Semi-automatic methodology for augmented panorama development in industrial outdoor environments

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

Virtual reality (VR) and augmented reality (AR) systems are increasingly available to neurosurgeons. These systems may provide opportunities for technical rehearsal and assessments of surgeon performance. The assessment of neurosurgeon skill in VR and AR environments and the validity of VR and AR feedback has not been systematically reviewed. A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was conducted through MEDLINE and PubMed. Studies published in English between January 1990 and February 2021 describing the use of VR or AR to quantify surgical technical performance of neurosurgeons without the use of human raters were included. The types and categories of automated performance metrics (APMs) from each of these studies were recorded. Thirty-three VR studies were included in the review; no AR studies met inclusion criteria. VR APMs were categorized as either distance to target, force, kinematics, time, blood loss, or volume of resection. Distance and time were the most well-studied APM domains, although all domains were effective at differentiating surgeon experience levels. Distance was successfully used to track improvements with practice. Examining volume of resection demonstrated that attending surgeons removed less simulated tumor but preserved more normal tissue than trainees. More recently, APMs have been used in machine learning algorithms to predict level of training with a high degree of accuracy. Key limitations to enhanced-reality systems include limited AR usage for automated surgical assessment and lack of external and longitudinal validation of VR systems. VR has been used to assess surgeon performance across a wide spectrum of domains. The VR environment can be used to quantify surgeon performance, assess surgeon proficiency, and track training progression. AR systems have not yet been used to provide metrics for surgeon performance assessment despite potential for intraoperative integration. VR-based APMs may be especially useful for metrics that are difficult to assess intraoperatively, including blood loss and extent of resection.

Rendering haptic feedback on the wrist is an effective solution for freeing users' hands during virtual interactions while still providing haptic feedback, mostly focusing on Virtual Reality (VR) environments. Unfortunately, whether these solutions can be extended to Augmented Reality (AR) interactions has not been investigated before. In this paper, we investigate the perceptual differences between VR and AR environments with a user study experiment based on a stiffness discrimination task. Our findings revealed similar task accuracy and sensitivity in VR and AR but different exploration behaviors (i.e. higher interaction time in AR) and user experience (i.e. higher enjoyment and less mental fatigue in AR). These differences may be explained by the increased cognitive load and the environmental immersion in AR, where users navigate both virtual and real elements simultaneously. This suggests that visuo-haptic psychophysical findings obtained in VR can be extended to AR, even though user experience and exploration behavior might differ.

Web-based online exhibition using immersive technology, namely Virtual Reality & Augmented Reality, has a major effect on the efficiency of time, place, and cost in providing visitors with an understanding of building architecture. Interaction in understanding architectural modeling is also assisted by a technology called Avatar Mediated Communication (AMC) which is the scope of interaction with other visitors in a Virtual Environment created by Virtual Reality technology. Technology that is able to support all website-based reality activities is made with the Laravel & Express Js framework (Website), Spoke Mozilla Hubs (Virtual Reality Environment), and Library AR Js (Augmented Reality Marker Based). The technology is selected, built, and combined in the stages of the Research & Development (R&D) method, the Multimedia Development Life Cycle (MDLC) model in examining the development stages and user responses to web-based Virtual & Augmented Reality development products. The results of the responses obtained are based on 6 categories in the UEQ (User Experience Questionnaire) instrument. The result showed that the three largest categories that give a positive response are stimulation, attractiveness, and novelty. Meanwhile, the three categories below are efficiency, perspicuity, and dependability. This indicates that the online exhibition in the support of immersive visualization is able to increase user curiosity in trying to enter the virtual reality room presented in web-based Virtual & Augmented Reality.

The perceptual behavior of consumers on a product displayed in the market has a vital role in analyzing the importance given to that product. Therefore, various strategies have been developed to understand this consumer behavior in the selection of products. Immersive technologies like virtual, augmented, and mixed reality are among them. With the foremost feature of immersion in the virtual world and interaction of users with virtual objects, virtual reality, and augmented reality have unlocked their potential in research and a user-friendly tool for analyzing consumer behavior. In addition to these technologies, mixed reality also has a significant role in investigating consumer behavior. Studies on immersive technologies in food applications are vast, hence this review focuses on the applications of virtual, augmented, and mixed reality in the food selection behavior of consumers. The behavioral studies are elicited to develop new products based on consumer needs, to understand the shopping behavior in supermarkets for real-time usage, and to know the influence of emotions in a selection of products. The findings suggest that virtual, augmented, and mixed reality induce immersion of the users in food selection behavioral studies. Information on the technological advancements in the tools used for bringing immersion and interaction are discussed for its futuristic applications in food. Though immersive technology gives users a realistic virtual environment experience, its application in food systems is in the budding stage. More research on human response studies would contribute to its innovative and inevitable application in the future.

Technologies such as Virtual and Augmented Reality have gained popularity lately. Because of their convenience and accessibility, these technologies have been adopted in various domains. Virtual reality and augmented reality create an immersive experience, enabling 3D visualization of the content. This technology lets you visualize data from different sensors at the same time, overlaying relevant and helpful information over your environment through a headset. In this article, we give a perspective on these technologies from a biomedical engineering standpoint. In this article, we discuss the various technologies of current biomedical engineering. These technologies allow us to move beyond traditional 2D images towards 3D models that can be made visible and manipulated with Augmented and Virtual Reality. The basic applications of biomedical engineering include representation of mechanisms in space and time dimensions and three-dimensional visualizations of difficult structures in anatomy. The article is an attempt to bring the latest results on the benefits of virtual and augmented reality in biomedical engineering.

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. But, the integration of VR/AR equipment in classrooms raises questions. What is the place of augmented and virtual reality in education and teaching? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the question », and, secondly, to identify principles that can guide the design of educational artefacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. However, the integration of VR/AR equipment in classrooms raises questions. What place takes the augmented (AR) and virtual reality (VR) in the modern educational and teaching system? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the main question », and, secondly, to identify principles that can guide the design of educational artifacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.

Technologies such as (AR) Augmented Reality &(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 &develop practical adaptation strategies to maximize the benefits of these technological development with significant developments in high-speed transmission and processing, AR &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

Research suggests that Virtual Reality (VR) has many applications for those with intellectual disabilities, and as the hardware needed to create such applications has become increasingly available and mature, it is now possible to further investigate these claims. We aim to use co-design methodology to identify, design, develop and validate a VR environment. Co-design treats the participants of research as “co-researchers”. They are “experts by experience” in accessibility and disability issues and can provide valuable input.Five preparation phase sessions were held with n = 13 intellectually disabled individuals (supported by 4 teaching assistants). Using the Oculus Quest 2, they were able to try a range of VR applications. After completing the activities, they were prompted in follow-up post immersion focus groups to suggest what future applications of VR might be appropriate or desirable for the group as a whole and provide their thoughts and experiences on using the system.It was found that most experienced little difficulty in using the controllers, including performing the grip gesture to pick up and drop objects in the virtual environment. Even those that struggled with the controls engaged with the system and demonstrated interaction and engagement with the system that surpassed teaching assistants’ expectations. Some indicated that they found aspects of the system relaxing and most were keen to try other VR applications.It is hoped that these insights will be useful moving forward in developing a virtual environment with this group and for progressing to the next stages in the co-design methodology - fieldwork and ideation.KeywordsCo-designIntellectual disabilitiesAccessible virtual environmentsAccessible virtual and Augmented reality

Background Sustained attention is essential for effective learning, especially in virtual reality (VR) environments with a high degree of operational freedom. Electroencephalogram (EEG) feedback has proven effective in terms of monitoring and regulating students' attentional states. However, EEG feedback faces implementation challenges in VR environments. Auditory feedback may interfere with voice‐based learning content, while visual feedback can exacerbate the cognitive load in visually rich environments. Objective The aim was to explore methods that would help students maintain attention in the VR learning environment (including voice learning or voice guidance from virtual characters), thereby enhancing learning effectiveness. Method This study proposed and integrated a vibration‐based EEG feedback mechanism into a VR learning system. Grounded in the Cognitive Theory of Multimedia Learning, this approach leverages tactile prompts to avoid sensory conflict. A quasi‐experiment involving 64 university students was subsequently conducted in an English for Geography course. Of the participants, 32 were exposed to a VR environment incorporating the vibration‐based EEG feedback, while the other 32 used the same VR environment without the feedback. The data collection included students' attention levels, performance, and learning behaviours. Systematic records and interviews were used to retrace the students' states when the vibration feedback was triggered. Results and Conclusions Results showed that students in the VR learning system with vibration‐based EEG feedback exhibited higher attention levels, improved vocabulary memory and retention, and more structured behaviour patterns such as review and evaluation, planned learning and refocusing after EEG feedback. This study innovates EEG feedback in VR environments, providing a design reference to promote VR‐based learning. In addition, the results of identified scenarios and subjective reasons for inattention will help in the design of future language VR environments and learning activities.

Controlling characters in a virtual reality (VR) environment can lead to the interiorization of their body dimensions by the recipients. The possible preservation of these distortions in their psyche will indicate a high degree of psychological impact of a VR on a person and the potential danger of developing depersonalization of the recipients and their dependence on such stimulation. The study of the stability of these distortions is necessary in the context of ensuring the safety of the impact of VR environments on the human psyche. The main focus of the study is on the perception distortions of human body dimensions, as they are sensed by people immersed in a VR environment, and their dynamics depending on the number of immersions. The impact of the virtual reality environment was simulated using the Freedom Locomotion VR application. One virtual reality immersion session took 15 minutes. To obtain psychometric indicators of the subjects perception of their own body dimensions, the technique Measurements according to M. Feldenkrais was used. All the participants (N = 45, three experimental groups) underwent a mandatory preliminary measurement using this technique (several hours before exposure) and a final measurement (one day after the last exposure). At the same time, the results of preliminary measurements were taken as indicators of the subjects habitual perception of their own body dimensions and were considered in each data processing as a comparison group. Free movement in a VR environment leads to distortions in the subjects perception of their own body dimensions. In all the experimental groups, there was a tendency to exaggerate body dimensions immediately after immersions, which indicates the qualitative similarity of these distortions. The effect of repetitive immersion in a VR environment on the perception of body dimensions is that it increases awareness in perceiving body parts that are least active at the time of immersion. Controlling an anthropomorphic character in a VR leads to an increase in the subjective significance of the recipients own body perception and an increased concentration of attention on the parameters least involved in immersion. The results of the study show that an increased level of awareness in perceiving their own bodies is characteristic of the subjects who have experience of repetitive immersions in a VR environment in the guise of an anthropomorphic character. Controlling a bodily projection in a VR headset does not cause its long-term interiorization, but has a positive effect on the formation of personal corporeality.

<p><strong>This thesis explores innovative methods for enhancing the manipulation and geometric understanding of 360° images in virtual reality (VR) applications, with a focus on depth estimation, surface normal prediction, and multi-task learning. The research presents a comprehensive approach to improving the manipulation of stereo 360° images, particularly in the context of image composition. A novel method is proposed to seamlessly integrate new visual elements into stereo 360° scenes, thereby enhancing user interaction and immersion in VR environments.</strong></p><p>To support such advanced editing applications, a new technique for estimating depth maps from monocular 360° images is introduced. This method leverages both local and global scene information, significantly improving the accuracy of depth predictions. This is particularly crucial for applications that require spatial awareness, such as virtual and augmented reality, where accurate depth perception is key to realistic interaction with the virtual environment.</p><p>Furthermore, the thesis introduces a hybrid approach that combines convolutional neural networks (CNNs) and Vision Transformers (ViTs) to improve surface normal estimation. This method takes advantage of CNNs' ability to capture fine-grained details and ViTs' strength in modeling global context, resulting in more precise surface geometry analysis from 360° imagery. This enhanced surface normal estimation plays a vital role in better understanding the spatial structure of the scene.</p><p>In addition, the research demonstrates the effectiveness of multi-task learning (MTL) for comprehensive scene geometry understanding. By predicting both depth and surface normals simultaneously from monocular 360° images, the proposed MTL framework delivers a more detailed and coherent geometric representation, further contributing to the realism and immersion of VR used scenarios.</p><p>Through these contributions, the thesis significantly advances the field of 360° image-based manipulations and scene understanding, offering new tools and methodologies that pave the way for more immersive, interactive, and spatially aware experiences for VR applications.</p>

Hybridity in immersive technologies has not been studied for factors that are likely to influence engagement. A noticeable factor is the spatial enclosure that defines where users meet. This involves a mutual object of interest, contents that the users may generate around the object, and the proximity between users. This study examines these factors, namely how object interactivity, user-generated contents (UGC) and avatar proximity influence engagement. We designed a Hybrid Virtual and Augmented Reality (HVAR) environment that supports paired users to experience cultural heritage in both Virtual Reality (VR) and Augmented Reality (AR) . A user study was conducted with 60 participants, providing assessments of engagement and presence via questionnaires, together with mobile electroencephalogram (mEEG) and user activity data that measures VR user engagement in real-time. Our findings provide insights into how engagement between users can occur in HVAR environments for the future hybrid reality with multi-device connectivity.

Decision making is vital in complex sporting tasks but is difficult to test and train. New technologies such as virtual and augmented reality offer novel opportunities for improving decision making, yet it remains unclear whether training gains using these new approaches will improve decision making on-field. To clarify the potential benefits, a clear conceptualization of decision making is required, particularly for invasive team sports such as football, basketball and field hockey, where decisions are complex with many possible options offered. Therefore, the aim of this position paper is to establish a framework for the design of virtual and augmented environments that help invasive team sport athletes to train their decision-making capacities. To achieve this, we propose a framework for conceptualising ‘natural’ decision making within the performance environment in invasive team sports that views decision making as a continuous cyclical process where the ball carrier interacts with teammates to create ‘windows of opportunity’, and where skilled decision makers often delay decisions to create time, and in turn new opportunities, rather than necessarily selecting the first option available to them. Within the framework, we make a distinction between decision making and anticipation, proposing that decision making requires a series of on-going anticipatory judgments. Based on the framework, we subsequently highlight the consequences for testing and training decision making using virtual and augmented reality environments, in particular outlining the technological challenges that need to be overcome for natural decision making to be represented within virtual and augmented environments.