The specifics of VR cinema and the new cinematic language

The aim of this article is to study the specifics of using virtual reality technology in the process of teaching foreign languages. The scientific and methodological literature on this issue is analyzed, and as a result of the analysis, the advantages, disadvantages, and difficulties of implementing this technology are identified. Despite the prospects of using VR technology in education, practical application is necessary to assess its effectiveness. Based on the obtained information, an attempt is made to provide recommendations for overcoming the difficulties of implementing and using VR in language education. These recommendations include supporting innovations in education, increasing teachers' competence in the field of virtual reality, expanding the diversity of VR content, standardizing the use of this technology in education, and controlling its impact on students' health.The research also concludes that the concept of "virtual reality in language education" requires clarification, and an attempt is made to define it. Key principles (didactic expediency, professional orientation, interactivity, connection of theory with practice) and approaches applicable in the process of using VR in teaching foreign languages are identified and substantiated.   References Krasnova T.I. The Potential of Immersive Virtual Reality in Foreign Language Learning. 2023;1(98):89–91. (In Russ.) Hukalenko Y.S. Foreign Language Learning (Using English as an Example) with Virtual Reality Technology: A Review of Main Developments. News of the Eastern Institute. 2021; 2(50):118–128. (In Russ.) Bonner E., Reinders H. Augmented and Virtual Reality in the Language Classroom: Practical Ideas. Teaching English with Technology. 2018;3:33–53. Kotenko V.V. Problems and Opportunities of Using Augmented and Virtual Reality Technologies in Foreign Language Teaching. Lesgaft University Scientific Notes. 2020;3(181): 252–258. (In Russ.) Konnova Z.I., Semenova G.V. Augmented and Virtual Realities Technologies: Innovations in Foreign Language Teaching at University. Scientific Result. Pedagogy and Psychology of Education. 2021;3:53–65. (In Russ.) Borscheva V.V. Virtual Reality in Language Education: The Potential of Technology. Pedagogy and Psychology of Education. 2018;1:64–70. (In Russ.) Rolgaiser A.A. Application of Virtual and Augmented Reality Technologies in Foreign Language Teaching at University. Society: Sociology, Psychology, Pedagogy. 2022;5(97): 170–173. (In Russ.) Arvanitis P. VR vs AR are Suitable for the Development of Linguistic Skills in Second Language Teaching. INTED2019 Proceedings. 2019:2222–2228. Starodubtseva E.A. The Use of Virtual Reality Technology in Foreign Language Learning at University. Humanities Sciences. Bulletin of the Financial University. 2022;1:110–113. (In Russ.) Taran V.N. The Use of Augmented Reality in Teaching. Problems of Modern Pedagogical Education. 2018;2:333–337. (In Russ.) Dobrova V.V., Labzina P.G. Virtual Reality in Foreign Language Teaching. Bulletin of the Samara State Technical University. Series Psychological and Pedagogical Sciences. 2016; 4(32):55–60. (In Russ.) Troepolskaya A.P. Virtual Reality in Foreign Language Learning. 2022; 4(68):76–81. (In Russ.) Labzina P.G., Gureev M.V., Zhabin M.E., Novalov E.I. Principles of Teaching Professionally Oriented Foreign Language in Virtual Reality. Bulletin of the Samara State Technical University. Series Psychological and Pedagogical Sciences. 2017;4(36):79–89. (In Russ.) Rostovtseva P.P. Virtual Reality in the Foreign Language Learning Process. MNKO. 2023;2(99):233–235. (In Russ.) Krasnova T.I. Innovative Language Learning: Research on Immersive Virtual Environments. Society: Sociology, Psychology, Pedagogy. 2023;3(107):119–123. (In Russ.) Ivanova A.V. Virtual and Augmented Reality Technologies: Opportunities and Barriers to Application. Strategic Decisions and Risk Management. 2018;3(106):88–107. (In Russ.) Shakirova A.A. Digital Tools in Foreign Language Teaching at the University. Kazan Linguistic Journal. 2022;5(2):257–269. (In ) Krylova A.S. The Use of Augmented Reality for Educational Purposes. European Science. 2016;6(16):87–88. (In Russ.)  

Рассматриваются особенности применения технологий VR (виртуальной реальности) и AR (дополненной реальности) организациями финансовой сферы. Определяется специфика технологий виртуальной и дополненной реальности. Последовательно представлена история их продвижения на рынки, отмечены наиболее яркие факты, результаты совершенствования в контексте технологического прогресса (Sensorama, head-mounted display, «Кинокарта Аспена», устройство Eye Tap, коммерческая система RB2, VR-консоль компании SEGA Games Co., очки Oculus Rift и др.). Отмечаются области и возможности их применения. Изучена степень проникновения технологий виртуальной и дополненной реальности в деятельность финансовых организаций. Указаны основные направления их применения: приведены конкретные примеры интеграции VR- и AR-технологий в работу финансовых организаций. Систематизированы такие цели применения AR- и VR-технологий в финансовой сфере, как упрощение получения и обработки информации клиентами посредством приема визуализации, сохранение безопасности, маркетинговые коммуникативные цели и др. В результате проведенного исследования обозначены тенденции использования технологий на финансовом рынке, выявлены возможности их развития и перспективы применения, факторы, сдерживающие их развитие, определены и систематизированы преимущества и недостатки как самих технологий, так и функционирования этих технологий в финансовой среде. В заключение сделан вывод о том, что применение VR- и AR-технологий позволит финансовым организациям укрепить свои конкурентные позиции на рынке, а клиентам финансовых организаций — создать собственную безопасную онлайн-среду, в которой они смогут управлять своими деньгами и инвестициями и совершать транзакции. The features of the use of VR (virtual reality) and AR (augmented reality) technologies by financial organizations are considered. The specifics of virtual and augmented reality technologies are determined. The history of their promotion to markets is presented in a coherent manner, highlighting key facts, the results of improvements in the context of technological advances (Sensorama, head-mounted display, Aspen’s Cinema Map, Eye Tap device, RB2 commercial system, VR-console of SEGA Games Co., glasses Oculus Rift and more). Areas and possibilities of their application are noted. The areas and possibilities of their application are highlighted. The degree of penetration of virtual and augmented reality technologies in the activities of financial institutions is explored. The main directions of their application are indicated: specific examples of integration of VR- and AR-technologies in the work of financial institutions are given. The goals of using AR and VR technologies in the financial sector, such as simplifying the receipt and processing of information by clients through the reception of visualization, maintaining security, marketing communication goals, etc., are systematized. As a result of the study, trends in the use of the technologies in the financial market are identified, opportunities for their development and prospects of application, factors that restrain their development are identified, the advantages and disadvantages of both the technologies themselves and the functioning of these technologies in the financial environment are identified and systematized. It is concluded that the use of VR and AR technologies will allow financial institutions to strengthen their competitive positions in the market, and let the clients of financial institutions create their own secure online environment in which they can manage their money and investments and make transactions.

With the continuous progress of computer network technology and the burst of new digital media art, virtual reality technology, a revolution in transmitting information, has come into being. As a brand new combination of computer technology and film art, virtual reality films have an interactive experience that no other art genre can achieve. During the movie watching process, the audience can walk into the movie scene, panoramic arbitrary observation of any angle around, and active interaction with people or objects in the scene, creating a personal memory palace, creating a unique storyline, creating a virtual dream space, and re-creating personal life and personal experience in the process of virtual experience. This paper firstly, through understanding the origin and background of virtual reality, analyzing and comparing the development status of virtual reality movies at home and abroad and looking forward to its prospect, so as to arrive at the possible value of virtual reality movies realized under the future digital technology media; secondly, combining the characteristics of virtual reality interactive technology, through analyzing the development process of traditional movie experience, comparing and arriving at the difference between traditional movies and virtual reality movies in Secondly, by analyzing the development process of traditional movie experience with the characteristics of virtual reality interactive technology, we compare and contrast the experience difference between traditional movies and virtual reality movies in four aspects: time and space construction, screen boundary, subjective experience, and interaction mode; secondly, we analyze the experience process from shallow to deep in virtual reality movies, and explore the psychological demand value rooted in the spirit after the intermingling of technology and movie content; finally, we elaborate on the experience value feedback brought to the audience after the practical application of virtual reality technology, and at the same time, we think deeply about this new digital technology medium. Lastly, it is the feedback of the experience value brought by the practical application of virtual reality technology to the audience and the reflection and critique of this new digital technology medium.

Primary school students often find it difficult to differentiate two dimensional and three-dimensional geometric shapes. Taking advantage of the ability of Virtual Reality (VR) and Augmented Reality (AR) to visualize 3D objects, we evaluate the potential of VR and AR technologies for teaching the lesson of geometric solids to primary school children. To the best of our knowledge there are no previous cases in the literature describing a comparative evaluation of VR and AR technologies in education, and more specifically in the field of mathematics for primary school children. An experimental evaluation was staged to test the following hypothesis: Hypothesis 1: VR and AR applications make the teaching of mathematics more interactive and interesting and they also contribute to a more efficient learning and understanding of mathematical concepts. Hypothesis 2: The use of VR applications is more effective when compared to AR applications for mathematics teaching activities. For the needs of the experimental evaluation, we designed a lesson plan comprised of three activities: Classification of shapes into solid or plane shapes, identification of solid shapes appearing in a typical city environment, and classification of solid shapes. The lesson plan was implemented based on the traditional method that utilizes printed material, three related VR and three AR applications. The developed VR and AR applications for the current research do not require specialized equipment. For the AR applications, the users only need to use their mobile device or tablet and for VR applications they only need to use a mobile phone and low-cost virtual reality glasses. As part of the study 30 fourth, fifth and sixth class primary school students were divided equally into the control group who used the traditional teaching method, and the AR and VR groups who used AR and VR applications respectively. Participants were provided with questionnaires before (pre-test) and after the test (post-test) to measure factors such as user attention, presence, enjoyment, science knowledge, auditory knowledge, and visual knowledge. According to the results, new technologies in education in the form of virtual and augmented reality improve interactivity and student interest in mathematics education, contributing to more efficient learning and understanding of mathematical concepts when compared to traditional teaching methods. No significant difference was observed between virtual and augmented reality technologies with regards to the efficiency of the methods that contribute to the learning of mathematics, suggesting that both virtual and augmented reality display similar potential for educational activities in Mathematics. Based on statistical evidence Hypothesis 1 was accepted and Hypothesis 2 was rejected. The current research is one of the first attempts ever to compare VR and AR technologies for Mathematics teaching activities in primary school. The findings of our research can provide valuable feedback to educators and developers who plan to use or develop VR or AR technologies for educational activities. Given that these days VR and AR applications, like the ones used in the experimental evaluation, do not require highly specialized equipment, the introduction of AR and VR based activities both for in-class and extra curriculum activities provide a promising way for more efficient Mathematics training activities.

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

Exploring virtual worlds

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

The article deals with the types and properties of modern technologies of virtual and additional reality. The development and trends of the world market of virtual and additional reality are analyzed. A market research of consumers in the form of a survey was conducted to determine the tendencies of the Ukrainian virtual and additional reality technologies market. According to its results, three groups of consumers were distinguished, differing in knowledge, attitude and technology evaluations: neutral, skeptics and innovators. Two latent factors that have an impact on consumer behavior were allocated: conservatism and liberalism. Key words: marketing research, technology of additional reality, technology of virtual reality, questionnaire survey, cluster analysis, factor analysis. DOI: 10.15276/mdt.2.3.2018.1 Virtualnaya realnost [A virtual reality]. (2017). Vikipediya – svobodnaya entsiklopediya [Wikipedia, the free encyclopedia]. ru.wikipedia.org Retrieved from https://ru.wikipedia.org/wiki/Виртуальная_ реальность [in Russian]. Nosov, N.A. (2000). Virtualnaya psihologiya [Virtual psychology]. Agraf [in Russian]. Barberie, S., & Llamas, S. (2017). Virtual Reality Market and Consumers. www.superdataresearch.com. Williams, J.A. (2017). Reality check for virtual headsets. The Economist. Retrieved from https://www.economist.com/news/business/21724863-vr-has-been-more-about-hype-substance-will-change-reality-check-virtual. Dopolnennaya realnost [Augmented Reality]. Vikipediya – svobodnaya entsiklopediya [Wikipedia, the free encyclopedia]. ru.wikipedia.org Retrieved from https://ru.wikipedia.org/wiki/Дополненная_ реальность [in Russian]. After mixed year, mobile AR to drive $108 billion VR/AR market by 2021. (2017). Digi-Capital. Retrieved from https://www.digi-capital.com/news/2017/01/after-mixed-year-mobile-ar-to-drive-108-billion-vrar-market-by-2021/#.WoArb65l_tQ. Apple and Facebook to drive mobile AR over 1B users and $60B by 2021. (2017). Digi-Capital. Retrieved from https://www.digi-capital.com/news/2017/06/mobile-ar-to-top-a-billion-users-and-60-billion-by-2021/#.WoAx2a5l_tQ. Ubiquitous $90 billion AR to dominate focused $15 billion VR by 2022. (2018). Digi-Capital. Retrieved from https://www.digi-capital.com/news/2018/01/ubiquitous-90-billion-ar-to-dominate-focused-15-billion-vr-by-2022/#.WoA0Ba5l_tQ. Karpenko, O. Opublikovan onlayn-katalog ukrainskih VR i AR-startapov. Retrieved from https://ain.ua/2017/11/01/zarabotal-katalog-ukrainskix-vr-i-ar-startapov [in Russian]. Oklander, M.A., Oklander, T.O., & Yashkina, O.I. (2017). Tsyfrovyi marketynh – model marketynhu ХХІ storichchia [Digital Marketing – The Marketing Model of the 21st Century]. Oklander, M.A. (Ed.). Odesa: Astroprint [in Ukrainian].

VR film is a new type of film that applies virtual reality technology in the viewing process. On the one hand, it has complete story elements, and on the other hand, it has more immersive viewing experience than traditional films. This research is divided into two levels. The first level: in the interaction between VR films and traditional films, will VR films become the future form of films or exist as a film type? Second layer: In the process of impact and absorption of traditional film language, what new characteristics will VR film itself produce in the two dimensions of film perception and film language? The development of film forms and techniques has always been closely related to the progress of technology. This paper will start with the theory of film perception and the theory of film psychoanalysis, and take the mature modern film language as the comparative object to complete the above two levels of research.

IntroductionPreoperative anxiety is one of the most common psychological problems in open-heart surgery patients. Not controlling this problem can negatively the operation outcome and the patient’s physical condition. Among various training methods and tools introduced to deal with this issue, the ideal method still remains unknown. Therefore, the present study was to determine the effect of using virtual reality technology on preoperative anxiety in patients undergoing open heart surgery.Materials and methodsThe participants of this interventional-educational study included 60 patients who were candidates for open heart surgery. The samples were randomly divided into two groups virtual reality(n = 30)and ordinary video (n = 30). For the virtual reality group, a virtual reality film and for the ordinary video group, an ordinary video of the physical space and operating room staff were displayed the day before the operation. Patients’ anxiety in both groups was assessed using the Spielberger State-Trait Anxiety Inventory (STAI) before and after the intervention. Data analysis was performed using the SPSS software version 25.ResultsThe mean anxiety score before the intervention was 55.8 and 58.33 in the virtual reality group and the ordinary video group, respectively. After the intervention, it reached 38.60 in the virtual reality group and 45.13 in the control group. There was no statistically significant difference between the anxiety scores of the subjects in the virtual reality and ordinary video groups before the intervention (p > 0.05). However, the difference between the anxiety scores of the subjects in the virtual reality and ordinary video groups after the intervention was significant (p < 0.05).ConclusionAlthough virtual reality and ordinary video interventions effectively reduce anxiety in heart surgery patients, virtual reality seems to lower anxiety in heart surgery patients by diverting attention from external stimuli and immersing the person in the virtual world more than ordinary video.

IntroductionThe development of virtual reality (VR) films requires novel editing strategies to optimize narrative cognition in immersive environments. While traditional film editing guides attention through controlled sequences of shots, the interactive nature of VR disrupts linear storytelling, challenging creators to balance emotional experience and spatial coherence. By combining eye-tracking technology with neuroscientific findings, this study aims to investigate how different editing techniques in virtual reality (VR) films affect viewers’ narrative cognition, focusing on visual attention, emotional experience and cognitive load, and to optimize VR film editing strategies through a neurocognitive lens.MethodsA controlled experiment with 42 participants was conducted using three versions of a VR movie: an unedited movie, a hard cut edited movie, and a dissolve-transition edited movie. Eye-tracking metrics were recorded using the HTC Vive Pro Eye headset, and emotional experiences were assessed using post-viewing questionnaires. Data were analyzed using SPSS and visualized using heat maps and trajectory maps.ResultsThe unedited movie (F1) elicited the highest visual attention (TDF: M = 18,953.83 vs. F2/F3, p < 0.001) and emotional immersion, with 75% of viewers rating it as “highly immersive.” It also showed sustained activation in areas related to emotional engagement. Edited movies, both hard cuts (F2) and dissolve-transitions (F3), reduced cognitive load (TSD: M = 16,632.83 for F1 vs. 15,953.18 for F3, p < 0.01) but resulted in fragmented attention. Dissolve-transitions (F3) decreased viewer enjoyment (APD: M = 0.397 vs. F1, p < 0.001). One-way ANOVA analysis revealed that seamless editing enhanced emotional coherence, while abrupt cuts disrupted spatial and temporal integration, leading to reduced emotional engagement.DiscussionUnedited VR films promote emotional coherence driven by the amygdala and maintain attention stability mediated by the prefrontal cortex, which enhances immersive narrative cognition. In contrast, editing techniques prioritize cognitive efficiency at the expense of emotional experience. To maintain immersion, filmmakers should focus on seamless transitions, while strategically using edits to direct attention in the complex 360° environment of VR. These findings contribute to neurocinematic theory by connecting the neural dynamics induced by editing with behavioral outcomes, offering practical insights for VR content creation.

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.

The rapid development of virtual and augmented reality technologies is currently taking place in almost all spheres of a life. 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 universities train students in the field of information technology. Recently, profiling of readiness for the development of virtual reality applications and computer games has begun. The provision of practical classes is accompanied by specific real time tasks, which gives students the opportunity to improve their skills in the use of software and technological 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.

Modern technologies continue to evolve in the Real Estate sector in attempts to increase profit and efficiency. Virtual Reality (VR) and Augmented Reality (AR) technologies are no exception, streamlining the way business is done. Today, more than ever, developers claim that the technology can provide an efficient means of visualizing, marketing and selling real estate project. VR and AR technologies fill the imagination gap in the real estate market, enabling investors to visualize the result of an on-plan project and to imagine how the space will look like after being built, refurbished or emptied. Through a set of semi-structured interviews, this research investigates the role of real estate developers as clients for these technologies and explores the contribution of technology providers in revolutionizing the real estate sector. Ten semi-structured in-depth interviews were conducted with seven developers and three suppliers to study the potentials and challenges of employing the technology in the real estate sector in Bahrain. The results showed the effectiveness of the technologies with younger clients and investors and the challenges that faces its adoption with the older generation. The research showcases the usefulness of employing AR and VR technologies in enabling better visualization and facilitating higher sales in the real estate sector. The study showed that even though VR and AR technologies provide people with a simulated lifelike experience, it cannot be identified as a replacement of the brochures, 2D and 3D drawings, and physical models. There seems to be still a gap between the developer, the consultant and the VR specialist concerning taste, sale potentials and the costs associated with the design. The technology still suffers from many shortcomings including its unjustifiable high cost for small projects, its heavy size, and its tendency to crash or jam often. In addition, the technology is still Internet dependent which requires a strong connection at the display venue.

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.