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Bebey, Danielle. „Les technologies immersives en formation : révolution numérique stratégique ou dispositifs parmi d’autres?“ Médiations et médiatisations, Nr. 15 (28.06.2023): 214–20. http://dx.doi.org/10.52358/mm.vi15.354.
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L’augmentation des investissements et du nombre de travaux de recherche sur les technologies immersives laisse penser qu’il s’agit de révolutions pour lesquelles les chercheurs ont tout intérêt à se positionner pour apporter des solutions à la société. À travers cette mouvance, différentes applications des technologies immersives en formation sont identifiées, de même que les scénarios pédagogiques associés. Cependant, de nombreux travaux démontrent les apports de ces technologies, oubliant quelquefois qu’il ne s’agit que d’outils. Notre contribution a pour but d’interpeler sur la nécessité d’apporter une complémentarité entre les dispositifs existants plutôt que d’en creuser en se concentrant sur certains d’entre eux; car malgré les avantages des technologies immersives, il existe également des limites qui peuvent être compensées par des moyens traditionnels ou moins immersifs.
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Roy, Normand, Bruno Poellhuber und Marie-Claude Larouche. „Le potentiel didactique et pédagogique des technologies immersives en classe de Monde contemporain : opportunités et défis“. Médiations et médiatisations, Nr. 16 (30.10.2023): 138–52. http://dx.doi.org/10.52358/mm.vi16.359.
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Les technologies immersives sont de plus en plus présentes dans le contexte éducatif. Même si certaines méta-analyses ont montré un résultat positif de certaines technologies immersives TI (Chen et al., 2020; Coban et al. 2022), nous devons encore explorer ses applications pratiques dans les classes. Les avantages pédagogiques ont été mentionnés à plusieurs reprises (Freina et Ott, 2015, Di Natale et al., 2020), mais ils peuvent être modérés par de nombreux défis dans la salle de classe. Dans cet article, nous avons proposé de faire la lumière sur deux études de cas d’exploitation pédagogique de la technologie immersive à l’aide de casques au niveau secondaire en univers social. Les expériences ont été documentées par des groupes de discussion avec les élèves et des entretiens individuels avec les enseignants. Le premier cas proposait d'explorer le conflit en Syrie sous différents angles, avec l'aide de vidéos à 360° et d’une application de visualisation de lieux dans le monde. Le second cas visait à amener les élèves à comparer la réalité passée et présente dans le contexte de Pékin, à partir de vidéos à 360° en réalité virtuelle. Les résultats ont montré que les TI ont un certain potentiel, mais que de nombreuses conditions doivent être mises en place pour en arriver à un usage pédagogique efficace.
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Angulo Mendoza, Gustavo Adolfo, Patrick Plante und Caroline Brassard. „Regards sur les technologies immersives en éducation et en formation“. Médiations et médiatisations, Nr. 15 (28.06.2023): 3–10. http://dx.doi.org/10.52358/mm.vi15.375.
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Les technologies immersives sont de plus en plus utilisées dans l'enseignement de plusieurs domaines. Or, il est essentiel de considérer certains aspects liés à la dimension pédagogique tels que les stratégies de scénarisation et la mesure de leur efficacité. Ce numéro propose une diversité de travaux explorant l'utilisation des technologies immersives dans l'éducation et la formation. Ces technologies permettent de créer des environnements d'apprentissage captivants, favorisant la compréhension approfondie et améliorant la rétention des connaissances. Néanmoins, des défis subsistent, tels que l'accessibilité à l'équipement, la formation des enseignants, la sélection de contenus pertinents et les préoccupations éthiques et de sécurité. Les avancées technologiques offrent de nouvelles possibilités pour une interaction intuitive et une personnalisation des expériences d'apprentissage. Les 14 articles présentés dans ce numéro contribuent à la réflexion sur l'utilisation des technologies immersives en éducation et en formation, dans l'espoir de susciter de nouvelles idées et initiatives innovantes pour des formations enrichissantes.
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Verchier, Yann, Christelle Lison und Chloé Duvivier. „Technologies immersives et acquisition de compétences : une discussion“. Médiations et médiatisations, Nr. 15 (28.06.2023): 221–29. http://dx.doi.org/10.52358/mm.vi15.347.
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Durant les dernières années, les outils numériques ont permis de concevoir et d’animer des formations dans un autre espace-temps. Toutefois, les interfaces classiques de visioconférence montrent leurs limites en face à face à travers un écran. L’essor des technologies immersives (réalité augmentée, réalité virtuelle, visites immersives, systèmes de téléprésence…) permet d’envisager de nouvelles dynamiques de formations et de nouvelles possibilités d’interactions, soutenant alors la démarche d’acquisition de compétences essentielles au monde du travail. Au regard de la diversité des domaines d’utilisation de ces technologies, de leurs usages et des publics auxquels elles s’adressent, cet article s’interroge sur les intentions pédagogiques lors de l’utilisation de ces outils ainsi que leurs limites éventuelles.
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Bédard, Philippe. „Les technologies immersives vues à travers des lunettes d’opéra“. Revue musicale OICRM 10, Nr. 2 (2023): 16. http://dx.doi.org/10.7202/1108272ar.
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Courvoisier, François H., und Antonia Jaquet. „L’interactivité et l’immersion des visiteurs“. Décisions Marketing N° 60, Nr. 4 (01.12.2010): 67–71. http://dx.doi.org/10.3917/dm.060.0067.
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Les institutions culturelles, à l’instar des musées, n’échappent pas à la déferlante des nouvelles technologies interactives et immersives. Ces dernières correspondent-elles à de nouvelles pratiques culturelles, en particulier celles des jeunes visiteurs ? Ces nouvelles technologies sont-elles une opportunité d’attirer de nouveaux visiteurs, ou la menace de faire passer la forme avant le fond ? Cet article développe la nécessaire coexistence des éléments ludiques et éducatifs dans une perspective de stratégie marketing de transmission de la culture muséale.
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Lewis, François, Gustavo Adolfo Angulo Mendoza, Caroline Brassard und Patrick Plante. „Usage des technologies immersives (réalité virtuelle, augmentée et vidéo 360) dans l’enseignement supérieur“. Médiations et médiatisations, Nr. 15 (28.06.2023): 11–32. http://dx.doi.org/10.52358/mm.vi15.330.
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Les applications pédagogiques qui font usage des technologies immersives sont de plus en plus présentes dans les établissements d’enseignement supérieur. Nous croyons ainsi qu’il est pertinent de faire le point sur l’impact de ces technologies virtuelles sur le transfert de connaissances aux apprenants ainsi que sur les limites et les risques inhérents à leurs usages. Cette revue de littérature a pour objectif de dresser l’état actuel des connaissances en technologies virtuelles modernes appliquées à l’éducation supérieure. Nous nous intéressons particulièrement à la réalité virtuelle (RV) et à la vidéo 360 qui font usage d’un casque autonome « head-mounted display » (HMD), ainsi qu’aux applications en réalité augmentée (RA) qui emploient des lunettes assistées comme périphérique. Les résultats permettront d’identifier les attributs et mécanismes reliés aux applications virtuelles, et de décrire leurs avantages et leurs limites pour l’apprentissage. Nous avons eu recours à la méthode EPPI (Evidence for Policy and Practice Information and Co-ordinating), pour effectuer cette revue de littérature. Le sommaire des données recueillies est regroupé dans cinq thèmes : 1) conception et intégration de la dimension pédagogique; 2) théories et concepts; 3) méthodologies d’évaluation; 4) motivation et 5) collaboration.
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Coppens, Adrien, Tom Mens und Mohamed-Anis Gallas. „Modélisation Paramétrique en Réalité Virtuelle“. SHS Web of Conferences 82 (2020): 03005. http://dx.doi.org/10.1051/shsconf/20208203005.
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Les technologies immersives ont fait leur apparition dans bon nombre d’outils de modélisation architecturale. Néanmoins, leur usage se limite bien souvent à des fins de visualisation, par exemple pour valider un design auprès d’un client muni d’un casque de réalité virtuelle. Notre travail vise à permettre une utilisation de ce medium immersif durant l’activité de conception architecturale elle-même. Nous présentons dès lors un outil de modélisation paramétrique en réalité virtuelle permettant de combiner, en immersion, l’édition de modèles Grasshopper et la visualisation des géométries générées. Nous validerons notre approche auprès d’architectes et d’étudiants formés à ce paradigme de conception.
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Lacote-Coquereau, Cécile, Patrice Bourdon, Cendrine Mercier und Gaëlle Lefer-Sauvage. „Scenario pédagogique et artefacts numériques de réalité virtuelle pour étayer l'activité de jeunes autistes vers un habitat inclusif partagé“. Médiations et médiatisations, Nr. 15 (28.06.2023): 50–77. http://dx.doi.org/10.52358/mm.vi15.348.
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Le programme de recherche Participe 3.0 vise à accompagner huit jeunes adultes autistes dyscommunicants vers un habitat inclusif partagé, par l’introduction d’outils de réalité virtuelle consacrés à la préparation du repas (Fuchs, 2018; Cherix et al., 2019). Il s’agit d’analyser comment, en contexte d’éducation/formation, un environnement immersif 3D peut favoriser l’attention et les interactions pour un public aux percepts langagiers et psychosensoriels caractéristiques (Bogdashina, 2020; Mottron, 2004). Les recherches attestent que les outils numériques peuvent encourager l’engagement dans l'activité, au sens de Leontiev (1975/2022), d’enfants avec autisme (Bourgueil et al., 2015; Mercier et al., 2022). Mais qu’en est-il, lors de l’immersion au sein de capsules de réalité virtuelle, de leur capacité visuoattentionnelle et praxique, inhérente au couplage perception-action? Dans quelle mesure ces technologies immersives pourraient-elles minorer les troubles attentionnels, déficit cognitif fréquemment rapporté, et favoriser l’engagement dans l’activité? Les résultats montrent l’importance d’un scénario pédagogique conçu en démarche collaborative, centré sur l’utilisateur (Guffroy et al., 2017; Bourdon, 2021) pour majorer la participation et l’attention, et étayer les apprentissages d’apprenants dyscommunicants. Ils mettent en lumière la pertinence d’artefacts immersifs, au sein d’un environnement capacitant, pour acquérir une autonomie progressive (Rocque et al., 2001).
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Ballarini, Marie, und Charles-Alexandre Delestage. „Dissonance des objectifs dans la chaîne de production des œuvres patrimoniales en réalité virtuelle“. Réseaux N° 242, Nr. 6 (14.12.2023): 163–202. http://dx.doi.org/10.3917/res.242.0163.
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À la faveur du développement des technologies immersives, la réalité virtuelle entre, par touches progressives, dans des dispositifs de médiation muséale ou patrimoniale. Ces objets, s’ils ne s’affranchissent pas des leçons tirées des autres incursions du numérique dans les musées, apportent leur lot de questionnements du fait de la notion de présence qu’il convoque, et qui rencontre une dynamique liée à la question des émotions des visiteurs dans les expositions abordées depuis une vingtaine d’années. Par l’étude de trois dispositifs déployés dans des institutions muséales et patrimoniales majeures (Louvre, Louvre-Lens, Grotte Chauvet), nous proposons une réflexion sur la négociation entre les différents acteurs liés à ces dispositifs, où les impératifs émotionnels et de médiations se confrontent.
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Marceaux, Julien, und Myriam Brunet-Gauthier. „Concevoir une formation en réalité virtuelle“. Médiations et médiatisations, Nr. 15 (28.06.2023): 185–96. http://dx.doi.org/10.52358/mm.vi15.340.
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Les technologies immersives intègrent de plus en plus le milieu de la formation professionnelle. Parmi celles-ci, la réalité virtuelle est celle qui présente un des potentiels des plus intéressants par sa capacité à immerger des apprenants dans des situations et des environnements d’apprentissage virtuels où la charge cognitive, les gestes et la prise de décisions ressemblent à ceux qui devraient être posés dans la pratique. Cette modalité devient d’autant plus pertinente lorsque les écoles ou les centres ne disposent pas de tous les équipements sur leur lieu de formation. C’est le cas de la Marine royale canadienne (MRC), qui doit former ses techniciens à l’entretien et à la réparation d’équipements sur des navires qui, eux, peuvent être en mer, ou tout simplement postés de l’autre côté du pays. Cet article résume les étapes de conception pédagogique et technique de simulations virtuelles destinées à la formation des techniciens de la MRC. Les auteurs y discutent des facteurs favorisant l’intégration de cette technologie ainsi que des forces et des limites de la réalité virtuelle dans ce type d’usage à partir d’un cas d’usage réel.
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Jarry, Chloé, und Alexandre Roux. „Perspectives et opportunités pour les technologies immersives (réalité virtuelle, réalité augmentée, mapping vidéo interactif) dans le secteur culturel“. Annales des Mines - Réalités industrielles Février 2022, Nr. 1 (14.02.2022): 53–57. http://dx.doi.org/10.3917/rindu1.221.0053.
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Marceaux, Julien, Jean-Christophe Servotte und Bruno Pilote. „Utilisation de la vidéo 360 interactive pour la formation par simulation clinique en santé : Potentiels, limites et enjeux dans le cadre de la formation en soins infirmiers“. Médiations et médiatisations, Nr. 15 (28.06.2023): 175–84. http://dx.doi.org/10.52358/mm.vi15.341.
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Le gouvernement du Québec a investi dans une offensive de transformation numérique. Elle vise à accélérer le virage technologique de plusieurs secteurs d’activités incluant celui de l’enseignement. Pour les universités, cette décision se traduit par un rehaussement de l’intégration pédagogique des technologies de l’information et des communications (TIC). D’ailleurs, dans plusieurs cas, ces TIC rejoignent les personnes dans leur manière d’apprendre. Parmi ces nouvelles méthodes pédagogiques, nous retrouvons la simulation clinique par réalité virtuelle (SimRV), constituant un exemple d’actualisation des approches technopédagogiques au service de l’apprentissage. En reprenant des scénarios de simulation clinique traditionnels, la SimRV amène la personne, par le biais d’expériences immersives, à réaliser des simulations qui, autrefois, nécessitaient l’accès à une structure formelle. Bien que cette approche soit récente, plusieurs avenues viennent lui conférer un grand potentiel d’application. Une équipe de la Faculté des sciences infirmières de l’Université Laval a testé ce potentiel dans un projet exploratoire de simulations interactives par vidéo 360 degrés interactive, dans le programme de deuxième cycle de formation des infirmiers praticiens spécialisés. Cet article présentera les avantages, les limites et les enjeux identifiés pour une intégration pédagogique réussie de cette nouvelle technologie.
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Sarısakaloğlu, Aynur. „Virtuelle Realität im Journalismus. Potenziale und Herausforderungen der partizipativ-immersiven Dimension der Berichterstattung“. Communicatio Socialis 56, Nr. 4 (2023): 460–70. http://dx.doi.org/10.5771/0010-3497-2023-4-460.
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Die Einführung von virtueller Realität (VR) im Journalismus eröffnet eine partizipativ-immersive Dimension der Berichterstattung. Als eine interaktive Schnittstelle zwischen Mensch und Maschine ermöglichen VR-Technologien durch die Simulation menschlicher Sinneswahrnehmungen das Eintauchen der Rezipient:innen in synthetisch dargestellte journalistische Ereignisse. Der Beitrag bietet hierzu eine Einführung in den immersiven Journalismus, gefolgt von einer Analyse der Potenziale und Herausforderungen für die Nachrichtenproduktion und -rezeption. Es werden exemplarisch Denkanstöße zur Reflexion medienethi- scher Dimensionen der immersiven Berichterstattung angeregt und Schlussfolgerungen formuliert.
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Ichikawa, T. „Immersive interactive technologies“. IEEE Signal Processing Magazine 18, Nr. 3 (Mai 2001): 8. http://dx.doi.org/10.1109/msp.2001.924883.
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Dotsenko, S., und Chzhen Van. „Immersive technologies: a symbiosis of digital technologies and art“. New Collegium 1, Nr. 110 (28.03.2023): 118–24. http://dx.doi.org/10.30837/nc.2023.1-2.118.
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Immersive technologies are one of the strategic vectors of modern education. Immersive in English means “immersion”. In the context of pedagogical science, it is a method of teaching with elements of relaxation, play, and immersion in an artificially modeled reality. Several concepts of immersive technologies are defined: virtual reality (VR); augmented reality (AR); mixed reality (MR); holography, TelePresence; digital twin; FPV drone flight, etc. The author has revealed the meaning of the immersive approach in education, which we interpret as a set of methods and means of organizing productive interaction of participants in the educational process in a virtual (immersive) educational environment that provides interactive learning, comprehensive and targeted professional development. An immersive learning environment is understood as a dynamic process of influencing the user by various elements of the simulated external/internal environment. The author substantiates immersive in literature, painting, and theater. Thus, immersive is primarily associated with the object-spatial modeled environment, which is designed to draw the viewer inside. The article pays special attention to the creation of an immersive learning environment, which has certain characteristic features, namely: redundancy, saturation, constructiveness; observation, autonomy; integrity; motivational; interactivity. The advantages of the immersive environment are identified: the ability to visualize complex processes and phenomena; minimization of extraneous factors; high degree of personalization of the learning process; stimulation of the accumulation of experience of independent cognitive activity, development of activity in educational activities; prompt and visual display of the results obtained; facilitation of communication between participants in the educational process, etc.
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Mohamed, Aya. „Immersive Technologies in Healthcare“. Egyptian Journal of Nursing and Health Sciences 5, Nr. 1 (01.09.2023): 54–88. http://dx.doi.org/10.21608/ejnhs.2023.315875.
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Shvardak, M. V. „IMMERSIVE TECHNOLOGIES IN PRIMARY EDUCATION“. Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2023, Nr. 2 (12.05.2023): 227–39. http://dx.doi.org/10.32755/sjeducation.2023.02.227.
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The article is devoted to the problem of using immersive technologies in primary education. It was found that immersive technologies have rapidly developed in recent years from doubtfully promising to trendy and used everywhere. It has been proven that their introduction into the educational process of the New Ukrainian School is a need today and a factor in improving the quality of education. The purpose of the article is determined: to study the peculiarities of the use of immersive technologies in primary education. The essence of immersive technologies has been clarified. The components of immersive technologies are highlighted: real (objective), augmented (added) and virtual reality. The qualitative characteristics of the use of immersive technologies in primary education have been determined. Examples of the use of immersive technologies in the process of studying various educational fields of primary education are given, in particular: language and literature, mathematics, natural sciences, informatics, technology, social and health care, civics and history, art and physical education. It was determined that the use of immersive technologies in primary classes may include: virtual tours, virtual laboratories, AR-books, AR-games, 3D modeling. Some applications of immersive technologies for use in primary education are proposed. In the process of studying the features of immersive technologies in primary education, the advantages and disadvantages of their use were determined. It was found that immersive technologies contribute to the improvement of the quality of the educational process, making it more interactive, adaptable and exciting for schoolchildren; expand learning opportunities; contribute to a better understanding of complex concepts; stimulate motivation and interest in learning, memory and concentration, creativity and activity of younger schoolchildren. It was found that the use of immersive technologies in education significantly expands the toolkit of a modern specialist. Key words: immersive technologies, virtual reality, augmented reality, application, younger students, primary education.
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Peña-Rios, Anasol, Daphne Economou und Markos Mentzelopoulos. „Exploring Immersive Technologies in Learning“. JUCS - Journal of Universal Computer Science 26, Nr. 8 (28.08.2020): 854–57. http://dx.doi.org/10.3897/jucs.2020.046.
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Pereira, Emanuel, Bruno Ferreira, Ana Margarida Amorim und Paulo Menezes. „Immersive Technologies for Vestibular Rehabilitation“. International Journal of Creative Interfaces and Computer Graphics 13, Nr. 1 (01.01.2022): 1–20. http://dx.doi.org/10.4018/ijcicg.311835.
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Vestibular vertigo accounts for about a quarter of dizziness complaints. Loss of vestibular function is a debilitating condition that causes nausea, spontaneous nystagmus, or disequilibrium, which is known to highly influence day-to-day tasks. Therefore, recovery should start as soon as possible, targeting the affected side of the vestibular apparatus, by performing a set of prescribed exercises. Aside from being a long and tiresome process, patients must perform these exercises, while trying to stimulate optokinetic, angular vestibulo-ocular, and vestibulospinal reflexes. The article presents the development of virtual reality serious games that can be played at home or in a rehabilitation clinic. The main objective is to increase patients' motivation, specifically during telerehabilitation which is essential for a faster recovery process. A preliminary evaluation was carried out to compare the users' experiences using a smartphone-based headset and a standalone commercial head-mounted display, the Oculus Quest.
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Blyth, Carl. „Immersive technologies and language learning“. Foreign Language Annals 51, Nr. 1 (März 2018): 225–32. http://dx.doi.org/10.1111/flan.12327.
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Ghanbari, Mohammed, Feng Wu, Cha Zhang, Ghassan Alregib und Athanasios Vasilakos. „Multimedia Immersive Technologies and Networking“. Advances in Multimedia 2008 (2008): 1–2. http://dx.doi.org/10.1155/2008/983735.
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Davydova, Dayana, Rinat Gil'vanov, Yana Kukushkina und Irina Romanova. „Immersive Technologies in Higher Education“. Proceedings of Petersburg Transport University 20, Nr. 1 (20.03.2023): 120–32. http://dx.doi.org/10.20295/1815-588x-2023-1-120-132.
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Purpose: To study the impact of intensive technologies on modern education; the analysis of virtual, augmented and mixed realities. Methods: Comparison of traditional education and education using immersive technologies and analysis of literature devoted to the research subject. Results: The importance of immersive technologies in higher education, allowing to expand the possibilities of remote interaction between people, is revealed. Practical significance: The possibility of using immersive technologies in educational environment for the purpose of educational material visualization is shown.
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Khrushch, Svitlana, Valerii Kushnarov, Andrii Liutyi und Ivan Onishchenko. „Immersive Technologies for Digital Libraries“. Digital Platform: Information Technologies in Sociocultural Sphere 6, Nr. 2 (13.11.2023): 341–52. http://dx.doi.org/10.31866/2617-796x.6.2.2023.293605.
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The purpose of the study is to analyse modern immersive technologies and the possibility of their application in the development of digital libraries in the context of the introduction of virtual, augmented and mixed reality technologies, as well as the use of artificial intelligence technologies. Research methods. To achieve the research goal, the methods of analysis and synthesis, generalisation of theoretical data, and a systematic approach were used. This made it possible to analyse the peculiarities of the use of immersive technologies in digital libraries and to determine the benefits of introducing such technologies in the creation of a modern information space of libraries. The scientific novelty lies in the analysis of immersive technologies in the context of their implementation in modern digital libraries. An analysis of the role of artificial intelligence, and augmented and virtual reality technologies in creating a modern information space in libraries has shown both the advantages and disadvantages of digitalisation in libraries. The ethical issues related to inclusiveness in the use of information resources and the protection and preservation of users’ data are analysed. Recommendations and approaches for the successful implementation of these technologies in digital libraries are proposed. Conclusions. Immersive technologies are becoming more widespread and their use in libraries is expanding. Ethical and legal issues in the use of virtual reality and augmented reality will inevitably arise in the future. Today, the Western world is making greater use of both technologies, although they are free and, in some cases less expensive than before. The article examines the transformative intersection of new technologies and digital libraries, highlighting the path to an enriched and accessible knowledge landscape. Focusing on artificial intelligence (AI), machine learning (ML), natural language processing (NLP), augmented reality (AR) and virtual reality (VR), it explores how these technologies are redefining the work of digital libraries. Artificial intelligence and machine learning algorithms enable intuitive content management and recommendations, changing the way users interact with digital resources. NLP bridges the gap between human language and digital systems by enhancing search functions. AR overlays digital information on the physical world, expanding the possibilities of interactive learning, while VR immerses users in virtual realms, revolutionising educational paradigms. This article discusses the integration of these technologies into digital libraries not only to preserve huge amounts of knowledge but also to present information in attractive and accessible formats. Through the creation of artificial intelligence-based metadata and tagging of content, digital libraries are systematically organized and enriched, improving search accuracy. These innovations not only preserve the past, but also illuminate a future where knowledge is publicly available, fostering curiosity, learning, and research. This article explores the potential of these technologies and describes the expectations of library users to ensure a user-centred approach in shaping the digital libraries of the future. The use of immersive technologies is making a significant contribution to the evolution of digital libraries, paving the way for inclusive and engaging knowledge experiences for diverse users around the world.
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Qu, Zhonglin, Chng Wei Lau, Simeon J. Simoff, Paul J. Kennedy, Quang Vinh Nguyen und Daniel R. Catchpoole. „Review of Innovative Immersive Technologies for Healthcare Applications“. Innovations in Digital Health, Diagnostics, and Biomarkers 2, Nr. 2022 (01.01.2022): 27–39. http://dx.doi.org/10.36401/iddb-21-04.
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ABSTRACT Immersive technologies, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), can connect people using enhanced data visualizations to better involve stakeholders as integral members of the process. Immersive technologies have started to change the research on multidimensional genomic data analysis for disease diagnostics and treatments. Immersive technologies are highlighted in some research for health and clinical needs, especially for precision medicine innovation. The use of immersive technology for genomic data analysis has recently received attention from the research community. Genomic data analytics research seeks to integrate immersive technologies to build more natural human-computer interactions that allow better perception engagements. Immersive technologies, especially VR, help humans perceive the digital world as real and give learning output with lower performance errors and higher accuracy. However, there are limited reviews about immersive technologies used in healthcare and genomic data analysis with specific digital health applications. This paper contributes a comprehensive review of using immersive technologies for digital health applications, including patient-centric applications, medical domain education, and data analysis, especially genomic data visual analytics. We highlight the evolution of a visual analysis using VR as a case study for how immersive technologies step, can by step, move into the genomic data analysis domain. The discussion and conclusion summarize the current immersive technology applications' usability, innovation, and future work in the healthcare domain, and digital health data visual analytics.
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Nikiforova, Anastasiia, und Natlia Voronova. „Immersive practices in the modern cultural space(world and domestic experience)“. Философия и культура, Nr. 5 (Mai 2023): 60–73. http://dx.doi.org/10.7256/2454-0757.2023.5.40731.
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The subject of this research is the immersive artistic environments that exist in the modern cultural space. Immersive technologies are used today in educational processes, historical reconstruction, various forms of socialization, in visual arts; immersion is implemented as a special scientific approach in anthropological, ethnographic, art history studies. Interactivity and immersiveness are considered here as complex predictable processes whose algorithms are embedded in the very basis of an artistic work or cultural environment. They make it possible to intensify the entire spectrum of sensory-emotional perception, creating not only a new type of artwork, but also a new type of recipient immersed in the process of unfolding an artistic plot. The classification of functions of immersive spaces is proposed in the study. On the example of Russian and foreign art projects, the essential signs and features of immersive art are analyzed and identified. Immersive projects implemented in recent years are considered on the example of the cultural field of the north-west of Russia, as well as a comparative analysis of foreign and domestic events is carried out. The study concluded that immersive environments have both positive and negative potential: a complex effect on human feelings using special technological techniques that affect perception can lead to both the effect of complete immersion and catharsis, and to destructive hyperstimulation of the psyche. And the artistic immersions themselves are more a form of media communication than finished works.
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Kriukova, Ye S., T. P. Holub und O. S. Ameridze. „APPLICATION OF IMMERSIVE TECHNOLOGIES FOR EDUCATION“. Innovate Pedagogy 2, Nr. 32 (2021): 186–88. http://dx.doi.org/10.32843/2663-6085/2021/32-2.37.
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Shein, Esther. „Preserving the past with immersive technologies“. Communications of the ACM 65, Nr. 12 (22.11.2022): 15–17. http://dx.doi.org/10.1145/3565978.
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Usataya, T. V., L. V. Deryabina, M. V. Androsenko und A. G. Korchunov. „Immersive technologies in industrial equipment design“. Chernye Metally, Nr. 9 (30.09.2023): 60–65. http://dx.doi.org/10.17580/chm.2023.09.10.
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Tatarinov, K. A., S. M. Muzyka, N. N. Anikienko und I. A. Savchenko. „SOCIO-ECONOMIC IMPORTANCE OF IMMERSIVE TECHNOLOGIES“. Вестник Алтайской академии экономики и права 2, Nr. 3 2024 (2024): 281–85. http://dx.doi.org/10.17513/vaael.3317.
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Croce, Cécile. „Immersions – De sang et de corps mêlés. Modalités immersives et modes d’existence du Moi de l’art à la technologie“. Figures de l'Art. Revue d'études esthétiques 26, Nr. 1 (2014): 349–58. http://dx.doi.org/10.3406/fdart.2014.1648.
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Tangocci, Elena, Christian Hartmann und Maria Bannert. „Immersives Lernen in der Berufsschule“. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 51 (21.01.2023): 268–88. http://dx.doi.org/10.21240/mpaed/51/2023.01.21.x.
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In der beruflichen Bildung ist das Arbeiten mit Virtual Reality (VR) und Augmented Reality (AR) von Vorteil, um gefahrlos Arbeitsvorgänge zu erlernen. Ein ausschlaggebendes Potenzial von VR- und AR-Applikationen ist die Möglichkeit, komplexe Lerninhalte realistisch bzw. dreidimensional zu repräsentieren sowie Interaktionsmöglichkeiten mit virtuellen Objekten darzustellen. VR- und AR-Applikationen können insbesondere Menschen mit Lernbeeinträchtigungen unterstützen, da diese Lerninhalte schlecht imaginieren können. Jedoch wurde bisher kaum erforscht, ob VR- und AR-Applikationen die Lernleistung kognitiv Beeinträchtigter tatsächlich fördern. Deswegen wurde an Berufsschulen mit sonderpädagogischen Klassen eine quasi-experimentelle Feldstudie im Prä-Posttest-Design durchgeführt um zu untersuchen, ob Auszubildende mit immersiven VR- und AR-Applikationen effektiver lernten als mit einem nicht-immersiven Tablet-PC und wer die höhere Motivation und Technologieakzeptanz aufwies. Die Ergebnisse zeigen, dass sich die Lernleistung der immersiven Lernbedingungen nur bei kognitiv anspruchsvolleren, prozeduralen und den Lerntransfer fördernden Lerninhalten signifikant von der Tablet-Bedingung unterschieden. Motivation und Technologieakzeptanz waren generell beim Lernen hoch. Insbesondere unterschieden sich die Lernbedingungen bei Interesse, der empfundenen Kompetenz und der Einstellung gegenüber dem Lernmedium. Diese Befunde zeigen, dass Menschen mit Lernbeeinträchtigung durch das Lernen mit VR- und AR-Technologie gefördert werden konnten. Basierend auf den Ergebnissen wird diskutiert, wie immersive Lernmedien effektiv für das Erlernen prozeduraler Inhalte im Unterricht eingesetzt werden können.
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Shilina, Marina G., und Julia Wirth. „Immersive Technologies in Media: Towards the Concept of Generative Mediatization?“ RUDN Journal of Studies in Literature and Journalism 26, Nr. 4 (29.12.2021): 672–80. http://dx.doi.org/10.22363/2312-9220-2021-26-4-672-680.
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The practices of so-called immersive media have been developing in the past few years. The immersive media situation characteristics, infrastructure, content and social aspects have been identified through the use of a multilevel structural and functional methodology, and make it possible to fix its specificity at all levels. The new format of the immersive media situation leads to changes in approaches to the mediatization studies. In the article, to study the media immersive communicative situation a generative approach is proposed for the first time. It is relevant to topological thinking, and to the modern immanent picture of the world, when a person and technology co-create a new form. Along with the generative approach and generative design, the necessity of applying relevant paradigms and methods of psychology to form new theoretical and methodological foundations of immersive user-centric media communication is substantiated. Several new concepts and terms are introduced, in particular, the term immersive hypermediation, which is opposite to immediacy as a classical criterion of media effectiveness. As a result, the analysis of the essence and features of immersive media projects allows fixing the premises of immersive paradigm shift in mediatization studies.
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Klico, Almir, und Nermana Mahmić-Muhić. „The role of immersive technologies in value creation in marketing“. BH Ekonomski forum 16, Nr. 1 (2022): 79–93. http://dx.doi.org/10.5937/bhekofor2201079k.
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Technological innovations and their potential as a tool for creating added value in marketing have long been underused, or insufficiently researched. This paper describes the use of immersive technologies and their potential for application in marketing. The use of immersive technologies in marketing has great potential and has attracted a lot of attention in the last few years. Incorporating the use of the concept of immersive technologies is increasingly becoming the subject of research in business and marketing. Initiating the use of immersive technologies in modern business is becoming the root of managing and creating a completely new customer experience. Reality can be shaped by using this type of technological innovation and as such immersive technologies with their role create an extraordinary position in communication with users. The use of immersive technologies, especially the use of Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) has been used successfully in the entertainment sector for some time, but it becomes clear that there is a much greater need for immersive technologies in various fields and industries to recognize them as a huge potential for value creation in marketing.
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Kramarenko, T. H., und O. S. Kochina. „The use of immersive technologies in teaching mathematics to vocational students“. Journal of Physics: Conference Series 2611, Nr. 1 (01.10.2023): 012006. http://dx.doi.org/10.1088/1742-6596/2611/1/012006.
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Abstract This study examines the use of immersive technologies in teaching mathematics to vocational students. The purpose of the research is to develop theoretical foundations and practical applications for the use of immersive technologies in mathematics education, and to measure the impact of these technologies on student motivation and learning outcomes. The study considers the scientific and theoretical underpinnings of immersive technologies in mathematics teaching, as well as methods for using the AR-Book application. A theoretical model, criteria, and methodological support for evaluating the use of immersive technologies are developed. A pedagogical experiment is conducted to evaluate the impact of these technologies on vocational students. Based on the results of the experiment and training materials, the study presents generalizations on the use of immersive technologies in mathematics education.
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UMAROV, Husan S. „New e-commerce formats using immersive technologies: Prospects and problems of integration“. Economic Analysis: Theory and Practice 21, Nr. 9 (29.09.2022): 1705–31. http://dx.doi.org/10.24891/ea.21.9.1705.
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Subject. The article analyzes advantages and problematic aspects of the introduction of immersive technologies in communication between a seller and a potential or real consumer, investigates forms of application of immersive technologies in modern economic conditions in Russia and abroad. Objectives. The purpose is to monitor the current state of the immersive technologies market in Russia and in the world, analyze the main features of virtual, augmented, extended and mixed reality tools, study data on the volume of the domestic and foreign market of products with immersive technologies, real and projected indicators of growth in the number of users, income of the consumer market of innovative technologies. Methods. The study employs methods of statistics, systems analysis, generalization, materials of foreign consulting and analytical agencies Statista, Gartner, International Data Corporation, ARtillery Intelligence, Orbis Research, as well as Russian TMT Consulting, TAdviser, articles by specialists in the field of computer technology, digital economy, gamification, entrepreneurship, management consulting, interactive marketing. Results. I structured tools for implementing augmented reality technology, formulated advantages, disadvantages, and constraints of immersive technologies development in the Russian e-commerce market, defined promising areas for immersive technologies implementation in Russia. Conclusions. State support to the introduction of immersive technologies among domestic products, services and platform solutions is extremely important.
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Bernardes de Paula, Luciano, Eryka Eugênia Fernandes Augusto, Luis Fernando Pacheco Pereira, Diego Andrade de Jesus und Francisco Hudson Coelho Frota. „IMMERSIVE TECHNOLOGIES APPLIED TO COMPUTER PROGRAMMING TEACHING:“. Journal on Innovation and Sustainability RISUS 12, Nr. 03 (02.11.2021): 127–37. http://dx.doi.org/10.23925/2179-3565.2021v12i3p127-137.
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One of the first challenges for the students that begin to study the computing field is to learn how to program a computer. Nowadays, digital immersive environments are being used in Education with positive results. This paper presents a systematic literature review about the usage of immersive environments (VR or AR) in the teaching and learning of logic and/or computer programming. This paper presents the bases of scientific papers used to search the literature, the results and an analysis of the papers found.
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Kuzmin, O. V., und M. V. Lavlinsky. „Application of immersive information technologies in education“. Informatics in school, Nr. 2 (17.07.2022): 83–90. http://dx.doi.org/10.32517/2221-1993-2022-21-2-83-90.
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The article considers aspects of application of immersive information technologies (a term that combines technologies of augmented and virtual reality) in an educational process. It analyses practices of application of immersive information technologies in education: the Russian constructor of virtual and augmented reality projects EV Toolbox and an academic school textbook on physics for grade 7 by V. V. Belaga et al. that supports augmented reality. Main constraining factors when using immersive technologies are formulated. To fnd a solution for some of the existing problems, the authors propose using software with a free license, in particular, the Unity development framework, for which a detailed algorithm is given to design an AR application for Android. The process and result of designing a mobile AR application for the informatics textbook for grade 7 by L. L. Bosova, A. Yu. Bosova via the Unity development framework and the Vuforia cloud service are described. Testing of the created resource showed that using the augmented reality technology in textbooks provides many advantages. One of the most important of them is that there is no binding to Internet, and it is possible to use this application irrespective of location. Additionally, this technology dovetails with distance learning, since it gives incentives for learning the material and encourages attracting attention to its academic content. Capabilities of virtual reality are shown by the example of an application for testing an UAV model.
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Gedal, Anna. „How to Make Immersive Technologies More Equitable“. Interactive Film and Media Journal 2, Nr. 1 (30.01.2022): 149–58. http://dx.doi.org/10.32920/ifmj.v2i1.1534.
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Today, immersive technologies—like virtual reality—are celebrated as natural empathy machines, capable of fostering meaningful cross-cultural understanding. I interrogate this assumption through my case study of an early twentieth-century immersive, interactive ride: 20,000 Leagues Under the Sea (1903). The elaborate travel simulation and multisensorial, live-action scenes that followed offered millions of visitors a thrilling glimpse of the electrified future promised by American imperialism. Through 20,000 Leagues, audiences climbed aboard a simulated submarine and traveled to the Arctic (a massive refrigerated warehouse on Coney Island at the height of summer, featuring live polar bears and “authentic” Native Alaskans). Though perhaps experienced simply as entertainment, the ride was a potent pedagogical tool; the amusement introduced visitors to the thrill of “discovery” first-hand while erasing the violence of colonialism. The impact of this ride, and others like it, was profound, contributing to mass support for imperial wars abroad and racial segregation at home. Drawing lessons from my case study, I argue that the early ride was a precursor to twenty-first-century immersive worlds. My work centers on the pressing need to reconnect immersive technology to its historical context or risk reinscribing the imperial gaze into contemporary experiences. To move toward this goal, I offer fellow makers and scholars terminology to articulate the manifestations of the medium’s colonial inheritance, critical questions to guide a more equitable cultural production process, and a contemporary case study of VR film, Traveling While Black (2019), directed by Roger Ross Williams, who is already engaged in this critical work.
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Skliarenko, Nataliia, und Ivanna Bukharina. „Immersive Technologies in Book Design: Design Principles“. Demiurge: Ideas, Technologies, Perspectives of Design 5, Nr. 2 (31.10.2022): 270–82. http://dx.doi.org/10.31866/2617-7951.5.2.2022.266919.
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Purpose of the article. The paper reflects the peculiarities of using immersive technologies in the design of book products, aimed at acquiring the experience of immersion through the activation of feelings, as the problem of intensive development of digital technologies encourages designers to rethink the ways of design in this area. The research methodology is based on the system approach to design and methods of the structural-compositional, functional and artistic analysis. The interdisciplinary nature of design helps deepen communicative experience of readers. The scientifical novelty is that the book design is rethought in the context of immersive technology, which is the most effective design instrument for the creation of the comfortable communication of readers and characters. The dynamical nature of the visualization activates the world cognition due to the immersive technology. We proved that the experiments with the creation of virtual communication can be the instrument to receive a personalized experience. The scientific novelty lies in the fact that the book design is rethought in the context of immersive technologies, which are the most effective design tool for creating convenient communication between readers and book characters. The dynamic nature of the visualization activates the cognition of the surrounding world. We proved that the experiments with the creation of virtual communication could be the instrument to receive a personalized experience. Conclusions. In the study, we have formulated the principles of imitation, layering, flow and personalization that correspond to the specifics of virtual, augmented, mixed and extended reality. We have emphasized that means of immersive book environment design help to solve problems connected with the search for new ways for readers to communicate with the environment. The transformation of the visual and communicative processes under the influence of innovative technology is the base of the alternative book design that integrates the features of the real and virtual worlds. We have attracted attention to the possibility of the visual communicative environment creation with the possibility of gaining personalized experience due to the implementation of the immersive technologies into the design process. This study forms a theoretical basis for the development of dynamic communications in the context of the practice of visual systems’ integral design.
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Nussipova, Gulnar, Fredrik Nordin und David Sörhammar. „Value formation with immersive technologies: an activity perspective“. Journal of Business & Industrial Marketing 35, Nr. 3 (12.08.2019): 483–94. http://dx.doi.org/10.1108/jbim-12-2018-0407.
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Purpose The purpose of this paper is to contribute a framework that explains how value is formed during the usage of immersive technologies in industrial contexts. Design/methodology/approach Drawing on activity theory and a customer-dominant logic, the authors tentatively develop an activity-centric framework for value formation enabled by physical and mental activities conducted by users of immersive technologies. The authors evaluate the framework through a case study focusing on the use of virtual reality (VR) in an industrial setting. Findings The findings from the case study illustrate the tentative framework and specify how it is enacted by users in the studied context through three physical activities constituted by a set of actions and reflected in five emotional responses. Research limitations/implications Both researchers and practitioners may use the framework presented in this paper as a guide for further academic and practical developments concerning the value of immersive technologies such as VR and augmented reality. Originality/value The activity-centric framework contributes a novel perspective to the literature on value formation enabled by immersive technologies.
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DOVHAL, Serhii, und Oksana BUTURLINA. „IMMERSIVE TECHNOLOGIES AND THEIR IMPACT ON THE MODERNIZATION OF THE MODERN EDUCATION SYSTEM“. Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 2 No. 2 (2023) (29.12.2023): 48–52. http://dx.doi.org/10.54891/2786-7013-2023-2-11.
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The use of immersive technologies opens up many prospects for improving the quality of the educational process. According to scientific studies, immersive technologies improve students' spatial understanding and memorization, allowing them to experience learning from the first person, to see everything that is happening around them. Such technologies provide visual learning and contribute to students' overall understanding of more complex subjects, theories and languages. Some researchers single out several unique possibilities of virtual and augmented reality, namely immersion in a simulated environment, multimodal interaction, concretization of imagination. In general, according to most researchers, these technologies ensure the presence of users due to the high accuracy of the representation of three-dimensional virtual objects and the ability to simulate operations and procedures of abstract concepts. Currently, the Ukrainian education system is taking only the first steps in the direction of using immersive technologies. A fairly small number of Ukrainian educators have started using them in the educational process. Accordingly, the problems and prospects of introducing virtual and augmented reality technology into the educational process of Ukrainian educational institutions have not been sufficiently researched. This publication analyzes the impact of immersive technologies on the modernization of the modern education system. The essence of immersive technologies and their impact on the transformation of learning processes is revealed. Identified types of immersive technologies. The main problems of introducing immersive technologies into the educational environment of Ukrainian educational institutions are analyzed. The results of a sociological study, the purpose of which was to study the public opinion of teachers regarding the assessment of the impact of immersive technologies on the educational environment, identify problems and features of the introduction of these technologies into the modern education system, are presented. According to the results of a sociological study, the most common foreign and domestic AR and VR applications, which are used by teachers in general secondary education institutions and contribute to the effectiveness of learning processes, have been determined. The main trends of the further implementation of immersive learning in the modern education system of Ukraine are considered.
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LYSAK, HALYNA. „IMPLEMENTATION OF IMMERSIVE TECHNOLOGIES IN FOREIGN LANGUAGE LEARNING: ANALYSIS OF FOREIGN AND DOMESTIC (UKRAINIAN) EXPERIENCE“. Comparative Professional Pedagogy 12, Nr. 1 (30.06.2022): 78–85. http://dx.doi.org/10.31891/2308-4081/2022-12(1)-8.
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The use of modern immersive technologies in the educational process is due to changes in the development of information and communication technologies and the challenges of the pandemic, which forced learning and working remotely. The article summarizes the Ukrainian and foreign experience of using immersive technologies in education in general and in the process of learning foreign languages in particular. A general description of the concepts “virtual reality”, “immersion” and “immersive technologies” in the context of their use in the educational process has been presented. The advantages of using immersive technologies over traditional ones have been defined and proved. They are visibility, concentration, involvement and effectiveness It has been determined the expediency of using immersive technologies in the process of learning foreign languages as a method and technology of long-term immersion of students in a foreign language space based on a foreign language or bilingual education, which involves the use of video, audio, and text information by students to form relevant professional competencies.
The research of scientists and their main results related to the selection and application of immersive technologies in teaching foreign languages have been analyzed. Virtual applications that can be used for learning a foreign language have been analyzed. The conclusion has been formulated that immersive technologies provide the formation and development of a new information method of presenting and learning educational material, which positively affects the formation of basic and professional competencies of students studying a foreign language. The opinion about the possibility of combining immersive learning methods with other interactive methods has been substantiated.
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SOROKO, Nataliia. „FEATURES OF ORGANIZING STEAM EDUCATIONAL PROJECTS USING IMMERSIVE TECHNOLOGIES“. Physical and Mathematical Education 39, Nr. 2 (30.04.2024): 51–59. http://dx.doi.org/10.31110/fmo2024.v39i2-07.
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Formulation of the problem. The rapid development of technologies in the modern world opens up new horizons for education. Integrating science, technology, engineering, arts, and mathematics (STEAM) holds particular significance as a transformative approach, fostering interdisciplinary learning and preparing students for the challenges of a knowledge-based and digitized society. The transition from a traditional approach to STEAM education becomes even more captivating with the incorporation of immersive technologies. This direction, merging technical and creative aspects, requires an innovative approach to the organization of educational projects, considering the new opportunities and challenges presented by virtual reality (VR), augmented reality (AR), and mixed reality (MR). Materials and methods. To achieve the goal of our research, we used the following methods: systematic and comparative analysis of pedagogical, psychological, philosophical, and sociological works, methodic literature, and analysis of the pedagogical experience of using immersive technologies to organize STEAM projects at school; synthesis and generalization to formulate the main provisions of the study; interviews and questionnaires of teachers regarding their understanding and attitude to immersive technologies as a means of implementing STEAM projects at school; interpretation of research results. We analyzed 18 scientific sources, including 14 Scopus-indexed articles, two reports (the educational report from Horizon 2020 and the "State of the Industry Report" from the XR Association), and two scientific studies by Ukrainian researchers. Eighty-seven teachers participated in interviews and surveys conducted through Google Forms. Results. Creating and organizing a STEAM educational project using immersive technologies involves the following teacher actions: forming a project name by the student's learning goals, educational content, and the project result as its product; creating a reference project; determining the subject, topic, age of students, project preparation time, learning time, essential immersive technologies; forming the purpose of the first lesson and project tasks to immerse and motivate students about the project; identifying problematic issues that should reflect the actual context or problem. We have characterized teachers' attitudes towards immersive technologies when organizing and conducting such projects. Based on the study's results, we have identified the features of organizing STEAM projects using immersive technologies: expanding the field of creativity with AR and VR, immersion in scientific concepts and conducting experiments through the use of virtual laboratories, visualizing abstract ideas through the use of augmented reality, interacting with technology through mixed reality projects, and teamwork in immersive environments. Conclusions. Immersive technologies in STEAM education have advantages (e.g., gaining practical experience, forming interdisciplinary connections through interdisciplinary learning, cooperation, communication, adaptive environment, and request for creativity) in teaching.
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Boot, Tim, Frederic Roskam, Phil Coleman, Simon Brown und Julien Laval. „Greater artistic and technological performance through the converged technologies of architectural acoustics, electroacoustic enhancement, and immersive audio technologies“. Journal of the Acoustical Society of America 154, Nr. 4_supplement (01.10.2023): A168. http://dx.doi.org/10.1121/10.0023155.
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Producing meaningful, creative, and engaging experiences for audiences requires highly integrated acoustics and audio technologies. The fields of architectural acoustics, electro acoustic enhancement and immersive audio technologies have converged, altering the way we approach entertainment venue design. Globally, demand has increased for immersive audio in live and reproduced sound, and electro acoustic enhancement technologies are becoming more widespread. We will discuss how architecturally integrated end devices, multi-function signal processing, and architectural acoustical design should be optimized to create next-generation performance venues. We will use a project example that integrates sound system, acoustic enhancement, and architectural acoustics, illustrating how increasing clarity in audience with acoustic enhancement and supporting the immersive audio increases audience engagement. We will show what can be improved to elevate the experience in a converged approach. The paper will illustrate how a convergence of audio technologies, infrastructure, and a unified design and engineering processes is creating far greater opportunities for artistic experimentation and expression.
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Azevich, Alexey I. „Models of using immersive teaching technologies in the practical activity of a teacher of informatics“. RUDN Journal of Informatization in Education 18, Nr. 2 (03.09.2021): 152–61. http://dx.doi.org/10.22363/2312-8631-2021-18-2-152-161.
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Problem and goal. Virtual, augmented mixed reality and augmented virtuality are becoming integral attributes of the immersive educational environment, disposed to continuous learning and comprehensive development. The relevance of the study of models of using immersive technologies in the activities of a computer science teacher is beyond doubt, because they are the real embodiment of new methodological ideas and approaches. Methodology. In the course of the research, the analysis of models of immersive learning technologies for the practical activities of a computer science teacher was carried out. On its basis, a set of computer tools and equipment has been proposed that allows introducing immersive technologies into educational practice. Results. Methodological recommendations on the use of virtual, augmented and mixed reality technologies both in informatics lessons and after school hours are presented. The key topics of the computer science program, in which it is advisable to use immersive technologies, have been identified. Methodological approaches to the transformation of informatics teaching in the context of digitalization of education have been formulated. Conclusion. The results of the study indicate that immersive learning technologies can be successfully applied both in informatics lessons and outside the classroom. They not only contribute to the immersion of students in an interactive environment, but also increase the interest, motivation and quality of their knowledge. Lessons using immersive technologies open up new opportunities for a computer science teacher for professional growth, methodological and subject self-improvement.
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Sommer, Bjorn, Chang Hee Lee, Nat Martin und Vanna Savina Torrisi. „Immersive Design Engineering“. Electronic Imaging 2020, Nr. 2 (26.01.2020): 265–1. http://dx.doi.org/10.2352/issn.2470-1173.2020.2.sda-265.
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Design Engineering is an innovative field that usually combines a number of disciplines, such as material science, mechanics, electronics, and/or biochemistry, etc. New immersive technologies, such as Virtual Reality (VR) and Augmented Reality (AR), are currently in the process of being widely adapted in various engineering fields. It is a proven fact that the modeling of spatial structures is supported by immersive exploration. But the field of Design Engineering reaches beyond standard engineering tasks. With this review paper we want to achieve the following: define the term “Immersive Design Engineering”, discuss a number of recent immersive technologies in this context, and provide an inspiring overview of work that belongs to, or is related to the field of Immersive Design Engineering. Finally, the paper concludes with definitions of research questions as well as a number of suggestions for future developments.
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Smirnova, Anna, Irina Zaychenko, Irina Bagaeva und Polina Gorshechnikova. „Digital technologies in the industry: application of immersive training technologies in the oil and gas complex“. SHS Web of Conferences 84 (2020): 03003. http://dx.doi.org/10.1051/shsconf/20208403003.
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The article substantiates the need to apply training and retraining programs for personnel for permanent work in the Arctic using digital technologies, namely VR / AR / MR technologies. The geopolitical features of the Arctic zone, difficult climatic conditions do not allow directly practicing the development of professional competencies and, therefore, require the introduction of a multi-stage system of personnel training using technologies of approximate reality. Such requirements for the personnel training system predetermine the need to search for relevant digital technologies that can create conditions that are as close as possible to the conditions of professional activity in hard-to-reach Arctic regions. When forming a personnel training / retraining system for oil and gas enterprises, in addition to the specified specific working conditions, it is also necessary to take into account the sectoral features of oil and gas enterprises, which also forms a number of functional requirements for the selection of relevant digital tools, the main of which for personnel training can be considered immersive technologies. Based on the above, the paper analyzes the use of immersive technologies by oil and gas enterprises, a comparative analysis of the directions of using immersive technologies in personnel training at oil and gas enterprises, identifies the positive and negative aspects of using VR / MR / AR technologies.
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Anastasaki, Ioanna, George Drosatos, George Pavlidis und Konstantinos Rantos. „User Authentication Mechanisms Based on Immersive Technologies: A Systematic Review“. Information 14, Nr. 10 (02.10.2023): 538. http://dx.doi.org/10.3390/info14100538.
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Immersive technologies are revolutionary technological advancements that offer users unparalleled experiences of immersion in a virtual or mixed world of virtual and real elements. In such technology, user privacy, security, and anonymity are paramount, as users often share private and sensitive information. Therefore, user authentication is a critical requirement in these environments. This paper presents a systematic literature review of recently published research papers on immersive technology-based user authentication mechanisms. After conducting the literature search in September 2023 using Scopus, the selection process identified 36 research publications that were further analyzed. The analysis revealed three major types of authentications related to immersive technologies, consistent with previous works: knowledge-based, biometric, and multi-factor methods. The reviewed papers are categorized according to these groups, and the methods used are scrutinized. To the best of our knowledge, this systematic literature review is the first that provides a comprehensive consolidation of immersive technologies for user authentication in virtual, augmented, and mixed reality.
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Yaremchuk, Nataliya. „IMMERSIVE TECHNOLOGIES IN PROFESSIONAL DISTANCE TRAINING OF PRIMARY SCHOOL TEACHERS“. Continuing Professional Education: Theory and Practice 73, Nr. 4 (2023): 61–68. http://dx.doi.org/10.28925/1609-8595.2022.4.6.
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The article analyzes the peculiarities of the use of immersive learning technologies of primary school teacher training in the conditions of digitization in the educational environment of higher education institutions. The features of the using digital tools for training of primary school teachers for the performance of professional activities are analyzed. The interpretation of immersive learning technologies as the newest form of visualization and learning technology based on the features of "immersion" in alternative reality (augmented (AR), virtual (VR), mixed (MR)) are summarized; it deals with the visualization of educational material in the context of changing image perception. Peculiarities of the functioning of augmented, virtual and mixed reality technologies in the potential of software and technical resources are presented. The approaches to the classification of immersive learning technologies are highlighted and the author's scientific views are presented. The advantages and disadvantages of using immersive learning technologies in educational practice are determined. The organizational and pedagogical, didactic, methodical, psychological factors of immersive learning technologies as conditions and levers of influence on the use of digital technologies in the pedagogical process are formed. The initial principles of the organization of the pedagogical process in the conditions of digital technologies are determined. The peculiarities of the use of immersive technologies in the content of primary education and software and technical possibilities for their presentation are defined. The results of these studies point to the opinion on the importance of the application of augmented reality technologies in the conditions of the New Ukrainian School (NUS) and the readiness of primary school teacher to build a digital educational environment with the use of appropriate tools and resources.