Immersive virtual reality (VR) for digital media making: transmediation is key

Sijia Du

2021

The rapid growing of Internet promotes the emergence and application of teaching methods and new teaching media. When multimedia is widely used in teaching, teaching technology is updated very quickly, and virtual reality technology, a new teaching media, has emerged. Traditional environmental art design creation and expression methods cannot fully satisfy the development requirements of the digital period, and new technical forces are needed to enrich and expand the content and tension of art design, the art design industry also needs VR technology, which should have more new vitality. This article will study virtual reality technology from the perspective of educational technology, as a new educational technology, and on this basis, put forward a new research field related to educational technology-virtual reality VR technology teaching. After studying the types of VR technology characteristics and actual teaching cases, the concept of desktop VR technology intervening in experimental model making courses is proposed, a virtual learning environment is constructed, and the objective reality generated by the use of knowledge is reproduced, thereby imparting knowledge points It is provided to students and guides them to use their own senses such as vision and hearing to receive information in the virtual environment, which enhances students’ interest in learning and their own sense of innovation, enhances students’ ability to actively exert their own imagination, and greatly reduces The hardware cost improves the learning effect of users.

Burcin Yazgi Walsh S. Stehle Gareth W. Young + 1 lainnya

28 Agustus 2020

irtual reality (VR), as an informative medium, possesses the potential to engage students with immersive, interactive, and informative experiences. When presented in VR, immersive virtual environments (IVEs) can provide three-dimensional visual simulations that can be used to inform students about concepts in specific contexts that would be near impossible to achieve with more traditional teaching methodologies. It is proposed that existing learning frameworks can benefit from exploring the modalities of interaction that are presently afforded via VR from the experiential perspectives of the students. An evaluation is presented that focused on the appraisal of student experiences of immersive technologies as applied in a higher education context, specifically in the use of VR for the exploration of geomorphology theory by physical geography students. This research supports further development of the immersive learning discipline from three different perspectives. First, an empathy mapping method was applied to visualize student experiences and externalize our observed knowledge of student users for creating a shared understanding of their needs and to aid in lesson planning decision making when using VR in the classroom. Second, student experiences were captured using a technology-focused user experience questionnaire to obtain student attitudes immediately post-task. Finally, to assist teachers with the creation of a student-centered lesson plans that incorporate VR in the classroom, eight heuristic guidelines (focus, provocation, stimulation, collaboration, control, digital life, learner skills, multimodal experience) were developed. It is proposed that these findings can be used to provide support for the use of mixed reality and immersive virtual environments in learning that encompass the challenges faced by students and the interdisciplinary education community at large.

Mario A. Rojas-Sánchez J. A. Folgado-Fernández P. Palos-Sánchez

27 Juni 2022

The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching–learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called “disruptive process” came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching–learning processes.

Keziah Wallis Miriam Ross

30 Juli 2020

Indigenous creators are currently using virtual reality (VR) tools, techniques and workflows in wide-ranging geographical locations and across multiple VR formats. Their radical adaptation of this new technology folds together cultural traditions and VR’s unique audiovisual configurations to resist dominant, particularly colonial, frameworks. Within this context, we ask how VR is being used to create space and capacity for Indigenous creatives to tell their stories and how do Indigenous creatives negotiate Eurocentric modes of production and distribution? To answer these questions, our Fourth VR database provides a snapshot of Indigenous VR works. By drawing on three case studies drawn from the database – The Hunt (2018), Future Dreaming (2019) and Crow: The Legend (2018) – as well as the wider patterns emerging across the database, it is possible to see an Indigenous-centred VR production framework. This framework is diverse but also contains repeated trends such as the ability to use VR to express and realize Indigenous Futurism; foreground native languages in virtual worlds; provide new articulations of Indigenous activism; embody connections between the past, present and future and demonstrate the interconnectivity of all living things. In turn, this growing body of work, engaging with the full spectrum of VR formats and tools, provides a rich contribution to the wider arena of VR practice.

Tiare M. Feuchtner C. Klokmose Hans-Christian Jetter + 3 lainnya

21 April 2020

We propose using virtual reality (VR) as a design tool for sketching and simulating spatially-aware interactive spaces. Using VR, designers can quickly experience their envisioned spaces and interactions by simulating technologies such as motion tracking, multiple networked devices, or unusual form factors such as spherical touchscreens or bezel-less display tiles. Design ideas can be rapidly iterated without restrictions by the number, size, or shape and availability of devices or sensors in the lab. To understand the potentials and challenges of designing in VR, we conducted a user study with 12 interaction designers. As their tool, they used a custom-built virtual design environment with finger tracking and physics simulations for natural interactions with virtual devices and objects. Our study identified the designers' experience of space in relation to their own bodies and playful design explorations as key opportunities. Key challenges were the complexities of building a usable yet versatile VR-based "World Editor".