Relevant bibliographies by topics / Virtual environment

Academic literature on the topic 'Virtual environment'

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Published: 4 June 2021
Last updated: 7 July 2024

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Journal articles on the topic "Virtual environment"

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TREGUBOVA, I. A. "FRACTAL GRAPHICS FOR VIRTUAL ENVIRONMENT GENERATION." Digital Technologies 26 (2019): 29–35. http://dx.doi.org/10.33243/2313-7010-26-29-35.

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Progress in hardware and software development is impressively fast. The main reason of computer graphics fast improvement is a full experience that can be reached though visual representation of our world. Therefore, the most interesting problem of it is a realistic image with high quality and resolution, which often requires procedural graphics generation. The article analyzes simplicity of a fractal and mathematics abstraction. Mathematics describes not only accuracy and logic but also beauty of the Universe. Mountains, clouds, trees, cells do not fit into the world of Euclidean geometry. They cannot be described by its methods. But fractals and fractal geometry solve that problem. Fractals are fairly simple equations on a sheet of paper with bright, unusual images, and, above all, they explain things. Fractal is a figure in the space, which consists of statistical character as the whole. It is self-similar, and therefore looks ‘roughly’ same and does not depend on its scale. So, any complex object can be called a fractal, if it has the same shape, as the parts it consists of. Fractal is abstract, and it helps to translate any algebraic problem into geometric, where solution is always obvious. A lot of researches in the field of fractal graphics has been carried out, but there are still issues that deserve considerable attention and more perfect solutions. The main purpose of the work is codes development with object-oriented programming languages for fractal graphics rendering. The article analyzes simplicity of a fractal and mathematics abstraction. Procedural generation was described as a method of algorithmic data generation for 3D models and textures creation. Code was written with general-purpose programming language Python, which renders step by step creation of fractal composition and variations of fractal images. Fractal generation used for modeling is part of realism in computer graphics In summary, procedural generation is very important for video games, as it can be used to automatically create large amount of game content. The random generation of natural looking landscapes is based on geometric computer generated images Created compositions can be used in computer science for image compression, in medicine for the study of the cellular level of organs, etc.
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Avis, N. J. "Virtual environment technologies." Minimally Invasive Therapy & Allied Technologies 9, no. 5 (January 2000): 333–39. http://dx.doi.org/10.3109/13645700009061455.

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Holden, Maureen K., and Thomas Dyar. "Virtual Environment Training." Neurology Report 26, no. 2 (2002): 62–71. http://dx.doi.org/10.1097/01253086-200226020-00003.

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Kort, Yvonne A. W. de, Wijnand A. IJsselsteijn, Jolien Kooijman, and Yvon Schuurmans. "Virtual Laboratories: Comparability of Real and Virtual Environments for Environmental Psychology." Presence: Teleoperators and Virtual Environments 12, no. 4 (August 2003): 360–73. http://dx.doi.org/10.1162/105474603322391604.

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Virtual environments have the potential to become important new research tools in environment behavior research. They could even become the future (virtual) laboratories, if reactions of people to virtual environments are similar to those in real environments. The present study is an exploration of the comparability of research findings in real and virtual environments. In the study, 101 participants explored an identical space, either in reality or in a computer-simulated environment. Additionally, the presence of plants in the space was manipulated, resulting in a 2 (environment)× 2 (plants) between-subjects design. Employing a broad set of measurements, we found mixed results. Performances on size estimations and a cognitive mapping task were significantly better in the real environment. Factor analyses of bipolar adjectives indicated that, although four dimensions were similar for both environments, a fifth dimension of environmental assessment—termedarousal—was absent in the virtual environment. In addition, we found significant differences on the scores of four of the scales. However, no significant interactions appeared between environment and plants. Experience of and behavior in virtual environments have similarities to that in real environments, but there are important differences as well. We conclude that this is not only a necessary, but also a very interesting research subject for environmental psychology.
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Pandzic, Igor-Sunday, Nadia Magnenat Thalmann, Tolga K. Capin, and Daniel Thalmann. "Virtual Life Network: A Body-Centered Networked Virtual Environment." Presence: Teleoperators and Virtual Environments 6, no. 6 (December 1997): 676–86. http://dx.doi.org/10.1162/pres.1997.6.6.676.

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In order to feel the sense of presence in a virtual environment, it is important for the participants to become a part of this environment and interact with it through natural behaviors. This interaction is even more important in networked collaborative virtual environments, in which the participants need to see and interact with each other. We present the Virtual Life Network (VLNET), a joint research effort in the field of networked collaborative virtual environments at MIRALab of the University of Geneva and the Computer Graphics Laboratory of the Swiss Federal Institute of Technology, Lausanne. In VLNET each participant is represented by a virtual human actor with realistic appearance and movements similar to the actual body. Interacting with the environment through his virtual body, the participant is perceived by himself and others in a natural way. Since it is generally not possible to track all degrees of freedom of the human body in order to reproduce realistic body motion, we introduce the motor functions that generate natural motion for standard tasks such as walking and arm motion; they are based on limited tracked information (hand and head positions). By using the same virtual human representation, but with the addition of high-level control, autonomous virtual actors can be introduced into the environment to perform some useful tasks or simply to make the environment more appealing. To further enhance the realistic feel of the virtual environment and to simplify object manipulation we provide the facility of defining object behaviors by attaching motor functions to the objects.
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Dean, Kevin L., Xylar S. Asay-Davis, Evan M. Finn, Tim Foley, Jeremy A. Friesner, Yo Imai, Bret J. Naylor, Sarah R. Wustner, Scott S. Fisher, and Kent R. Wilson. "Virtual Explorer: Interactive Virtual Environment for Education." Presence: Teleoperators and Virtual Environments 9, no. 6 (December 2000): 505–23. http://dx.doi.org/10.1162/105474600300040367.

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The Virtual Explorer project of the Senses Bureau at the University of California, San Diego, focuses on creating immersive, highly interactive environments for education and scientific visualization which are designed to be educational—and exciting, playful, and enjoyable, as well. We have created an integrated model system on human immunology to demonstrate the application of virtual reality to education, and we've also developed a modular software framework to facilitate the further extension of the Virtual Explorer model to other fields. The system has been installed internationally in numerous science museums, and more than 7,000 individuals have participated in demonstrations. The complete source code—which runs on a variety of Silicon Graphics computers—is available on CD-ROM from the authors.
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S.V, Mamadjanova. "DESIGN FEATURES OF VIRTUAL LEARNING ENVIRONMENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 1–5. http://dx.doi.org/10.55640/eijmrms-02-06-01.

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The article deals with the influence of virtual informational educational environment on didactics of basic education, the functions of virtual informational educational environment as a new pedagogical system, shows the relationship of real and virtual components of the informational educational environment in the integral pedagogical process, presents the conditions for the selection of organizational forms of learning in a virtual educational environment. The validity of the selection of organizational forms of training ensures the achievement of guaranteed high quality of the educational process.
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Solini, Hannah M., Ayush Bhargava, and Christopher C. Pagano. "Transfer of Calibration in Virtual Reality to both Real and Virtual Environments." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 1943–47. http://dx.doi.org/10.1177/1071181319631224.

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It is often questioned whether task performance attained in a virtual environment can be transferred appropriately and accurately to the same task in the real world. With advancements in virtual reality (VR) technology, recent research has focused on individuals’ abilities to transfer calibration achieved in a virtual environment to a real-world environment. Little research, however, has shown whether transfer of calibration from a virtual environment to the real world is similar to transfer of calibration from a virtual environment to another virtual environment. As such, the present study investigated differences in calibration transfer to real-world and virtual environments. In either a real-world or virtual environment, participants completed blind walking estimates before and after experiencing perturbed virtual optic flow via a head-mounted virtual display (HMD). Results showed that individuals calibrated to perturbed virtual optic flow and that this calibration carried over to both real-world and virtual environments in a like manner.
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Safaric, Riko, Rob M. Parkin, Chris A. Czarnecki, and David W. Calkin. "Virtual environment for telerobotics." Integrated Computer-Aided Engineering 8, no. 2 (May 14, 2001): 95–104. http://dx.doi.org/10.3233/ica-2001-8201.

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Iwai, Go. "A Virtual Geant4 Environment." Journal of Physics: Conference Series 664, no. 7 (December 23, 2015): 072023. http://dx.doi.org/10.1088/1742-6596/664/7/072023.

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Dissertations / Theses on the topic "Virtual environment"

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Banker, William P. "Virtual environments and wayfinding in the natural environment." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA341166.

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Thesis (M.S. in Computer Science) Naval Postgraduate School, September 1997.
"September 1997." Thesis advisor(s): Rudolph Darken. Includes bibliography references (p. 149-150). Also available online.
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Nakhal, Bilal. "Generation of communicative intentions for virtual agents in an intelligent virtual environment : application to virtual learning environment." Thesis, Brest, 2017. http://www.theses.fr/2017BRES0156/document.

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La réalité virtuelle joue un rôle majeur dans le développement de nouvelles technologies de l’éducation, et permet de développer des environnements virtuels pour l’apprentissage, dans lesquels, des agents virtuels intelligents jouent le rôle de tuteur. Ces agents sont censés aider les utilisateurs humains à apprendre et appliquer des procédures ayant des objectifs d’apprentissage prédéfini dans différents domaines. Nous travaillons sur la construction d’un système temps-réel capable d’entamer une interaction naturelle avec un utilisateur dans un Environnement d’Apprentissage Virtuel (EAV). Afin d’implémenter ce modèle, nous proposons d’utiliser MASCARET (Multi-Agent System for Collaborative, Adaptive & Realistic Environments for Training) comme modèle d’Environnement Virtuel Intelligent (EVI) afin de représenter la base de connaissances des agents, et de modéliser la sémantique de l’environnement virtuel et des activités des utilisateurs. Afin de formaliser l’intention des agents, nous implémentons un module cognitif dans MASCARET inspiré par l’architecture BDI (Belief-Desire-Intention) qui nous permet de générer des intentions de haut-niveau pour les agents. Dans notre modèle, ces agents sont représentés par des Agents Conversationnels Animés (ACA), qui sont basés sur la plateforme SAIBA (Situation, Agent, Intention, Behavior, Animation). Les agents conversationnels de l’environnement ont des intentions communicatives qui sont transmises à l’utilisateur via des canaux de communication naturels, notamment les actes communicatifs et les comportements verbaux et non-verbaux. Afin d’évaluer notre modèle, nous l’implémentons dans un scénario pédagogique concret pour l’apprentissage des procédures d’analyse de sang dans un laboratoire biomédical. Nous utilisons cette application afin de réaliser une expérimentation et une étude pour valider les propositions de notre modèle. L’hypothèse de notre étude est de supposer que la présence d’un ACA dans un Environnement Virtuel (EV) améliore la performance du processus d’apprentissage (ou qu’au moins, ça ne le dégrade pas) dans le contexte de l’apprentissage d’une procédure spécifique. La performance de l’utilisateur est représentée par le temps requis pour l’exécution de la procédure, le nombre d’erreurs commises et le nombre de demande d’assistance. Nous analysons les résultats de cette évaluation, ce qui confirme partiellement l’hypothèse de l’expérience et affirme que la présence de l’ACA dans l’EV ne dégrade pas la performance de l’apprenant dans le contexte de l’apprentissage d’une procédure
Virtual Reality plays a major role in developing new educational methodologies, and allows to develop virtual environments for learning where intelligent virtual agents play the role of tutors. These agents are expected to help human users to learn and apply domain-specific procedures with predefined learning outcomes. We work on building a real-time system able to sustain natural interaction with the user in a Virtual Learning Environment (VLE). To implement this model, we propose to use the Multi-Agent System for Collaborative, Adaptive & Realistic Environments for Training (MASCARET) as an Intelligent Virtual Environment (IVE) model that provides the knowledge base to the agents and model the semantic of the virtual environment and user’s activities. To formalize the intention of the agents, we implement a cognitive module within MASCARET inspired by BDI (Belief-Desire-Intention) architecture that permits us to generate high-level intentions for the agents. Furthermore, we integrate Embodied Conversational Agents (ECA), which are based on the SAIBA (Situation, Agent, Intention, Behavior, Animation) framework. The embodied agents of the environment have communicative intentions that are transmitted to the user through natural communication channels, namely the verbal and non-verbal communicative acts and behaviors of the ECAs. To evaluate our model, we implement it in a concrete pedagogical scenario for learning blood analysis procedures in a biomedical laboratory. We use this application to settle an experiment to validate the propositions of our model. The hypothesis of this experiment is to assume that the presence of anECA in a Virtual Environment (VE) enhances the learning performance (or at least does not degrade it) in the context of a learning procedure. The performance is represented by the time of execution, the number of committed errors and the number of requests for assistance. We analyze the results of this evaluation, which partially confirms the hypothesis of the experiment and assure that having an ECA in the VLE does not degrade the performance of the learner in the context of a learning procedure
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Griffiths, Gareth David. "Virtual environment usability and user competence : the Nottingham Assessment of Interaction within Virtual Environments (NAIVE) tool." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368972.

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Yahaya, Ros Aizan. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16489/.

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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Yahaya, Ros. "Immersive virtual reality learning environment : learning decision-making skills in a virtual reality-enhanced learning environment." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16489/1/Roy_Yahaya_Thesis.pdf.

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New advances in computer programming and more powerful technology have opened up new opportunities for learning though immersive virtual reality simulations. This research highlighted the importance of the role of a lecturer in fostering learning in a technology rich learning environment. Undergraduate business studies students worked collectively to try resolve a problem depicted through an immersive simulation involving a burning factory. The simulation provided a rich personal experience that enabled students with lecturer support to generate effective strategies to address the problem.
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Tramberend, Henrik. "Avocado: a distributed virtual environment framework." [S.l. : s.n.], 2003. http://deposit.ddb.de/cgi-bin/dokserv?idn=967442222.

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Ramesh, Ashwin. "Stiffness Perception in a Virtual Environment." Thesis, KTH, Maskinkonstruktion (Inst.), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-99310.

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This report is aimed at setting up a virtual environment to study and analyze the force feedback during varying dynamic conditions of the virtual environment with the help of a Haptic Device ( Omega.7 ). Adequate Haptic feedback with the virtual object is also implemented. The objective of the project is to perform experiments to study how the subject tries to elude a visioproprioceptive mismatch during robotically arbitrated manipulations in virtual reality when he/she instigates an action, and then to assess the results. The study is also aimed at cognitively characterizing interaction with a virtual object, focusing particularly on stiffness. This might be of relevance for the rehabilitation field, as Virtual Reality and Haptic feedback allows fully controlled interactions and monitoring of subjects’ performances and also to specifically scrutinize how movement and force feedback influence our perception of the virtual environment. In order to set up the virtual environment, CHAI 3D is used, which is an open source set of C++ libraries for computer haptics, visualization and interactive real-time simulation [2].
Avsikten med denna rapport är att beskriva utvecklingen av en virtuell miljö för att med hjälp av en haptisk utrustning (Omega 7) studera och analysera kraftåterkoppling under varierande dynamiska förhållanden. Haptisk återkoppling från virtuella objekt har utvecklats för detta ändamål. Målet med projektet är att med hjälp av utvecklat system genomföra experiment för att studera hur försökspersoner kan hantera bristande överensstämmelse mellan visuell och proprioceptiv återkoppling. Studien avser också kognitiv karaktärisering av mänsklig interaktion med ett virtuellt objekt, speciellt med fokus på objektets styvhet. Detta bedöms vara relevant inom rehabiliteringsområdet eftersom en virtuell verklighet i kombination med haptisk återkoppling möjliggör full kontroll över, och registrering av, hur interaktionen sker. Av speciellt intresse är att studera hur rörelse i, och kraftåterkoppling från den virtuella miljön påverkar vår upplevelse av densamma. För utveckling av den virtuella miljön har CHAI 3D använts. CHAI 3D är ett C++ bibliotek med öppen källkod avsedd för realtidssimulering av haptisk återkoppling och visualisering.
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Miller, John. "Distributed virtual environment scalability and security." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/241109.

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Distributed virtual environments (DVEs) have been an active area of research and engineering for more than 20 years. The most widely deployed DVEs are network games such as Quake, Halo, and World of Warcraft (WoW), with millions of users and billions of dollars in annual revenue. Deployed DVEs remain expensive centralized implementations despite significant research outlining ways to distribute DVE workloads. This dissertation shows previous DVE research evaluations are inconsistent with deployed DVE needs. Assumptions about avatar movement and proximity - fundamental scale factors - do not match WoW's workload, and likely the workload of other deployed DVEs. Alternate workload models are explored and preliminary conclusions presented. Using realistic workloads it is shown that a fully decentralized DVE cannot be deployed to today's consumers, regardless of its overhead. Residential broadband speeds are improving, and this limitation will eventually disappear. When it does, appropriate security mechanisms will be a fundamental requirement for technology adoption. A trusted auditing system ('Carbon') is presented which has good security, scalability, and resource characteristics for decentralized DVEs. When performing exhaustive auditing, Carbon adds 27% network overhead to a decentralized DVE with a WoW-like workload. This resource consumption can be reduced significantly, depending upon the DVE's risk tolerance. Finally, the Pairwise Random Protocol (PRP) is described. PRP enables adversaries to fairly resolve probabilistic activities, an ability missing from most decentralized DVE security proposals. Thus, this dissertations contribution is to address two of the obstacles for deploying research on decentralized DVE architectures. First, lack of evidence that research results apply to existing DVEs. Second, the lack of security systems combining appropriate security guarantees with acceptable overhead.
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Thorstenson, Erik. "Virtual environment for assembler code analysis." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-18345.

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The hardware that computers consist of may for dierent reasons be dicult to monitor, the price may be high or the hardware itself may be unavailable. The most apparent reason though is the fact that hardware generally is not transparent, i.e. the hardware does not provide informa- tion on how a task is conducted, only its result. To provide a virtual en- vironment that enables simulation according to specic input parameters eectively solves many of the issues associated with hardware evaluation. Simulation has applications everywhere, not the least in computer science: From the low level of micro code all the way up to interpreting a high level implementation on top of a profound software stack. This thesis entails a virtual environment running a MIPS pipeline, although the simulator is implemented in the high level language C, it executes simulation at the fairly low level of assembler code. When provided with a user specied conguration le, the environment allows simulation of MIPS assembler programs, through the CPU, via interconnecting buses, ending at the level of virtual memory.
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Emery, Michael. "Virtual environment for medical skills training /." Leeds : University of Leeds, School of Computer Studies, 2008. http://www.comp.leeds.ac.uk/fyproj/reports/0708/Emery.pdf.

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Books on the topic "Virtual environment"

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Banker, William P. Virtual environments and wayfinding in the natural environment. Monterey, Calif: Naval Postgraduate School, 1997.

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1961-, Shih Timothy K., and Wang Paul P, eds. Intelligent virtual world: Technologies & applications in distributed virtual environment. New Jersey: World Scientific Pub. Co., 2004.

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VMware vSphere and virtual infrastructure security: Securing the virtual environment. Indianapolis, Ind: Prentice Hall, 2009.

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Whyte, Jennifer, and Dragana Nikolić. Virtual Reality and the Built Environment. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.1201/9781315618500.

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Bayliss, Christopher J. Cooperative working in a virtual environment. Manchester: University of Manchester, Department of Computer Science, 1995.

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Goff, Didier A. Le. Amphibious operations in a virtual environment. Monterey, Calif: Naval Postgraduate School, 1997.

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Pugach, Stanislav. Closely interacting figures in a virtual environment. Leicester: De Montfort University, 2003.

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Pedley, Jennie. Memory island: A pre-Renaissance virtual environment. London: Camden Arts Centre, 2004.

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1946-, Magnenat-Thalmann Nadia, Jain L. C, and Ichalkaranje Nikhil 1977-, eds. New advances in virtual humans: Artificial intelligence environment. Berlin: Springer, 2008.

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Sanders, William R. Collective staff training in a virtual learning environment. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2002.

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Book chapters on the topic "Virtual environment"

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Weik, Martin H. "virtual environment." In Computer Science and Communications Dictionary, 1895. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_20829.

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Wainwright, A. Martin. "Ecology and Environment." In Virtual History, 97–118. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315157351-6.

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Baets, Walter R. J., and Gert Van der Linden. "The Corporate Environment." In Virtual Corporate Universities, 19–47. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0300-2_2.

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Winkler, Teodor, Jaroslaw Tokarczyk, and Dariusz Michalak. "Virtual Working Environment." In Handbook of Loss Prevention Engineering, 393–421. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2013. http://dx.doi.org/10.1002/9783527650644.ch17.

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Basin, David, Patrick Schaller, and Michael Schläpfer. "The Virtual Environment." In Applied Information Security, 17–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24474-2_2.

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Weik, Martin H. "virtual-environment software." In Computer Science and Communications Dictionary, 1895. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_20830.

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McComas, William F. "Virtual Learning Environment." In The Language of Science Education, 110. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_99.

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Wan, Gang, Hui Lin, Qing Zhu, and Yingzhen Liu. "Virtual Geographical Environment." In Advances in Cartography and Geographic Information Engineering, 443–77. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0614-4_12.

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Kim, Dongmin, and Salim Hariri. "Parallel and Distributed Computing Environment." In Virtual Computing, 13–23. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1553-1_2.

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Baets, Walter R. J., and Gert Van der Linden. "The Business Education Environment." In Virtual Corporate Universities, 49–92. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0300-2_3.

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Conference papers on the topic "Virtual environment"

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Zeltzer, David L. "Virtual environment technology." In Electronic Imaging '91, San Jose,CA, edited by Edward J. Farrell. SPIE, 1991. http://dx.doi.org/10.1117/12.44385.

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Lehnert, H., and J. Blauert. "Virtual auditory environment." In Fifth International Conference on Advanced Robotics 'Robots in Unstructured Environments. IEEE, 1991. http://dx.doi.org/10.1109/icar.1991.240651.

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Oppelt, Mathias. "Virtual commissioning in a virtual environment." In 2016 Petroleum and Chemical Industry Conference Europe (PCIC Europe). IEEE, 2016. http://dx.doi.org/10.1109/pciceurope.2016.7604641.

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Scoda, Andreea diana. "THE VIRTUAL ENVIRONMENT - A LEARNING ENVIRONMENT?" In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-122.

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The present article analysis and poses an important question regarding the impact of having and using the virtual environment for learning, especially for pupils. The design of the paper is based on the responses obtained from IT specialist' working in the field of technology. Thus, their opinions and perceptions concerning our new technologies developed and how these technologies effects our learning in general, as well for education system in the present and for the future are just some of the questions analyzed throughout the paper. The key question at heart is this environment enough for today and tomorrow in preparing pupils for their future? The opinions and perceptions obtained from these specialists will bring into light an imagine on the one hand, on the topic of the importance and impact of this environment for the individual (needs, advantages/disadvantages etc.) and on the other hand, it will offer a portrait regarding the individuals who uses this virtual environment as means for learning (proper age, digital skills that could be developed with these tools etc.). The methods and techniques: analysis of documents - recent studies, theory, case studies in the field etc. and a survey questionnaire (IT specialist). We see that more and more school materials and tools developed in education is becoming an important issue for the future of our children (learning approaches, habits, competences that need to be developed, proper age etc.). Consequently what to select, how to select it,, how to make it accessible etc., could be consider the key to success for them.
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Darken, Rudolph P., Cynthia Tonnesen, and Kimberly Passarella-Jones. "Bridge between developers and virtual environments: a robust virtual environment system architecture." In IS&T/SPIE's Symposium on Electronic Imaging: Science & Technology, edited by Scott S. Fisher, John O. Merritt, and Mark T. Bolas. SPIE, 1995. http://dx.doi.org/10.1117/12.205866.

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Zaldivar-Colado, Ulises, and Samir Garbaya. "Virtual Assembly Environment Modelling." In ASME-AFM 2009 World Conference on Innovative Virtual Reality. ASMEDC, 2009. http://dx.doi.org/10.1115/winvr2009-743.

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In this paper, we present the virtual environment of assembly sequence generation of a product at the design stage. The interaction technique developed for the manipulation of virtual parts includes visual and haptic feedback limited to force sensation in the fingertips and weight and inertia parts sensation. At this stage of development, the parts and subassemblies have kinematics behaviour in the virtual scene. We present some guidelines for modeling a generic virtual environment for performing assembly tasks. Virtual parts modeling and connections modeling is based on characteristics of real parts and connections. The mating phase of assembly is based on the Snap-Fitting technique, which is improved by the addition of vectors in the symmetry axis of virtual parts. An XML modeling allows the environment to be generic and supporting different products.
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Lee, Gun A., Gerard Jounghyun Kim, and Chan-Mo Park. "Modeling virtual object behavior within virtual environment." In the ACM symposium. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/585740.585748.

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Jacoby, Richard H., and Stephen R. Ellis. "Using virtual menus in a virtual environment." In SPIE/IS&T 1992 Symposium on Electronic Imaging: Science and Technology, edited by Joanna R. Alexander. SPIE, 1992. http://dx.doi.org/10.1117/12.59654.

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Sobota, Branislav, Miriama Mattová, Sebastián Dimun, and Štefan Korečko. "Collaborative virtual reality environment and virtual school." In 2023 World Symposium on Digital Intelligence for Systems and Machines (DISA). IEEE, 2023. http://dx.doi.org/10.1109/disa59116.2023.10308926.

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Ng, Kian Bee. "Interactive virtual environment walkthrough." In ACM SIGGRAPH 97 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '97. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/259081.259401.

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Reports on the topic "Virtual environment"

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Hariri, Salim, Dongmin Kim, Yoonhee Kim, and Ilkyeun Ra. Virtual Distributed Computing Environment. Fort Belvoir, VA: Defense Technical Information Center, March 2000. http://dx.doi.org/10.21236/ada376238.

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Turanova, L. M., and A. A. Stiugin. Electronic educational environment «Virtual classroom». OFERNIO, November 2020. http://dx.doi.org/10.12731/ofernio.2020.24655.

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Pausch, Randy F. A Natural Locomotion Virtual Environment Testbed. Fort Belvoir, VA: Defense Technical Information Center, July 2006. http://dx.doi.org/10.21236/ada451479.

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Del Tutto, Marco. VENu: The Virtual Environment for Neutrinos. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1623363.

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Helms II, Robert F., Daniel B. Nissman, James F. Kennedy, and David L. Ryan-Jones. Virtual Environment Technology for MOUT Training,. Fort Belvoir, VA: Defense Technical Information Center, July 1997. http://dx.doi.org/10.21236/ada328001.

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Oliver, James H., Martin J. Vanderploeg, and Lin-Lin Chen. A Virtual Environment for Manufacturing Systems. Fort Belvoir, VA: Defense Technical Information Center, September 1993. http://dx.doi.org/10.21236/ada271084.

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QUALITY RESEARCH INC HUNTSVILLE AL. Situation Awareness Virtual Environment for Networks (SAVENet). Fort Belvoir, VA: Defense Technical Information Center, April 1997. http://dx.doi.org/10.21236/ada325021.

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Tackett, Gregory B. Integrated Virtual Environment Test Concepts and Objectives. Fort Belvoir, VA: Defense Technical Information Center, March 2001. http://dx.doi.org/10.21236/ada393254.

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Adam, Taskeen, Chris McBurnie, and Björn Haßler. Rolling out a national virtual learning environment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0010.

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Carrillo, Justin, Christopher Goodin, and Juan Fernandez. Sensor and environment physics in the Virtual Autonomous Navigation Environment (VANE). Engineer Research and Development Center (U.S.), August 2020. http://dx.doi.org/10.21079/11681/37968.

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