PHILOSOPHICAL COMPREHENSATION OF VIRTUAL REALITY OR TIME FOR VIRTUAL REALITY

This initial stage paper focuses on the Virtual Reality (VR) experience of the [pain]Byte ballet. The live and VR experience debut October 1st 2017, as part of the Brighton digital festival. Specifically, the development of the VR environment to compliment live performance by using the same choreography to create an option capture element of the VR story telling experience. Reviewing Virtual & Alternative reality gaming & storytelling works and the use of VR for chronic pain management (Chen, Win). Does the VR experience compare to that of the live theatre for the audience? The data visualisations and VR environment will be continuations of the Network Simulator, [data]Storm 2015. We are visualising and comparing the pain pathway system to that of a social network. Linking pain signals to viral/negative messaging for some of the visuals. The main purpose of the pieces links to how “we” present ourselves online, these better or veiled versions of ourselves. For chronic pain sufferers, this can be daily activity in the real world. The paper concludes by identifying some future directions for the research project. The Ballet: [pain]Byte is a data driven dance classical ballet performance and VR (virtual reality) experience. [pain]Byte, is about chronic pain and biomedical engineering, in particular the use of implanted technology - neuromodulation (Al-Kaisey et al). Using data as a medium for storytelling, what it means to be in chronic pain. The live augmented theatre and VR experience research focuses on how an audience’s exposure and understanding are impacted by the difference mediums used for [pain]byte.

The rapid development of virtual and augmented reality technologies is currently taking place in almost all spheres of activity. Elements of virtual and augmented reality are used in such areas as education, medicine, transport, gaming, tourism and others. The active spread of these technologies causes the emergence of special competencies in the IT labor market and, as a result, the formation of new professions.Many Russian universities are training students in IT training areas. Specialization in the development of computer games and virtual reality applications has begun recently. The provision of practical classes is accompanied by specific tasks, which gives students the opportunity to improve the use of software and technical devices.The relevance of the research is determined by the current demand for the use of the latest technologies by IT developers in the field of creating computer games. Today, technologies that provide a player’s immersion in virtual reality are becoming more and more popular. One of these technologies is a suit with wearable sensors that track a person’s position in space in real time. However, there are quite a few real described projects in the literature and on the Internet. This study examines the process of developing a task for creating a game application using virtual reality technology: a suit with wearable sensors for teaching students.Materials and methods of research. Timely identification of the needs of the IT market in personnel training allows educational organizations to form new training programs of different levels of training. This approach makes it possible to target the educational and methodological materials being developed to use the latest achievements in the development of the field under study.Using a systematic approach, the study characterizes virtual reality suits and sensors for monitoring the position in the user’s space. Thus, the goal of the task was to ensure the immersiveness and convenience of interaction between the player and the game environment.Based on materials on software, position sensors in space, the approach of pedagogical design was applied and the procedure was formed for a practical task, reflecting the relevant competencies.Results. The study was conducted on the basis in the framework of laboratory and practical work of students, as well as at a real enterprise. Training in the new profile of the direction of training “Applied informatics” is fully equipped with all the latest technologies in this field. As a result of the work, the content of the practical task was developed.Real development of virtual and augmented reality applications is conducted jointly with students. Almost all projects used a suit with body sensors.Conclusion. Our study examines in detail the process of developing an application using a suit with wearable sensors for further training of students. Based on the results, work can be carried out on real projects for any field. Based on the research materials, it is planned to issue a textbook for students with the profile of developing computer games and virtual / augmented reality applications.

The Medical Metaverse, Part 1: Introduction, Definitions, and New Horizons for Neuropsychiatry.

Dear Editor, Virtual reality (VR) simulation is a promising modality to help ophthalmology residents bridge the gap between the wet lab and the operating room (OR) [1]. However, more widespread implementation of VR simulation in ophthalmology graduate medical education (GME) programs has been limited by concerns about simulator realism fidelity, lack of evidence for surgical skills transfer (VR-to-OR), and startup costs [2]. While current research is focused on addressing simulation fidelity and skills transfer, little has been done to address cost; VR units must be cost effective for VR to become a widespread part of ophthalmology GME [3, 4]. To this end, we investigated potential cost savings of VR training in cataract surgery using the criterion of reduced trainee OR time, one of the only published outcomes of VR-to-OR training [3]. The calculation of cost savings with the use of the VR simulator in residency program is summarized in Table 1. We found that the average US residency program will save $4,980 per year in non-supply costs. In addition, a well-studied VR cataract surgery simulator, the EyeSi (VRmagic, Mannheim, Germany) [1–3], costs approximately $167,000 (pers. comm., VRmagic US Sales representative, 1/07/2013); based on non-supply cost savings, it thus would require an estimated 34 years ($167,070/$4,980) for a typical US residency program to recoup the expense of a VR unit. This analysis has several limitations. First, the cost calculation was based on data from one US Veterans Health Administration (VHA) hospital. While the VHA is the largest provider of health care training in the US, costs in other teaching hospitals may differ. Second, we only evaluated non-supply costs of OR staff salaries, wages, and benefits. These were the only costs that could be readily linked to decreased OR time, as other differences in OR performance have not yet been found. Third, the estimates of savings in OR times were based on one study of 20 residents. Lastly, we only considered savings accrued with VR training in cataract surgery. While a VR training module in vitreoretinal surgery is available at additional cost, US residents only perform an average of 6.5 vitreoretinal procedures as primary surgeon in the course of their training [6]. The low volume of vitreoretinal surgery would be a significant barrier to determining the impact of VR training on resident vitreoretinal surgical outcomes and OR costs. Similarly, low volume would be a barrier for assessing the impact of VR cataract surgery training on other intraocular procedures such as glaucoma surgery. B. K. Young : P. B. Greenberg Division of Ophthalmology, Warren Alpert Medical School of Brown University, Providence, RI, USA

As virtual reality technology matures and popular, it is gradually applied in art design.Virtual reality is constructed by high-tech means of the artificial environment.How best to achieve the user in the virtual world of realistic experience, has become a new research hotspot.In view of the present virtual reality technology and virtual aesthetics can improve the effect of the simulation are faced with the problem, in this paper, the study of virtual reality in art and design.Put forward the integration of technology and art technique can improve the virtual reality visual properties and the degree of match user requirements, improve the effect of the simulation.

As advancements in intensive care treatment have resulted in decreased mortality rates, more attention has been given to the experience of life after critical illness. Despite an increase in literature describing the physical, psychological, and cognitive health problems arising after critical illness, there is a shortage of research exploring the lifeworld of patients and relatives, including its internal and external interplay in everyday life. Addressing this is essential for gaining insights into the experience of everyday life and recovery after critical illness. To explore patients' and relatives' experiences of everyday life after critical illness. Data were collected using semi-structured interviews with 7 relatives and 12 patients. Interviews were audiotaped and transcribed verbatim. Drawing on the phenomenological-hermeneutic tradition, data were analysed using Ricoeur's theory of interpretation, as described by Dreyer and Pedersen. The lifeworld of everyday life was disclosed in the theme "Finding oneself after critical illness," described as an overall comprehensive understanding. This theme was divided into the subthemes (a) redefining the self, (b) reintegrating with family, and (c) resuming everyday life, which followed the trajectory of the three phases: the known past, the uncertain present, and the unknown future. Critical illness and physical, psychological, and cognitive health problems create new and emerging difficulties in patients' and relatives' experiences of everyday life after intensive care. These experiences affect their understanding of themselves, their families, and their ability to resume pre-intensive care unit everyday life. The study underlines the need to supplement the affirmed domains in post-intensive care syndrome with a social domain to enhance family-centred care within the intensive care unit and across sectoral borders. Additionally, it highlights the need to develop rehabilitation strategies aimed at patients' and relatives' multifactorial health problems.

Technologies such as (AR) Augmented Reality &(VR) Virtual Reality, which provide immersive digital experiences, interactive environments, simulation, and engagement, have completely changed how we approach learning. However, in order to meet the huge demand in education, these technologies which are still in the emerging stage need to be heavily customized and heavily invested in. This thorough analysis seeks to contextualize the last few years of development of Virtual and Augmented Reality in the Education. For additional study, a total one thousand five hundred and thirty-six articles are chosen using text mining and theme analysis techniques. Based on earlier research on AR and VR in education, hypotheses were developed and are currently being processed and analysed to reveal the current development in literature via Augmented Reality and Virtual Reality, applications, benefits, and future directions. The findings show that wearable technology has contributed significantly to the exponential expansion in the use of Virtual and Augmented Reality in education in recent years. Results also highlight the need for faster adoption and customization of these technologies in educational institutions, based on secondary data. An increasing number of educational applications for the learning process are emerging as Virtual and Augmented Realityexp and quickly. It is advised that researchers stay up to date on the gaps in AR and VR’s Changeover to education &develop practical adaptation strategies to maximize the benefits of these technological development with significant developments in high-speed transmission and processing, AR &VR are developing as Display Platforms for Next Generation for more intimate human-digital interactions. Nonetheless, matching the extraordinary Human Vision Performance while keeping Near the Eye Display module tiny and lightweight presents unprecedented hurdles for optical engineering. Fortunately, new advances in Holographic Optical Elements HOEs and Lithography Enable Devices present novel approaches to overcoming these challenges in Virtual and Augmented Reality which would otherwise be problematic with traditional optics

The article addresses the relationship between virtual and actual reality as the external world of users. The objective is to study the relationship between two realities: virtual reality and actual reality in their ontological uniqueness and distinctness. The set objective implies that virtual reality should be seen as a specific conditional reality. The applied methodological principle incorporates concepts of ontological/ functional/ artistic conditionalities. The development of modern VR technology contributing to the formation of cyberculture is shown to bring the functional conditionality to the forefront, putting into action and emphasizing the leading part of an individual, the importance of his or her self-subject position (as the Participant or the Observer) in social construction of reality. The specific nature of the boundaries of conditionality as well as their penetrability/ impenetrability (characterizing openness or closeness of realities) make it possible to draw a demarcation line between the actual reality and other realities. The comparative analysis given in the article revealed a number of distinctive features inherent in virtual realities. Due to these features, virtual realities can be differentiated both from the actual reality and the realities (mental, artistic) generally referred to as virtual by a number of scholars. As defined, the actual reality, as long as its social and regulatory pressure is imperative and unconditional, can compete with virtual realities, which, on the other hand, due to their interactivity can have such an impact on the actual reality that any concept of two autonomous worlds makes no sense.

Potential applications for virtual and augmented reality technologies in sensory science

On the Way to New Horizons: Telemedicine in Oncology

Virtual, augmented, mixed and augmented reality are examples of immersive technologies. Over the past few years, 'immersiveness' in education has been recognized as a powerful and effective tool to support learning - virtual reality has moved from gaming to professional learning applications. Today it plays an important role in the educational process, providing a useful and fun way to get information. This work is devoted to an overview of trends, opportunities and problems associated with virtual reality in education. New educational perspectives of the latest applications are highlighted on the example of several educational areas. In addition, the author presents methods for creating scenarios and suggests approaches to testing and testing students' knowledge. Conclusions are drawn about the future direction of virtual reality and its potential to improve the learning process. Using a virtual reality headset with special software, students must follow certain rules without going beyond the algorithm. Also, some teachers may over-rely on technological developments, resulting in a lack of interaction between teacher and student. In the educational environment, it is possible to replace all traditional solutions with modern digital ones, but it should be remembered that only a balance between modern solutions and human interaction between teacher and student - mentoring will be effective.

For decades, virtual reality (VR) and augmented reality (AR) technologies have remained absent from science and engineering workflows due to the custom-built nature of the hardware and software and oftentimes highly task-specific design. In addition to high cost, these characteristics create a critical entry barrier for most users to invest in VR and AR applications. Recent developments in both VR and AR technologies in the commercial sector have resulted in the availability of affordable consumer-grade and reliable VR and AR hardware and software tools. However, significant research is needed to adapt VR and AR technology use for data-intensive scientific and engineering applications such as network modeling research, human sciences research, and visualization of complex simulated environments. Our VR and AR applications provide examples of how scientists and engineers can use advanced visualization technologies to perform data analysis and assessment, thus transforming scientific discovery.

Recently, it has been claimed that real-life, autobiographical events are processed differently compared to conventional laboratory events. Virtual reality might bridge the gap between real life and laboratory experiences and increase the ecological validity of psychological research. There is broad consensus that self-referential processing is essential for the formation of autobiographical memory. However, it is unclear whether autobiographical experiences can be created with commonly used paradigms, or if self-referentiality is unique to (virtual) reality. We thus set up an experiment in which participants explored a virtual Viking Village either in virtual reality or as a conventional first-person experience on a screen. As hypothesized, virtual reality experiences are vividly retrieved via recollection-based mnemonic processes, which are typical for autobiographical memory. In comparison, conventional screen experiences rather leave a feeling of familiarity. The encoding mechanism in virtual reality might closely resemble real-life mnemonic processing, making VR an ideal tool to study real-life cognition under controlled laboratory conditions.

Recently, virtual reality (VR) has been widely used in many different fields, including art, entertainment, education, and training. The rapid and massive development of digital technology has been directly reflected in the arts, as the art world today witnesses the rise of virtual, augmented, and mixed realities. And extended reality. Digital technology has enriched the creative atmosphere for artists and provided more tools that help them implement their innovative ideas, tools that are now in the hands of artists. Not only to simulate reality but to transcend it. Several artists have recently pushed the boundaries of three–dimensional digital art by incorporating virtual reality into their works. Thus, virtual reality has provided the audience with a unique experience, which is watching a work of art in an animated image, three dimensions, and has enabled the viewer to interact with it more deeply than a static work. The research will discuss the vital role that virtual reality plays in artistic display and 3D formation, and the extent of its effectiveness in achieving sustainability.

Autistic people often face challenges in face-to-face social interactions, especially in unfamiliar or high-stakes situations. Virtual reality has been proposed as a tool to support social connection by offering a more controlled and accessible environment. While previous research has focused on virtual reality-based social skills training, little is known about how autistic people experience social interactions in virtual reality. We interviewed 22 autistic young people (aged 9-22 years, MAge = 14.5) after they engaged in a social interaction with a stranger in immersive virtual reality. Using reflexive thematic analysis, we found that participants generally found virtual reality interactions tolerable, engaging and helpful as a low-pressure first step towards more challenging social situations. Virtual reality was valued for reducing sensory overload, increasing confidence and offering novel social opportunities. However, participants did not view virtual reality as a replacement for in-person interaction, which they saw as essential for building meaningful relationships. These findings highlight the potential of virtual reality to support autistic people by modifying the social environment rather than demanding behavioural change. They also challenge deficit-based assumptions about autistic social motivation, emphasising the importance of aligning technological supports with autistic people's lived experiences and preferences.Lay abstractAutistic young people can find social situations stressful and overwhelming, particularly if meeting strangers in high-stakes settings (e.g. first date, job interview). Virtual reality has been suggested as a tool that might help make these interactions easier. In this study, we asked 22 autistic young people, aged 9-22, to try out a social interaction in virtual reality and then tell us about their experience. We found that most participants enjoyed using virtual reality and felt it made social interactions feel safer and less intimidating. They said virtual reality helped reduce distractions and gave them more control over how they presented themselves. Some even said it made them feel more confident when talking to others. However, young people were clear that virtual reality should not replace real-life interactions. They said that in-person contact is still important for building real connections with others. While virtual reality can be a helpful first step when interacting with new people, especially in situations that feel scary or unfamiliar, it is not a substitute for face-to-face relationships. This research shows that autistic young people value social connection and want tools that support, rather than replace, real-life interaction.