Virtual Reality Movies Research Articles

빌렘 플루서(Vilém Flusser)의 이론을 통해 본 가상현실 영화의 특성

This paper study on the commonalities between today's virtual reality films and the Lumière brothers' films from the late 19th century. This study found two similarities. The first is ‘information overload’ due to the absence of film grammar. This occurs in the process of trying to better understand a new medium to the audience from the perspective of film producers. The second is information overload about novelty. This occurs because of the satisfaction that audiences can gain through new media.
 Flusser's communication theory was introduced to understand the two similarities between these early films and virtual reality films. Flusser explained that discursive media and conversational media can be divided, and confirmed that the difference between the two depends on the characteristics of the medium, but also on how the medium is used or how the sender constructs the medium.
 In the end, it was confirmed that virtual reality movies have characteristics that are close to the characteristics of a conversational medium, such as interactivity, as an ontological characteristic, and at the same time, they also have the characteristics of a discursive medium due to the characteristics of theater-based films that tell stories. Virtual reality cinema, currently a new form of film, were similar to discursive media due to the characteristics discussed above. In order to overcome this phenomenon and create a grammar unique to virtual reality films, it is necessary to combine these two capabilities rather than emphasizing one of the two characteristics of virtual reality (discursive and conversational). In addition, early films and similarly, it would be a way to solve the phenomenon called ‘information overload’ that appears in virtual reality cinema.

Virtual Reality Film Development: Immersive, Cinematographic, and Duration

The film industry is growing rapidly. Nowadays, there are movies with 360 video format or also called virtual reality movies. This type of film provides a new experience for the audience because it can provide a sense of immersion. Immersion is the emotional feeling of being “in” in an experience. An immersive experience makes the audience feel as if they are involved in the story or image that is being displayed. It's no longer just watching it. Unfortunately, immersion in VR films also has a weakness, which can cause the audience to lose focus on the storyline. Using VR media for too long can cause health problems. Therefore, this study aims to determine the immersive experience, duration, and cinematographic aspects that are effectively applied to VR films. The point is that the story shown can be conveyed properly to the audience, and the audience feels comfortable. The method used in this research is a qualitative method with a literature study approach. There are 8 articles used as references in this study. The findings from this study are that the immersion of VR films can be increased by using the right media, namely HMD. 20 minutes is the maximum duration for viewers to enjoy VR films without worrying about health risks. The focus of the audience can be directed by cinematographic aspects such as composition, light, point of view, and continuity

Evaluating the viewer experience of interactive virtual reality movies

Significant advances in virtual reality (VR) technology have called into question the traditional methods of cinema storytelling and dissemination. New VR devices, such as the Meta (Oculus) Quest, have expanded the possibilities for viewing movies. The purpose of this study is to compare the emotional and cognitive impacts of VR and traditional 2D movies. In this study, sixty volunteers were divided into two groups and presented a movie (Gala) in 2D or VR format. We employed a multimodal method to assess the cognitive and emotional effects of the film both during and after watching. Our technique combined self-reports, interviews, questionnaires, and objective heart rate and EEG brain activity data. After quantitative and qualitative evaluation, it was discovered, that regardless of media, there was a substantial influence of the movie on the emotional state of the participant’s mood. Moreover, compared to the traditional 2D-movie, the VR movie led to more consistent and robust positive effect on all aspects of self-rated affect. The difference in self-reported mood was corroborated by reduced EEG amplitudes in the beta frequency band, indicating higher levels of positive affectivity, which was only observed for the VR movie. Lastly, the VR movie also leads to overall higher self-rated immersion and engagement than the 2D version. Our results highlight the potential of VR movies to engage and emotionally affect audiences beyond traditional cinema. Moreover, our study highlights the value of using a multidisciplinary method for analysing audience impacts.

Effectiveness of Virtual Reality (VR) technology towards pain management during initial fixed orthodontic procedures: A case-control study

The goal of this research is to see how effective virtual reality (VR) is in reducing discomfort during early fixed orthodontic operations. The research comprised 70 individuals, all of whom were between the ages of 15 to 18 years randomly divided into two groups- research group (n=35) and the control group (n=35). Patients in the experimental group received a virtual reality headset and watched interesting movies during orthodontic procedures, while those in the control group received regular care. The VR headgear was placed over the patient's eyes as the dental procedure began in the study group, whereas the controls group's eyes were kept open as they viewed the clinic and dental procedures going on around them. After adopting virtual reality movies before and after dental treatments, there was a statistically significant difference in pain levels between the control and study groups. The mean pain ratings during orthodontic treatment were 8.6 and 6.3 in the control and study groups, respectively. Following orthodontic treatment, the control and study groups reported mean pain levels of 7.4 and 6.7, respectively. VR is found to be an effective method in pain alleviation during initial fixed orthodontic procedures.

Research on Interactive Spatial Scheduling of VR Movie Based on Spatiotemporal Relational Narration

The application of virtual reality (VR) technology has revolutionized the aesthetic concept of traditional movies, which especially causes the evolution of the concept and form of time and space in movies that the space-time structure and narrative form of traditional movies are no longer suitable for VR movies. Therefore, in this paper, the space-time of VR movies is deconstructed and reconstructed, and the space-time consciousness is taken as the research background. From the perspective of creative subject and audience experience, the space-time narrative characteristics, structure, and methods of virtual reality movies are discussed. At the same time, based on the dynamic scheduling principle of VR images, a multisource scheduling model is established with narrative space, intention space, aesthetic empathy, emotional identity, time deconstruction, and music expression as the original data sets, which is of guiding significance to the creative practice of VR movies.

Multi-Agent Reinforcement Learning-Based Distributed Channel Access for Next Generation Wireless Networks

In the next generation wireless networks, more applications will emerge, covering virtual reality movies, augmented reality, holographic three-dimensional telepresence, haptic telemedicine and so on, which require the provisioning of high bandwidth efficiency and low latency services. In order to better support the aforementioned applications and services, novel distributed channel access (DCA) schemes are necessary. Therefore, we propose a new MAC protocol, QMIX-advanced Listen-Before-Talk (QLBT), based on the cutting-edge multi-agent reinforcement learning (MARL) algorithm. It employs a centralized training with decentralized execution (CTDE) framework to exploit the overall information of all agents during training, and ensure that each agent can independently infer the optimal channel access behavior based on its local observation. We enhance QMIX, a well-known MARL algorithm, by introducing an extra individual Q-value for each agent in the mixing network apart from the original total Q-value, which makes QLBT more stable. Moreover, delay to last successful transmission (D2LT) is first introduced in this work as a part of the observations of each QLBT agent, which facilitates agents to reach a cooperative policy that prioritizes the agent with the longest delay. Finally, extensive simulation experiments are provided to show that the proposed QLBT algorithm: 1) outperforms CSMA/CA and even its theoretical performance bound in various scenarios including saturated traffic, unsaturated traffic and delay-sensitive traffic; 2) is robust in dynamic environment; and 3) is able to friendly coexist with “legacy” CSMA/CA stations.

From Screenwriting to Space-Writing

In the past ten years, audiovisual creators have been working on the development of narrative experiences for extended reality (XR) technologies, especially virtual reality (VR). The evolution of this practice has led to the creation of a technical language and processes. The transfer of knowledge from cinematography and videography has been the basis for the creative practice of “immersive narratives,” very often carrying with it jargon and practices that do not fit entirely with XR’s spatial nature. In this essay, I ref lect on whether we are still writing for a screen or writing for space from a practitioner’s perspective. Such a change of perspective starts with the recognition of the perceptual sphere and how to compose scenes in it. In this regard, a review of storyboarding for VR, followed by my own experience in creating an interactive VR movie, allowed me to ref lect on the concept of framing, camera positions, and authorial intentions. Finally, I argue that we can move from screenwriting to space-writing in relation to the technologies and immersive power of XR.

Research on Physical Phenomenological Innovation Technology in Virtual Reality Movies

From the perspective of physical phenomenology, the experience of the experiencer in the virtual reality space is not only achieved by external technical means. The key to the experience of the experience is the operation of the “body field“. This process involves three important roles: body space, body intentionality, and body habits. Based on phenomenological theory, virtual reality technology has been widely used in genres of science fiction, magic and other themes, making movies more appealing. Based on body phenomenology, this article discusses the application of virtual reality technology in the design mode of movie scenes.

Effects of Visual Flow Alterations on Psychophysiological Responses to Virtual Reality Exercise.

Virtual reality (VR) technology combined with exercise, called VR exercise, is believed to have beneficial effects on mood; but VR factors contributing to improved mood remain ambiguous. The purpose of this study was to examine the effect of visual flow speed on psychophysiological responses (i.e., physiological responses, ratings of perceived exertion or RPE, and mood) to immersive VR exercise in a simulated natural environment. Eighteen male participants (Mage =23.1, SD = 1.9 years) cycled an ergometer at 80 watts for 5 minutes on three separate occasions while watching a first-person VR movie through VR goggles at three different speeds of visual flow, corresponding to 7.5 km.h-1, 15 km.h-1, and 22.5 km.h-1. The order of the three speeds was randomized in a counterbalanced design. We measured heart rate, oxygen uptake, minute ventilation, respiratory rate, and cadence during the exercise, and we recorded ratings of perceived exertion (RPE) and mood immediately after the exercise. We evaluated mood states with the Two-Dimensional Mood Scale. One-way repeated measures analysis of variance or the Friedman test revealed no significant effects on any physiological variables, RPE or cadence as a result of altered visual flow speed during VR exercise (p > .05). However, speed of visual flow significantly influenced participant ratings of Vitality (p = 0.01) and Pleasure (p = 0.02), with the faster speed resulting in a more positive mood state. As these findings showed that VR exercise with faster visual flow induced positive mood states, we recommend faster visual flow to induce better mood states in VR exercise.

An Immersive Self-Report Tool for the Affective Appraisal of 360° VR Videos

Immersive 360◦ virtual reality (VR) movies can effectively evoke a wide range of different emotional experiences. To this end, they are increasingly deployed in entertainment, marketing and research. Because emotions influence decisions and behavior, it is important to assess the user’s affective appraisal of immersive 360◦ VR movies. Knowledge of this appraisal can serve to tune media content to achieve the desired emotional responses for a given purpose. To measure the affective appraisal of immersive VR movies, efficient immersive and validated instruments are required that minimally interfere with the VR experience itself. Here we investigated the convergent validity of a new efficient and intuitive graphical (emoji-based) affective self-report tool (the EmojiGrid) for the assessment of valence and arousal induced by videos representing 360◦ VEs (virtual environments). Thereto, 40 participants rated their emotional response (valence and arousal) to 62 videos from a validated public database of 360◦ VR movies using an EmojiGrid that was embedded in the VE, while we simultaneously assessed their autonomic physiological arousal through electrodermal activity. The mean affective ratings obtained with the EmojiGrid and those provided with the database (measured with an alternative and validated instrument) show excellent agreement for valence and good agreement for arousal. The mean arousal ratings obtained with the EmojiGrid also correlate strongly with autonomic physiological arousal. Thus, the EmojiGrid appears to be a valid and immersive affective self-report tool for measuring VE-induced emotions.

Virtual reality, video screen shots and sensor data for a large drop tower ride

Large drop towers let you experience a couple of seconds of nearly free fall before stopping gracefully in magnetic brakes or bouncing a number of times on compressed air, as in the Turbo Drop tower considered in this work, where many complementary representations are used. An accelerometer taken along on the ride captured the forces experienced by the body, and a pressure sensor provided a simultaneous proxy measurement of elevation. These data can be treated numerically: integration of the accelerometer data gives a velocity graph which can be compared to derivatives of the elevation data obtained from the pressure sensor. Plotting elevation versus velocity gives a phase portrait for the damped oscillations of the gondola before it comes to a stop. These abstract mathematical and graphical representations are complemented by screen shots from a video as well as from a virtual reality movie offering the view from the point of a rider. Forces and acceleration overlaid in a 2D version of the VR movie give a geometric illustration of Newton’s second law, in addition to the mathematical treatment. This work thus provides a wide range of representations, aimed to support student representational fluency and conceptual understanding of important force and motion concepts.

Short Term Effect of Virtual Reality on Eye Accommodative Ability

Virtual reality (VR) is a fast-growing technology in the world today. Many countries use virtual reality for many purposes such as education, military and entertainment. Despite the benefits of VR, harmful effects of VR on the users are still inconclusive. With only a few reliable studies that investigate the effect of virtual reality on the users especially on the eyes, yet still there are a lot more things we do not know about the effects of VR. The purpose of this study was to compare the amplitude of accommodation before and after watching 3-dimesional (3D) movie utilizing VR and notebook (control group). Thirty-two participants volunteered in this study and all participants underwent amplitude of accommodation (AA) test using Royal Army Force (RAF) rule before and after watching three-dimensional (3D) movie for 30 minutes using VR and two-dimensional (2D) movie by laptop. The amplitude of accommodation between pre- and post-watching 3D movie on VR was insignificantly changed (p= >0.05). The similar trend was also found after 30 minutes watching movie using laptop (p= >0.05). The utilization of VR and laptop for 30 minutes did insignificantly alter the eye accommodation.

Navigating between an End-goal and a 'Readiness to be Affected': A Virtual Reality Briefing to the United Nations Security Council

This article describes the design process behind a Virtual Reality movie intended to brief the Security Council of the United Nations about the situation in Iraq, in April 2019. The last couple of years have seen an increase of Virtual Reality movies made by the UN to support advocacy campaigns and provide general public information. But in this case, the goal was to test if the immersive experiences that Virtual Reality movies enable could be used as a political tool. Through a personal reflection upon the peculiar circumstances of this process, this account shows how aiming solely at instrumenting the briefing, which is a typical political situation in the organization, hid the political and transformative potentials of all the other situations of the design process. I will discuss what inhibited these potentials and how they could be enabled, from the perspective of the social interactions and instrumental mediations at play.

Exploring the Potential for Use of Virtual Reality Technology in the Treatment of Severe Mental Illness Among Adults in Mid-Norway: Collaborative Research Between Clinicians and Researchers.

BackgroundVirtual reality (VR) technology is not currently used in the treatment of severe mental health illness in Norway.ObjectiveWe aimed to explore the potential of VR as a treatment for severe mental health illness in Norway, through collaborative research between clinicians and researchers.MethodsA collaborative research team was established, comprising researchers, the manager at a district psychiatric center, and the manager of the local municipal mental health service. An all-day workshop with eight clinicians—four from specialist mental health services and four from municipal mental health services—was conducted. The clinicians watched three different VR movies and after each one, they answered predefined questions designed to reflect their immediate thoughts about VR’s potential use in clinical practice. At the end of the workshop, two focus group interviews, each with four clinicians from each service level, were conducted.ResultsVR technology in specialist services might be a new tool for the treatment of severe mental health illness. In municipal mental health services, VR might particularly be useful in systematic social training that would otherwise take a very long time to complete.ConclusionsWe found substantial potential for the use of VR in the treatment of severe mental health illness in specialist and municipal mental health services. One of the uses of VR technology with the greatest potential was helping individuals who had isolated themselves and needed training in social skills and everyday activity to enable them to have more active social lives. VR could also be used to simulate severe mental illness to provide a better understanding of how the person with severe mental illness experiences their situation.

Postural instability in an immersive Virtual Reality adapts with repetition and includes directional and gender specific effects

The ability to handle sensory conflicts and use the most appropriate sensory information is vital for successful recovery of human postural control after injury. The objective was to determine if virtual reality (VR) could provide a vehicle for sensory training, and determine the temporal and spatial nature of such adaptive changes. Twenty healthy subjects participated in the study (10 females). The subjects watched a 90-second VR simulation of railroad (rollercoaster) motion in mountainous terrain during five repeated simulations, while standing on a force platform that recorded their stability. The immediate response to watching the VR movie was an increased level of postural instability. Repeatedly watching the same VR movie significantly reduced both the anteroposterior (62%, p < 0.001) and lateral (47%, p = 0.001) energy used. However, females adapted more slowly to the VR stimuli as reflected by higher use of total (p = 0.007), low frequency (p = 0.027) and high frequency (p = 0.026) energy. Healthy subjects can significantly adapt to a multidirectional, provocative, visual environment after 4–5 repeated sessions of VR. Consequently, VR technology might be an effective tool for rehabilitation involving visual desensitisation. However, some females may require more training sessions to achieve effects with VR.

Observing supermassive black holes in virtual reality

We present a 360∘ (i.e., 4π steradian) general-relativistic ray-tracing and radiative transfer calculations of accreting supermassive black holes. We perform state-of-the-art three-dimensional general-relativistic magnetohydrodynamical simulations using the BHAC code, subsequently post-processing this data with the radiative transfer code RAPTOR. All relativistic and general-relativistic effects, such as Doppler boosting and gravitational redshift, as well as geometrical effects due to the local gravitational field and the observer’s changing position and state of motion, are therefore calculated self-consistently. Synthetic images at four astronomically-relevant observing frequencies are generated from the perspective of an observer with a full 360∘ view inside the accretion flow, who is advected with the flow as it evolves. As an example we calculated images based on recent best-fit models of observations of Sagittarius A*. These images are combined to generate a complete 360∘ Virtual Reality movie of the surrounding environment of the black hole and its event horizon. Our approach also enables the calculation of the local luminosity received at a given fluid element in the accretion flow, providing important applications in, e.g., radiation feedback calculations onto black hole accretion flows. In addition to scientific applications, the 360∘ Virtual Reality movies we present also represent a new medium through which to interactively communicate black hole physics to a wider audience, serving as a powerful educational tool.

Web‐based interactive 3D visualization as a tool for improved anatomy learning

Despite a long tradition, conventional anatomy education based on dissection is declining. This study tested a new virtual reality (VR) technique for anatomy learning based on virtual contrast injection. The aim was to assess whether students value this new three-dimensional (3D) visualization method as a learning tool and what value they gain from its use in reaching their anatomical learning objectives. Several 3D vascular VR models were created using an interactive segmentation tool based on the "virtual contrast injection" method. This method allows users, with relative ease, to convert computer tomography or magnetic resonance images into vivid 3D VR movies using the OsiriX software equipped with the CMIV CTA plug-in. Once created using the segmentation tool, the image series were exported in Quick Time Virtual Reality (QTVR) format and integrated within a web framework of the Educational Virtual Anatomy (EVA) program. A total of nine QTVR movies were produced encompassing most of the major arteries of the body. These movies were supplemented with associated information, color keys, and notes. The results indicate that, in general, students' attitudes towards the EVA-program were positive when compared with anatomy textbooks, but results were not the same with dissections. Additionally, knowledge tests suggest a potentially beneficial effect on learning.

One digital library, two undergraduate classes, and four learning modules: Uses of a digital library in classrooms

AbstractThe KMODDL (kinematic models for design digital library) is a digital library based on a historical collection of kinematic models made of steel and bronze. The digital library contains four types of learning modules including textual materials, QuickTime virtual reality movies, Java simulations, and stereolithographic files of the physical models. The authors report an evaluation study on the uses of the KMODDL in two undergraduate classes. This research reveals that the users in different classes encountered different usability problems, and reported quantitatively different subjective experiences. Further, the results indicate that depending on the subject area, the two user groups preferred different types of learning modules, resulting in different uses of the available materials and different learning outcomes. These findings are discussed in terms of their implications for future digital library design.

Are We There Yet? Virtually!

WHEN funding is low and gas prices are high, it is more difficult than ever for administrators to plan field trips for the students in their schools. As the World Wide Web is evolving to include such technologies as movies, sounds, and interactive websites, administrators now have the option of allowing their students to embark on a virtual field trip. The sites contained in this listing are educational in nature, sometimes interactive, and free. www.whitehouse.gov/kids A trip to Washington, D.C., is probably out of the question for most schools in the nation, so this website offers a great way to learn about the history of the White House, the current Administration's pets, and other facts. It is geared for younger learners and contains interactive games, puzzles, and videos related to the White House. www.whitehouse.gov/history/whtour For older students, a virtual tour of the White House is just a mouse click away at this site. >From the Red Room to the Blue Room to the Library, there is a lot of useful information regarding biographies, events, and traditions. And if you click on the image presented in an individual room, you'll see even finer details. www.nasa.gov/home/index. html?skipIntro=1 No matter how healthy your school budget, your students won't be visiting Mars anytime soon. That is, unless they want to check out the website of the National Aeronautics and Space Administration, where they can see video reports from the Mars Reconnaissance Orbiter. Spend some time learning about outer space by watching movies of the space shuttle or viewing pictures and reading about various space missions. And do all this online in the comfort of your own school. www.pbs.org/wgbh/nova/ easter/textindex.html Travel from the U.S. to Easter Island using the Internet. This website will allow you to visit, explore, and read about the lost civilizations and stone carvings of Easter Island. The site includes great photographs and QuickTime VR (virtual reality) movies for most of the locations on Easter Island. www.fullscreenqtvr.com With its QuickTime VR field trips to the Grand Canyon, Mars, or the Vatican, this website would be a great companion for specifically tailored lessons in history, geography, or even art. Each of the QuickTime VR movies appears in full screen and uses high-resolution images. www.vthawaii.com When the cold of winter seeps into the hallways of your school, why not take your students on a virtual tour of Hawaii? This website includes text information, QuickTime VR, and photographs that allow anyone to explore Hawaii via the Internet. …

The role of visualization in learning from computer‐based images

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web‐based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content‐based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three‐way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.