Evaluation of the Louvre Abu Dhabi interactive website: user perceptions, usability, and learning outcomes

Interpretation of cultural values and cultural heritage is one of the most common types of their development and creative understanding. However, the concept of ‘interpretation’ remains blurred among related processes, usually without getting much mention. In the field of cultural heritage preservation, interpretation is the main method of human development of cultural heritage objects. The process and results of interpretation, as shown by the long history of preservation of cultural heritage, also affect the preservation of cultural heritage. The proposed material is devoted to the consideration of a museum as an example of one of the most consistent built spaces and tools for the interpretation of cultural heritage. The subject of the research is the methods of museum work considered in the context of mechanisms of interpretation of material cultural heritage. Museum as an instrument of interpretation has been known since ancient times. Human interest in ancient artifacts that act as visible symbols of historical and cultural memory of the past, eventually led to the development of collecting, and then, with the publication of collections, to the emergence of museums. Museum and its activities occupy a special place in the methodology of interpretation. The museum space can set its own special rhythm of historical time and create conditions for comfortable perception of the presented artifacts. No other cultural institution has such a task, and if it is necessary to present an artifact, interested persons in one way or another turn to the method tested on museum sites. As a result of the research, the author identified five stages of museum activities, which are generally typical for the mechanism of interpretation of cultural heritage. Therefore, the main goal of museum activities should be recognized as an interpretation of cultural heritage. In accordance with this goal, the museum's tasks are also implemented, including the preservation, publication and promotion of the collection's artifacts. Thus, the role and place of the museum as a specific space created for the purpose of interpreting cultural heritage is proved. These provisions allow us to look at the theory and practice of museum activities in a different way, in the context of interpreting cultural identity.

Advances in augmented and virtual reality (AVR) technology have allowed for the development of AVR interactive learning environments (AVR-ILEs) with increasing fidelity. When paired with a suitably capable computer tutor agent, such environments can permit adaptive and self-directed learning of procedural skills in some cases. We undertook a comprehensive review of published smart classroom (SC) solutions to facilitate hard skills training in AVR-ILEs. We established the learning context and implemented support for hard skills training for each of the seven solutions that qualified for the final analysis. Typically, AVR-ILEs mimic realistic work conditions or equipment. The aim of this study is to solutions featuring a smart classroom for hard skills training in an AVR-ILEs have been described. In the study, it is also aimed to types of AVR-ILEs from a smart classroom (SC) have been implemented to support hard skills training. This systematic review is based on the reporting criteria of PRISMA 2020 and the scope of the study consists of 9 academic studies including the keyword "smart classroom" and the keywords "augmented reality" or "virtual reality" in academic studies scanned in Scopus, IEEE Xplore, Eric, ScienceDirect and ACM Digital Library. In this study, the distribution of the studies used in the Smart Classroom for Hard Skills Training in Augmented and Virtual Reality Environments (SCHST-AVRE) by solution, domain, country, concept description, country, reviewed papers, learning objective(s), learning tasks, and the context of the technology used is included. In order to contribute to the research on the AVR-ILEs, it has been tried to determine the opportunities and risks that teaching in the SCHST-AVRE can offer to the field of education. In addition, it is thought that this study will shed a light on future studies.

By combining information in the form of image alternatives with a software programme that stores knowledge on real images, augmented and virtual reality (AVR) technologies aid in the explanation of concepts. This methodology is developed to improve educational learning through two-dimensional media in education. In bloom taxonomy approach to teaching, integrating AR technology with academic content results in a new kind of automated application that serves to reinforce the usefulness of teaching-learning for learners in real-world situations. The learning outcome, which includes knowledge level and performance engagement, has a significant impact on all phases of higher education, from course planning to student evaluation and grading. AVR is a novel technique that combines elements of omnipresent computing, tangible computing, and social computing. This mode offers different affordances, combining the physical and virtual worlds, with continuous and implicit purposes of reading and interactivity. Digital resources are high-potential educational technology that enhances learning by supporting the learning environment through numerous e-resources. The various universities and Technical and Vocational Education Training (TVET) institutions give students an opportunity to complete an experiential learning component in their studies in order to complete their qualifications with the help of AVR implementation. This chapter provides an introduction to Augmented and Virtual reality (AVR) technology, the current status in education from different viewpoints, key technologies, and strategies mentioned in the context of higher educational learning output of students through these applications.

Extended reality technologies in adult basic life support education: A scoping review.

Factors affecting the adoption and use of AVR technology in higher and tertiary education

A critical review of virtual and augmented reality (VR/AR) applications in construction safety

This article presents a current EU project on the methods of interpretation of European cultural heritage in the context of tourism. Around 453 cultural heritage sites are on the UNESCO World Heritage List within Europe [1]. Europe's cultural heritage is very diverse. This is by no means just about museums, castles or theatres; tradition and customs are also part of Europe's cultural heritage. As an essential part of the collective European memory, it is important to preserve this diversity.On the other side, the influence of new information and communication technologies (ICT) is increasing in all areas of society.How could the potentials of new developments within technology be instrumentalized within the interpretation of cultural heritage? To what extent does fintech (finance technology) tools like crowdfunding also play a decisive role in the interpretation of cultural heritage along with make it financially sustainable to align private and public interests? Based on a research project, the authors want to give empirical proposals of the usability of modern devices and technologies in the use of heritage interpretation and tourism marketing.

Developers and designers of virtual and augmented reality (VR/AR) products are expressing concerns regarding accountability for ethical design and use of VR/AR products in virtual learning environments. Within the field of education, more research is needed to determine how VR/AR designers make decisions regarding ethical issues, and particularly when integrating media into learning content. The purpose of the qualitative inquiry study was to interview designers/developers of VR/AR products regarding their perceptions of ethics in design and use of VR/AR products designed for educational purposes. Data collection was achieved through a sample of self-described instructional designers and developers from the Association for Educational Communications and Technology membership. Through qualitative inquiry with one-on-one interviews, designers shared their stories about their perceptions of ethics in the design and development of VR/AR products for educational purposes.

As virtual and augmented reality (VR/AR) technologies become increasingly prevalent, the narrative techniques in film and television are undergoing significant transformation. Features, such as interactivity and immersion, have reshaped audience engagement, raising new questions about narrative form and accessibility. This study explores how VR/AR technologies influence narrative structures and enhance emotional connection and active participation among audiences, while also challenging traditional storytelling approaches. Adopting a mixed-methods design, the research integrates qualitative case studies and quantitative surveys. Data were gathered from semi-structured interviews with 203 industry experts, content analysis of three VR/AR projects and feedback surveys from 116 audience members. The findings reveal that VR/AR deepens viewer engagement, transforming linear storytelling into interactive, immersive experiences. The study highlights VR/AR's potential to innovate narrative techniques and offers valuable insights for filmmakers, writers and technologists. By combining creator and audience perspectives, this research contributes to the understanding of immersive storytelling's evolution, acknowledging both its opportunities and inherent challenges. However, given the limited number of VR/AR projects and participants analysed, the generalisability of findings remains constrained.

Virtual and augmented reality (VR/AR) technologies have received a high development level in the entertainment and marketing markets, but this is not the limit, but only the first stage of their implementation. The most promising products in terms of economic impact are based on VR/AR technologies in the field of industrial production, education, healthcare, and consumer services. The results of the study show that companies, scientific and educational organizations of Russia have significant technological reserves that allow them to occupy leadership positions on the world market in a number of segments. The aim of the study is to develop a solution to increase the number of companies involved in the formation of digital economy markets, promote the acceleration of the introduction of new products and services based on virtual and augmented reality technologies, ensure their competitiveness and overcome technological barriers. Achieving the stated goal and overcoming technological barriers should be achieved, among other things, through the development of a digital platform designed to create solutions (mathematical models, digital technologies, research tools, methodological recommendations and products for users) based on motion capture technologies in VR/AR, feedback interfaces and sensors (VR/AR), VR/AR content development tools and user experience improvement technologies that ensure the transformation of priority socio-economic sectors. The effect of the digital platform introduction should also be the entry of domestic players in the future 4-5 years to the international market of VR/AR solutions with a target share of more than 15% of the global market of VR/AR technologies.

Improving the process of physical education is associated with the introduction of innovative technologies. Virtual and augmented reality (VR/AR) is a promising direction for the modernization of physical education. Purpose: review of the effectiveness of using virtual and augmented reality technologies in physical education. Methods. The research methodology involved conducting a structured review of scientific sources indexed by the Google Scholar system. A structured search was conducted using PoP software. According to the topic of the research, a list of six scientific publications that met the selection criteria was formed step by step. The review was limited to 2020-2024. Results. The relevance of the implementation of VR/AR technologies in the process of physical education of various contingents - from preschoolers to students - has been established. The advantages of VR/AR technologies are to increase the involvement and motivation of learning and training in physical education, as well as their motor skills. As a result of the analysis, two main directions of using VR/AR technologies in physical education were specified: 1) to improve motor skills and training; 2) to increase interest and motivation for physical exercises. Moreover, the researchers do not focus on any particular technology, preferring the game method, which contributes to the gamification of the physical education process. Conclusions. Recent studies have demonstrated the practical value of VR/AR technologies for physical education. The analyzed experience of approbation of VR/AR technologies among schoolchildren and students has certain limitations, but the emphasis is on their potential for the future transformation of the educational process. Further research should be aimed at studying the features of individual VR/AR technologies and the potential possibilities of their use in the physical education of children of different age categories.

This paper presents a bibliometric analysis study focusing on the impact of virtual and augmented reality (VR/AR) technologies on the enhancement of Higher Order Thinking Skills (HOTS) among students. In recent years, VR/AR has gained significant attention in educational contexts due to its immersive and interactive nature, offering unique opportunities for fostering critical thinking, problem-solving, and creativity among learners. This research aimed to systematically analyze the existing literature on the subject to identify trends, key themes, influential authors, and significant research gaps. Through comprehensive bibliometric analysis, encompassing citation networks, co-authorship patterns, and thematic clusters, this study provides insights into the evolution and current state of research in the intersection of VR/AR and HOTS enhancement. Furthermore, it seeks to elucidate the theoretical frameworks, methodologies, and pedagogical approaches employed in these studies, shedding light on effective strategies for integrating VR/AR technologies into educational practices. By synthesizing and evaluating the scholarly output in this field, this research contributes to the understanding of the potential of VR/AR in promoting HOTS development and informs future directions for research and practice in educational technology and curriculum design.

Virtual and augmented reality (VR/AR) technologies have emerged as transformative tools in the field of medical applications, revolutionizing healthcare practices and transforming the way medical professionals and patients engage with healthcare environments. This book chapter provides an in-depth exploration of the diverse range of applications where VR/AR is being utilized to enhance medical training, patient care, surgical planning, rehabilitation, and mental health treatments. It explores how VR/AR technologies are being leveraged to improve medical education and training, enabling healthcare professionals to practice complex procedures in realistic virtual environments. This book chapter also provides a comprehensive overview of the transformative role of VR/AR in medical applications. From education and training to patient care, surgical planning, rehabilitation, and mental health treatments, VR/AR technologies offer exciting possibilities to enhance healthcare delivery, improve patient outcomes, and shape the future of medicine.

Following the success of Virtual and Augmented Reality at previous SIGGRAPH Asia series, the Virtual and Augmented Reality (VR/AR) program at SIGGRAPH Asia 2018 provides an opportunity to explore emerging media and cutting edge technologies in virtual, augmented, and mixed reality. The SIGGRAPH Asia VR AR offers a highly visible and interactive venue to take a deep dive into these emerging digital media and interactive technologies.

This study investigates the use of virtual and augmented reality (VAR) in higher education on students’ self-efficacy in science and engineering, and academic performance. An innovative VAR classroom is set up as an immersive and interactive learning environment at Nanyang Technological University for curriculum-based learning. This classroom is equipped with 6 individual VR displays and headsets, where high-end computers are connected to each display providing the computational power required for VAR technology. 46 undergraduate engineering students experience the VAR lessons over the course of 5 weeks. The self-efficacy and academic performance of the students are measured for quantitative analysis with surveys and regular (pre-/post-) tests as they participated in the lessons. Post-lesson focus-group discussions and interviews are conducted for qualitative analysis. The data analysis shows a significant increase in students’ self-efficacy levels and academic performance after 5 weeks of VAR lessons. It is found that the collaborative, interactive and immersive nature of the VAR learning environment enriches students’ learning experiences and thus contributes to their learning effectiveness. The study provides insights into how the VAR learning environment affects undergraduate students’ learning, and how the VAR system can be deployed for effective STEM education