User Experience and Engagement in the Reality–Virtuality Continuum: A Special Issue Guest Editorial

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

The purpose of the article is to consider augmented reality as a method of attracting attention and providing quality education. The article describes the features of augmented and virtual realities. It describes the use of augmented reality (AR) in the learning process of painting students in the study of the discipline "Copying and technique of easel painting". The significance and effectiveness of modern technologies in creating copies of paintings in the museum environment is revealed. AR is a technology that allows combining virtual objects with the real world, creating unique opportunities for learning and forming creative thinking. Mobile devices have gained popularity as an educational tool, and many educational institutions are utilizing them in educational activities to enhance learning. The use of augmented reality as a means of teaching art and comprehending its "depth" is explored. Many museums use virtual reality, augmented reality or interactive exhibits to make the visit more interesting and engaging for visitors. It is important to remember that a successful audience expansion strategy requires constant analysis and adaptation. AR and VR are also pushing the boundaries of art education by providing opportunities to learn and interact with artists and works of art from around the world. Through these technologies, students can visit virtual museums and galleries, study and analyze artworks, and interact with the artists themselves. The use of augmented and virtual reality technologies in education helps to improve the accessibility of learning for all categories of students. Thanks to the ability to study remotely, students can receive quality education regardless of their location or physical limitations. This is especially important for people with disabilities to whom traditional forms of learning may be inaccessible or partially accessible. One of the main advantages of using augmented and virtual reality technologies in art education is the possibility of creating an immersive educational environment. With the help of virtual reality, students can immerse themselves in and interact with the virtual world, allowing them to better understand different art concepts and techniques. It is concluded that augmented reality in the educational process improves the quality of education and allows the student to more easily master and consolidate the educational material.

Despite the growing interest and discussions on Virtual Reality (VR) and Augmented Reality (AR) in tourism, we do not yet know systematically the knowledge that has been built from academic papers on VR and AR in tourism; if and how VR and AR research intersect, the methodologies used to research VR and AR in tourism, and the emerging contexts in which VR and AR have surfaced in tourism research. By conducting a systematic literature review on VR/AR research in tourism, this work seeks to answer five main research questions: (1) Which tourism sectors and contexts have VR and AR research emerged in?; (2) Which forms of VR and AR have garnered the most attention in tourism research?; (3 and 4) What methodologies/theories are being utilized to research VR and AR in tourism?; and (5) What are the research gaps in VR and AR tourism research? From a synthesis of 46 manuscripts, marketing and tourism education emerged as the most common contexts. However, issues with heterogeneity appeared in terminology usage alongside a lack of theory-based research in VR and AR. Also, gaps were identified where challenges identified revolved around awareness of the technology, usability, and time commitment.

Technology is developing quickly, making a lot of things that were before impossible feasible. Virtual reality (VR) and augmented reality (AR) are two examples of the cutting-edge technology that, only a few years ago, were considered science fiction. However, they are now an essential component of everyday life. The distinction between augmented reality & virtual reality is the one that causes the most misunderstanding in the world. While Virtual Reality is entirely immersive, augmented realities is a synthetic, computer-simulated reality or reproduction of a real-time setting that allows a user to interact with the reproduced actual settings. Optical head-mounted displays (OHMDs), which combine virtual reality (VR) or augmented reality (AR), are close to becoming common gear that consumers may purchase and use to do 3D tasks. Front-facing cameras are a feature of certain OHMDs that enable augmented reality (AR) or virtual reality (VR) capability. Seeing the actual world may alter interaction with virtual items in addition to preventing collisions with the surroundings. It is unknown if virtual reality (VR) or augmented reality (AR) provides any advantages over one another for almost all jobs. One of the most crucial areas of research in the present-day IT field is the development of augmented reality as well as virtual reality technologies. These two technologies have been used in a variety of fields, including education, healthcare, construction, military operations, and entertainment, and research on their technical aspects is progressing concurrently with research on their evaluation and the development of user-centered optimisation programmes. The starting place for this article was the real estate show. The authors selected the appropriate assessment index as well as quantification technique through comparisons with virtual reality (VR) and augmented reality (AR) in the physical display field, compared the evaluation results of each technology, and then created a user experience evaluation model for each.

Technology is developing quickly, making a lot of things that were before impossible feasible. Virtual reality (VR) and augmented reality (AR) are two examples of the cutting-edge technology that, only a few years ago, were considered science fiction. However, they are now an essential component of everyday life. The distinction between augmented reality & virtual reality is the one that causes the most misunderstanding in the world. While Virtual Reality is entirely immersive, augmented realities is a synthetic, computer-simulated reality or reproduction of a real-time setting that allows a user to interact with the reproduced actual settings. Optical head-mounted displays (OHMDs), which combine virtual reality (VR) or augmented reality (AR), are close to becoming common gear that consumers may purchase and use to do 3D tasks. Front-facing cameras are a feature of certain OHMDs that enable augmented reality (AR) or virtual reality (VR) capability. Seeing the actual world may alter interaction with virtual items in addition to preventing collisions with the surroundings. It is unknown if virtual reality (VR) or augmented reality (AR) provides any advantages over one another for almost all jobs. One of the most crucial areas of research in the present-day IT field is the development of augmented reality as well as virtual reality technologies. These two technologies have been used in a variety of fields, including education, healthcare, construction, military operations, and entertainment, and research on their technical aspects is progressing concurrently with research on their evaluation and the development of user-centered optimisation programmes. The starting place for this article was the real estate show. The authors selected the appropriate assessment index as well as quantification technique through comparisons with virtual reality (VR) and augmented reality (AR) in the physical display field, compared the evaluation results of each technology, and then created a user experience evaluation model for each.

The article forms the theoretical foundations of the use of marketing tools of virtual and augmented reality to modify consumer behavior. The mechanism of consumer buying behavior, which consists of five stages: awareness of the need, search for information about the product or service, evaluation of options, namely: comparative characteristics of goods, the final decision to purchase, based on all previous stages, feedback on a purchase, that is, the consumer determines his attitude to the purchase and the factors of influence, namely: psychological, personal, socio-cultural, marketing, situational. It is determined that the motives of the purpose and needs of the consumer are constantly changing. Two definitions are proposed: virtual reality (VR) is a computer-generated simulation of a three-dimensional image or environment with which an individual can truly interact using special electronic equipment, such as a helmet with a screen inside or gloves equipped with sensors, and augmented reality (AR) is a technology that superimposes a computer-generated image of a real-world image, thus providing an augmented view. The results of AR/VR involvement were analyzed on the example of «OKKO», «Gucci», «LOWE’S», «SK Telecom», «Burger King». Virtual (VR) and augmented (AR) realities have been proven to be of great importance and value to the brand that uses them, as evidenced by increased sales («OKKO», «Burger King»); awareness, PR publications, awards («LOWE’S», «Burger King»); audience enthusiasm through new channels («Gucci», «LOWE’S»); innovation among competitors («Gucci»); new experiences for users and emotional intimacy; the versatility of tools for online and offline events that are not affected by the pandemic. A pilot study was conducted, which interviewed 202 respondents aged 19 to 28, who were asked 7 questions about possible areas of application of AR/VR technologies. It is established that the implementation of virtual and augmented reality tools has significant potential, is a benchmark for rational marketing decisions, and helps to increase loyalty and increase consumer confidence.

The rapid progress in science, technology and neural network technologies determines the relevance of this research. The paper studies the AR (augmented reality) and VR (virtual reality) technology implementation in the architecture of Murmansk.Purpose: The purpose of the work is to identify the future implementation of augmented and reality virtual technologies in the urban environment of the city of Murmansk.Methodology: Several scientific approaches are used: a deductive method based on building conceptual connections, and the analysis of AR and VR technologies applied in Murmansk, providing the understanding of the issue.Research findings: It is shown how virtual and augmented reality technologies help to understand the architecture and culture of the past years, participate in the unique program at the current development stage. AR and VR are essential components that provide a revolutionary approach to the object design, helping engineers and architects to interact on a new level in their design activities. Virtual and augmented reality technologies allow immersing in a three-dimensional environment, simplifying the object visualization. Our research team works at design and implementation of AR and VR projects, expanding the boundaries of exclusive and innovative spaces.

The study examines the problem of using augmented and virtual reality in the process of blended learning in general secondary education. Analysis of recent research and publications has shown that the use of augmented and virtual reality in the educational process has been considered by scientists. However, the target group in these studies is students of higher education institutions. Most of the works of scientists are devoted to the problem of introducing augmented reality into the traditional educational process. At the same time, the use of augmented and virtual reality technologies in the process of blended learning remains virtually unexplored. The study analyzes the meaning of the concept of "blended learning". The conceptual principles of blended learning are considered. It has been found that scholars differ in their understanding of the concept of "blended learning". Sometimes researchers distinguish between the components of blended learning: full-time and online learning. The study presents the special advantages of blended learning and the taxonomy of blended learning. It was found that there are some difficulties in implementing blended learning. The article outlines the practical use of virtual and augmented reality. The definition of augmented and virtual reality is given. The mixed reality is considered as a separate kind of notion. Separate applications of virtual and augmented reality that can be used in the process of blended learning are considered (MEL Chemistry VR; Anatomyou VR; Google Expeditions; EON-XR). As a result of the study, the authors propose possible ways to use augmented reality in the educational process. The model of using augmented and virtual reality in blended learning in general secondary education institutions was designed. It consists of the following blocks: goal; teacher’s activity; forms of education; teaching methods; teaching aids; organizational forms of education; pupil activity and results. Based on the model, the methodology of using augmented and virtual reality in blended learning in general secondary education was developed. The methodology contains the following components: target component, content component, technological component and resultant component. The methodology is quite universal and can be used for any subject in general secondary education. The types of lessons in which it is expedient to use augmented (AR) and virtual reality(VR) are determined. Recommendations are given at which stage of the lesson it is better to use AR and VR tools (depending on the type of lesson).

The Convergence Effect: Real and Virtual Encounters in Augmented Reality Art

This chapter introduces virtual reality and augmented reality as a basis for simulation visualization. It shows how these technologies can support simulation visualization and gives important considerations about the use of simulation in virtual and augmented reality environments. Hardware and software features, as well as user interface and examples related to simulation, using and supporting virtual reality and augmented reality, are discussed, stressing their benefits and disadvantages. The chapter intends to discuss virtual and augmented reality in the context of simulation, emphasizing the visualization of data and behavior of systems. The importance of simulation to give dynamic and realistic behaviors to virtual and augmented reality is also pointed out. The work indicates that understanding the integrated use of virtual reality and simulation should create better conditions to the development of innovative simulation environments as well as to the improvement of virtual and augmented reality environments.

This chapter introduces virtual reality and augmented reality as a basis for simulation visualization. It shows how these technologies can support simulation visualization and gives important considerations about the use of simulation in virtual and augmented reality environments. Hardware and software features, as well as user interface and examples related to simulation, using and supporting virtual reality and augmented reality, are discussed, stressing their benefits and disadvantages. The chapter intends to discuss virtual and augmented reality in the context of simulation, emphasizing the visualization of data and behavior of systems. The importance of simulation to give dynamic and realistic behaviors to virtual and augmented reality is also pointed out. The work indicates that understanding the integrated use of virtual reality and simulation should create better conditions to the development of innovative simulation environments as well as to the improvement of virtual and augmented reality environments.

Previous research on eye-hand coordination training systems has investigated user performance on a wall, 2D touchscreens, and in Virtual Reality (VR). In this paper, we designed an eye-hand coordination reaction test to investigate and compare user performance in three different virtual environments (VEs) – VR, Augmented Reality (AR), and a 2D touchscreen. VR and AR conditions also included two feedback conditions – mid-air and passive haptics. Results showed that compared to AR, participants were significantly faster and made fewer errors both in 2D and VR. However, compared to VR and AR, throughput performance of the participants was significantly higher in the 2D touchscreen condition. No significant differences were found between the two feedback conditions. The results show the importance of assessing precision and accuracy in eye-hand coordination training and suggest that it is currently not advisable to use AR headsets in such systems.

Despite the growing interest and discussions on Virtual Reality (VR) and Augmented Reality (AR) in tourism, we do not yet know systematically the knowledge that has been built from academic papers on VR and AR in tourism; if and how VR and AR research intersect; the methodologies used to research VR and AR in tourism; and the emerging contexts in which VR and AR have surfaced in hospitality and tourism research. In tourism, where informative communication of intangible products has always been vital, the impending arrivals of VR and AR ranged from being hailed as a new horizon to virtual threats. In a post-COVID-19 landscape, there is growing interest and opportunity for cutting-edge technologies to contribute to destination recovery. From an interdisciplinary perspective, this chapter aims to present contributions to marketing, virtual tourism and pandemic management.

Purpose This paper aims to explore the capabilities of virtual reality (VR) and augmented reality (AR) in enhancing the tourism experience and addressing physical travel constraints. Design/methodology/approach A survey was conducted among 412 tourists who had used VR and AR technologies for tourism purposes. Data was analysed using descriptive statistics, multidimensional scaling, multiple regression analysis, structural equation modelling and mediation and moderation analysis. Findings VR and AR enhance tourism via immersive experiences. They overcome traditional travel barriers, but accessibility concerns, like cost, persist. The perceived potential of these technologies strongly predicts future adoption, emphasising the need to highlight their immersive benefits. Research limitations/implications This study offers ground-breaking insights into VR and AR in tourism. It acknowledges inherent limitations in accessibility, with VR and AR technologies not being universally adoptable due to costs and complexity. Theoretically, the research enriches academic discourse by highlighting the pivotal role of perceived potential in technology adoption. It also delineates the intricate relationship between VR/AR experience, satisfaction, destination image and revisit intention. Practical implications The findings emphasise crafting immersive VR and AR experiences for differentiation. By integrating these technologies into strategic marketing, organisations can enhance customer satisfaction and provide richer destination experiences. Social implications The research underscores VR and AR’s potential to foster inclusive tourism, benefitting those with limitations. Additionally, promoting cultural exchange and sustainability, these technologies can drive societal harmony and contribute to economic growth through enriched tourism experiences. Originality/value This study stands out in its distinctive exploration of VR and AR in the tourism domain. The innovation lies in its comprehensive examination of the technologies’ immersive capabilities and their accessibility challenges. The value is accentuated by its insights, which bridge the gap between technological potential and its practical application in tourism.

The global trend of population aging has increased demand for healthcare professionals, particularly those assisting individuals with mobility impairments. To aid these people, rehabilitation robotics, such as smart walkers (SW), can be used to enhance motor capabilities. However, repetitive and painful tasks in rehabilitation can reduce patient engagement and motivation. To help enhance motivation during rehabilitation, tools such as augmented reality (AR) and virtual reality (VR) can be used. In this way, this paper presents a study aimed at evaluating the differences between using AR and VR in locomotion assisted by a SW. Fourteen healthy volunteers were recruited to perform a 3-minute walk, collecting items while assisted by an SW in both AR and VR environments. The results showed a slight increase of 6.2 % more items collected in the AR environment. In terms of enjoyment, volunteers reported greater enjoyment using AR, with Physical Activity Enjoyment Scale (PACES) questionnaire scores increasing by 5.6 % points in AR compared to VR, with a statistically significant difference ($\mathrm{p}$-value $\text{= 0. 0 3}$). These findings suggest that while both AR and VR provide enjoyment during the task, AR may offer a more enjoyable experience and promote greater confidence using the SW. This paper highlights the potential of AR as a valuable tool to improve user engagement in robotic rehabilitation, suggesting that integrating AR with robotic systems could enhance rehabilitation outcomes.