Relevant bibliographies by topics / Immersives technologies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Immersives technologies'

Author: Grafiati
Published: 25 May 2024

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Journal articles on the topic "Immersives technologies"

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Bebey, Danielle. "Les technologies immersives en formation : révolution numérique stratégique ou dispositifs parmi d’autres?" Médiations et médiatisations, no. 15 (June 28, 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, and Marie-Claude Larouche. "Le potentiel didactique et pédagogique des technologies immersives en classe de Monde contemporain : opportunités et défis." Médiations et médiatisations, no. 16 (October 30, 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, and Caroline Brassard. "Regards sur les technologies immersives en éducation et en formation." Médiations et médiatisations, no. 15 (June 28, 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, and Chloé Duvivier. "Technologies immersives et acquisition de compétences : une discussion." Médiations et médiatisations, no. 15 (June 28, 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, no. 2 (2023): 16. http://dx.doi.org/10.7202/1108272ar.

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Courvoisier, François H., and Antonia Jaquet. "L’interactivité et l’immersion des visiteurs." Décisions Marketing N° 60, no. 4 (December 1, 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, and Patrick Plante. "Usage des technologies immersives (réalité virtuelle, augmentée et vidéo 360) dans l’enseignement supérieur." Médiations et médiatisations, no. 15 (June 28, 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, and 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, and 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, no. 15 (June 28, 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, and Charles-Alexandre Delestage. "Dissonance des objectifs dans la chaîne de production des œuvres patrimoniales en réalité virtuelle." Réseaux N° 242, no. 6 (December 14, 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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Dissertations / Theses on the topic "Immersives technologies"

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Barroy, Willy. "L’hybridation du dispositif de formation d’Airbus Helicopters face aux technologies immersives : des enjeux d’apprentissage individuel et organisationnel." Thesis, Toulon, 2018. http://www.theses.fr/2018TOUL0002.

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L’objet de cette recherche porte sur l’évolution des dispositifs de formation avec l’introduction de technologies de réalité virtuelle dans des contextes industrialisés. Cette thèse Cifre s’appuie sur une intégration au sein du département « training » d’Airbus Helicopters. La démarche de recherche-action mise en œuvre permet d’observer et de participer à l’élaboration d’une technologie immersive pour la formation de pilotes. Cet outil est mis en situation avec des clients en formation et plusieurs démonstrations sont faites auprès d’acteurs de différents métiers. Nous mettons en avant des configurations hybrides dans le sens ou les situations de formation révèlent des aspects de la pratique et de la théorie telles qu’elles sont pensées dans la « langue de l’organisation ». Nous montrons alors que la mise en œuvre de telles technologies pourrait remettre en question les modèles rationalisés dans l’organisation. Ces éléments nous permettent d’envisager qu’une « approche par l’hybridation des dispositifs » amène l’organisation à interroger à chaque étape du projet ses propres modèles (objets structurés de partage d’information, organigramme, compétences et métiers des acteurs). C’est alors une remise en question en « profondeur » du projet de l’organisation apprenante qui est rendue possible, à partir de l’expérience des sujets
The purpose of this research is to better understand how training devices evolve, with the introduction of virtual reality technology, in industrialized training situations. This work I based on an immersion in the "training" department of Airbus Helicopters. The research-action approach allows us to observe and participate in the emergence of a technology of reality for pilot’s training. The tool is put in situation with customers as part of their training and several demonstrations are made to actors of different trades around the training. We identify hybrid configurations in the sense that training situations are both practical and at the same time theoretical in the language of the organization. Then we show that the implementation of these technologies requires to rethink a traditional rationalization. These elements allow to suggest an "approach by the hybridization of systems" gives the organization the ability to reconsider its own project (structured objects of information, organization chart, skills and trades of actors). It is a depth questioning of the learning organization that is possible, from the experience of subjects
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Abdel-Razek, Abdul-Rahman. "Impacts des technologies immersives sur Prototypage de services : Examiner les performances, l'expérience et l'acceptation des différentes formes de prototype de service." Thesis, Paris, HESAM, 2020. http://www.theses.fr/2020HESAE038.

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De nos jours, le prototypage est largement utilisé dans l'industrie pour explorer des alternatives de conception en impliquant toutes les parties prenantes du projet. Cela est particulièrement vrai au stade antérieur du processus de conception lors des activités de Co-création et d'exploration. Cependant, les prototypes ont différentes formes, telles que : des formes physiques comme des maquettes, souvent basées sur l'impression 3D, ou des formes virtuelles basées sur des technologies immersives comme la réalité virtuelle (VR), la réalité augmentée (AR) ou même la réalité mixte (MR). Le principal avantage du prototypage a été synthétisé dans une phrase simple, exprimée par John Meada, un ancien professeur du MIT : « Si une image vaut mille mots, un prototype vaut mille réunions », cité par Banfield et al. (2017). Plus récemment, le secteur des services a également commencé à adopter le prototypage pour explorer des alternatives de conception de services (Blomkvist, 2014). Cela implique différents niveaux de complexité de service, tels que : conseil en ligne, configurateurs de machines et simulateurs pour la formation des opérateurs de machines ou plus simplement des conseils de montage et de démontage. Néanmoins, le corpus actuel de connaissances sur le prototypage de services manque de comparaison entre les formes de prototype de service (SP) - conventionnelles et immersives - qui aideraient les entreprises du secteur des services à sélectionner la forme de SP la plus appropriée. Dans ce contexte du secteur des services, notre enquête vise à apporter de nouvelles connaissances sur l'impact potentiel des technologies immersives sur la SP. Dans l'ensemble, cela aiderait les organisations de services à expérimenter une idée de service avant même que ce service existe réellement ou à prévoir la forme de SP la plus appropriée en fonction de leur contexte spécifique et du degré de complexité du service.Une revue de la littérature a été réalisée afin d'identifier les facteurs d'impact objectifs et subjectifs potentiels. Notre modèle théorique d'adoption de SP créé permet de comparer différentes formes de prototypes de services en fonction de leurs performances respectives en termes d'achèvement, d'erreurs et de perception de l'utilisation. Ce modèle a été utilisé pour concevoir une expérience, qui implique des méthodes mixtes, permettant de collecter une quantité suffisante de données quantitatives pour exécuter une approche formative d'analyse statistique pour valider notre modèle d'adoption de SP. Tout d'abord, notre étude empirique a permis de valider notre modèle d'adoption de SP. Deuxièmement, il a dévoilé l'impact positif des technologies immersives sur le prototypage de services pour obtenir une expérience anticipée avant la mise en œuvre d'un service. Troisièmement, il a révélé les performances supérieures des formes AR et MR-SP par rapport aux formes VR et SP conventionnelles. Enfin, outre le fait évident que seules les formes AR et MR-SP permettent d'apprendre simultanément une opération de service, la forme VR-SP est celle qui présente le score d'immersion et d'adoption le plus élevé, notamment parce qu'elle permet d'explorer un service avant qu'il n'existe réellement
Nowadays, prototyping is widely used in the industry for exploring design alternatives by engaging all project stakeholders. This is especially true at the earlier stage of the design process during both co-creation and exploration activities. However, prototypes have different forms, such as: physical forms like mock-ups, often based on 3D-printing, or virtual forms based on immersive technologies like Virtual Reality (VR), Augmented Reality (AR) or even Mixed Reality (MR). The main advantage of prototyping has been synthesized in a simple sentence, expressed by John Meada, a former MIT professor: “If a picture is worth a thousand words, a prototype is worth a thousand meetings”, cited by Banfield et al. (2017). More recently, the service sector has started to also adopt prototyping for exploring service design alternatives (Blomkvist, 2014). This involves different levels of service complexity, such as: online consultancy, machine configurators, and simulators for the training of machine operators or more simply assembly and disassembly guidance. Nevertheless, the current body of knowledge on Service Prototyping is lacking comparison among Service Prototype (SP) forms - conventional versus immersive - that would help businesses in the service sector to select the most appropriate SP form. In this context of the service sector, our investigation aims to bring new knowledge about the potential impact of immersive technologies on SP. Overall, it would help service organizations to experience a service idea even before this service really exists or to foresee which SP form is the most appropriate according to their specific context and degree of service complexity.A literature review was carried out in order to identify potential objective and subjective impact factors. Our created theoretical SP adoption model allows comparing different forms of Service Prototypes according to their respective performance in terms of completion, errors, and usage perception. This model was used to design an experiment, which involves mixed methods, allowing collecting a sufficient amount of quantitative data for running a statistical analysis formative approach for validating our SP adoption model. First of all, our empirical study has allowed validating our SP adoption model. Secondly, it has unveiled the positive impact of immersive technologies on service prototyping for getting an anticipated experience before a service is implemented. Thirdly, it has revealed the higher performance of AR- and MR-SP forms compared to VR and conventional SP forms. Finally, besides the obvious fact that only AR- and MR-SP forms allow to simultaneously learn a service operation, the VR-SP form is the one exhibiting the highest immersiveness and adoption score, especially because it allows exploring a service before it really exists
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Bisson, Isaline. "Approche multidimensionnelle et collaborative de la conception de formations professionnelles immersive centrée sur les utilisateurs." Electronic Thesis or Diss., Bourgogne Franche-Comté, 2023. http://www.theses.fr/2023UBFCA024.

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Aujourd’hui, de plus en plus d’industriels ont passé le pas des technologies immersives (TI). Ces technologies innovantes sont utilisées notamment dans le cadre de la formation professionnelle pour améliorer l’apprentissage des opérateurs. De nombreux travaux académiques et industriels démontrent l’intérêt d’utiliser ces nouvelles modalités aussi bien sur la qualité d’apprentissage que sur le déploiement de nouvelles situations d’apprentissage inaccessibles jusqu’alors. Cependant, il apparait encore un manque de prise en compte des utilisateurs dans la conception de ces nouveaux supports de formation qui limite leur gain potentiel. C’est cette problématique que la société Stäubli, fournisseur mondial de solutions industrielles et mécatroniques (Raccords Electriques, Raccords Fluides, Robots et Textile), a décidé de traiter dans le contexte d’une thèse CIFRE en partenariat avec le pôle ERCOS du laboratoire ELLIADD (UR 4661).La prise en compte des utilisateurs dans la conception de produits, et plus particulièrement de systèmes de formations immersifs, est difficile à mener car elle s’intègre dans une démarche multidisciplinaire et fortement collaborative. Ainsi, l’objectif de notre travail de recherche est de proposer un cadre méthodologique pour la conception collaborative centrée sur les utilisateurs de formations professionnelles immersives (FPI).Une première contribution de nos travaux réside dans (i) un état des pratiques de formation au sein de la société Stäubli couplée à (ii) une analyse qualitative des freins et opportunités liées aux TI. Sur cette base et un état de l’art du domaine, une deuxième contribution porte sur la proposition d’un modèle original de processus de conception collaborative centrée sur les utilisateur de FPI. Il a été expérimenté dans de nombreux cas de projets de formations. Nous avons fait varier les types projets (conception initiale, reconception, à distance…) dans des contextes d’exécution eux aussi divers (TI imposée, absence de plan de formation, contraintes temporelles fortes…). D’une part, notre processus de conception a été validé via l’évaluation des résultats obtenus par sa mise en œuvre, à savoir les applications développées. L’utilisabilité, l’acceptabilité, l’intérêt pédagogique de ces dernières ont pu être évalués par des approches qualitatives et quantitatives. D’autre part, la validation du modèle proposé a été faite en confrontant le processus prescrit avec la réalité du terrain. Des axes d’améliorations ont ainsi été proposés de manière itérative jusqu’à obtention d’un modèle de processus de conception de FPI qui soit adapté aux pratiques de la société Stäubli.Une troisième contribution de nos travaux a consisté à analyser des phases de collaboration et plus particulièrement des phases de convergence dans le cadre du processus proposé. Nous avons notamment étudié, par une approche basée sur le Objets intermédiaires de Conception (OIC), les phases de co-conception des scénarios pédagogiques. Les résultats préliminaires obtenus par des analyses qualitatives de la qualité de collaboration ont montré tout l’intérêt de spécifier correctement ces OIC.Sur la base de ces résultats, une quatrième et dernière contribution de nos travaux a consisté à rendre notre modèle opérationnel au contexte de l’entreprise. Pour cela, nous l’avons traduit en une roadmap. Cette dernière comporte les éléments importants pour permettre une bonne prise en main de nos travaux par les équipes de l’entreprise Stäubli dans le cadre de futurs projets. Notre roadmap a été expérimentée via une mise à l’épreuve simulée sur 3 scénarios de besoin de formation proposés à un panel interne à l’entreprise. Les résultats obtenus via des entretiens semi-directifs sont positifs et vont dans le sens d’une appropriation aisée de la roadmap
Today, an increasing number of industrial companies are embracing immersive technologies (IT). These innovative technologies are primarily used in professional training to enhance operator learning. Numerous academic and industrial studies have demonstrated the benefits of using these new methods, both in terms of learning quality and the deployment of new learning situations that were previously inaccessible. However, there still exists a notable lack of user-centric consideration in designing these new training tools, which limits their full potential. However, there is still a lack of consideration for users in the design of these new training materials, which limits their potential benefits. Stäubli, a global supplier of industrial and mechatronic solutions (electrical fittings, fluid fittings, robots, and textiles), has decided to address this issue in the context of a CIFRE thesis in partnership with the ERCOS unit of the ELLIADD laboratory (UR 4661).Incorporating user perspectives into the design of products, especially immersive training systems, is challenging due to its multidisciplinary and highly collaborative nature. Therefore, the objective of our research is to propose a methodological framework for collaborative user-centered design of immersive professional training (IPT).Our research makes several contributions. Firstly, we conducted (i) an analysis of training practices within the Stäubli company, coupled with (ii) a qualitative analysis of the barriers and opportunities associated with IT. Based on this and a review of the field, our second contribution is the proposal of an original model of the user-centered collaborative design process for IPT. This model was tested in various training project cases, including initial design, redesign, and remote scenarios, in diverse execution contexts (mandatory IT use, absence of training plans, tight time constraints, etc.). On one hand, the design process was validated by evaluating the outcomes, namely the developed applications. Their usability, acceptability, and pedagogical value were assessed using qualitative and quantitative approaches. On the other hand, the model's validation was done by comparing the prescribed process with real-world practices. Iterative improvements were proposed until a design process model for FPI was aligned with Stäubli's practices.A third contribution of our work involved analyzing collaboration phases, particularly convergence phases within the proposed process. We specifically studied the co-design phases of pedagogical scenarios using Intermediate Objects (IO) as an approach. Preliminary results from qualitative analyses of collaboration quality highlighted the importance of properly specifying these IDOs.Building on these results, our fourth and final contribution was to operationalize our model within the company's context. We translated it into a roadmap that contains essential elements for the seamless integration of our work into Stäubli's teams for future projects. Our roadmap was tested through a simulated trial involving three training needs scenarios presented to an internal panel within the company. The results from semi-structured interviews were positive, indicating an easy adoption of the roadmap
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GOTELLI, MARCO. "Immersive and Distributed Technologies for Simulation and Industrial Innovation." Doctoral thesis, Università degli studi di Genova, 2022. http://hdl.handle.net/11567/1084453.

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Today innovative technologies allow to develop new performing systems; therefore, also complex in terms of interactions among components and emerging behaviors. Usually, in these systems it is necessary not only to properly design and engineer the single component, but even the whole system, as well as the interactions with humans devoted to operate or to supervise with it; from this point of view digital technologies and simulation models are crucial and they allow to identify new and high performing configurations as well as requirements for man machine interface, innovative strategies and training programs. Indeed, in many cases the humans represent a critical element of the system itself as it is evident when we address the crew of a vessel or of a plane. Consequently, the human factors and digital technologies that enable people to develop new use cases and improve decision making are an essential component to drive innovation and design new systems; in this Thesis different cases have been investigated by using innovative simulation models and studying the application of digital technologies. The first case is about an innovative immersive simulation system for training the crew of NH90 aircraft; the simulator is based on virtual reality technologies (e.g. head mounted display) integrated with an electromechanical motion platform, this layout creates an interactive and immersive training equipment, able to guarantee high quality training as well as compact and transportable quite low-cost solution. Furthermore, it has been developed an automated system to collect data about the user’s response time to visual stimuli and it has been analyzed the possible negative training risk related to adopt these technologies in terms of impacts on human factors as well as on the simulation sickness phenomenon. Furthermore, the application of Internet of Things and Cloud technologies will be analyzed to highlight relevant aspects of real use cases in the industrial sector.Indeed, a functional study of the application of IoT to optimize resources in the industrial sector is presented with the proposition of a cloud architecture to automate the recognition of technical documentation.
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Marin, Carrillo Alba. "L'evolution du documentaire audiovisuel. Des formats interactifs aux expériences immersives." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAL018.

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La conception du documentaire a changé et, avec cela, les possibilités de créer des histoires non-fictives et les formes associées aux techniques. Dans ce contexte, nous nous intéressons à la pratique documentaire et à l'influence d'outils et de dispositifs tels que la réalité virtuelle et la réalité augmentée, l'utilisation d'applications mobiles et le développement de travaux web.Nous défendons la thèse selon laquelle la technologie influence les formes de représentation du documentaire et a provoqué l'évolution des formes narratives qui doivent être repensées dans leur contexte de création. Cela signifie que la recherche de productions documentaires reposant sur des supports numériques a besoin d'un cadre ouvert et interdisciplinaire pouvant couvrir leur complexité. Grâce au caractère international que l'accord de cotutelle contribue à ce travail, des méthodes visuelles sont insérées dans une enquête dans le cadre d'études visuelles. Tout cela façonne l'approche épistémologique du présent travail.Afin d'analyser l'apport des techniques numériques aux qualités communicatives du documentaire et de connaître l'évolution des formes de représentation, nous avons choisi une méthodologie visuelle. Nous nous appuyons sur trois études de cas dans lesquelles nous appliquons notre propre méthodologie, qui inclut la création d’une pièce audiovisuelle interactive. Tout cela est finalement complété par l'analyse d'un échantillon de documentaires sélectionnés.Les résultats du travail nous montrent en quoi l'évolution du documentaire, parallèlement à l'évolution de la technologie, place le spectateur au centre de l'histoire. Le documentaire devient une expérience multisensorielle créée pour une consommation individuelle dans laquelle l'utilisateur acquiert un rôle central
The conception of the documentary has changed, as well as the possibilities of creating fiction narratives and the forms associated with the techniques. In this context, we are interested in documentary practice and the influence of tools and devices such as virtual reality and augmented reality, the use of mobile applications and the development of web works on the web.We defend the thesis that technology influences the forms of representation of the documentary and has led to the evolution of narrative forms that must be rethought in their context of creation. This means that research on non-fiction productions based on the digital medium needs an open and interdisciplinary framework that can encompass its complexity.Thanks to the international character that the co-tutelage agreement contributes to this work, visual methods are inserted in in a research within the framework of visual studies. All this shapes the epistemological approach of this work.We have opted for a visual methodology with the objective of analyzing the contribution of digital technologies to the communicative qualities of the documentary and of knowing the evolution of the forms of representation. We rely on three case studies in which we apply our own method. It is a composite method in which we include the creation of an interactive audiovisual piece. All this is complemented finally with the analysis of a sample of selected documentaries.The results of the work tell us how the evolution of the documentary, in parallel with the advancement of technology, puts the viewer at the center of the story. The documentary becomes a multisensory experience created for an individual consumption in which the user acquires a central role
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Chien, Yi-Ting. "Immersive Tour at Umeå’s Prison Hotel." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150339.

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The overall purpose of this project is to develop an immersive storytelling experience that connects with both physical and social environment. To be specific, it focuses on the old prison in Umeå which was closed in 1981 and nowadays serves as a hotel. There are abundant historical materials related to the old prison preserved, and how might we transform such textual, historical information into relatively interactive experience. By collaborating with Hotell Gamla Fängelset ( Umeå’s Prison Hotel ), the result turns out to be an application in combination with augmented reality (AR), to build a guided tour that brings history to life at Umeå’s Prison Hotel. The tour not only demonstrates the plight of the prisoners, but also showcases the reform to humanized treatment over time, at the end linking back to the cozy hotel where the guests are staying. After users experience the tour application, it stimulates people’s imagination of the prisoners’ story and raises their awareness towards the cultural heritage that has always been forgotten.
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Khryschuk, N. V. "Innovative technologies in nowaday’s world." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/11512.

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Belich, Jerald. "Designing Toolsets for Improving the Accessibility of Immersive Technology." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556720229902984.

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Weir, Shane Thomas. "Teachers' interpretation of pedagogy in the face of immersive educational simulations." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132310/1/Shane_Weir_Thesis.pdf.

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This study investigated how teachers interpret their own pedagogy as a result of teaching within and through an immersive educational simulation. It explored Australian secondary teachers' beliefs about the role of technology within Economics and Business education, together with the challenges and disruptions faced when teaching in this unique learning environment. This qualitative study adopted a Grounded Theory approach to reveal the pedagogical complexities of teaching with such disruptive technologies. A new signature pedagogy, titled emergence pedagogy, was offered as a theoretical model to describe the transformation of pedagogical practice when teaching within an "in-world" and "out-world" environment.
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Beck, Stephan Verfasser], Bernd [Akademischer Betreuer] [Fröhlich, Bernd [Gutachter] Fröhlich, and Oliver [Gutachter] Staadt. "Immersive Telepresence Systems and Technologies / Stephan Beck ; Gutachter: Bernd Fröhlich, Oliver Staadt ; Betreuer: Bernd Fröhlich." Weimar : Bauhaus-Universität, Professur Systeme der Virtuellen Realität, 2019. http://d-nb.info/1179080149/34.

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Books on the topic "Immersives technologies"

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Kulshreshth, Arun K., and Joseph J. LaViola. Designing Immersive Video Games Using 3DUI Technologies. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77953-9.

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Potseluyko, Lilia, Farzad Pour Rahimian, Nashwan Dawood, and Faris Elghaish. Platform Based Design and Immersive Technologies for Manufacturing and Assembly in Offsite Construction. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32993-7.

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FLEURY, Richir. Technologies Immersives : la Realite VI: Technologies Immersives. ISTE Editions Ltd., 2022.

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Martin, Alain, Giuseppe Valenzise, Emin Zerman, and Cagri Ozcinar. Immersive Video Technologies. Elsevier Science & Technology Books, 2022.

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Alain, Martin, Giuseppe Valenzise, Emin Zerman, and Cagri Ozcinar. Immersive Video Technologies. Academic Press, 2022.

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Dalton, Jeremy. Reality Check: How Immersive Technologies Can Transform Your Business. Kogan Page, Limited, 2021.

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Dalton, Jeremy. Reality Check: How Immersive Technologies Can Transform Your Business. Kogan Page, Limited, 2021.

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Dalton, Jeremy. Reality Check: How Immersive Technologies Can Transform Your Business. Kogan Page, Limited, 2021.

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Virtual Immersive And 3d Learning Spaces Emerging Technologies And Trends. Information Science Publishing, 2010.

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UX for XR: User Experience Design and Strategies for Immersive Technologies. Apress L. P., 2021.

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Book chapters on the topic "Immersives technologies"

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Hutson, James, and Piper Hutson. "Immersive Technologies." In Inclusive Smart Museums, 153–228. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-43615-4_5.

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Dalton, Jeremy, and Olaf Acker. "Die Technologie hinter XR." In Immersive Unternehmenswelten, 217–35. Stuttgart: Schäffer-Poeschel, 2022. http://dx.doi.org/10.57088/978-3-7910-5689-0_15.

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Dalton, Jeremy, and Olaf Acker. "Die Technologie hinter XR." In Immersive Unternehmenswelten, 217–35. Stuttgart: Schäffer-Poeschel, 2022. http://dx.doi.org/10.34156/978-3-7910-5689-0_15.

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Adams, Roderick. "Spatial immersive technologies." In Interior Design, 183–91. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429026225-29.

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Dalton, Jeremy, and Olaf Acker. "Die fünf Phasen der Implementierung von XR-Technologien." In Immersive Unternehmenswelten, 83–85. Stuttgart: Schäffer-Poeschel, 2022. http://dx.doi.org/10.57088/978-3-7910-5689-0_6.

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Dalton, Jeremy, and Olaf Acker. "Die fünf Phasen der Implementierung von XR-Technologien." In Immersive Unternehmenswelten, 83–85. Stuttgart: Schäffer-Poeschel, 2022. http://dx.doi.org/10.34156/978-3-7910-5689-0_6.

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Kahl, Philipp. "Immersive Technologien als Transformationsbegleiter." In Berührende Online-Veranstaltungen, 117–25. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33918-0_8.

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Kapralos, Bill, Alvaro Uribe-Quevedo, and Adam Dubrowski. "Immersive Technologies for Medical Education." In Encyclopedia of Computer Graphics and Games, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-08234-9_130-1.

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Pottle, Jack, and Jenny Zhou. "Immersive Technologies in ECMO Simulation." In Comprehensive Healthcare Simulation: ECMO Simulation, 77–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53844-6_9.

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Kapralos, Bill, Alvaro Uribe-Quevedo, and Adam Dubrowski. "Immersive Technologies for Medical Education." In Encyclopedia of Computer Graphics and Games, 921–28. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-23161-2_130.

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Conference papers on the topic "Immersives technologies"

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Kim, Yulia, and Evgenia Fink. "Immersive technologies in Yugra libraries." In Sixth World Professional Forum "The Book. Culture. Education. Innovations". Russian National Public Library for Science and Technology, 2021. http://dx.doi.org/10.33186/978-5-85638-236-4-2021-127-134.

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The experience of Yugra State Library and municipal libraries of Khanty-Mansi Autonomous District in applying immersive technologies is discussed. The immersive technologies are classified by form as implemented in Yugra public libraries. The most interesting practices are characterized. The conclusion is made that implementation of immersive technologies is a natural result of library evolution and a new platform for providing user services.
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Timmerer, Christian, and Karsten Müller. "Immersive future media technologies." In the international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1873951.1874369.

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Calvet, Laura, Pierre Bourdin, and Ferran Prados. "Immersive Technologies in Higher Education." In ICEEL 2019: 2019 3rd International Conference on Education and E-Learning. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3371647.3371667.

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Махмудов, М. Э., З. С. Занаева, and И. Х. Абдулаев. "USE OF IMMERSIVE TECHNOLOGIES IN EDUCATION." In «ОБРАЗОВАНИЕ БУДУЩЕГО» Материалы III Всероссийской научно-практической конференции с международным участием. Crossref, 2022. http://dx.doi.org/10.34708/gstou.2022.89.71.022.

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Достижения в области иммерсивных технологий, включая виртуальную реальность (VR), дополненную реальность (AR), расширенную реальность (XR) и смешанную реальность (MR), могут революционизировать распространение образования сегодня. Иммерсивные технологии в образовании находятся в зачаточном состоянии, и их внедрение сопряжено с серьезными проблемами.Тем не менее, эти решения обладают уникальными функциями, позволяющими использовать дополнительные и новые реализации, которые были бы невозможны при использовании традиционных методологий обучения. Эти аспекты включают расширенное погружение, телеприсутствие, геймификацию, взаимодействие и интеграцию захвата движения/биометрических данныхВ этой статье мы поговорим о том, что такое иммерсивные технологии, какие понятия в них входят, а также об использовании иммерсивных технологий в образовании, её эффективности и способах внедрения иммерсивных технологий в сфере образования. Advances in immersive technologies, including virtual reality (VR), augmented reality (AR), augmented reality (XR), and mixed reality (MR), may revolutionize the spread of education today. Immersive technologies in education are in their infancy, and their implementation is fraught with serious problemsHowever, these solutions have unique features that allow for additional and new implementations that would not be possible with traditional teaching methodologies. These aspects include enhanced immersion, telepresence, gamification, interaction, and motion capture/biometric integration.In this article, we will talk about what immersive technologies are, what concepts they include, as well as the use of immersive technologies in education, its effectiveness and ways to introduce immersive technologies in education.
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Suero Montero, Calkin, Naska Goagoses, Heike Winschiers-Theophilus, Nicolas Pope, Tomi Suovuo, Erkki Rötkönen, and Erkki Sutinen. "SUPPORTING ACADEMIC ENGAGEMENT THROUGH IMMERSIVE TECHNOLOGIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end022.

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"Academic engagement refers to the overall quality of students’ involvement with schooling, including their activities and goals, as well as their connections with peers and educators. Much research has examined the facilitation and support of students’ academic engagement within physical classroom settings. However, the field of education has been experiencing a shift from the status quo modus operandi of face-to-face instruction to online synchronous/asynchronous instruction, which has impacted students’ engagement. This change has increased the demand to develop and adapt digital technologies that can support the engagement of students throughout online learning processes and their adjustment to the new educational norm. Fundamental research on the development and implementation of immersive technologies could provide a way forward, however we maintain that the development of such technologies needs to be guided by current pedagogical and psychological theories. Hence, in this paper, first we examine empirically substantiated frameworks of engagement and identify aspects that require consideration when developing new immersive technologies. Then, we present a succinct review of the technology-enhanced learning environments literature to determine how engagement has (or has not) been supported through immersive technologies, i.e., virtual reality (VR), augmented reality (AR), and 3D volumetric video. Finally, having embarked on the development of our in-house technology, an immersive 3D video prototype, we present the technology setup alongside the co-creation process that we are implementing to guide its development. Based on pedagogical and psychological research, we highlight several vital factors substantiating students’ engagement, including the significance of the teacher’s role and the importance of teacher-student and student-student interactions. These factors serve to guide our qualitative data collection during co-creation sessions to uncover students’ and teachers’ new perspectives of engagement in relation to the affordances that immersive technologies should offer. Our work presents insights to educators, technology designers and researchers about important educational frameworks and considerations directing our development of immersive technologies in support of academic engagement."
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Lugmayr, Artur, and Marko Teras. "Immersive Interactive Technologies in Digital Humanities." In MM '15: ACM Multimedia Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2814347.2814354.

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Grassini, Simone, and Karin Laumann. "Immersive visual technologies and human health." In ECCE 2021: European Conference on Cognitive Ergonomics 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452853.3452856.

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Mukawa, Hiroshi. "SONY: Immersive XR workflow and technologies." In SPIE AR, VR, MR Industry Talks II, edited by Conference Chair. SPIE, 2021. http://dx.doi.org/10.1117/12.2597471.

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Routray, Sudhir K., Mahesh K. Jha, M. Pappa, K. P. Sharmila, and Aritri Debnath. "IoT and Immersive Technologies for Metaverse." In 2023 4th International Conference on Electronics and Sustainable Communication Systems (ICESC). IEEE, 2023. http://dx.doi.org/10.1109/icesc57686.2023.10193689.

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Geerts, David, Radu-Daniel Vatavu, Alisa Burova, Vinoba Vinayagamoorthy, Martez Mott, Michael Crabb, and Kathrin Gerling. "Challenges in Designing Inclusive Immersive Technologies." In MUM 2021: 20th International Conference on Mobile and Ubiquitous Multimedia. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3490632.3497751.

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Reports on the topic "Immersives technologies"

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Kalenych, Volodymyr. IMMERSIVE TECHNOLOGIES OF JOURNALISM IN THE UKRAINIAN AND GLOBAL MEDIA SPACE. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12161.

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The article deals with the new technologies of immersive journalism in the Ukrainian and global mediaspace for the example of specific media. The 360° video stands out among the main formats of immersive journalism, in it the viewer himself explores the video space, becoming a witness of events. The formats of photogrammetry, virtual reality (VR), 3D panoramas and 3D maps are also immersive. New formats and technologies have revolutionized the media sphere and allowed to create more dynamic and interesting stories. Immersive technologies made possible to transport the audience directly to the center of the news event through the format of 360-degree video and three-dimensional virtual reality, providing the «effect of presence». The format of 3D models and photogrammetry allowed users to interact with stories on a visual level more actively. Immersive technologies have also had a profound impact on the functioning of immersive journalism and fundamentally changed the way audiences interact with news stories. «Radio Svoboda», «Texty», «Ukraїner», «The New York Times», «The Guardian», «Der Tagesspiegel», «WDR» and other media experiment with the immersive formats. They give the opportunity for viewers to be in the center of a news event directly or to get an interactive, data-rich experience. This immersive approach allowed for increased empathy and understanding of each information consumer because they can feel and see the environments which are associated with a particular story. Key words: new media, media format, media technology, immersive technologies, immersive journalism.
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Cruz-Neira, Carolina. LOUISIANA IMMERSIVE TECHNOLOGIES ENTERPRISE (LITE): ENABLING COASTAL STEWARDSHIP AND RELIABLE ENERGY. Office of Scientific and Technical Information (OSTI), January 2009. http://dx.doi.org/10.2172/1122569.

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Popov, Oleksandr O., Anna V. Iatsyshyn, Andrii V. Iatsyshyn, Valeriia O. Kovach, Volodymyr O. Artemchuk, Viktor O. Gurieiev, Yulii G. Kutsan, et al. Immersive technology for training and professional development of nuclear power plants personnel. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4631.

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Training and professional development of nuclear power plant personnel are essential components of the atomic energy industry’s successful performance. The rapid growth of virtual reality (VR) and augmented reality (AR) technologies allowed to expand their scope and caused the need for various studies and experiments in terms of their application and effectiveness. Therefore, this publication studies the peculiarities of the application of VR and AR technologies for the training and professional development of personnel of nuclear power plants. The research and experiments on various aspects of VR and AR applications for specialists’ training in multiple fields have recently started. The analysis of international experience regarding the technologies application has shown that powerful companies and large companies have long used VR and AR in the industries they function. The paper analyzes the examples and trends of the application of VR technologies for nuclear power plants. It is determined that VR and AR’s economic efficiency for atomic power plants is achieved by eliminating design errors before starting the construction phase; reducing the cost and time expenditures for staff travel and staff training; increasing industrial safety, and increasing management efficiency. VR and AR technologies for nuclear power plants are successfully used in the following areas: modeling various atomic energy processes; construction of nuclear power plants; staff training and development; operation, repair, and maintenance of nuclear power plant equipment; presentation of activities and equipment. Peculiarities of application of VR and AR technologies for training of future specialists and advanced training of nuclear power plant personnel are analyzed. Staff training and professional development using VR and AR technologies take place in close to real-world conditions that are safe for participants and equipment. Applying VR and AR at nuclear power plants can increase efficiency: to work out the order of actions in the emergency mode; to optimize the temporary cost of urgent repairs; to test of dismantling/installation of elements of the equipment; to identify weaknesses in the work of individual pieces of equipment and the working complex as a whole. The trends in the application of VR and AR technologies for the popularization of professions in nuclear energy among children and youth are outlined. Due to VR and AR technologies, the issues of “nuclear energy safety” have gained new importance both for the personnel of nuclear power plants and for the training of future specialists in the energy sector. Using VR and AR to acquaint children and young people with atomic energy in a playful way, it becomes possible to inform about the peculiarities of the nuclear industry’s functioning and increase industry professions’ prestige.
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Latorre, Lucia, Ignacio Cerrato, Mariana Gutierrez, Vanessa Colina Unda, Z’leste Wanner, Gianfranco Alicandro, Fernando Puerto, and Alberto Rivera-Fournier. Tech Report: Metaverse. Inter-American Development Bank, November 2023. http://dx.doi.org/10.18235/0005255.

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The metaverse is defined as a set of technologies that create an interconnected web of highly immersive virtual worlds. The use cases and opportunities offered by this new and evolving concept are still being defined, but it is already demonstrating promising potential observed in efforts underway at the Inter-American Development Bank (IDB) Group.
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Baluk, Nadia, Natalia Basij, Larysa Buk, and Olha Vovchanska. VR/AR-TECHNOLOGIES – NEW CONTENT OF THE NEW MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11074.

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The article analyzes the peculiarities of the media content shaping and transformation in the convergent dimension of cross-media, taking into account the possibilities of augmented reality. With the help of the principles of objectivity, complexity and reliability in scientific research, a number of general scientific and special methods are used: method of analysis, synthesis, generalization, method of monitoring, observation, problem-thematic, typological and discursive methods. According to the form of information presentation, such types of media content as visual, audio, verbal and combined are defined and characterized. The most important in journalism is verbal content, it is the one that carries the main information load. The dynamic development of converged media leads to the dominance of image and video content; the likelihood of increasing the secondary content of the text increases. Given the market situation, the effective information product is a combined content that combines text with images, spreadsheets with video, animation with infographics, etc. Increasing number of new media are using applications and website platforms to interact with recipients. To proceed, the peculiarities of the new content of new media with the involvement of augmented reality are determined. Examples of successful interactive communication between recipients, the leading news agencies and commercial structures are provided. The conditions for effective use of VR / AR-technologies in the media content of new media, the involvement of viewers in changing stories with augmented reality are determined. The so-called immersive effect with the use of VR / AR-technologies involves complete immersion, immersion of the interested audience in the essence of the event being relayed. This interaction can be achieved through different types of VR video interactivity. One of the most important results of using VR content is the spatio-temporal and emotional immersion of viewers in the plot. The recipient turns from an external observer into an internal one; but his constant participation requires that the user preferences are taken into account. Factors such as satisfaction, positive reinforcement, empathy, and value influence the choice of VR / AR content by viewers.
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Sayers, Dave, Rui Sousa-Silva, Sviatlana Höhn, Lule Ahmedi, Kais Allkivi-Metsoja, Dimitra Anastasiou, Štefan Beňuš, et al. The Dawn of the Human-Machine Era: A forecast of new and emerging language technologies. Open Science Centre, University of Jyväskylä, May 2021. http://dx.doi.org/10.17011/jyx/reports/20210518/1.

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New language technologies are coming, thanks to the huge and competing private investment fuelling rapid progress; we can either understand and foresee their effects, or be taken by surprise and spend our time trying to catch up. This report scketches out some transformative new technologies that are likely to fundamentally change our use of language. Some of these may feel unrealistically futuristic or far-fetched, but a central purpose of this report - and the wider LITHME network - is to illustrate that these are mostly just the logical development and maturation of technologies currently in prototype. But will everyone benefit from all these shiny new gadgets? Throughout this report we emphasise a range of groups who will be disadvantaged and issues of inequality. Important issues of security and privacy will accompany new language technologies. A further caution is to re-emphasise the current limitations of AI. Looking ahead, we see many intriguing opportunities and new capabilities, but a range of other uncertainties and inequalities. New devices will enable new ways to talk, to translate, to remember, and to learn. But advances in technology will reproduce existing inequalities among those who cannot afford these devices, among the world’s smaller languages, and especially for sign language. Debates over privacy and security will flare and crackle with every new immersive gadget. We will move together into this curious new world with a mix of excitement and apprehension - reacting, debating, sharing and disagreeing as we always do. Plug in, as the human-machine era dawns.
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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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Shukla, Indu, Rajeev Agrawal, Kelly Ervin, and Jonathan Boone. AI on digital twin of facility captured by reality scans. Engineer Research and Development Center (U.S.), November 2023. http://dx.doi.org/10.21079/11681/47850.

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The power of artificial intelligence (AI) coupled with optimization algorithms can be linked to data-rich digital twin models to perform predictive analysis to make better informed decisions about installation operations and quality of life for the warfighters. In the current research, we developed AI connected lifecycle building information models through the creation of a data informed smart digital twin of one of US Army Corps of Engineers (USACE) buildings as our test case. Digital twin (DT) technology involves creating a virtual representation of a physical entity. Digital twin is created by digitalizing data collected through sensors, powered by machine learning (ML) algorithms, and are continuously learning systems. The exponential advance in digital technologies enables facility spaces to be fully and richly modeled in three dimensions and can be brought together in virtual space. Coupled with advancement in reinforcement learning and computer graphics enables AI agents to learn visual navigation and interaction with objects. We have used Habitat AI 2.0 to train an embodied agent in immersive 3D photorealistic environment. The embodied agent interacts with a 3D environment by receiving RGB, depth and semantically segmented views of the environment and taking navigational actions and interacts with the objects in the 3D space. Instead of training the robots in physical world we are training embodied agents in simulated 3D space. While humans are superior at critical thinking, creativity, and managing people, whereas robots are superior at coping with harsh environments and performing highly repetitive work. Training robots in controlled simulated world is faster and can increase their surveillance, reliability, efficiency, and survivability in physical space.
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