Relevant bibliographies by topics / Virtual reality in art

Academic literature on the topic 'Virtual reality in art'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Virtual reality in art"

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Wennberg, Teresa. "Virtual Reality—Virtual Brain: Questioning Reality." Leonardo 51, no. 5 (October 2018): 453–59. http://dx.doi.org/10.1162/leon_a_01554.

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The author’s multimedia art is inspired by memory and cognitive processes. This paper discusses certain human brain functions, including a reflection on the evolution from individual human memory to collective computer memory and the role of the artist in this vital change.
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Lee, Eun ah. "Art as the Virtual and Virtual Reality Art." Mihak - The Korean Journal of Aesthetics 85, no. 3 (September 30, 2019): 77–101. http://dx.doi.org/10.52720/mihak.85.3.3.

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Cavazza, Marc, Jean-Luc Lugrin, Simon Hartley, Marc Le Renard, Alok Nandi, Jeffrey Jacobson, and Sean Crooks. "Intelligent virtual environments for virtual reality art." Computers & Graphics 29, no. 6 (December 2005): 852–61. http://dx.doi.org/10.1016/j.cag.2005.09.002.

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AYDOĞAN, Derya, and Lütfü KAPLANOĞLU. "SOCIETY, ART AND VIRTUAL REALITY." Electronic Journal of New Media 4, no. 2 (2020): 79–88. http://dx.doi.org/10.17932/iau.ejnm.25480200.2020.4/2.79-88.

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Bates, Joseph. "Virtual Reality, Art, and Entertainment." Presence: Teleoperators and Virtual Environments 1, no. 1 (January 1992): 133–38. http://dx.doi.org/10.1162/pres.1992.1.1.133.

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Most existing research on virtual reality concerns issues close to the interface, primarily how to present an underlying simulated world in a convincing fashion. However, for virtual reality to achieve its promise as a rich and popular artistic form, as have the novel, cinema, and television, we believe it will be necessary to explore well beyond the interface, to those issues of content and style that have made traditional media so powerful. We present a case for the importance of this research, then outline several topics we believe are central to the inquiry: developing computational theories for cognitive-emotional agents, presentation style, and drama.
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Brown, Sheldon. "Real art and virtual reality." ACM SIGGRAPH Computer Graphics 31, no. 4 (November 1997): 36. http://dx.doi.org/10.1145/271247.271271.

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Kent, Charlotte. "Installation Art in Virtual Reality." Digital Culture & Society 8, no. 1 (December 1, 2022): 117–40. http://dx.doi.org/10.14361/dcs-2022-0107.

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Kent, Charlotte. "Installation Art in Virtual Reality." Digital Culture & Society 8, no. 1 (December 1, 2022): 117–40. http://dx.doi.org/10.14361/dcs-2022-080107.

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Zhang, Xi. "Virtual Digital Communication Feature Fusion Based on Virtual Augmented Reality." Security and Communication Networks 2022 (April 23, 2022): 1–7. http://dx.doi.org/10.1155/2022/6345236.

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In order to have a deeper understanding of the integration of virtual digital communication characteristics, it is studied and combined with virtual augmented reality technology. The progress of science and technology has promoted the development and progress of virtual reality technology. In recent years, virtual reality technology has been more and more widely used in digital media art creation and plays an important role in improving the quality of digital media art. This study introduces digital media art and virtual reality technology and analyzes the specific measures and practical significance of the application of virtual reality technology in digital media art creation. As an emerging technology, virtual reality technology has certain advantages. Its application in digital media art creation can effectively make up for the shortcomings of traditional creation and realize the innovation and reform of art creation.
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Zeng, Lijia, and Xiang Dong. "Artistic Style Conversion Based on 5G Virtual Reality and Virtual Reality Visual Space." Mobile Information Systems 2021 (May 29, 2021): 1–8. http://dx.doi.org/10.1155/2021/9312425.

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With the rapid development of digital information technology, virtual reality (VR) and VR visual space technology have become important branches in the field of computer 5G. Their application research has attracted more and more attention, and their practical value and application prospects are also very broad. This paper mainly studies the artistic style conversion based on 5G VR and VR visual space. This paper starts from the two concepts of VR technology and VR vision, analyzes the development process and characteristics of the two, discusses the possibility and inevitability of the fusion of the two, and leads to the space art produced by the fusion of VR technology and VR vision. This kind of art space gives people an “immersive” experience. This paper analyzes multiple immersive experience works, analyzes its multi-sensory and multi-technical spatial art style transformation form, and summarizes the advantages and disadvantages of the current art style transformation form based on 5G VR and VR visual space, with a view to the future development of VR immersion for reference. This paper analyzes the ease-of-use indicators. The experimental results show that, except for the sensory experience indicators, the average values of other indicators are less than 1. This is a project with better ease of use, and the use of 5G VR and VR vision technology can improve the transformation of space art style.
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Dissertations / Theses on the topic "Virtual reality in art"

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Yoon, Sohhyoun. "VIRTUAL REALITY IN ART EDUCATION." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2021.

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This thesis project presents possible uses of Virtual Reality for art education. To understand VR, this thesis reviews the history of using technology in educational environments and explores the concepts, definitions, and characteristics of VR in general. Then, it shows diverse purposes of VR for education and art educational environments. For an art class, the units present the use of Teen Second Life, which is a free on-line virtual world. The units demonstrate how art educators may use Teen Second life for high school art classes to build students’ understandings of their identities by creating their avatars, clothing, objects and artwork and by displaying the artwork in a virtual community. The purpose of this thesis project is to suggest possible uses of VR for art educational environments.
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Drazdauskas, Laurynas. "Virtual Reality as a Phenomenon of Art." Thesis, Linköping University, Department of Philosophy, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7645.

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In this essay results are developed on two different levels. First, it is shown in demonstration that a phenomenological analysis on the lines of Roman’s Ingarden’s study of works in literature can be applied to Virtual Reality works, such as professional-simulators and video-games. In particular it can then be pointed out that: i) sound is separable from the scene, but using sound VR becomes enriched; ii) the main role in literature is left for the imagination, while in VR we find richness in concretization.

Second, it is argued in discussion that works in VR can be qualified as works of art. These electronic works may have all the aesthetical qualities (based on the phenomenology of Roman Ingarden) of the works of art in the traditional sense. So, that paper has two objectives: an analysis of VR and the search for the status of VR in art.

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Lucas, Stephen 1985. "Virtual Stage: Merging Virtual Reality Technologies and Interactive Audio/Video." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984124/.

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Virtual Stage is a project to use Virtual Reality (VR) technology as an audiovisual performance interface. The depth of control, modularity of design, and user immersion aim to solve some of the representational problems in interactive audiovisual art and the control problems in digital musical instruments. Creating feedback between interaction and perception, the VR environment references the viewer's behavioral intuition developed in the real world, facilitating clarity in the understanding of artistic representation. The critical essay discusses of interactive behavior, game mechanics, interface implementations, and technical developments to express the structures and performance possibilities. This discussion uses Virtual Stage as an example with specific aesthetic and technical solutions, but addresses archetypal concerns in interactive audiovisual art. The creative documentation lists the interactive functions present in Virtual Stage as well as code reproductions of selected technical solutions. The included code excerpts document novel approaches to virtual reality implementation and acoustic physical modeling of musical instruments.
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Lobwein, Guy A. "Consuming conflict: Militainment, desire and virtual reality in contemporary art." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/180892/1/Guy_Lobwein_Thesis.pdf.

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This research project used VR technologies in a contemporary art practice to creatively and critically investigate military-themed entertainment (militainment). The project culminated in a series of VR art installations that reinterpreted militaristic video games, films, and histories to question their influence on both the artist-researcher as well as broader contemporary culture. Although VR technology has been present in contemporary art for decades, its relationship to discourses of militainment and histories of armed conflict remains under-explored in a creative practice research context. This project utilised auto-ethnography and experimental creative practice to explore an affective relationship with these discourses; generating new creative responses to the pervasive social influence of military screen-culture.
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Kruger, Leanne. "Metapolis : virtual reality vs. real virtuality in a digital art pavillion." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/29982.

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This dissertation focuses on architecture in the information age.Information technology is evolving at an alarming rate, which opens up a vast landscape of possibilities within the architectural realm. These possibilities are discussed and implemented into anarchitectural intervention, with a specific focus on the relationship between the real and the virtual. A digital art pavilion is proposed on the corner of Proes and van der Walt streets in Pretoria CBD, where the Munitoria Complex (Tshwane Municipal Offices) is currently situated. This intervention should act as a catalyst for positive change by narrowing the digital divide that is currently causing social and cultural segregation; providing a tool for upliftment by informing city dwellers. This negates the current "culture of ignorance" by stimulating a culture of knowledge.
Dissertation (MArch(Prof))--University of Pretoria, 2011.
Architecture
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Fletcher, Lauren Jean. "Adaptive realities : effects of merging physical and virtual entities." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018557.

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In the worlds of virtual reality, whole objects and bodies are created in an immaterial manner from lines, ratios and light pixels. When objects are created in this form they can easily be manipulated, edited, multiplied and deleted. In addition, technological advances in virtual reality development result in an increased merging of physical and virtual elements, creating spaces of mixed reality. This leads to interesting consequences where the physical environment and body, in a similar vein to the virtual, also becomes increasingly easier to manipulate, distort and change. Mixed realities thus enhance possibilities of a world of constantly changing landscapes and adjustable, interchangeable bodies. The notions of virtual and real coincide within this thesis, reflecting on a new version of reality that is overlapped and ever-present in its mixing of virtual and physical. These concepts are explored within my exhibition Immaterial - a creation of simulated nature encompassing a mix of natural and artificial, tangible and intangible. Within the exhibition space, I have created a scene of mixed reality, by merging elements of both a virtual and physical forest. This generates a magical space of new experiences that comes to life through the manipulated, edited, morphed and re-awakened bodies of trees.
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Vadruccio, Alessandro. "Mixed Reality techniques applied to a Virtual and Georeferenced tour for displaying street art content." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/15144/.

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Negli ultimi anni l’uso della tecnologia è aumentato considerevolmente, con un parallelo aumento di dati creati. Tale incremento ha portato alla necessita di avere nuove tecnologie che ci permettano di rappresentare nel contesto reale i dati raccolti. La “Mixed Reality” è una tecnologia che permette di inserire degli oggetti virtuali all’interno dell’ambiente reale circostante in cui viviamo. HoloLens è un dispositivo realizzato da Microsoft che permette l’esecuzione di applicazioni in Mixed Reality. Grazie a questa tecnologia è possibile mappare l’ambiente circostante per creare delle superfici virtuali, sulle quali è possibile posizionare degli oggetti virtuali. In questo lavoro di tesi abbiamo inizialmente effettuato uno studio sulle potenzialità e i limiti del dispositivo e successivamente abbiamo realizzato un’applicazione che consentisse di testare le prestazioni del dispositivo in un caso reale. L’applicazione realizzata, consente di effettuare un tour virtuale dei contenuti di street art della città di Bologna. Tale applicazione può essere utilizzata in due modi. Il primo consente all’utente di visualizzare immagini di graffiti scelti da una mappa tridimensionale. Il secondo invece, consente di utilizzare HoloLens sul territorio urbano, al fine di visualizzare opere di street art che sono state rimosse, direttamente sul muro su cui si trovavano.
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Leibbrandt, Tim. "Intramediary presence : body, interactivity and networked distribution in immersive virtual reality art." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14245.

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This thesis is concerned with the ways in which the medium of immersive virtual reality has been utilised in the art context since the early 1990s, with a view towards the contemporary relevance of the medium. Artworks that have been realised through both Head-Mounted Display (HMD) and CAVE Automatic Virtual Environment (CAVE) systems are discussed. The first chapter uses the 1993 Solomon R. Guggenheim exhibition 'Virtual Reality: An Emerging Medium' as a starting point in order to introduce the defining concepts of immersion and interactivity into the discussion. Thereafter, the second chapter is focussed on the body in relation to immersive virtual reality, examining the idea of virtual disembodiment in detail. This discussion is influenced by William Gibson's dichotomizing of "meatspace" and "cyberspace" in Neuromancer (1984). The psychological effects of avatars (the virtual body that surrogates for the physical body in virtual reality) are also looked at. The third chapter extensively discusses the ideas of agency, interactivity and narrative in relation to expanded immersive models of cinema that incorporate active audience participation. Gonzalo Frasca's video game theory concepts of "ludology" and "narratology" are applied, as are ideas of agency from Brenda Laurel's Computers as Theatre (1993) and Janet H. Murray's Hamlet on the Holodeck (1998). These notions of agency are also juxtaposed with the problem of passivity within conventional 3D cinema. The fourth chapter concerns cyberspace (defined as a middle-space that emerges between networked telecommunication technologies) and its implications for immersive virtual reality. The chapter concludes with a nod towards the growing potential of the Internet to facilitate the distribution of immersive virtual environment artworks. Finally, the conclusion looks at technological developments that have taken place during the two years that this thesis was written in order to suggest ways forward for the medium.
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Dolinsky, Margaret. "Facing experience : a painter's canvas in virtual reality." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3204.

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This research investigates how shifts in perception might be brought about through the development of visual imagery created by the use of virtual environment technology. Through a discussion of historical uses of immersion in art, this thesis will explore how immersion functions and why immersion has been a goal for artists throughout history. It begins with a discussion of ancient cave drawings and the relevance of Plato’s Allegory of the Cave. Next it examines the biological origins of “making special.” The research will discuss how this concept, combined with the ideas of “action” and “reaction,” has reinforced the view that art is fundamentally experiential rather than static. The research emphasizes how present-day virtual environment art, in providing a space that engages visitors in computer graphics, expands on previous immersive artistic practices. The thesis examines the technical context in which the research occurs by briefly describing the use of computer science technologies, the fundamentals of visual arts practices, and the importance of aesthetics in new media and provides a description of my artistic practice. The aim is to investigate how combining these approaches can enhance virtual environments as artworks. The computer science of virtual environments includes both hardware and software programming. The resultant virtual environment experiences are technologically dependent on the types of visual displays being used, including screens and monitors, and their subsequent viewing affordances. Virtual environments fill the field of view and can be experienced with a head mounted display (HMD) or a large screen display. The sense of immersion gained through the experience depends on how tracking devices and related peripheral devices are used to facilitate interaction. The thesis discusses visual arts practices with a focus on how illusions shift our cognition and perception in the visual modalities. This discussion includes how perceptual thinking is the foundation of art experiences, how analogies are the foundation of cognitive experiences and how the two intertwine in art experiences for virtual environments. An examination of the aesthetic strategies used by artists and new media critics are presented to discuss new media art. This thesis investigates the visual elements used in virtual environments and prescribes strategies for creating art for virtual environments. Methods constituting a unique virtual environment practice that focuses on visual analogies are discussed. The artistic practice that is discussed as the basis for this research also concentrates on experiential moments and shifts in perception and cognition and references Douglas Hofstadter, Rudolf Arnheim and John Dewey. iv Virtual environments provide for experiences in which the imagery generated updates in real time. Following an analysis of existing artwork and critical writing relative to the field, the process of inquiry has required the creation of artworks that involve tracking systems, projection displays, sound work, and an understanding of the importance of the visitor. In practice, the research has shown that the visitor should be seen as an interlocutor, interacting from a first-person perspective with virtual environment events, where avatars or other instrumental intermediaries, such as guns, vehicles, or menu systems, do not to occlude the view. The aesthetic outcomes of this research are the result of combining visual analogies, real time interactive animation, and operatic performance in immersive space. The environments designed in this research were informed initially by paintings created with imagery generated in a hypnopompic state or during the moments of transitioning from sleeping to waking. The drawings often emphasize emotional moments as caricatures and/or elements of the face as seen from a number of perspectives simultaneously, in the way of some cartoons, primitive artwork or Cubist imagery. In the imagery, the faces indicate situations, emotions and confrontations which can offer moments of humour and reflective exploration. At times, the faces usurp the space and stand in representation as both face and figure. The power of the placement of the caricatures in the paintings become apparent as the imagery stages the expressive moment. The placement of faces sets the scene, establishes relationships and promotes the honesty and emotions that develop over time as the paintings are scrutinized. The development process of creating virtual environment imagery starts with hand drawn sketches of characters, develops further as paintings on “digital canvas”, are built as animated, three-dimensional models and finally incorporated into a virtual environment. The imagery is generated while drawing, typically with paper and pencil, in a stream of consciousness during the hypnopompic state. This method became an aesthetic strategy for producing a snappy straightforward sketch. The sketches are explored further as they are worked up as paintings. During the painting process, the figures become fleshed out and their placement on the page, in essence brings them to life. These characters inhabit a world that I explore even further by building them into three dimensional models and placing them in computer generated virtual environments. The methodology of developing and placing the faces/figures became an operational strategy for building virtual environments. In order to open up the range of art virtual environments, and develop operational strategies for visitors’ experience, the characters and their facial features are used as navigational strategies, signposts and methods of wayfinding in order to sustain a stream of consciousness type of navigation. Faces and characters were designed to represent those intimate moments of self-reflection and confrontation that occur daily within ourselves and with others. They sought to reflect moments of wonderment, hurt, curiosity and humour that could subsequently be relinquished for more practical or purposeful endeavours. They were intended to create conditions in which visitors might reflect upon their emotional state, v enabling their understanding and trust of their personal space, in which decisions are made and the nature of world is determined. In order to extend the split-second, frozen moment of recognition that a painting affords, the caricatures and their scenes are given new dimensions as they become characters in a performative virtual reality. Emotables, distinct from avatars, are characters confronting visitors in the virtual environment to engage them in an interactive, stream of consciousness, non-linear dialogue. Visitors are also situated with a role in a virtual world, where they were required to adapt to the language of the environment in order to progress through the dynamics of a drama. The research showed that imagery created in a context of whimsy and fantasy could bring ontological meaning and aesthetic experience into the interactive environment, such that emotables or facially expressive computer graphic characters could be seen as another brushstroke in painting a world of virtual reality.
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Wiesemueller, Cornelia Francesca. "Vapour trails of imagination : the metaphysics of virtual reality : the deepest seat of creativity." Thesis, The University of Sydney, 2002. https://hdl.handle.net/2123/29234.

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In this dissertation I try to define the metaphysics of Virtual Reality, offer ideas on perception and the mind and look at philosophical notions of art and myth—making. I discuss a number of different artists (including myself) who go beyond the world of the tangible object and struggle with expression, composition, space, time and movement.
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Books on the topic "Virtual reality in art"

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Centro di cultura contemporanea Strozzina, ed. Identità virtuali: Virtual identities. Cinisello Balsamo, Milano: Silvana Editoriale, 2011.

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Hanson, Duane. Duane Hanson: Virtual reality. Palm Springs, Calif: Palm Springs Desert Museum, 2000.

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Diodato, Roberto. Aesthetics of the Virtual. Albany: State University of New York Press, 2012.

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GIANNACHI, GABRIELLA. Virtual Theatres. London: Taylor & Francis Group Plc, 2004.

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Monterrey, Museo de. Arte virtual realidad plural. Monterrey, N.L., México: Museo de Monterrey, 1997.

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Anne, Moser Mary, MacLeod Douglas, and Banff Centre for the Arts., eds. Immersed in technology: Art and virtual environments. Cambridge, Mass: MIT Press, 1996.

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Back, Bettina. Die ungerahmte Welt: Virtuelle Realität als künstlerisches Medium = The unframed world : virtual reality as artistic medium. Basel: Christoph Merian Verlag, 2017.

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González, Margarita Ramírez. Génesis de una estética de la realidad virtual. México, D.F: Instituto Nacional de Bellas Artes y Literatura, 2012.

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Fernie, Kate. Creating and using virtual reality: A guide for the arts and humanities. Oxford: Oxbow, 2003.

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Grossir, Anthony. What are virtual reality and virtual worlds?. Oxford: Oxford Brookes University, 2001.

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Book chapters on the topic "Virtual reality in art"

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Bergamasco, Massimo. "The GLAD-IN-ART Project." In Virtual Reality, 251–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-88650-8_19.

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Bodenbender, Christel. "Art Therapy with Virtual Reality." In Virtual Art Therapy, 195–207. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003149538-20.

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Bodenbender, Christel. "Art Therapy with Virtual Reality." In Virtual Art Therapy, 195–207. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003149538-20.

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Lee, Chun-I., Fu-Ren Xiao, and Kai-Ting Kao. "Incorporation of Augmented-Reality Technology into Smartphone App for Large-Scale Performance Art." In Augmented Reality and Virtual Reality, 53–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68086-2_5.

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Wichrowski, Marcin, Ewa Satalecka, and Alicja Wieczorkowska. "Augmented Reality Workshops for Art Students." In Virtual, Augmented and Mixed Reality. Applications of Virtual and Augmented Reality, 156–66. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07464-1_15.

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Cavazza, Marc, Jean-Luc Lugrin, Simon Hartley, Paolo Libardi, Matthew J. Barnes, Mikael Le Bras, Marc Le Renard, Louis Bec, and Alok Nandi. "ALTERNE: Intelligent Virtual Environments for Virtual Reality Art." In Smart Graphics, 21–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24678-7_3.

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Guynup, S. "Virtual Reality, Game Design, and Virtual Art Galleries." In Curating the Digital, 149–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28722-5_10.

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Lobwein, Guy, and Daniel McKewen. "Expanded Experience: An ‘Artist-Bricoleur’ Approach to Writing VR in Contemporary Art." In Screenwriting for Virtual Reality, 205–29. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-54100-1_9.

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Gatto, Carola, Kim Martinez, and Lucio Tommaso De Paolis. "Design Process of a Ceramic Modeling Application for Virtual Reality Art Therapy." In Extended Reality, 92–103. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15546-8_7.

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Casiez, Géry, Xavier Granier, Martin Hachet, Vincent Lepetit, Guillaume Moreau, and Olivier Nannipieri. "Towards VE that are More Closely Related to the Real World." In Virtual Reality and Augmented Reality, 217–45. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119341031.ch4.

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Conference papers on the topic "Virtual reality in art"

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Eklund, Martin, and Martin Christensen. "Art plunge." In SIGGRAPH Asia 2018 Virtual & Augmented Reality. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3275495.3275510.

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Garnier, François, Alain Berthoz, and Simon Lambrey. "Art - Distance Sharing." In VRIC '17: Virtual Reality International Conference - Laval Virtual 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3110292.3110304.

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Cavazza, Marc, Jean-Luc Lugrin, Sean Crooks, Alok Nandi, Mark Palmer, and Marc Le Renard. "Causality and virtual reality art." In the 5th conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1056224.1056228.

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Bendis, Jared E., and Leonard Steinbach. "Virtual reality and art education." In ACM SIGGRAPH 2006 Educators program. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1179295.1179320.

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Chang, Ben. "Art in virtual reality 2010." In IS&T/SPIE Electronic Imaging, edited by Ian E. McDowall and Margaret Dolinsky. SPIE, 2010. http://dx.doi.org/10.1117/12.845633.

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Herbet, Aurélie. "Immaterial art stock project." In VRIC '14: Virtual Reality International Conference - Laval Virtual 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2617841.2617846.

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Lioret, Alain. "Session details: Leisure & art." In VRIC '16: Virtual Reality International Conference - Laval Virtual 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3257312.

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Xu, Hongwei, Xu Miao, Jiarui Li, Mingming Fan, Lei Wang, Hui Zheng, and Chao Wen. "Mondrian Virtual Art Gallery." In 2018 International Conference on Virtual Reality and Visualization (ICVRV). IEEE, 2018. http://dx.doi.org/10.1109/icvrv.2018.00044.

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"[Cover art]." In 2012 International Symposium on Ubiquitous Virtual Reality (ISUVR). IEEE, 2012. http://dx.doi.org/10.1109/isuvr.2012.26.

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"Cover Art." In 2013 International Symposium on Ubiquitous Virtual Reality (ISUVR). IEEE, 2013. http://dx.doi.org/10.1109/isuvr.2013.23.

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Reports on the topic "Virtual reality in art"

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Holloway, Richard L. Art-Related Virtual Reality Applications at the University of North Carolina at Chapel Hill. Fort Belvoir, VA: Defense Technical Information Center, November 1990. http://dx.doi.org/10.21236/ada236628.

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Butyrina, Maria, and Valentina Ryvlina. MEDIATIZATION OF ART: VIRTUAL MUSEUM AS MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11075.

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The research is devoted to the study of the phenomenon of mediatization of art on the example of virtual museums. Main objective of the study is to give communication characteristics of the mediatized socio-cultural institutions. The subject of the research is forms, directions and communication features of virtual museums. Methodology. In the process of study, the method of communication analysis, which allowed to identify and characterize the main factors of the museum’s functioning as a communication system, was used. Among them, special emphasis is put on receptive and metalinguistic functions. Results / findings and conclusions. The need to be competitive in the information space determines the gradual transformation of socio-cultural institutions into mass media, which is reflected in the content and forms of dialogue with recipients. When cultural institutions begin to function as media, they take on the features of media structures that create a communication environment localized by the functions of communicators and audience expectations. Museums function in such a way that along with the real art space they form a virtual space, which puts the recipients into the reality of the exhibitions based on the principle of immersion. Mediaization of art on the example of virtual museum institutions allows us to talk about: expanding of the perceptual capabilities of the audience; improvement of the exposition function of mediatized museums with the help of Internet technologies; interactivity of museum expositions; providing broad contextual background knowledge necessary for a deep understanding of the content of works of art; the possibility to have a delayed viewing of works of art; absence of thematic, time and space restrictions; possibility of communication between visitors; a huge target audience. Significance. The study of the mediatized forms of communication between museums and visitors as well as the directions of their transformation into media are certainly of interest to the scientific field of “Social Communications”.
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Ervin, Kelly, Karl Smink, Bryan Vu, and Jonathan Boone. Ship Simulator of the Future in virtual reality. Engineer Research and Development Center (U.S.), September 2022. http://dx.doi.org/10.21079/11681/45502.

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The Army’s modernization priorities include the development of augmented reality and virtual reality (AR/VR) simulations for enabling the regiment and increasing soldier readiness. The use of AR/VR technology at the U.S. Army Engineer Research and Development Center (ERDC) is also growing in the realm of military and civil works program missions. The ERDC Coastal and Hydraulics Laboratory (CHL) has developed a ship simulator to evaluate bay channels across the world; however, the current simulator has little to no physical realism in nearshore coastal regions (Figure 1). Thus, the ERDC team is researching opportunities to advance ship simulation to deliver the Ship Simulator of the Future (SSoF). The SSoF will be equipped with a VR mode and will more accurately resolve nearshore wave phenomena by ingesting precalculated output from a Boussinesq-type wave model. This initial prototype of the SSoF application is intended for research and development purposes; however, the technologies employed will be applicable to other disciplines and project scopes, including the Synthetic Training Environment (STE) and ship and coastal structure design in future versions.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Wang, Shenlong, and David Forsyth. Safely Test Autonomous Vehicles with Augmented Reality. Illinois Center for Transportation, August 2022. http://dx.doi.org/10.36501/0197-9191/22-015.

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This work exploits augmented reality to safely train and validate autonomous vehicles’ performance in the real world under safety-critical scenarios. Toward this goal, we first develop algorithms that create virtual traffic participants with risky behaviors and seamlessly insert the virtual events into real images perceived from the physical world. The resulting composed images are photorealistic and physically grounded. The manipulated images are fed into the autonomous vehicle during testing, allowing the self-driving vehicle to react to such virtual events within either a photorealistic simulator or a real-world test track and real hardware systems. Our presented technique allows us to develop safe, hardware-in-the-loop, and cost-effective tests for self-driving cars to respond to immersive safety-critical traffic scenarios.
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Syrovatskyi, Oleksandr V., Serhiy O. Semerikov, Yevhenii O. Modlo, Yuliia V. Yechkalo, and Snizhana O. Zelinska. Augmented reality software design for educational purposes. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2895.

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In the process of researching the problem of training future informatics teachers to use augmented reality technologies in education, the tasks were solved: 1) a historical and technological analysis of the experience of using augmented reality tools for developing interactive teaching materials was performed; 2) the software for the design of augmented reality tools for educational purposes is characterized and the technological requirements for the optional course “Development of virtual and augmented reality software” are defined; 3) separate components of an educational and methodical complex for designing virtual and augmented reality systems for future informatics teachers have been developed. У процесі дослідження проблеми професійної підготовки майбутніх учителів інформатики до використання технологій доповненої реальності в освіті розв’язані завдання: 1) виконано історико-технологічний аналіз досвіду застосування засобів доповненої реальності для розробки інтерактивних навчальних матеріалів; 2) схарактеризовано програмне забезпечення для проектування засобів доповненої реальності навчального призначення та визначено технологічні вимоги для факультативу «Розробка програмних засобів віртуальної та доповненої реальності»; 3) розроблено окремі складові навчально-методичного комплексу із проектування систем віртуальної та доповненої реальності для майбутніх учителів інформатики.
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Lvov, Michael S., and Halyna V. Popova. Simulation technologies of virtual reality usage in the training of future ship navigators. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3758.

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Research goal: the research is aimed at the theoretical substantiation of the application of virtual reality technology simulators and their features in higher maritime educational institutions. Research objectives: to determine the role and place of simulation technology in the educational process in the training of future ship navigators in order to form the professional competence of navigation. Object of research: professional training of future ship navigators in higher maritime educational institutions. Subject of research: simulation technologies of virtual reality as a component of the educational process at higher educational maritime establishments. Research methods used: theoretical methods containing the analysis of scientific sources; empirical methods involving study and observation of the educational process. Research results: the analysis of scientific publications allows to define the concept of virtual reality simulators, their application in the training of future navigators, their use for assessing the acquired professional competence of navigation. Main conclusions: introduction of simulation technologies of virtual reality in the educational process in higher maritime educational institutions increases the efficiency of education, promotes the development of professional thinking of students, enhances the quality of professional competence development.
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Osadchyi, Viacheslav V., Hanna Y. Chemerys, Kateryna P. Osadcha, Vladyslav S. Kruhlyk, Serhii L. Koniukhov, and Arnold E. Kiv. Conceptual model of learning based on the combined capabilities of augmented and virtual reality technologies with adaptive learning systems. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4417.

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The article is devoted to actual problem of using modern ICT tools to increase the level of efficiency of the educational process. The current state and relevance of the use of augmented reality (AR) and virtual reality (VR) technologies as an appropriate means of improving the educational process are considered. In particular, attention is paid to the potential of the combined capabilities of AR and VR technologies with adaptive learning systems. Insufficient elaboration of cross-use opportunities for achieving of efficiency of the educational process in state-of-the-art research has been identified. Based on analysis of latest publications and experience of using of augmented and virtual reality technologies, as well as the concept of adaptive learning, conceptual model of learning based on the combined capabilities of AR and VR technologies with adaptive learning systems has been designed. The use of VR and AR technologies as a special information environment is justified, which is applied in accordance with the identified dominant type of students' thinking. The prospects of using the proposed model in training process at educational institutions for the implementation and support of new teaching and learning strategies, as well as improving learning outcomes are determined by the example of such courses as “Algorithms and data structures”, “Computer graphics and three-dimensional modeling”, “Circuit Engineering”, “Computer Architecture”.
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3760.

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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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Kanivets, Oleksandr V., Irina М. Kanivets, Natalia V. Kononets, Tetyana М. Gorda, and Ekaterina O. Shmeltser. Development of mobile applications of augmented reality for projects with projection drawings. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3745.

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We conducted an analysis of the learning aids used in the study of general technical disciplines. This allowed us to draw an analogy between physical and virtual models and justify the development of a mobile application to perform tasks on a projection drawing. They showed a technique for creating mobile applications for augmented reality. The main stages of the development of an augmented reality application are shown: the development of virtual models, the establishment of the Unity3D game engine, the development of a mobile application, testing and demonstration of work. Particular attention is paid to the use of scripts to rotate and move virtual models. The in-house development of the augmented reality mobile application for accomplishing tasks on a projection drawing is presented. The created mobile application reads, recognizes marker drawings and displays the virtual model of the product on the screen of the mobile device. It has been established that the augmented reality program developed by the team of authors as a mobile pedagogical software can be used to perform tasks both with independent work of students and with the organization of classroom activities in higher education institutions.
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