Implementation Of Virtual Reality Research Articles

Enhancing Public Engagement in Architectural Design: A Comparative Analysis of Advanced Virtual Reality Approaches in Building Information Modeling and Gamification Techniques

Purpose: This paper investigates the potential of virtual reality (VR) technologies—specifically, building information modeling (BIM) (“Autodesk Revit”) and game engines (“Unreal Engine”)—to enhance public involvement in the design and execution of architecture and urban projects. The main research question focuses on comparing the effectiveness of these two methods in creating an interactive design model for participatory design in public spaces. Methods: The study employed a VR exploratory experiment with 33 participants, followed by semi-structured interviews to analyze two recent developments in London: the Sky Garden, and Crossrail Place Roof Garden. Participants interacted with the design models and provided feedback on their experiences. Results: The findings demonstrate that integrating VR with BIM software using the Enscape plugin effectively enhances user involvement, enabling real-time generation and testing of design alternatives. While both methods were found to be beneficial, participants reported a preference for the direct implementation of VR in BIM software. Conclusions: This research highlights the potential of VR technologies—specifically, BIM and game engines—as a co-design approach for public and social spaces in urban environments. It also identifies limitations and future research opportunities in adopting these methods for participatory design.

Tools at the Service of Public Administrations to Fight Digital Gender Inequalities

This article seeks to highlight how the emergence of the information society and, with it, the New Information and Communication Technologies, despite their benefits, have also brought with them important challenges in the fight against gender discrimination. Moreover, after their consolidation, we can speak of a new digital gender gap that has certainly been intense in rural environments, which are particularly disadvantaged in the implementation of virtual reality. For this reason, mechanisms are established to fight against this new form of discrimination, which should be articulated primarily by the Public Administrations as guarantors of equality among all citizens and the fight for the satisfaction of the general interest, which should only result in the well-being of all. Consequently, the paper begins with a brief introduction that highlights the current context and then goes on to highlight the regulatory guidelines for achieving gender equality in the field of the information society, as well as some relevant initiatives carried out by public bodies, concluding with possible measures to be adopted by the Administrations in favour of gender equality in the digital environment, in which, together with the legal provisions, several public initiatives in favour of the integration of women in the digital environment will also be taken into consideration, trying to reduce digital gender gaps, highlighting, in this respect, the IV Plan for Equal Opportunities between Women and Men 2003-2006 or, of course, the most recent and current, III Strategic Plan for the Effective Equality of Women and Men 2022-2025.

Developing Virtual Reality Apps to Enhance Tourism

In the tourism sector, virtual reality has been used to develop a one-of-a-kind, immersive experiences that give visitors a sense of being there in person. The user is immersed in a three-dimensional experience thanks to virtual reality. Users engage with 3D worlds instead of just seeing a screen in front of them. Virtual reality can be utilized in the travel business to capture tourist places in a distinctive and immersive way. These virtual travel experiences try to replicate the genuine destination as closely as they can. The use of virtual reality (VR) in tourism is currently widespread. People enjoy travelling and learning about new locations, and thanks to virtual reality (VR), they can now learn about and experience a place without actually being there. VR is a fantastic tool with many dimensions and applications. This paper focuses on the implementation of Virtual Reality in the real world through the use of various devices , sensors.

Designing Immersive Virtual Reality Environments for Supporting Patients at Home: Translating Input From Home Care Nurse Experts to Design Requirements.

Immersive virtual reality computer programs provide new experimental and treatment interventions that hold great promise for nursing. Immersive virtual reality uses sensory cues to represent real-world environments in a way that makes participants feel as if they are in a physical space different from the one in which they currently exist. As the acceptance of immersive virtual reality as a clinical and experimental tool has grown, so has the need to ensure that the context depicted in the environment mirrors both the sensory and the task requirements of the real-world situation. Here, we describe the use of nurse expert key informant group interviews to generate requirements that must be fulfilled in immersive virtual reality environments designed to evoke and engage participants in self-management tasks. An expert panel of four home care nurses participated in three sessions designed to elicit details of common home care challenges, frequency of variation, and typical participants. More than 20 potential scenarios were identified. The design team later used this information to create design requirements for two key scenarios and subsequently develop immersive virtual reality environments for use in research studies, mapping sensory and functional expectations to immersive virtual reality implementations. Challenges in mapping from key informant group findings to requirements are addressed.

VR-Based Learning Media of Earthquake-Resistant Construction for Civil Engineering Students

The shaking of the surface of the Earth is what is known as an earthquake; its effects can span a wide area and cause such damage as to result in the total collapse of buildings. It is essential to improve the construction industry to protect buildings from disaster. However, construction development is costly. Therefore, this article focuses mainly on creating an earthquake-resistant construction model using Virtual Reality (VR), which offers its users new ways to improve knowledge transfer and communication. There were three stages in generating this model: pre-development, development, and post-development. These stages include a needs assessment, planning, initial development, validation, analysis and evaluation, and field testing. In the post-development stage, the model was then tested by civil engineering students, and a statistical analysis was used to evaluate the implementation of VR. The VR was developed to assist civil engineering students while fostering their interest in information technology. The results indicated that the VR-based application had a favorable and significant effect on learning. In addition, the mean score of 17.3 showed an improvement in average score for the VR-based application compared to traditional education. Integration of VR into civil engineering education can statistically improve learning outcomes, particularly regarding the construction of earthquake-resistant buildings.

Applications of augmented reality and virtual reality on computer-assisted teaching for analytical sketching of architectural scene and construction

ABSTRACT Analytical sketching is a method to document an inspired understanding from direct observations and analysis of an architectural environment through freehand sketching. A course dedicated to teaching analytical sketching has encountered problems of how to integrate different teaching activities involving in-class lectures and on-site practices. A mobile learning application (Architectural Sketching) was previously developed to bring the in-class instruction on hand to the field. However, how to assist in the development of key sketching ability of interrelating conceptual architectural configurations and their perceptual spatial experiences through mobile learning remains unexplored. This study proceeds from prior action research and reports the experimental implementation of augmented reality and virtual reality to a mobile learning application. To teach architectural scene sketching, live demonstrations of on-site sketching were provided in different interactive display methods of viewing as regular video, interactive 180-degree video on handheld devices, and 180-degree VR video with VR headset. For architectural construction, augmented reality and 3D holograms, along with 3D animations of geometrical analysis, were used to create digital learning tools. Preference rating and preference scales were established from students’ responses. The results reveal that the user-friendly interactivity and functional realism enhance the mobile learning applications to assist on-site sketching training.

Designing Visual Communications Virtual Reality matters in healthcare industry.

Designing visual communications for virtual reality (VR) is a growing area of interest in the healthcare industry, as it has the potential to revolutionize the way medical professionals train, communicate, and treat patients. The use of VR in healthcare can provide an immersive experience that allows users to interact with medical data and visualizations in a more intuitive and natural way. Visual communications design is essential to the effective implementation of VR in healthcare. By designing effective and engaging VR content, medical professionals can enhance their communication with patients, improve their training and decision-making, and ultimately provide better care. In the healthcare industry, VR can be used for a range of applications, such as patient education, medical training, and virtual consultations. By using VR, patients can have a more comprehensive understanding of their medical conditions, which can improve their overall health outcomes. Additionally, VR can provide medical professionals with hands-on training and the ability to practice complex procedures in a safe and controlled environment.

Estimation of the visual contribution to standing balance using virtual reality

Sensory perturbations are a valuable tool to assess sensory integration mechanisms underlying balance. Implemented as systems-identification approaches, they can be used to quantitatively assess balance deficits and separate underlying causes. However, the experiments require controlled perturbations and sophisticated modeling and optimization techniques. Here we propose and validate a virtual reality implementation of moving visual scene experiments together with model-based interpretations of the results. The approach simplifies the experimental implementation and offers a platform to implement standardized analysis routines. Sway of 14 healthy young subjects wearing a virtual reality head-mounted display was measured. Subjects viewed a virtual room or a screen inside the room, which were both moved during a series of sinusoidal or pseudo-random room or screen tilt sequences recorded on two days. In a between-subject comparison of 10 times 6 min long pseudo-random sequences, each applied at 5 amplitudes, our results showed no difference to a real-world moving screen experiment from the literature. We used the independent-channel model to interpret our data, which provides a direct estimate of the visual contribution to balance, together with parameters characterizing the dynamics of the feedback system. Reliability estimates of single subject parameters from six repetitions of a 6 times 20-s pseudo-random sequence showed poor test–retest agreement. Estimated parameters show excellent reliability when averaging across three repetitions within each day and comparing across days (Intra-class correlation; ICC 0.7–0.9 for visual weight, time delay and feedback gain). Sway responses strongly depended on the visual scene, where the high-contrast, abstract screen evoked larger sway as compared to the photo-realistic room. In conclusion, our proposed virtual reality approach allows researchers to reliably assess balance control dynamics including the visual contribution to balance with minimal implementation effort.

Implementation of Virtual Reality in Health Professions Education: Scoping Review

Virtual reality has been gaining ground in health professions education and may offer students a platform to experience and master situations without endangering patients or themselves. When implemented effectively, virtual reality technologies may enable highly engaging learning activities and interactive simulations. However, implementation processes present challenges, and the key to successful implementation is identifying barriers and facilitators as well as finding strategies to address them. This scoping review aimed to identify the literature on virtual reality implementation in health professions education, identify barriers to and facilitators of implementation, and highlight gaps in the literature in this area. The scoping review was conducted based on the Joanna Briggs Institute Evidence Synthesis methodologies. Electronic searches were conducted in the Academic Search Elite, Education Source, and CINAHL databases on January 5, 2022, in Google Scholar on February 2 and November 18, 2022, and in PubMed database on November 18, 2022. We conducted hand searches of key items, reference tracking, and citation tracking and searches on government webpages on February 2, 2022. At least 2 reviewers screened the identified literature. Eligible studies were considered based on predefined inclusion criteria. The results of the identified items were analyzed and synthesized using qualitative content analysis. We included 7 papers and identified 7 categories related to facilitators of and barriers to implementation-collaborative participation, availability, expenses, guidelines, technology, careful design and evaluation, and training-and developed a model that links the categories to the 4 constructs from Carl May's general theory of implementation. All the included reports provided recommendations for implementation, including recommendations for careful design and evaluation, training of faculty and students, and faculty presence during use. Virtual reality implementation in health professions education appears to be a new and underexplored research field. This scoping review has several limitations, including definitions and search words, language, and that we did not assess the included papers' quality. Important implications from our findings are that ensuring faculty's and students' competence in using virtual reality technology is necessary for the implementation processes. Collaborative participation by including end users in the development process is another factor that may ensure successful implementation in higher education contexts. To ensure stakeholders' motivation and potential to use virtual reality, faculty and students could be invited to participate in the development process to ensure that the educational content is valued. Moreover, technological challenges and usability issues should be resolved before implementation to ensure that pedagogical content is the focus. This accentuates the importance of piloting, sufficient time resources, basic testing, and sharing of experiences before implementation. RR2-10.2196/37222.

Transitioning to virtual reality learning in 5E learning model: pedagogical practices for science learning

ABSTRACT Virtual Reality (VR) has been widely adopted in educational research; however, its implementation in the classroom is still not as well known as in the research field. In other words, there is a gap between researchers and practitioners regarding the pedagogical issue. This study aimed to explore how VR could be applied in science classrooms using the 5E learning model approach, thus providing an overview of VR implementation from teachers’ perspectives. The method was a qualitative study in which it was validated using methodological triangulation, including open-ended questions, video-recording observations, and field notes. The finding revealed that learning science using VR for visualizing abstract concepts was suitable to be integrated with the 5E learning model, which provided an authentic opportunity for students to become curious and engage in the inquiry process. However, teachers should guide students to avoid misconceptions during the learning process. Moreover, this finding provides practical insights where an elaboration prompt is required before using a VR headset to turn the potential of VR into actual in-depth learning. Finally, 5E learning implementation can be integrated with other learning approaches, such as situated learning and guided inquiry learning, to suit the contents and teachers’ pedagogical knowledge.

Implementation of virtual reality in the rehabilitation of patients suffering from axial spondyloarthritis.

Virtual Reality (VR) headsets have been proven to be accurate and reliable when measuring neck movement. We are using VR to aid relaxation and promote mindfulness, whilst moving the participant's head to visual and auditory cues to enable completion of exercises. In this ongoing study, we are testing whether a smartphone-enabled VR system could be feasible for the measurement of cervical movement at home. The ongoing research will have a positive impact on the lives of patients suffering from axSpA. Regular measurement and assessment of spinal mobility at home will be beneficial to patients and clinicians for objective mobility measurement. Implementing VR as both a distractive and rehabilitation encouragement technique could improve patient engagement whilst simultaneously collecting granular mobility data. Additionally, implementing VR rehabilitation using smartphone technology will offer an inexpensive method of exercise and effective rehabilitation.

Application of virtual reality in diverse fields of study in education sector: a systematic literature review

Technology is a form of non-living thing that supports and carries out the needs of human life. One type of technology is Virtual Reality (VR), which is already familiar to many people. According to Augmented and Virtual Reality Report conducted by Perkins Coie in 2020, education (28%) is the third sector that is expected to implement Virtual Reality (VR) the most, still behind gaming (47%) and health care devices (38%). The goal of this research is to generate insights about existing Virtual Reality (VR) implementations to encourage more implementation of Virtual Reality (VR) specifically in the education sector. We believe that Virtual Reality (VR) can be used to leverage learning in various fields of education. This research adopts Systematic Literature Review as a research method. Total of 200 published VR-related studies from 2019 to 2023 through Google Scholar, ScienceDirect, and ACM Digital Library, resulting from searches, then being reviewed, analyzed, and synthesized. The research concludes that there are ten fields (Arts, Engineering, History, Languages and Literatures, Life Sciences, Math and Computation, Medical, Physical Education, Physical Sciences, Qualitative Social Sciences) of study that apply Virtual Reality (VR) with Medical (77 study), Arts (24 study), and Math and Computation (18 study) hold the top three spots for the most number of studies done, the characteristic from field of study that suitable for Virtual Reality (VR) is the field of study that have practices which could be mirrored from real-life practice, three factors that influence the implementation of Virtual Reality in the education sector are engaging, imaginative, and precautionary while some of Virtual Reality (VR) benefits for learning are for attention training and to increase problem solving skills, and Virtual Reality (VR) learning is more effective compared to traditional learning based on empirical findings. Therefore, in this research, we discuss an overview towards the application of Virtual Reality (VR) in diverse fields of study in the education sector based on previous studies.

Applying Gamification Technique and Virtual Reality for Prehistoric Learning toward the Metaverse

Technological development provides many benefits in learning process, such as the development of the learning method, media, strategy, and design. Based on the observation had been done at History department, UNDIKSHA showed that the students had problems in learning process especially in Indonesian Prehistory Course. The lecturer still focused on teacher-centered method and book only without using technological development. That is why, students’ interest, motivation, and understanding towards the learning process could be categorized as low. This research aimed to describe the implementation of gamification technique and virtual reality in developing an educational game to help students in recognizing the prehistoric objects, increasing the students’ motivation and activeness, and giving immersive experience learning toward the metaverse. This research used ADDIE Model method and was analyzed by using descriptive quantitative and qualitative. The subjects were 20 students of the History department at UNDIKSHA. The result showed that the average response of the 20 users was 91.81% which could be categorized as very positive. The effect score was 0.80 which could be categorized as very effective. It was counted by using N-Gain Score. So, gamification based on virtual reality could increase the students’ activeness, interest, motivation, and understanding toward the prehistoric objects.

Launching Your VR Neuroscience Laboratory.

The proliferation and refinement of affordable virtual reality (VR) technologies and wearable sensors have opened new frontiers in cognitive and behavioral neuroscience. This chapter offers a broad overview of VR for anyone interested in leveraging it as a research tool. In the first section, it examines the fundamental functionalities of VR and outlines important considerations that inform the development of immersive content that stimulates the senses. In the second section, the focus of the discussion shifts to the implementation of VR in the context of the neuroscience lab. Practical advice is offered on adapting commercial, off-the-shelf devices to a researcher's specific purposes. Further, methods are explored for recording, synchronizing, and fusing heterogeneous forms of data obtained through the VR system or add-on sensors, as well as for labeling events and capturing game play. The reader should come away with an understanding of fundamental considerations that need to be addressed in order to launch a successful VR neuroscience research program.

A Systematic literature review on implementation of virtual reality for learning

Learning in this modern era can use various kinds of technology. One of them is virtual reality. Virtual Reality is an environment generated by a computer that makes the user feel immersed with the object that is generated in their surroundings. This paper presents a previous review to understand the implementation of virtual reality in learning. This paper uses SLR as a research method. The study concludes that there is one device for implementing virtual reality called Head Mounted Displays (HMD) and Google Cardboard, two types of user experience, and how far virtual reality has been applied in learning so far. To this day the implementation of virtual reality for learning is still a bit difficult to do because the lack of suffice facilities due to limited funds.

Implementation of virtual reality technology for sports education and training: Systematic literature review

Virtual Reality (VR) is a computer-generated environment with scenes and objects that appear natural, immersing the user in their surroundings. Numerous Virtual Reality (VR) experiments have been applied in sports education and training. These can significantly contribute to and improve decision-making, such as prediction. This study aims to determine insights into the current state of virtual reality applications in sports. This exploration would lead to the most effective way to implement virtual reality technologies in sports education and training. A systematic search was performed in the most influential scientific electronic databases (e.g., Google Scholar) between 2010 to 2022. After reviewing past research on the issue, the researcher formulates research questions. We identified 30 related samples out of 995 searched articles that satisfied our inclusion criteria. There is a significant increasing pattern of VR application in sports education and training. In addition, the most popular method to implement VR in sports education and training is using a head-mounted display (HMD) combined with a motion capture system. This research aims to provide effectiveness, benefit, problems, and possible solution for VR implementation in sports education and training. Through this article, we hope future researchers can provide a new approach to VR technology in sports education and training.

The role of virtual reality in hepato-pancreato-biliary surgical education: A systematic review

Background: Virtual reality (VR) is a technology that can be used as a tool to create 3-dimensional graphics for surgical education, including anatomy and surgical skills teaching. Hepato-pancreato-biliary (HPB) surgery requires specialized surgical skill training and is characterized by cases of complex anatomical variations, which might be difficult to appreciate and conceptualize for trainees in their early stages of education. We performed this systematic review to summarize evidence on real-world VR implementation in surgical education for HPB surgical trainees and to understand the effects of VR on HPB trainees.

Retracted: 3D Virtual Reality Implementation of Tourist Attractions Based on the Deep Belief Neural Network.

[This retracts the article DOI: 10.1155/2021/9004797.].

INFORMATION TECHNOLOGY FOR TRAINING THE PERSONNEL OF ENTERPRISES BY MEANS OF VIRTUAL REALITY

The use of virtual reality in industrial training reduces costs and risks, supporting more and more diverse use of experiential training sessions. This approach enables the trainer to structure the entire virtual reality training course in an immersive environment by defining its sub-components, models, tools and settings, as well as defining the actions that the participants should perform. Actions taken are recorded and coordinated with those specified by the trainer. In the industrial sector, the ability to apply to requests with a high degree of customization and complexity implies a longer cycle time. The application of virtual reality (VR) is a promising approach that will help minimize errors and increase safety. Virtual reality environments are also applied to operational tasks in industrial settings as an experiential learning approach that has shown good results in areas such as occupational safety, medicine, maintenance and mining. In addition, the use of a virtual environment for the implementation of learning activities has a wide range of advantages compared to learning in a real context, as well as reducing costs and risks, better control of the learning process (for example, planning lessons and determining the complexity of actions), facilitating experiential and situational learning, ability. to ensure repetition of simulations performed by trainees, empowerment of self-learning processes and eliciting emotions, promoting student interest and engagement. Virtual reality provides new sources of efficiency for all organizations. It can also significantly reduce the costs of training, services, installation, design and other parts of the value chain. It can also significantly reduce production costs by reducing physical space requirements. The key indicators for the implementation of VR in the educational process are reduction of study time; мore users who can perform the operation without previous experience; reduction of training costs; reducing the risk of injury.

Speech-Language Pathologists' Views of Using Virtual Reality for Managing Cognitive-Communication Disorders Following Traumatic Brain Injury.

Using virtual reality (VR) to support rehabilitation is an emerging area of research that may offer people with communication disorders a stable and safe communication environment to practice their communication skills. There are currently no VR applications that have been designed to assess or treat cognitive-communication disorders (CCDs) following traumatic brain injury (TBI). Therefore, this study aimed to explore the views of speech-language pathologists (SLPs) who work with people who have a TBI to generate ideas and considerations for using VR in rehabilitation for CCDs. VR researchers were included to provide expert advice about VR technology. A total of 14 SLPs and three VR specialists participated in an online interview or focus group. Semistructured discussions explored participants' perspectives related to potential ideas for VR use and any perceived barriers and facilitators to VR implementation for managing CCDs following TBI. Data were video- and audio-recorded, transcribed, and analyzed qualitatively using thematic analysis. Three main themes were generated from thematic analysis: VR is a tool that could enhance clinical practice, the need to consider and navigate potential red flags, and solutions to pave the way forward. Suggestions to overcome perceived barriers to VR use were also provided. Participants expressed interest in using VR for rehabilitation of CCDs following TBI. However, potential barriers and risks to use should be considered prior to implementation. The findings offer guidance to support future research and development of VR in this field. https://doi.org/10.23641/asha.21669647.