphics appearing on television while watching a sports game to provide information, but it is less common to see graphics specifically aiming to boost spectators’ dynamism perception. It is even less common to see such graphics designed especially for virtual reality (VR). However, it appears that even with simple dynamic graphics, it would be possible to improve VR sports spectators’ experience. So, in this research, we explain how graphics can be used in VR to improve the dynamism of a broadcasted sports game and we provide a simple example. This example consists in a white halo displayed around the video and blinking according to the game speed. We hope to increase people’s awareness about VR sports spectating and the possibilities this display offers through dynamic graphics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=broadcasting" title="broadcasting">broadcasting</a>, <a href="https://publications.waset.org/abstracts/search?q=graphics" title=" graphics"> graphics</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20spectating" title=" sports spectating"> sports spectating</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/154152/proposal-of-a-virtual-reality-dynamism-augmentation-method-for-sports-spectating" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154152.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">90</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">2163</span> Use of Virtual Reality to Manage Anxiety in Patients on Neuro-Rehabilitation Unit</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anthony%20Cogrove">Anthony Cogrove</a>, <a href="https://publications.waset.org/abstracts/search?q=Shagun%20Saikia"> Shagun Saikia</a>, <a href="https://publications.waset.org/abstracts/search?q=Pradeep%20Deshpande"> Pradeep Deshpande</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Management of anxiety in rehabilitation setting often is a challenge and is usually done by using medication. The role of psychology and the creation of a quite environment in order to reduce stimulation helps in the process. We have a hypothesis that feedback from a calm visual imagery with soothing music help in reducing anxiety in these setting Aim-To explore the possibility of using virtual reality in the management of anxiety in a setting of neuro-rehabilitation unit. Method: Six patients in an inpatient rehabilitation unit with acquired brain injury subjected to a low stimulation calming visual motion picture with calm music. Six sessions were conducted over 6 weeks. All sessions were performed in a separate purpose built room in the unit. . A cohort of 6 people with various neurological conditions were involved in 6 sessions of 30 minutes during their inpatient rehabilitation. They reported benefit from using the virtual reality environment in reducing their anxiety. Results: All reported improvement in their anxiety levels. They felt there was a calming effect of the session. There was a sense of feeling of self empowerment on direct questioning. Conclusion: Virtual reality environment can aid the traditional rehabilitation techniques used to manage the levels of anxiety experienced by people with acquired brain injury undergoing inpatient rehabilitation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neurological%20rehabilitation" title="neurological rehabilitation">neurological rehabilitation</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=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=calming%20environment" title=" calming environment"> calming environment</a> </p> <a href="https://publications.waset.org/abstracts/163448/use-of-virtual-reality-to-manage-anxiety-in-patients-on-neuro-rehabilitation-unit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163448.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">112</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">2162</span> Comparing the Effect of Virtual Reality and Sound on Landscape Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Lindquist">Mark Lindquist</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents preliminary results of exploratory empirical research investigating the effect of viewing 3D landscape visualizations in virtual reality compared to a computer monitor, and how sound impacts perception. Five landscape types were paired with three sound conditions (no sound, generic sound, realistic sound). Perceived realism, preference, recreational value, and biodiversity were evaluated in a controlled laboratory environment. Results indicate that sound has a larger perceptual impact than display mode regardless of sound source across all perceptual measures. The results are considered to assess how sound can impact landscape preference and spatiotemporal understanding. The paper concludes with a discussion of the impact on designers, planners, and the public and targets future research endeavors in this area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=landscape%20experience" title="landscape experience">landscape experience</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=soundscape" title=" soundscape"> soundscape</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/114889/comparing-the-effect-of-virtual-reality-and-sound-on-landscape-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114889.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">169</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">2161</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">2160</span> How to Improve Immersiveness in Virtual Reality Through Advanced Sense of Presence: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bochen%20Jia">Bochen Jia</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesco%20Zhu"> Francesco Zhu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People are constantly surprised at how real and immersive virtual reality (VR) is, even though the technology is still rudimentary, and we are only scratching the surface of its possibilities. Therefore, this literature review built a body of knowledge of existing technology that can be used to improve immersiveness in VR. For this paper, "Sense of Presence (SoP)" was chosen as the terminology to describe immersiveness in VR. Eight studies that tested VR technologies were identified. Many other studies were included to back up the incentives behind these technologies. VR technologies include vibration, airflow, thermal components, EMS, and quadcopters. Study results from selected papers were analyzed, compared, and generally positive. Seven studies had positive results, and only one had negative results. Vibration is the most effective option to improve SoP. <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=sense%20of%20presence" title=" sense of presence"> sense of presence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-awareness" title=" self-awareness"> self-awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20review" title=" literature review"> literature review</a> </p> <a href="https://publications.waset.org/abstracts/157577/how-to-improve-immersiveness-in-virtual-reality-through-advanced-sense-of-presence-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> 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