Movement in Virtual Time: How Virtual Reality Can Support Long-Term Thinking

Virtual Culture, Time and Images

The development of computer and media communication technologies and the Internet create a variety of virtual reality. Virtual reality can be characterized as an ontological, anthropological, psychological, cultural and technological phenomenon and a type of symbolic reality. It opposes the obvious experience and constructs other dimensions of everyday life. At the same time, the events of today (war, epidemics) have made our lives truly virtual and actualized the very philosophical understanding of virtual reality. Virtual reality today is becoming part of the worldview of a modern person, and therefore, in the authors’ opinion, another formulation of the problem is more promising and interesting: virtual reality as real or virtual reality.

Introduction: Virtual reality (VR) is used nowadays as an assessment and intervention tool in rehabilitation. One of the capabilities that can be assessed through VR is coincident timing, a perceptual-motor ability to execute a motor response in synchrony with an external stimulus. Visually impaired (VI) people need this synchronization of movements with external objects in their daily and leisure activities. Objective: To investigate the performance of VI individuals in a VR coincident timing task. Methods: Quantitative cross-sectional study with an interventional, quasi-experimental, descriptive, and explanatory nature. Sixty individuals participated in this study: 20 VI, 20 blindfolded and 20 non-VI, over 18 years of age. A semi-structured interview and a virtual coincident timing task were used. Results: VI individuals started the task with the worst performance (Absolute error = group VI 945ms x blindfolded group 591ms x control group 557ms), but they improved throughout the task, as well as all groups, reducing the number of errors (mean absolute error= 698ms to 408ms). Furthermore, all groups increased task speed (mean variable error= last acquisition block 408ms x immediate transfer 227ms x late transfer 247ms). Conclusion: It is concluded that VI individuals can develop motor learning from tasks in VR, showing the importance of taking advantage of these technological advances in this area, not only as a facilitator of task execution, but also as an instrument that enable rehabilitation programs to ensure functional improvements for real everyday tasks.

The serial reaction time task is widely used to study learning and memory. The task is traditionally administered by showing target positions on a computer screen and collecting responses using a button box or keyboard. By comparing response times to random or sequenced items or by using different transition probabilities, various forms of learning can be studied. However, this traditional laboratory setting limits the number of possible experimental manipulations. Here, we present a virtual reality version of the serial reaction time task and show that learning effects emerge as expected despite the novel way in which responses are collected. We also show that response times are distributed as expected. The current experiment was conducted in a blank virtual reality room to verify these basic principles. For future applications, the technology can be used to modify the virtual reality environment in any conceivable way, permitting a wide range of previously impossible experimental manipulations.

This project aims at investigating how effective virtual reality is in manipulating and eventually training time perception for children with learning and/or behavior disorders. The interconnectivity of multiple brain regions is needed for time perception. Small dysfunctions in these brain regions may cause time perceiving problems. Likewise, children with attention deficit hyperactivity disorder (ADHD) appear to have comparable dysfunction in time orientation. However, the time perception can be trained in their early ages. In addition, research confirms the effectiveness of virtual reality in improving the sequential time perception of children with mental retardation. This paper presents the theoretical and empirical framework that uses a virtual reality time simulation game for training time perception of children with ADHD.KeywordsTime PerceptionVirtual RealityGameAttention Deficit Hyperactivity DisorderLearning Disorders

The Areal Project: How Virtual Reality Application Could Enhance Patient's Quality Time during Transfusion Therapy in Adult Patients with Thalassemia and Sickle Cell Disease

Virtual Reality: The Effects and Phenomenon of Sign

The purpose of this article is to examine the contemporary developments of the global digital trends and investigate the most perspective digital technologies crucial for international companies. The relevance of foresight methodology application is justified. The paper's focus is on future trends of digital technologies by providing a brief literature review in the fields of digital technologies and relevant marketing resources. Key assumptions, expectations and uncertainties about the future are re-evaluated. It is justified that long-term thinking is crucial to frame future strategies not only for governments and citizens but also for both small and international companies. Three global trends within the field of digital technologies are investigated: artificial intelligence, block chain and big data. The marketing resources which are currently arising and developing with the highest potential of dominating and revolutionizing the future of marketing are described: internet of things, social media, virtual and augmented reality. The author used the example of augmented reality expansion and development as one of the most promising global trends. Survey methodology was applied to evaluate the potential of augmented reality (AR) application using one of the most promising international industry adopters: the tourism industry. The AR mobile apps generated $ 2 billion in revenue as of the end of 2016 and according to the investigations the AR market could grow to $120 billion by 2020. The research results have shown that 84% to 100% of generation Y & Z consumers, whose consumption patterns would shape future demand, see clear benefits in using augmented reality applications in tourism industry.

On-line games have become a new way of entertainment. In order to analyze why people choose to enter an online game which might harm their real life and job, and how they allocate time between real world and virtual world, this paper proposed a Multi-Extended Meta-Utility Function where people get physiological, psychological and monetary satisfaction from the real world (main utility function) and the virtual world (auxiliary utility function). People will balance their time allocation between the two worlds to maximize their meta-utility. We also proposed a method of survey on the lowest monetary compensation for people cutting online game-play time, to indirectly measure the relative psychological satisfaction and utility value from virtual games compared with that from the real world. Results from survey show that pure psychological utility from virtual activities is much higher than that from the real world, which drives people into the virtual games.

Virtual Reality (VR) has successfully been used in the research of human behavior for more than twenty years. The main advantage of VR is its capability to induce a high sense of presence. This results in emotions and behavior which are very close to those shown in real situations. In the context of sex research, only a few studies have used high-immersive VR so far. The ones that did can be found mostly in the field of forensic psychology. Nevertheless, the relationship between presence and sexual interest still remains unclear. The present study is the first to examine the advantages of high-immersive VR in comparison to a conventional standard desktop system regarding their capability to measure sexual interest. 25 gynephilic and 20 androphilic healthy men underwent three experimental conditions, which differed in their ability to induce a sense of presence. In each condition, participants were asked to rate ten male and ten female virtual human characters regarding their sexual attractiveness. Without their knowledge, the subjects’ viewing time was assessed throughout the rating. Subjects were then asked to rate the sense of presence they had experienced as well as their perceived realism of the characters. Results suggested that stereoscopic viewing can significantly enhance the subjective sexual attractiveness of sexually relevant characters. Furthermore, in all three conditions participants looked significantly longer at sexually relevant virtual characters than at sexually non-relevant ones. The high immersion condition provided the best discriminant validity. From a statistical point of view, however, the sense of presence had no significant influence on the discriminant validity of the viewing time task. The study showed that high-immersive virtual environments enhance realism ratings as well as ratings of sexual attractiveness of three-dimensional human stimuli in comparison to standard desktop systems. Results also show that viewing time seems to be influenced neither by sexual attractiveness nor by realism of stimuli. This indicates how important task specific mechanisms of the viewing time effect are.

What would it be like to be able to time travel to the past, meet your previous self, and override your previous actions in order to achieve a better outcome? While we cannot (yet?) achieve physical time travel, digital technologies now allow us to experience virtual time travel. We have developed a method for implementing time travel in highly immersive virtual reality (VR) and here we describe the underlying technology in the context of a scenario that involves a shooting event in a virtual gallery. Our method includes two layers of abstraction: i) a narrative layer that represents scenarios as a set of events and state transitions, and uses preconditions to enforce consistency, and ii) a VR layer that includes low level controllers for low level synchronization and animation. The narrative layer is designed to ensure that following time travel the events would unfold exactly as they did in the previous time around, except for the specific changes resulting from the actions of the time traveling participant. The VR layer controls the fine details, including recording and replaying motion capture data and audio, which allows the participants to experience their own previous selves as animated avatars. The system was used for a psychological experiment, and in this paper we focus on the technical method and on the lessons learned from implementing VR time travel.

Виртуальные компьютерные модели открывают новые возможности для демонстрацииобъектов, процессов или явлений, избегая при этом преждеупомянутых ограничений. Цельработы заключается в изучении вопросов моделирования подготовки педагогов к использованию иммерсивных систем в качестве объекта и средства обучения.В статье отмечается потенциал иммерсивных технологий, таких как виртуальная и дополненная реальность, для улучшения образования и производительности в различных сферах деятельности.Виртуальная и дополненная реальность позволяют создавать интерактивные уроки и симуляции, которые делают обучение более увлекательным и позволяют учащимся буквально погрузиться в учебный материал. Иммерсивные технологии позволяют студентам практиковаться в реалистичных сценариях, например, в медицинском симуляторе или виртуальной лаборатории, что способствует лучшему пониманию и усвоению материала. Иммерсивные технологии позволяют людям путешествовать в виртуальные места и времена, которые им недоступны из-за физических ограничений или исторических причин. В сферах, где требуется профессиональный тренинг, таких как авиация, медицина, инженерия и производство, иммерсивные технологии могут использоваться для симуляции сложных сценариев и тренинга. Иммерсивные технологии могут поддерживать совместное обучение и сотрудничество, даже если участники находятся на больших расстояниях друг от друга. Виртуалды компьютерлік модельдер, объектілерді, процестерді немесе құбылыстарды көрсету үшін жаңа мүмкіндіктерді ашады. Жұмыстың мақсаты –иммерсивті жүйелерді оқытудың объектісі мен құралыретінде мұғалімдерді дайындауда мәселелерін зерттеу.Мақалада әртүрлі салалардағы білім мен өнімділікті жақсарту үшін виртуалды және толықтырылған шынайылық сияқты иммерсивті технологиялардың мүмкіндіктері көрсетілген. Виртуалды және толықтырылған шынайылықты оқытуды қызықты ететін және студенттердің оқу материалына енуіне мүмкіндік беретін интерактивті сабақтар мен модельдеулерді жасауға мүмкіндік береді. Иммерсивті технологиялар студенттерге түсіну мен есте сақтауды жақсарту үшін медициналық модельдеу немесе виртуалды зертхана сияқты нақты сценарийлерде тәжірибе жасауға мүмкіндік береді. Иммерсивті технологиялар адамдарға физикалық шектеулерге немесе тарихи себептерге байланысты қол жетімсіз виртуалды орындарға және онлайн саяхаттауға мүмкіндік береді. Авиация, медицина, инженерия және өндіріс сияқты кәсіби дайындық қажет салаларда күрделі сценарийлер мен оқытуды имитациялау үшін иммерсивті технологияларды қолдануға болады. Иммерсивті технологиялар, тіпті қатысушылар бір-бірінен үлкен қашықтықтаорналасса да, ортақ оқу мен ынтымақтастықты қолдай алады. Virtual computer models open up new opportunities for demonstrating objects, processes or phenomena, while avoiding the previously mentioned limitations. The purpose of the work is to study the issues of modeling the preparation of teachers for the use of immersive systems as an object and means ofteaching.The article highlights the potential of immersive technologies such as virtual and augmented reality to improve education and productivity in various fields. Virtual and augmented reality enable the creation of interactive lessons and simulations that make learning more engaging and allow students to become immersed in the learning material. Immersive technologies allow students to practice in realistic scenarios, such as a medical simulation or virtual laboratory, to enhance understanding and retention. Immersive technologies allow people to travel to virtual places and times that are inaccessible to them due to physical limitations or historical reasons. In areas where professional training is required, such as aviation, medicine, engineering and manufacturing, immersive technologies can be used to simulate complex scenarios and training. Immersive technologies can support shared learning and collaboration, even when participants are located at great distances from each other.

According to modern anthropologists, the program of phylogenetic development ofmankind's and the ontogenetic development of the individual presupposes a certain necessaryadaptation, which is conditioned by virtual reality, the latest technology, high technologies, onlinecommunication models, virtual organization leisure time. Without the mentioned points thesocialization of the person is impossible. According to digital pedagogical anthropologists, it istime to talk about the computer socialization of the learner, as a component of the general humansocialization process, to review the object of study of pedagogical anthropology, and thecorresponding educational paradigm.The problem. The rapid development of the digital pedagogical anthropological field on thebasis of techno anthropology leads to the development of a new specialization of digitalpedagogical anthropologist. The professional must have appropriate professional competencies,ensure the computer socialization of the learners, developing the virtual individual developmentmaps of the learner.The novelty of the research. The research provision is substantiated, according to which therapid development of digital pedagogical anthropological direction presupposes the formation of anew specialization - digital pedagogical anthropologists, who, having relevant professionalcompetencies, will carry out computer socialization of students in the context of generalsocialization. Digital pedagogical anthropologists predict that the object of study of pedagogicalanthropology will be the cyber human, and the subject - computer socialization.180The professional activity of a digital pedagogical anthropologist should be developed in twomain directions: social-humanistic and free-humanistic. The activities should be based on twomain principles: 1․complete research 2․principles of recording changes and regular analysisduring the development process.The conditions for developing the professional competencies of a digital pedagogicalanthropologist are:1. Transition from non-formal practical activity to formal professional theoretical-practicalactivity2. With appropriate qualification: training of digital pedagogical anthropologists3. Specification of the fields of activity of digital pedagogical anthropologists,4. Clarification of the functions of professional activity,5. Definition of rights and responsibilities of digital pedagogical anthropologists on the basisof relevant normative documents6. Use by digital educators-anthropologists of a range of valid pedagogical tools,7. Certification of digital educators-anthropologists in accordance with the improvement ofprofessional competencies.

In order to provide a more immersive and interactive experience, a new VR rendering algorithm suitable for architectural design has been developed in this paper. In traditional methods, we have carefully analyzed the computer conversion process from 2D drawing to 3D modeling, and innovatively designed a graphics rendering algorithm aimed at accelerating and optimizing the rendering process. However, despite some progress, traditional technologies still face challenges such as limited interactivity and rendering quality bottlenecks. In view of this, the introduction of virtual reality technology was explored, and a lifelike 3D building environment was successfully constructed by seamlessly integrating real-time rendering engines, high-precision sensors, and advanced interactive devices. This environment not only achieves seamless connection and natural interaction between users and virtual building spaces, but also allows users to freely explore and observe building details in virtual roaming, and deeply interact with virtual elements, greatly enhancing immersive experience and interactive fun. The results indicate that in terms of design efficiency, virtual reality design time is generally shorter than traditional technologies. In terms of visual quality, virtual reality technology scores a perfect 5 points, while traditional technology only scores 4 points. In terms of rendering speed, virtual reality technology is 10[Formula: see text]s faster than traditional technology in residential scenes and 15[Formula: see text]s faster in commercial complex scenes. In terms of data processing capability, when processing 20 sets of data, the average processing speed of virtual reality technology is about 58[Formula: see text]s/GB, while traditional technology is 106[Formula: see text]s/GB. The average error rate of virtual reality technology is 1.0%, while traditional technology is 3.0%. In terms of user experience, the rating for virtual reality technology reached 9.2 out of 10, while traditional technology only scored 6.9. The immersion score for virtual reality technology is 9.3 points, while for traditional technology it is 6.7 points. The interactive depth rating for virtual reality technology is 8.7 points, while for traditional technology it is 6.0 points. In practical applications, the rendering time of virtual reality technology is significantly shorter than traditional rendering technology, and user satisfaction ratings are generally higher, with an average rating of 4.7 points or above (out of 5 points).

As virtual reality and artificial intelligence technologies continue to advance, the United States Military is quickly integrating these capabilities into initial flight training through efforts like the Air Force's Pilot Training Next (PTN) program. A persistent issue, however, has been a lack of data guiding (1) the ideal degree of integration into traditional pilot training and (2) the optimal amount of structure for student pilots' training experience. The goal of this study was to evaluate the aforementioned PTN model when applied to the U.S. Air Force Academy's flight training program with special emphasis on the ideal degree of structure for airmanship success. To this end, a quasi-experimental approach was utilized, which included 60 USAFA cadets enrolled in the Powered Flight Program who were pseudo-randomly assigned to three independent groups with varying degrees of structure. The groups (i.e., High Structured, Scaffolded, and Low Structured Groups) represented a spectrum of VR-training curriculum structure ranging from a rigid, lineal objective-completion model (akin to traditional flight training) to an unguided, Montessori-like model. With group assignment as the independent variable, live-flight performance was used as the dependent variable, which was quantified using flight grade cards, number of "landing tabs" (i.e., modified solos) awarded, and a subjective Instructor Pilot rating. Subjective feedback was also obtained from students in each condition. Initial effectiveness data indicated an increased level of perceived self-efficacy in coordination with increased virtual reality simulator time as well as an accelerated rate of positive transfer to real aircraft from the strictly structured and scaffolded groups. The results of this study allow for initial recommendations for forthcoming airmanship training and undergraduate pilot training augmentation efforts across the Department of Defense.