Retracted: Virtual Digital Communication Feature Fusion Based on Virtual Augmented Reality

Metaverse + Realverse: In Search Of Harmony

This chapter provides insights into the future of fashion film with respect to augmented reality and virtual reality technologies. The question: How does augmented reality and virtual reality influence the future of fashion film? Is therefore considered. It is important to analyze the influence of those technologies on fashion films to assess the potential for fashion retailers and in best case gain first-mover advantages. To answer the stated research question, the literature research was conducted to gain insights about the topic and its influence toward fashion filming. Explanation of augmented reality and virtual reality is provided as well as implications in the retail sector regarding fashion films. Moreover, company examples already using this approach have been compiled. Furthermore, an empirical research part was conducted including a survey method based on an online survey design. The questionnaire is based on what has been revealed in the literature to gain in-depth insides and approval. The data gained indicated that augmented reality and virtual reality influence the future of fashion film in various ways. The findings highlight how important those technologies can be in order to enhance customer experience and engagement. Regarding the research question, the conclusion can be drawn that it is highly Important for fashion managers to take future developments like augmented reality and virtual reality into account to stay competitive and satisfy the requirements of modern consumers.

In our daily routine we have some APP to help us in some activities that in the past people used to resolve them manually. Organizations are increasing its presence in a digital world too with more people working in virtual workplaces everywhere, so it is urge to improve some changes in the actual paradigm of the work environment and introduce the Virtual Reality as a tool to increase results and decrease precious time used to produce more. Virtual Reality and Augmented Reality applied at the Human Resources processes should help to create a virtual environment to replicate the company activity in order to achieve this goal. With this revision the author pretends to map all papers about Virtual Reality and Augmented Reality in Human Resources for People Selection in order to identify the main possibilities of this tool to improve and develop new products and more accurate studies for the Human Resources Management.

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

Virtual reality (VR) applications promise the safe, efficacious, and valid replication of scenarios encountered in modern neurosurgery, and a number of navigation- or dissection-related and endovascular simulators have been successfully deployed in the last 2 decades. Concurrently, neurosurgical training is changing, and VR simulations are expected to play a part in future training. To give an overview of currently available neurosurgical VR applications in the spectrum of desired applications and the outlook of the requirements to be met by future applications. The available literature was analyzed using structured Medline and PubMed searches. Relevant articles were retrieved and reviewed. When quantitative results were available, effect sizes were collated or estimated to check for publication bias. There has been a significant increase in publications concerning the use of VR in neurosurgery in the last 22 years (P < .001). Thirty-eight of 117 publications (32%) identified reported data regarding the use of a simulator by practitioners; 35 of these were reported as positive trials (92%). Twenty-two of 38 studies (58%) reported quantitative data with mostly small positive effect sizes (median, 1.41; interquartile range, 1.08-2). The use of VR simulators in endovascular surgery has the most robust basis, with 65% of studies reporting quantitative outcomes. Current neurosurgical VR applications focus on basic procedural skill acquisition and are valid and efficacious adjuncts to neurosurgical training. In the future, the development of complex procedural simulators, teamwork, and focus on validated measures will lead to robust framework of the use of VR over the entire career of a neurosurgeon.

&lt;p&gt;The development of Virtual Reality (VR) and Augmented Reality (AR) technologies has significantly transformed the tourism industry, including travel agencies in Indonesia. This study aims to analyze the adoption level and impact of VR and AR technology implementation in travel agencies in Indonesia. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) theoretical framework&lt;em&gt;,&lt;/em&gt; this research combines a literature review, case studies, and interviews as the research methodology. The case studies involve ten of the largest travel agencies in Indonesia that have implemented VR and AR technologies in their marketing strategies. Semi-structured interviews were conducted with representatives from these travel agencies to gain an in-depth understanding of the experiences, challenges, and benefits of implementing VR and AR technologies. The researcher carried out data triangulation by comparing findings from the literature review, case studies, and interviews to ensure the validity of the research findings. The results indicate that the adoption of VR and AR technologies by travel agencies in Indonesia is still in its early stages. However, travel agencies implementing VR and AR technologies report significant positive impacts, such as increased tourist interest, enhanced product differentiation, and improved customer engagement. The case studies demonstrate that implementing VR and AR technologies helps travel agencies promote tourist destinations more innovatively and attractively. Nevertheless, several challenges are also encountered, such as the high cost of developing VR and AR content, regular content updates, and the limited human resources skills needed to operate these technologies. This research contributes to understanding the adoption and impact of VR and AR technology implementation in travel agencies in Indonesia. The findings of this study can assist travel agencies in evaluating the potential adoption of VR and AR technologies and developing effective implementation strategies.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Keywords:&lt;/strong&gt; &lt;em&gt;Virtual Reality, Augmented Reality, travel agencies, adoption level, implementation impact.&lt;/em&gt;&lt;/p&gt;

This research aims to increase the ability of students to think critically using learning media based on Virtual Augmented Reality in learning knowledge in natural and social sciences. Methodology study This quantitative design is pre-experimental and type pretest-posttest for measuring the effectiveness of the use of learning media based on augmented reality. Research sample This is 24 students in Grade IV at Tambakbulusan Elementary School. For evaluating the effectiveness of virtual augmented reality media in increasing critical thinking in science learning. Data analysis includes validity and reliability tests, normality tests, t-tests for comparison of pretest and posttest scores, as well as calculation of gain value for measuring improvement in critical thinking for students after using virtual augmented reality media in science learning. Research results show that Augmented Reality media can increase the ability to think critically in students, with an average score on the pretest of 33.5 and 82.92 on the posttest. The paired t-test produces a mark of 0.86, indicating there is a significant difference between the score before and after media usage. In addition, the gain test results were 0.74 with the category enough effective. Then it can be concluded that learning media based on augmented reality effectively increases the ability to think at a high level for students in elementary school.

The Covid-19 pandemic impacted on increasing use of Android smartphones in teaching and learning. This study aims to build markerless VR-AR (Virtual Reality-Augmented Reality) as Android-based teaching materials for construction engineering students in Polytechnic. VR-AR based teaching materials that have been established can reduce the risk of spreading Covid-19 without reducing learning quality. This research used the V-model method, which is divided into two parts, particularly development and testing activities. Testing is performed by developers and examiners using ISO 25010. The test results of VR-AR based teaching materials that have been established show that the teaching materials were very feasible in terms of functional suitability, compatibility, and usability. All functions of the VR-AR application operate smoothly and work successfully on various Android operating systems with different screen resolutions. Moreover, users were satisfied with the developed VR-AR based teaching materials. They felt comfortable, fun, and excited when using the AR application.

The retail sector is experiencing a significant transformation through the integration of augmented reality (AR) and virtual reality (VR) technologies. The convergence of AR and VR is driving a substantial change in the dynamic and ever-evolving retail business. This integration is ushering in a new era of immersive and personalized shopping experiences, fundamentally altering how consumers engage with products and environments. Through AR applications, customers can effortlessly use their smartphones to locate items, receive real-time promotions, and gain additional information about them. Augmented reality enables a virtual try-on experience, allowing buyers to visualize products in a virtual setting. This chapter explores the various applications, challenges and potential implications of AR and VR in the retail sector, highlighting the substantial transformations these technologies bring to the industry. Augmented reality is revolutionizing in-store navigation, providing consumers with an engaging and user-friendly navigational experience.

As important achievements of modern science and technology, augmented reality (AR) and virtual reality (VR) technologies have shown great application potential in the field of education. They provide rich interactive experiences and teaching resources for the learning process in different ways. AR technology provides a new perspective for education by superimposing virtual information on the real world. For example, in history classes, students can use AR technology to see 3D models of historical figures in textbooks or observe the re-enactment of historical events. In science education, AR can help students visualize complex molecular structures or the internal structure of organisms, making abstract knowledge concrete and intuitive. VR technology allows users to immerse themselves in the virtual world by building a completely virtual environment. In education, VR technology can simulate a real experimental environment, allowing students to conduct virtual experiments, or let students explore in virtual historical scenes and experience immersive historical education. This paper discusses the differences between AR and VR in learning, focusing on their application in history, medicine, music, physics and physical education. By analyzing the performance in terms of content delivery and interactivity in detail, the study found that AR has clear advantages in real-world applications, while VR is more attractive in immersive and simulation-based learning. The article summarizes the best application scenarios of each technology in different disciplines, based on the support of the cited literature.

Visualization of Information aims to present methodologies to optimize the cognition of the agent that seeks to identify, segment and learn from information that can be presented in various forms. Based on that, this study aims to identify the availability of information through virtual environments with a focus on Virtual Reality and Augmented Reality as a support for Visualization of Information. Thus, a Systematic Literature Review (SLR) at IEEE Xplore, ScienceDirect and ACM Digital Library databases, from September 20, 2016 to November 18, 2016. Of the 174 studies surveyed, 22 met the inclusion criteria. As an analysis, this article briefly presents the contributions of each of the articles, and a discussion is made of the applicability and research opportunities that can still be made in this area.

The aim of this study is to investigate the public opinion (i.e., the learners themselves) of apps incorporating emerging technologies Augmented Reality (AR) and Virtual Reality (VR) and find out how satisfied mobile platform users are with these technologies for educational purposes. We performed sentiment analysis of more than one million reviews from 800 different Android apps collected by systematic scrapping of the Google Play Store. Identified apps were separated into five categories: AR, AR+Educational, VR, VR+Educational, and Educational. We identify reviews from each app as positive, negative, or neutral, and apply aspect labels depending on the content of the review. We adopted Bidirectional Encoder Representations from Transformers (BERT) and classify the labels into seven categories: technical issues, usability, content, user interaction, feature request, learning qualities, and advert-related. The results indicate that the positive sentiments are 54.6% for AR, 49.6% for AR+Educational, 47.7% for VR, 71.4% for VR+Educational, and 75.2% for Educational. The results suggest that education apps that do not incorporate AR or VR are receiving higher user satisfaction than apps that incorporate these emerging technologies. Analyzing and understanding user reviews will help instructional designers, software developers, and hardware designers to resolve the key inhibitors .of these apps.

Neurosurgical procedures are some of the most complex procedures in medicine and since the advent of the field, planning, performing, and learning them has challenged the neurosurgeon. Virtual reality (VR) and augmented reality (AR) are making these challenges more manageable. VR refers to a virtual digital environment that can be experienced usually through use of stereoscopic glasses and controllers. AR, on the other hand, fuses the natural environment with virtual images, such as superimposing a preoperative MRI image on to the surgical field [1]. They initially were used primarily as neuronavigational tools but soon their potential in other areas of surgery, such as planning, education, and assessment, was noted and explored. Through this chapter, we outline the history and evolution of these two technologies over the past few decades, describe the current state of the technology and its uses, and postulate future directions for research and implementation.

Virtual reality (VR) and augmented reality (AR) technologies have been emerging rapidly in the past few years and are expected to redefine the way we interact, communicate and work together. It appears that this emergence is in perfect timing with the growth of Internet of things (IoT) devices and can form a killer combination to go beyond the limits of what is possible today in different industries including architecture and the built environment. In this short introduction, we will look at the evolution of smart devices and how they are expected to shape the future of our connected smart cities. We will finish with suggestions for use case scenarios of these technologies applicable to different areas of the building industry.

In this work we introduce a learning system based on Virtual Reality and Augmented Reality for studying analytical-geometric structures that are part of the curriculum in mathematics and physics in high school classes. We believe that an immersive study environment has several advantages with respect to traditional two-dimensional environments (such as a book or the simple screen of a PC or even a tablet), such as the spatial understanding of the concepts exposed, more peripheral awareness and moreover an evident decreasing in the information dispersion phenomenon. This does not mean that our teaching proposal has to substitute the traditional approaches, but it can be seen as a robust tool to support learning. In the first phase of our research we have sought to understand which mathematical objects and which tools could have been used to enhance the teaching of mathematics, in order to demonstrate that the use of Virtual Reality and Augmented Reality techniques significantly improves the level of understanding of the mathematical subject being studied by the students. The system which provides for the integration of two machine levels, hardware and software, was subsequently tested by a representative sample of students who then provided feedback through a questionnaire.