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In the context of stroke rehabilitation, new training approaches mediated by virtual reality and videogames are usually discussed and evaluated together in reviews and meta-analyses. This represents a serious confounding factor th...
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In the context of stroke rehabilitation, new training approaches mediated by virtual reality and videogames are usually discussed and evaluated together in reviews and meta-analyses. This represents a serious confounding factor that is leading to misleading, inconclusive outcomes in the interest of validating these new solutions. Extending existing definitions of virtual reality, in this paper I put forward the concept of virtual reality experience (VRE), generated by virtual reality systems (VRS; i.e. a?group of variable technologies employed to create a VRE). Then, I review the main components composing a VRE, and how they may purposely affect the mind and body of participants in the context of neurorehabilitation. In turn, VRS are not anymore exclusive from VREs but are currently used in videogames and other human-computer interaction applications in different domains. Often, these other applications receive the name of virtual reality applications as they use VRS. However, they do not necessarily create a VRE. I put emphasis on exposing fundamental similarities and differences between VREs and videogames for neurorehabilitation. I also recommend describing and evaluating the specific features encompassing the intervention rather than evaluating?virtual reality or videogames as a whole. This disambiguation between VREs, VRS and videogames should help reduce confusion in the field. This is important for databases searches when looking for specific studies or building metareviews that aim at evaluating the efficacy of technology-mediated interventions.
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Virtual experiences (VEs) have significant potential to enrich emotional interactions, to encourage socialisation and improve communication. In education, VEs offer new approaches for delivering content. In this paper we consider ...
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Virtual experiences (VEs) have significant potential to enrich emotional interactions, to encourage socialisation and improve communication. In education, VEs offer new approaches for delivering content. In this paper we consider the application of VEs for assisting refugees in Senegal to learn how to navigate the complexities of the UK health system; a substantial stumbling block for their integration into society and for their own health. Participants (N = 122), refugees awaiting to be repatriated, were exposed to material presented via three different media text, 360 degrees videos and virtual reality (VR) across a total of seven different modalities. The experiment investigated specific attributes of the media that would facilitate refugees' integration, such as knowledge received and retained, experience, usability and presence. The results show that interactive media, in particular VR, was significantly better across all tested attributes.
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This study provides a theoretical model on the effectiveness of learning through virtual reality technology in bachelor art and design students. Surveys were applied to 200 undergraduate art and design students, and the data obtai...
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This study provides a theoretical model on the effectiveness of learning through virtual reality technology in bachelor art and design students. Surveys were applied to 200 undergraduate art and design students, and the data obtained were analyzed using multivariate partial least squares (PLS) structural equation modeling. Our model results indicate that immersion VR has a positive impact on the flow experience. Moreover, the data demonstrated a mediating effect of the flow experience on the learning experience variable explained through motivation, curiosity, cognitive benefits, reflective thinking, and the perception of value. These results have possibilities for academic art and design institutions to increase learning in the classroom through virtual reality technology, leaving the possibility of replicating the model in other areas of study.
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The purpose of this study is to explore the effects of augmented reality (AR) and virtual reality (VR) on visitors' museum experience. To date, some studies have investigated the factors that enhance visitor experiences through AR...
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The purpose of this study is to explore the effects of augmented reality (AR) and virtual reality (VR) on visitors' museum experience. To date, some studies have investigated the factors that enhance visitor experiences through AR and VR; however, research focusing on social presence and experience economy in mixed-reality environments, combining both VR and AR, is limited. Therefore, the aim of this study is to examine the effect of social presence in mixed environments on tourist experiences by applying social presence and experience economy theories. Questionnaires were conducted with 163 museum visitors and found that social presence is a strong predictor of the four realms of the experience economy. In addition, three realms, except aesthetic experience, had an effect on the visitor experience, which consequently influenced tourists' intention to revisit the museum. Implications are drawn and presented for the adoption of AR and VR technologies in museums.
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We designed and tested a 3D motion tracking system which displays acquired and derived data using augmented reality. This setup, based on a virtual reality headset and its controllers, is a relatively low-cost, high-precision, six...
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We designed and tested a 3D motion tracking system which displays acquired and derived data using augmented reality. This setup, based on a virtual reality headset and its controllers, is a relatively low-cost, high-precision, six degrees of freedom, high-speed, multiple-objects tracking device. This apparatus proves to be a very high-quality motion sensor which can be used in the physics laboratory for motion tracking. Stereo cameras may also be attached to the headset in order to achieve augmented reality, which can be a winning addition in order to effectively use these devices in the physics laboratory. In view of its characteristics, this system can be adopted in the study of motion both at high school and undergraduate physics laboratories.
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Massive open online courses (MOOCs) bring us a new teaching method. Virtual experiment has the advantages of low costs and high using efficiency. The combination of virtual experiment and MOOCs can realize the open sharing concept...
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Massive open online courses (MOOCs) bring us a new teaching method. Virtual experiment has the advantages of low costs and high using efficiency. The combination of virtual experiment and MOOCs can realize the open sharing concept, integrating quality theory, and experimental teaching resources. This paper presents software-based virtual experiment which not only could support the MOOC's operation simulation but also could realize the proper expression of the difficult problems in the MOOCs by visualizing the abstract problem with virtual reality technology. The design and realization of the virtual experiments platform for MOOCs is presented. The application cases used in the "College Computer Curriculum" MOOC shows that the virtual experiment can be used for both virtual experiment support for large-scale online courses and show the teaching content of the important points and difficult problems in a more intuitive way, which can strengthen the combine with the theory of teaching closely.
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The planning of construction operations is a complicated activity involving abstraction of construction activities from the drawings, choosing of suitable plants and falseworks, allocation of resources on site, planning of safe wo...
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The planning of construction operations is a complicated activity involving abstraction of construction activities from the drawings, choosing of suitable plants and falseworks, allocation of resources on site, planning of safe working place for labourers, and the scheduling of activities sequence. The increasing competition among contractors demands them to adopt innovative construction methods, which have not been used or tested previously. It is not until the beginning of actual construction that the construction planner can realize the validity of his construction operations planning. The lack of tools for the construction planner to evaluate and validate his planning can result in incorrect construction plans, which cause a lot of rework in the construction phase. Virtual Reality (VR) technology, on the other hand, is very likely to provide a solution to the above problem. VR system generates virtual environment containing objects with real world properties and allows user/planner to interact with the objects. This paper proposes an integrated VR system that generates near to reality construction environment for the construction planner to perform construction activities in a real world manner in order to plan, evaluate and validate the construction operations.
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This article proposes to contribute to the goal of "The Popular Science Teaching Research Project" as well as to enhance the programming abilities of mechanical engineering students. Topics being included as example are in physica...
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This article proposes to contribute to the goal of "The Popular Science Teaching Research Project" as well as to enhance the programming abilities of mechanical engineering students. Topics being included as example are in physical science, which include battery, lamp, and electric circuit. These materials are designed, based on virtual-reality technology that is suitable for students as early as fourth-grade students of primary school. It will help the students become familiar with new computer technology and provide an opportunity to study while playing virtual reality computer games. The benefits of the developed application software system of virtual reality are virtualization of teaching equipment, cost reduction of teaching materials, unlimited teaching style, and optimization of learning procedures.
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Purpose As immersive technologies gain wider adoption, contemporary service researchers are tasked with studying their service experiences in ways that preserve and attend to their holistic and human characteristics. The purpose o...
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Purpose As immersive technologies gain wider adoption, contemporary service researchers are tasked with studying their service experiences in ways that preserve and attend to their holistic and human characteristics. The purpose of this paper is to provide service researchers with a new qualitative approach to studying immersive technologies.Design/methodology/approach Using logic and following established methodological rules, this article develops the scope, definition and set of procedures for a novel form of netnography specifically adapted for the study of immersive technologies: immersive netnography. The research question is “How might netnography be adapted to research service experiences in virtual and augmented environments, which include and overlap with the notion of a Metaverse?”Findings Immersive netnography should be at the vanguard of phenomenological service experience studies of augmented reality, virtual reality and the Metaverse. A set of data collection, analysis, ethical and representational research practices, immersive netnography is adapted to digital media phenomena (customer and employee) that include immersive technology experiences. Developed through logical argumentation after analyzing key differences between social media and immersive technology, immersive netnography is procedurally customized for experience research in immersive technology environments.Research limitations/implications Three of the most significant practical limitations to producing high-quality netnography are rapidly changing contexts, scarce time resources and narrow researcher skillsets.Practical implications Industries and organizations may benefit from a new, holistically focused, ethically robust and culturally attuned market research method for understanding service experience in immersive technology contexts.Originality/value There have been no prior studies that develop netnography for the service research opportunities presented by immersive technologies. By applying the rigorous methodological guidance provided in this paper, future service researchers may find value in using specifically adapted qualitative research methods to study immersive technology experiences.
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As virtual tourism and service automation grow, immersive technologies, including virtual reality (VR) and augmented reality (AR), are widely being used in tourism to attain the aspirational tourism experience. To identify the eff...
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As virtual tourism and service automation grow, immersive technologies, including virtual reality (VR) and augmented reality (AR), are widely being used in tourism to attain the aspirational tourism experience. To identify the effectiveness of AR and VR applications in the tourism experience, several technological features have been proposed. However, these features are fragmented and inherently confusing in terms of conceptualizations, internal relationships, and effects on the travel experience. Thus, this qualitative and quantitative review clarifies the similarities and differences among high-frequency technological features retrieved from 118 (with 68 being used for meta-analysis) critical articles. Using presence as an anchor, a qualitative review constructs a web of convergent conceptual models (involving presence, immersion, interaction, vividness, and realms of experience economy), while a quantitative (i.e. meta-analytic) review tests their effect sizes. The findings reveal the overall impact of AR and VR technological features on tourism effectiveness, and provide insights for future research into the profound effects of AR and VR technological features on travellers' experiences.
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