Virtual reality systems and applications

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

A wide variety of techniques for manipulating 3D objects in VR (Virtual Reality) systems have been implemented recently. But the shortcomings of the present interaction devices limit the types of manipulation that the user can perform in the virtual world. In this paper an interaction device that enables the user to interact with the virtual environment with different gestures is presented. By measuring the joint angles of the individual fingers with fiber optic sensors and tracking the relative position and orientation of the palm with AC (Alternating Current) pulsed magnetic tracker, the proposed interaction device can track an enormous variety of gestures and give the VR system remarkably rich expressive power. The relationship between the output of the fiber optic sensor and the actual flexure angle is studied. A digital phase sensitive detector is constructed and an iteration algorithm is used to extract the amplitudes of the received signals of the magnetoresistive sensors. The algorithm to calculate the spherical coordinates from the output of the accelerometers and magnetoresistive sensors is deducted. The design of the proposed interaction device and the experiment result are also presented.

The evolution of Virtual Reality (VR) technology has contributed in all fields, including psychology. This evolution involves improvements in hardware and software allowing more immersive experiences. In a VR environment users can perceive the sensation of presence and feel immersed. These sensations are possible using VR devices as HMDs. Nowadays, the development of the HMDs has focused on improving their technical features to offer full immersion. In psychology, VR environments are research tools because they allow the use of new paradigms that are not possible to employ in a real environment. There are some applications for assessing spatial memory that use basic methods of HCI. However, VR systems that incorporate stereoscopy and physical movement have not yet been exploited in psychology. In this thesis, a novel VR system combining immersive, interactive and motion features was developed. This system was used for the assessment of the spatial memory and the evaluation of depth perception. For this system, a virtual maze task was designed and implemented. In this system, two different types of interaction were integrated: a locomotion-based interaction pedaling a fixed bicycle (condition1), and a stationary interaction using a gamepad (condition2). This system integrated two types of display systems: 1) The Oculus Rift; 2) A large stereo screen. Two studies were designed to determine the efficacy of the VR system using physical movement and immersion. The first study (N=89) assessed the spatial short term memory using the Oculus Rift and the two types of interaction The results showed that there were statistically significant differences between both conditions. The participants who performed the condition2 got better performance than participants who performed the condition1. However, there were no statistically significant differences in satisfaction and interaction scores between both conditions. The performance on the task correlated with the performance on other classical neuropsychological tests, revealing a verisimilitude between them. The second study (N=59) involved participants who had and who had not stereopsis. This study assessed the depth perception by comparing the two display systems. The participants performed the task using the condition2. The results showed that the different features of the display system did not influence the performance on the task between the participants with and without stereopsis. Statistically significant differences were found in favor of the HMD between the two conditions and between the two groups of participants regard to depth perception. The participants who did not have stereopsis and could not perceive the depth when they used other display systems (e.g. CAVE); however, they had the illusion of depth perception when they used the Oculus Rift. The study suggests that for the people who did not have stereopsis, the head tracking largely influences the 3D experience. The statistical results of both studies have proven that the VR system developed for this research is an appropriate tool to assess the spatial short-term memory and the depth perception. Therefore, the VR systems that combine full immersion, interaction and movement can be a helpful tool for the assessment of human cognitive processes as the memory. General conclusions from these studies are: 1) The VR technology and immersion provided by current HMDs are appropriate tools for psychological applications, in particular, the assessment of spatial short-term memory; 2) A VR system like the one presented in this thesis could be used as a tool to assess or train adults in skills related to spatial short-term memory; 3) The two types of interaction (condition1 and condition2) used for navigation within the virtual maze could be helpful to use with different collectives; 4) The Oculus Rift allows that the users without stereopsis can perceive the depth perception of 3D objects and have rich 3D experiences.

The rapid development of virtual and augmented reality technologies is currently taking place in almost all spheres of activity. Elements of virtual and augmented reality are used in such areas as education, medicine, transport, gaming, tourism and others. The active spread of these technologies causes the emergence of special competencies in the IT labor market and, as a result, the formation of new professions.Many Russian universities are training students in IT training areas. Specialization in the development of computer games and virtual reality applications has begun recently. The provision of practical classes is accompanied by specific tasks, which gives students the opportunity to improve the use of software and technical devices.The relevance of the research is determined by the current demand for the use of the latest technologies by IT developers in the field of creating computer games. Today, technologies that provide a player’s immersion in virtual reality are becoming more and more popular. One of these technologies is a suit with wearable sensors that track a person’s position in space in real time. However, there are quite a few real described projects in the literature and on the Internet. This study examines the process of developing a task for creating a game application using virtual reality technology: a suit with wearable sensors for teaching students.Materials and methods of research. Timely identification of the needs of the IT market in personnel training allows educational organizations to form new training programs of different levels of training. This approach makes it possible to target the educational and methodological materials being developed to use the latest achievements in the development of the field under study.Using a systematic approach, the study characterizes virtual reality suits and sensors for monitoring the position in the user’s space. Thus, the goal of the task was to ensure the immersiveness and convenience of interaction between the player and the game environment.Based on materials on software, position sensors in space, the approach of pedagogical design was applied and the procedure was formed for a practical task, reflecting the relevant competencies.Results. The study was conducted on the basis in the framework of laboratory and practical work of students, as well as at a real enterprise. Training in the new profile of the direction of training “Applied informatics” is fully equipped with all the latest technologies in this field. As a result of the work, the content of the practical task was developed.Real development of virtual and augmented reality applications is conducted jointly with students. Almost all projects used a suit with body sensors.Conclusion. Our study examines in detail the process of developing an application using a suit with wearable sensors for further training of students. Based on the results, work can be carried out on real projects for any field. Based on the research materials, it is planned to issue a textbook for students with the profile of developing computer games and virtual / augmented reality applications.

The computers nowadays are powerful enough to make the virtual reality technology more practical. Virtual reality is expected to have a bright future due to the rise of several virtual reality head mounted device such as low cost Google Cardboard, Samsung Gear VR, Oculus, HTC Vive and many others. Since virtual reality had been growing fast in this few years thus it is necessary to explore new approaches for user to interact with the virtual reality more naturally. It is an important research in HCI to make the interactions with computers to be as natural as the interaction between humans. One of the approaches is to allow user to interact with the virtual reality through gesture and speech input. This paper presents a virtual reality environment with multimodal interaction technique. It allows user to interact with the virtual reality system with the static and stroke hand gesture along with speech. This multimodal interaction technique is able to perform few functions such as select, move, scale, rotate, copy, mirror, delete, check the shape, check and change the colour of an object.

Virtual reality (VR) entails the use of advanced technologies, including computers and various multimedia peripherals, to produce a simulated (that is, virtual) environment that users perceive as comparable to real world objects and events. In recent years, virtual reality technologies have begun to be used as an assessment and treatment tool in occupational therapy, in part because of the ability to create environments that provide patients with opportunities to engage in meaningful, purposeful tasks that are related to real-life interests and activities. The objective of this study was to determine the suitability and feasibility of using a PC-based, non-immersive, VR system (that is, a system in which the user has a reduced sense of actual presence in and control over the simulated environment) for training individuals with unilateral spatial neglect to cross streets in a safe and vigilant manner. A virtual environment, consisting of a typical city street, was programmed using Superscape's 3D-Webmaster, a 3D web-authoring tool. Twelve subjects, aged 55 to 75 years, participated in the initial feasibility study and, to date, a further eight subjects have participated in the intervention study. Six of the initial subjects and all eight of the intervention subjects had sustained a right hemispheric stroke at least 6 weeks prior to the study. The remaining subjects were healthy age-matched adults who were independently mobile and had no difficulty in crossing streets. The results show that this virtual environment was suitable in both its cognitive and motor demands for the targeted population and indicate that the virtual reality training is likely to prove beneficial to people who have difficulty with crossing streets. The generalizability of these results, and recommendations regarding the use of virtual reality as an occupational therapy intervention, must be substantiated by further studies using a range of VR platforms with people with different cognitive and motor disabilities.

Virtual reality (VR) is an interactive simulation environment based on computer technology that enables users to immerse themselves in a virtual world. With the continuous advancement of technology, VR has shown great potential in various fields. This article aims to review the application of VR in different fields and its impact on society. First, this paper introduces VR's basic principles and technical characteristics. VR systems are usually composed of head-mounted display devices, trackers, joysticks, etc., enabling users to experience immersive virtual environments by simulating real-world perception and interaction. Secondly, this paper discusses the application of VR in the field of education. VR technology can provide an immersive learning experience, enabling students to personally participate in the course content, greatly enhancing the effect of learning. At the same time, VR can also simulate experimental scenes, train operational skills, etc., to provide students with more abundant and practical learning resources. Then, this paper introduces the application of VR in the medical field. VR can be used for rehabilitation training of patients, psychological treatment, and other aspects, effectively improving the quality and effect of medical services. In addition, this paper also discusses the application of VR in entertainment, tourism, and other fields. VR technology can bring users immersive gaming experience, virtual tourism, etc., and inject new vitality into the entertainment industry. In tourism, VR can provide tourists with an immersive sightseeing experience, so they can feel the distant scenery at home.

Virtual reality (VR) technology is being increasingly used by athletes, coaches, and other sport-related professionals. The present systematic review aimed to document research on the application of VR to sport to better understand the outcomes that have emerged in this work. Research literature databases were searched, and the results screened to identify articles reporting applications of interactive VR to sport with healthy human participants. Twenty articles were identified and coded to document the study aims, research designs, participant characteristics, sport types, VR technology, measures, and key findings. From the review, it was shown that interactive VR applications have enhanced a range of performance, physiological, and psychological outcomes. The specific effects have been influenced by factors related to the athlete and the VR system, which comprise athlete factors, VR environment factors, task factors, and the non-VR environment factors. Important variables include the presence of others in the virtual environment, competitiveness, task autonomy, immersion, attentional focus, and feedback. The majority of research has been conducted on endurance sports, such as running, cycling, and rowing, and more research is required to examine the use of interactive VR in skill-based sports. Additional directions for future research and reporting standards for researchers are suggested.

The Reality of Virtual Reality in Echocardiography Education?

Computational thinking (CT) skills are increasingly important in education to prepare students for the challenges of the digital age. Augmented Reality (AR) and Virtual Reality (VR) have been introduced as immersive technologies that have the potential to enhance CT skills through more interactive learning experiences. However, there is still a gap in understanding the effectiveness of these technologies in supporting the development of CT, particularly in different levels of education and disciplines. Although several studies have highlighted the benefits of AR and VR in education, no systematic review integrates these findings to identify advantages, challenges, and opportunities for further implementation. Therefore, this study conducted a systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by analyzing 25 empirical studies (AR=17, VR=8) obtained from the Scopus database (2008-2024). The analysis addresses four key research questions: (1) the current state of AR/VR in CT development, (2) their advantages, (3) implementation challenges, and (4) future research directions. The results show that AR is more widespread than VR at various levels of education, with dominance in higher education followed by secondary and primary schools. Computer science is the main field of application of AR and VR, while AR is also widely applied in mathematics to increase interest and problem-solving. A total of 11 studies reported significant impacts of these technologies on CT, with AR being superior in increasing student motivation and engagement, as well as aiding in problem-solving and debugging. In contrast, VR provides a more immersive learning experience by strengthening concept understanding, especially in programming and recursion. However, several obstacles in the application of AR and VR, such as hardware limitations, costs, and user skills, affect the effectiveness of these technologies in the learning environment. This study also identified potential future research, including the exploration of VR in primary and kindergarten education, the application of VR in non-computer science fields, and the efficient use of these technologies in supporting the CT process. This study provides more precise insights into the optimal ways of utilizing AR and VR in developing CT skills. It is a reference for educators, policymakers, and researchers in supporting CT learning.

Augmented reality (AR) and virtual reality (VR) are advanced technologies that can provide significant advantages to the construction industry. In recent years, many researchers have focused on implementing AR and VR technologies in the construction project management domain, where these technologies have shown a significant contribution to the advancement of the construction project management aspects in many areas. However, there is a lack of a structured review that synthesizes the existing body of knowledge about the implementation of AR and VR technologies in the various aspects of construction project management. Therefore, this study aims to fill this gap via conducting a scoping review on the application areas of AR and VR technologies in construction project management. Ninety-four studies retrieved from peer-review journals and conference proceedings were included, reviewed, and analyzed. The studies were classified according to publication date, publication venue, study design, and geographical location. The main features of AR and VR systems, including the display method, interaction device, spatial registration method, and level of immersion, were identified and discussed. The application areas of each technology were thematically analyzed and classified under main topics, where the results revealed seven application areas for AR technology and five application areas for VR in the construction project management aspects.

Recent technological innovations have created new opportunities for the increased adoption of virtual reality (VR) and augmented reality (AR) applications in medicine. While medical applications of VR have historically seen greater adoption from patient-as-user applications, the new era of VR/AR technology has created the conditions for wider adoption of clinician-as-user applications. Historically, adoption to clinical use has been limited in part by the ability of the technology to achieve a sufficient quality of experience. This article reviews the definitions of virtual and augmented reality and briefly covers the history of their development. Currently available options for consumer-level virtual and augmented reality systems are presented, along with a discussion of technical considerations for their adoption in the clinical environment. Finally, a brief review of the literature of medical VR/AR applications is presented prior to introducing a comprehensive conceptual framework for the viewing and manipulation of medical images in virtual and augmented reality. Using this framework, we outline considerations for placing these methods directly into a radiology-based workflow and show how it can be applied to a variety of clinical scenarios.

Virtual Reality (VR) systems are a trend in the educational field. We can observe in academic literature that VR applications are widely adopted as Three-Dimensional Virtual Learning Environments (3D VLEs) in different fields of knowledge. However, one of the discussions highlighted in this context refers to the contribution that these environments really offer for student knowledge acquisition. In this scenario, this paper presents the results obtained from an experimental study conducted with high school students interested in learning Plane and Spatial Geometry. The volunteers explored the 3D VLE applied in the experiment, in which it is possible to create and visualize spatial figures from selected plane figures. The interactions in the virtual environment were registered for statistic analysis of the interaction level of participants. To assess the level of knowledge acquisition, a Theoretical Model for Assessment of Knowledge Acquisition was applied The results of the experiment conducted in this research indicated that it is possible to evaluate learning in 3D VLE by applying the Model abovementioned and showed that participants gained knowledge about the object of study using the 3D VLE learning method. Thus, it was possible to verify if the 3D VLEs are really contributing to the learner's knowledge acquisition.

The early 20th century saw the coalescence of several representation technologies: moving-image photography, audio recording, stereoscopy, and color imaging. Many technologists, particularly filmmakers, imagined these technologies would one day provide an exact replica of the world as we experience it. This possibility was articulated in Henry Weinbaum’s 1932 short story Pygmalion’s Spectacles that accurately predicted later virtual reality (VR) headsets through his description of goggles that transport the user to another world. A few decades later, in the 1960s, Ivan Sutherland and Morton Heilig produced working head-mounted displays that immersed users in, albeit primitive, computer-generated environments. Experiments in the following decades provided numerous industrial applications from medical imaging and military training to flight simulation and automobile design. At the same time, this technology became more widely known in the public imagination through cyberpunk novels such as Neuromancer (1980) and feature films such as The Lawnmower Man (1992). Although VR was most closely associated with immersive headsets, other hardware such as CAVE displays produced VR environments. In 1987 John Larnier popularized the term “virtual reality” to best describe both the emerging hardware and wider assumptions around virtual world building. Widespread press and academic publications appeared throughout the late 1980s and 1990s as interest in this area grew. However, the 1980s/1990s VR boom never reached full public acceptance and experiments with this technology remained peripheral throughout the first decade and a half of the 21st century. This changed in 2016 when a range of consumer-ready headsets came to market, and new applications for VR as well as industrial and consumer markets sprung up. For the first time, 360-degree film and video became commonly available for consumer headsets and were categorized as a VR application. Since then, there has been renewed academic attention, leading to a range of publications that address current VR systems as well as their past manifestations and future possibilities. VR has such far-reaching applications that it is difficult to condense the wide variety of scholarship connected to this technology. Indeed, the study and application of VR systems crosses many subject disciplines, with VR emerging as a subdiscipline in numerous subjects such as computer engineering, creative and performing arts, architecture, cultural studies, and design. Nonetheless, certain themes have been repeated such as VR’s ability to transport users to different worlds and its interaction with other media formats. The focus here is not on the numerous technical articles and papers related to the particularities of VR hardware and software but rather the books, chapters, and articles that describe and interrogate the holistic function of VR, how VR has shifted over recent decades, and the social-cultural and philosophical debates that surround this technology.

In virtual reality technology, it is necessary to develop improvements and apply new techniques that allow rapid progress and innovative development. Nowadays, virtual reality devices have not yet demonstrated the great potential they could develop in the future. One main reason for this is the lack of precision to represent three-dimensional scenarios with a similar solvency to what our visual system obtains from the real world. One of the main problems is the representation of images using the RGB color system. This digital colorimetry system has many limitations when it comes to representing faithful images. In this work we propose to develop a virtual reality environment incorporating hyperspectral textures into a virtual reality system. Based on these hyperspectral textures, the aim of our scientific contribution is to improve the fidelity of the chromatic representation, especially when the lighting conditions of the scenes and its precision are relevant. Therefore, we will present the steps followed to render three-dimensional objects with hyperspectral textures within a virtual reality scenario. Additionally, we will check the results obtained by applying such hyperspectral textures by calculating the chromaticity coordinates of known samples.