Assessing visual performance during intense luminance changes in virtual reality

Decision letter: Visual and motor signatures of locomotion dynamically shape a population code for feature detection in Drosophila

Effects of luminence on the pattern visual evoked potential in multiple sclerosis

Autonomous vehicle (AV) requires millions of miles on road to test the reliability of safety systems. It is also difficult to test the AV for critical scenarios which are rare but will endanger road users. Therefore, virtual safety testing simulation platforms are introduced to test the safety systems of the autonomous vehicles in critical scenarios. However, developing the virtual safety testing simulation platform requires information about the environment and driving data from the real world. Besides, it is challenging to build a system to collect driving data which is normally cost intensive especially in developing countries. Paradoxically, these developing countries have poor traffic environment which can provide valuable scenarios for safety testing test cases. Therefore, in this paper, a scenario-based testing using virtual simulation platform is developed using data captured by a low-cost sensor-based instrumented vehicle. The instrumented vehicle is built by low-cost off-the-shelf components for the testing purpose. The instrumented vehicle is used for validation process in IPG CarMaker’s vehicle model using SAE standards. Then, the validated vehicle model is used as an autonomous vehicle in IPG CarMaker for the virtual scenario-based safety testing. The whole validation process from data collection to data logging is carried out using various economic sensors instead of a single industrial system. This approach greatly reduce the cost of the instrumented vehicle and the result of the scenario-based testing shows that the virtual scenarios developed in IPG CarMaker can be used for validation purpose with actual scenarios using low-cost sensor based instrumented vehicle as low as 4% root mean square percentage error.

In the bench experiment of electric drive vehicle, the experimental data are mostly presented in the form of tables and curves, which cannot predict the actual motion of the vehicle well. With the development of computer technology, virtual reality can be used in automobile bench experiment. The existing virtual simulation platforms simulate vehicle motion in off-line form, which cannot be combined with real-time experimental data, and there are shortcomings in vehicle kinematics performance analysis. In order to solve this problem, this paper proposes a vehicle real-time virtual simulation platform based on virtual reality fusion. The whole vehicle and its internal coupling mechanism were modeled with CAD modeling technology, and the motion scene of the model was designed with 3D rendering technology. CAN bus protocol is used to obtain external data in real time. Based on the Virtools virtual simulation software, the internal algorithm is constructed to control the real-time simulation model and display the vehicle movement. Finally, an example is carried out to verify the feasibility and practicability of the simulation platform.

Background and study aims Virtual reality endoscopic simulation training has the potential to expedite competency development in novice trainees. However, simulation platforms must be realistic and confer face validity. This study aimed to determine the face validity of high-fidelity virtual reality simulation (EndoSim, Surgical Science, Gothenburg), and establish benchmark metrics to guide the development of a Simulation Pathway to Improve Competency in Endoscopy (SPICE). Methods A pilot cohort of four experts rated simulated exercises (Likert scale score 1–5) and following iterative development, 10 experts completed 13 simulator-based endoscopy exercises amounting to 859 total metric values. Results Expert metric performance demonstrated equivalence ( P = 0.992). In contrast, face validity of each exercise varied among experts (median 4 (interquartile range [IQR] 3–5), P < 0.003) with Mucosal Examination receiving the highest scores (median 5 [IQR 4.5–5], P = 1.000) and Loop Management and Intubation exercises receiving the lowest scores (median 3 [IQR 1–3], P < 0.001, P = 0.004), respectively. The provisional validated SPICE comprised 13 exercises with pass marks and allowance buffers defined by median and IQR expert performance. Conclusions EndoSim Face Validity was very good related to early scope handling skills, but more advanced competencies and translation of acquired clinical skills require further research within an established training program. The existing training deficit with superadded adverse effects of the COVID pandemic make this initiative an urgent priority.

In the process of development of numerical control system, we would actually go to the processing plant to test a strategy or compare the accuracy of trajectory planning, which is not only inefficient, but may lead to mechanical platform damage or safety incidents due to improper use of the parameters. Therefore, we aim to establish virtual simulation system for the lead screw guide system. Based on the process of CNC machining process, a whole architecture of virtual simulation platform is put forward. Virtual simulation platform can be divided into specific modules, including trajectory planning module» control module, single axis platform module, error analysis module and compensation module. We analyze the mathematical modeling based on a XY table. In order to reflect the characteristics of the system, we mainly focus on the reverse gap, friction force and other nonlinear factors analysis and modeling. We establish the model of a servo drive and mechanical structure. Finally, based on the simulation platform, we add the compensation control module to the virtual simulation system. By comparing contour error of experimental platform and simulation platform before and after compensation, we prove that the compensation is effective.

The current study explores whether different stressors in a virtual reality (VR) military training scenario cause increases in physiological stress. This would validate the use of VR simulation for stress training, as well as the physiological monitoring of trainees for educational purposes. Military cadets (n = 63) performed a patrol scenario (military convoy) in which they answered questions about their surroundings. Stressors (task difficulty, noise, lighting changes, social evaluations, electric muscle stimulation, and a simulated attack on the convoy) were stepwise added in four phases. Electrocardiogram, blood pressure, electrodermal activity, cortisol, and the cadets’ subjective threat/challenge appraisal were measured. We found that only the first phase caused a significant increase in physiological stress, as measured with heart rate, heart rate variability, and electrodermal activity. Physiological stress appeared to stay high in the second phase as well, but decreased to baseline level in the third and fourth phases, even though these phases were designed to be the most stressful. Cadets classified as threat responders based on physiological data (n = 3) scored significantly higher on subjective threat/challenge appraisal than those classified as challenge responders (n = 21). It seems that in the tested VR training scenario, the novelty of the scenario was the only effective stress stimuli, whereas the other implemented stressors did not cause a measurable physiological response. We conclude that if VR training scenarios are to be used for stress training, these should confront trainees with unpredictable but context-specific demands.

BackgroundTrainees in Otolaryngology–Head and Neck Surgery must gain proficiency in a variety of challenging temporal bone surgical techniques. Traditional teaching has relied on the use of cadavers; however, this method is resource-intensive and does not allow for repeated practice. Virtual reality surgical training is a growing field that is increasingly being adopted in Otolaryngology. CardinalSim is a virtual reality temporal bone surgical simulator that offers a high-quality, inexpensive adjunct to traditional teaching methods. The objective of this study was to establish the face and content validity of CardinalSim through a national study.MethodsOtolaryngologists and resident trainees from across Canada were recruited to evaluate CardinalSim. Ethics approval and informed consent was obtained. A face and content validity questionnaire with questions categorized into 13 domains was distributed to participants following simulator use. Descriptive statistics were used to describe questionnaire results, and either Chi-square or Fishers exact tests were used to compare responses between junior residents, senior residents, and practising surgeons.ResultsSixty-two participants from thirteen different Otolaryngology–Head and Neck Surgery programs were included in the study (32 practicing surgeons; 30 resident trainees). Face validity was achieved for 5 out of 7 domains, while content validity was achieved for 5 out of 6 domains. Significant differences between groups (p-value of < 0.05) were found for one face validity domain (realistic ergonomics, p = 0.002) and two content validity domains (teaching drilling technique, p = 0.011 and overall teaching utility, p = 0.006). The assessment scores, global rating scores, and overall attitudes towards CardinalSim, were universally positive. Open-ended questions identified limitations of the simulator.ConclusionCardinalSim met acceptable criteria for face and content validity. This temporal bone virtual reality surgical simulation platform may enhance surgical training and be suitable for patient-specific surgical rehearsal for practicing Otolaryngologists.

Crane-lift path planning for high-rise modular integrated construction through metaheuristic optimization and virtual prototyping

Technologies such as (AR) Augmented Reality &amp;(VR) Virtual Reality, which provide immersive digital experiences, interactive environments, simulation, and engagement, have completely changed how we approach learning. However, in order to meet the huge demand in education, these technologies which are still in the emerging stage need to be heavily customized and heavily invested in. This thorough analysis seeks to contextualize the last few years of development of Virtual and Augmented Reality in the Education. For additional study, a total one thousand five hundred and thirty-six articles are chosen using text mining and theme analysis techniques. Based on earlier research on AR and VR in education, hypotheses were developed and are currently being processed and analysed to reveal the current development in literature via Augmented Reality and Virtual Reality, applications, benefits, and future directions. The findings show that wearable technology has contributed significantly to the exponential expansion in the use of Virtual and Augmented Reality in education in recent years. Results also highlight the need for faster adoption and customization of these technologies in educational institutions, based on secondary data. An increasing number of educational applications for the learning process are emerging as Virtual and Augmented Realityexp and quickly. It is advised that researchers stay up to date on the gaps in AR and VR’s Changeover to education &amp;develop practical adaptation strategies to maximize the benefits of these technological development with significant developments in high-speed transmission and processing, AR &amp;VR are developing as Display Platforms for Next Generation for more intimate human-digital interactions. Nonetheless, matching the extraordinary Human Vision Performance while keeping Near the Eye Display module tiny and lightweight presents unprecedented hurdles for optical engineering. Fortunately, new advances in Holographic Optical Elements HOEs and Lithography Enable Devices present novel approaches to overcoming these challenges in Virtual and Augmented Reality which would otherwise be problematic with traditional optics

This paper introduced the application of the WebGIS and virtual reality technology in the tourism industry and analyzed the existing problems in the tourism information system. Taking Daqing Oil Field Scenic Sport as an example, it introduced a method of constructing the virtual simulation platform for tourism based on the combination of WebGIS and virtual reality technology. Through the virtual simulation platform of Daqing Tourism Scenic Spot, it verified the design idea, methods, and technical feasibility of the virtual tourism system, and built a specific, feasible, and practical virtual simulation platform for tourism. It showed the bright prospects of virtual tourism development based on WebGIS and virtual reality technology.

This paper mainly deals with data cooperative communication technique of the bottom of virtual prototype cooperative design and simulation platform. Taking MATLAB as an example studies collaborative interaction of the data. Without data source, ActiveX Data Object (ADO) technology is used to realize the connection of the database in Visual C++. And the data transmission of database and MATLAB with the method of mixed programming. The practical measurement showed that data is conveniently transmitted and easily extended between the database and the MATLAB software. This method provides a good choice for MATLAB to couple tightly in the process of virtual prototype cooperative design and simulation.

Stroboscopic training has repeatedly been shown to improve visual and visuomotor performance in sports. Although recent research suggests that stroboscopic vision puts a training stimulus to the central nervous system, the underlying mechanism how it affects motion perception and processing in the brain is still unknown. Twenty-six participants performed a computer-based simple reaction test in response to a visual motion stimulus under normal (baseline) and stroboscopic conditions (5Hz frequency, 40% duty cycle) (stroboscopic). A third condition under normal vision intermittently stopped the motion stimulus at the same frequency and duty cycle as in the stroboscopic condition. This condition controlled for the amount of visual motion information independent of the shutter glasses (screen shutter) and provided information about the effect of luminance changes induced by the stroboscopic eyewear. A 64-channel EEG was recorded to determine the amplitude and latency of the N2 component as a correlate of visual motion perception in the motion-sensitive visual area MT. Reaction time under stroboscopic conditions was significantly delayed when compared to both the baseline (p < 0.001) and screen shutter (p < 0.001) conditions. This was accompanied by a significantly prolonged N2 latency (p < 0.001) and lower N2 amplitude (p < 0.001) with the shutter glasses. There was no difference in reaction time or N2 amplitude/latency between the baseline and screen shutter condition (p ≥ 0.176). Stroboscopic eyewear delays the speed of visual motion perception and processing in the central nervous system and reduces the visuomotor reaction speed. This may form the neurophysiological basis for performance gains following stroboscopic training.

Virtual Reality technology helps in creating virtual environments for evaluation of visual performance of low vision individuals with holistic experience. The purpose of this study was to develop a virtual reality (VR) platform for the objective assessment of functional vision in patients with low vision in two categories, central and peripheral vision loss . Focus group discussions (FGD) were organized to understand the difficulties faced on a day to day basis by patients with low vision. Based on the results of the focus group discussions, a virtual bank scenario incorporating specific visual tasks was developed. A pilot study was conducted which involved people with normal vision; low vision Patients secondary to central field loss (CFL) and peripheral field loss (PFL). Each subject completed all the tasks in the objective assessment; the data obtained from the assessment were further analyzed to understand the pattern. Comparing the three groups, there was a significant difference in distance (central field loss was lowest) and near visual angle, and three visual search tasks (peripheral field loss was lowest). In assessing the time taken, peripheral field loss group was again found to take the most time to complete tasks. Based on a newly developed virtual reality platform, assessment of functional vision of specially abled persons could be tested and was inferior to that of normal sighted persons. in a close to realistic environment. Multiple visual tasks were performed in the virtual environment and the visual performance was compared among all three groups of participants. Participants were matched for age and gender. Irrespective of the nature of tasks, visual performance of the normal group seemed significantly better than people with CFL and PFL.

Purpose: The purpose of this review is to systematically examine the integration of modern technological tools in the teaching of chemistry. It aims to highlight how innovations such as virtual laboratories, simulation software, augmented and virtual reality (AR/VR), and gamified platforms have influenced pedagogical practices and student learning outcomes in chemical education. Methodology: This review is based on a thematic analysis of peer-reviewed, open-access literature published between 2018 and 2024. Sources were selected using academic databases such as ScienceDirect, MDPI, Springer Open, and arXiv, with a focus on studies that report empirical data or offer theoretical insights into the use of technology in chemistry education. Results/Analysis: Findings reveal that virtual labs and simulation platforms enhance conceptual clarity, especially in topics involving molecular modelling and reaction mechanisms. AR/VR tools significantly improve learner engagement and spatial visualization skills. Gamified approaches have been associated with improved motivation and assessment performance. However, challenges remain in accessibility, infrastructure, teacher training, and over-dependence on digital tools. A strong preference for blended learning models emerges as the most sustainable and impactful approach. Originality/Value: This review consolidates recent technological advancements in chemistry pedagogy and critically evaluates their practical implementation and outcomes. It provides a consolidated reference for educators, curriculum developers, and policymakers seeking to integrate or expand digital pedagogies in chemistry education, particularly in line with evolving educational frameworks such as India’s National Education Policy 2020. Type of paper: Thematic review article