Simulated Virtual Reality Environment Research Articles

Immersive Multimedia Art Design Based on Deep Learning Intelligent Vr Technology

Virtual Reality (VR) based art design offers a revolutionary platform for artists to explore new dimensions of creativity and expression. By immersing users in virtual environments, VR art transcends traditional limitations, enabling the creation of immersive and interactive experiences that defy conventional boundaries. Artists harness VR technology to sculpt three-dimensional forms, paint in volumetric space, and manipulate light and sound in ways previously unimaginable. Moreover, VR facilitates collaboration and audience engagement, allowing viewers to interact with and even become part of the artwork. From virtual exhibitions to immersive installations, VR art opens up endless possibilities for artistic innovation and audience participation. This paper introduces an innovative approach to immersive multimedia art design, leveraging deep learning intelligent Virtual Reality (VR) technology alongside Centralized Data Transmission Classification (CDTC) with the integration of IoT multimedia sensor data. By combining these advanced technologies, artists can create captivating and dynamic multimedia experiences that engage multiple senses and transcend traditional artistic boundaries. Deep learning algorithms analyze and interpret vast amounts of sensory data collected from IoT multimedia sensors, enabling the generation of immersive VR environments that respond intelligently to user interactions. CDTC facilitates efficient data transmission and classification, optimizing the integration of real-time sensor data into the VR experience. Through a series of experiments and simulations, the efficacy of the proposed framework is demonstrated, showcasing its ability to create immersive art installations that dynamically adapt to user input and environmental stimuli. in a simulated VR environment, deep learning algorithms processed IoT sensor data in real-time, resulting in an average classification accuracy of 92% for environmental stimuli recognition. Additionally, CDTC facilitated efficient data transmission, reducing latency by 30% compared to traditional methods.

Examining the representativeness of a virtual reality environment for simulation of tennis performance

ABSTRACT There has been a growing interest in using virtual reality (VR) for training perceptual-cognitive skill in sport. For VR training to effectively simulate real-world tennis performance, it must recreate the contextual information and movement behaviours present in the real-world environment. It is therefore critical to assess the representativeness of VR prior to implementing skill training interventions. We constructed a VR tennis environment designed for training perceptual-cognitive skill, with the aim of assessing its representativeness and validating its use. Participants movement behaviours were compared when playing tennis in VR and real-world environments. When performing groundstrokes, participants frequently used the same stance in VR as they did in the real-world condition. Participants experienced a high sense of presence in VR, evident through the factors of spatial presence, engagement and ecological validity being high, with minimal negative effects found. We conclude that Tennis VR is sufficiently representative of real-world tennis. Our discussion focuses on the opportunity for training perceptual-cognitive skill and the potential for skill transfer.

Multi-degree of freedom joystick for virtual reality simulation

A modular control interface and simulated virtual reality environment were designed and created in order to determine how the kinematic architecture of a control interface affects minimally invasive surgery training. A user is able to selectively determine the kinematic configuration of an input device (number, type and location of degrees of freedom) for a specific surgical simulation through the use of modular joints and constraint components. Furthermore, passive locking was designed and implemented through the use of inflated latex tubing around rotational joints in order to allow a user to step away from a simulation without unwanted tool motion. It is believed that these features will facilitate improved simulation of a variety of surgical procedures and, thus, improve surgical skills training.

Visual error augmentation enhances learning in three dimensions

Because recent preliminary evidence points to the use of Error augmentation (EA) for motor learning enhancements, we visually enhanced deviations from a straight line path while subjects practiced a sensorimotor reversal task, similar to laparoscopic surgery. Our study asked 10 healthy subjects in two groups to perform targeted reaching in a simulated virtual reality environment, where the transformation of the hand position matrix was a complete reversal--rotated 180 degrees about an arbitrary axis (hence 2 of the 3 coordinates are reversed). Our data showed that after 500 practice trials, error-augmented-trained subjects reached the desired targets more quickly and with lower error (differences of 0.4 seconds and 0.5 cm Maximum Perpendicular Trajectory deviation) when compared to the control group. Furthermore, the manner in which subjects practiced was influenced by the error augmentation, resulting in more continuous motions for this group and smaller errors. Even with the extreme sensory discordance of a reversal, these data further support that distorted reality can promote more complete adaptation/learning when compared to regular training. Lastly, upon removing the flip all subjects quickly returned to baseline rapidly within 6 trials.

Decision Making Assessment in Industrial Process Simulation

Human factors play a major role in process industry to increase safety. The problem of assessing human performance and identify most critical human factors is very complex in a real plant, while simulation in a virtual reality (VR) context provides freedom to test and train for risky situations. On the other hand not all aspects of human factors can be easily assessed in a simulated VR environment. We can distinguish operative skills from more cognitive ones, like, e.g., communication, situation understanding, operation planning, and problem solving. While operative skills could be easily trained and tested also in a real context, communication, command, decision-making and problem solving are more difficult and can be better assessed in a VR context, by controlling the execution of simulation experiments. In this paper we present an approach to assess cognitive human factors to improve safety. The approach proposes a way to automatically detect critical actions and events necessary to assess and measure performances of command and control roles, which can also be extended to measure and assess operative roles performances.

Validated robotic laparoscopic surgical training in a virtual-reality environment

A robotic virtual-reality (VR) simulator has been developed to improve robot-assisted training for laparoscopic surgery and to enhance surgical performance in laparoscopic skills. The simulated VR training environment provides an effective approach to evaluate and improve surgical performance. This study presents our findings of the VR training environment for robotic laparoscopy. Eight volunteers performed two inanimate tasks in both the VR and the actual training environment. The tasks were bimanual carrying (BC) and needle passing (NP). For the BC task, the volunteers simultaneously transferred two plastic pieces in opposite directions five times consecutively. The same volunteers passed a surgical needle through six pairs of holes in the NP task. Both tasks require significant bimanual coordination that mimics actual laparoscopic skills. Data analysis included time to task completion, speed and distance traveled of the instrument tip, as well as range of motion of the subject's wrist and elbow of the right arm. Electromyography of the right wrist flexor and extensor were also analyzed. Paired t-tests and Pearson's r were used to explore the differences and correlations between the two environments. There were no significant differences between the actual and the simulated VR environment with respect to the BC task, while there were significant differences in almost all dependent parameters for the NP task. Moderate to high correlations for most dependent parameters were revealed for both tasks. Our data shows that the VR environment adequately simulated the BC task. The significant differences found for the NP task may be attributed to an oversimplification in the VR environment. However, they do point to the need for improvements in the complexity of our VR simulation. Further research work is needed to develop effective and reliable VR environments for robotic laparoscopic training.

Simulation in Orthopaedic Education

“When was the last time your airline pilot crashed?” The usual response to that from non-aviation people is “I hope never!” However, the true answer is “Within the last six months... in a simulator.” For over two decades, the aviation industry has recognized that the only way to adequately train their pilots to react appropriately to critical emergencies, which occur infrequently, is to expose them to those emergencies in a simulated virtual reality environment. Not only is it less expensive than crashing real planes, but it permits complete control over the environment and provides the means to collect relevant data about what the pilot does for subsequent educational feedback. Ultimately, it is used for credentialing pilots to fly commercial airliners. The critical nature and time pressures attendant to surgical and medical procedures are similar to those faced by pilots. As physicians, the primary goal of our education is to provide the best, and safest, care to our patients. That there is room for improvement in patient-safety-oriented medical education has been recognized over the last decade1. Taking note of the evolution of training in aviation, one methodology that has been promoted as a way to improve medical education has been the use of simulation of medical environments and procedures1,2. In parallel with the aviation experience, simulation has been viewed as a mechanism to participate in the quality-improvement process that is required in medicine, both at an individual and institutional level. However, simulation has taken a longer time to assume a role in medical education. This was due in part to the expense of simulators and in part to the lack of realism in the simulations. Both of these issues have become solvable through the development of inexpensive high-performance computers. The initial computer-based simulators were limited …