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Relevant bibliographies by topics / VR

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Journal articles
Dissertations / Theses
Books
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Conference papers
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Academic literature on the topic 'VR'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 March 2023

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Journal articles on the topic "VR"

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DeVeaux, Cyan, and Jeremy Bailenson. "Learning about VR in VR." XRDS: Crossroads, The ACM Magazine for Students 29, no. 1 (September 2022): 14–19. http://dx.doi.org/10.1145/3558189.

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After 20 years of teaching about VR, we finally taught in VR. This article describes lessons learned from 263 students who spent 10 weeks in virtual reality together and a total of 200,000 shared minutes "in headset."

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Pederson, Harold. "VR." Journal of Fluency Disorders 15, no. 5-6 (October 1990): 323–26. http://dx.doi.org/10.1016/0094-730x(90)90047-v.

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Chang, Haoran. "Emersive VR: An expanded immersive VR practice." Virtual Creativity 11, no. 2 (October 1, 2021): 207–22. http://dx.doi.org/10.1386/vcr_00055_1.

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Creating an immersive isolated virtual environment is the canon in the current mainstream virtual reality (VR) practice and design. Audiences are usually situated in a singular and complete form of space in VR to receive the fully immersive experience. Nevertheless, in this article, I propose a different way of thinking about the practice and design of VR. Rather than seeing VR as a singular and isolated space in relation to other spaces, I am considering a potentiality to have a more expansive and reflexive VR practice and design. I call this emersive VR in contrast to immersive VR. Emersion is a concept borrowing from body ecology, which is a field based on the philosophy of awakening and consciousness. Emersion in body ecology is different from immersion in that people can still sustain self-consciousness without being subsumed by the other. In the notion of emersive VR, audiences are not located in a singular and complete virtual space but in a differential space between the physical and the virtual. The spatial difference is folded through the VR experience perceived by the audiences. In this article, I highlight two different approaches to construct an emersive VR experience: expanded sensory VR and reflexive storytelling. In both, audiences are not isolated in a singular virtual world but in a differential space with multiple embodiments. Emersive VR is a reconfiguration of immersive VR. It is to expand the idea of immersive VR and sketch a more dynamic future of VR as a critical medium.

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Tanno, Takayuki. "The copyist model II in concurrent VR VI and concurrent VR VR schedules." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): 1EV—094–1EV—094. http://dx.doi.org/10.4992/pacjpa.79.0_1ev-094.

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Markman, Chris, M. Hess, Dan Lou, and Anh Nguyen. "VR Hackfest." Information Technology and Libraries 38, no. 4 (December 16, 2019): 6–13. http://dx.doi.org/10.6017/ital.v38i4.11877.

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We built the future of the web — today! Our four-person eLibrary team designed an afternoon workshop and corresponding network-connected public exhibit centered around two cutting-edge internet technologies: IPFS and A-Frame.

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Magnor, Marcus, Susana Castillo, and Alexander Sorkine-Hornung. "Real VR." IEEE Computer Graphics and Applications 41, no. 4 (July 1, 2021): 27–28. http://dx.doi.org/10.1109/mcg.2021.3085353.

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Strain, Ellen. "Virtual VR." Convergence: The International Journal of Research into New Media Technologies 5, no. 2 (June 1999): 10–15. http://dx.doi.org/10.1177/135485659900500202.

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Kiss, Francisco, Sven Mayer, and Valentin Schwind. "Audio VR." Interactions 27, no. 3 (April 17, 2020): 46–51. http://dx.doi.org/10.1145/3386385.

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Bergeron, Bryan. "VR Technology." Physician and Sportsmedicine 24, sup1 (October 1996): 40–41. http://dx.doi.org/10.1080/00913847.1996.11948075.

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Sundt, Christine L. "VR @ Thirty." Visual Resources 30, no. 2 (April 3, 2014): 119–20. http://dx.doi.org/10.1080/01973762.2014.908097.

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Dissertations / Theses on the topic "VR"

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Tymoshenko. "VR-TECHNOLOGY." Thesis, Київ 2018, 2018. http://er.nau.edu.ua/handle/NAU/33924.

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Dam, Roadley-Battin Nikolaj. "Educational VR : An exploration of educational VR for professional users." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144071.

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This thesis explores Virtual Reality (VR) as a digital medium for teaching in a professional context. In collaboration with ABB, a pioneering technology leader, the thesis questions whether VR could be the future medium for training ABB service personnel. The research discusses how you can design for VR, by drawing parallels to traditional mediums; Moreover, the research covers insights into the ABB education and VR explorations. Three experience prototypes were designed as the final concept. These experience prototypes aim to highlight educational use cases through VR, covering collaborative work, safety guidelines and various utilities. The goal of the final experience prototypes is to engage potential users and designers in a dialog concerning VR as an educational medium of the future.

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Chatterjee, Prateek. "Classic Driver VR." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-theses/1251.

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A VR car-driving simulator for evaluating the user experience of new drivers by helping them to learn driving rules and regulations. The Classic VR Driver helps new drivers to learn driving rules and regulations using various audio and visual feedback. The simulator helps them to get acquainted with the risks and mistakes associated with real life driving. In addition, the users have to play the game in an immersive environment using a Virtual Reality system. This project attempts to fulfill two important goals. The major goal is to evaluate whether the user can learn driving rules and regulations of the road. The game allows the users to take a road test. The road test determines the type of mistakes the user makes and it also determines if they passed or failed in it. I have conducted A/B testing and let the testers participate in user-interviews and user-survey. The testing procedure allowed me to analyze the effectiveness of learning driving rules from the simulator as compared to learning rules from the RMV (Registry of Motor Vehicles) manual. Secondly, the user experience was evaluated by allowing users to participate in user-interviews and user-surveys. It helped me to understand the positives and drawbacks of the game. These feedback are taken into consideration for future improvement. All these factors were considered to make the game as enjoyable and useful in terms of skill training.

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Forsman, Dina. "Säkerhetsutbildning med VR." Thesis, Blekinge Tekniska Högskola, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-20126.

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I detta kandidatarbete undersöker jag hur man med hjälp av virtuell verklighet (VR) kan skapa en fabriksmiljö för att bidra till ökad medvetenhet och säkerhetstänk i fabriken. Undersökningen baseras på en utmaning från Volvo med deras egen fabrik i fokus där dem velat ha en säkerhetsutbildning för deras gångtrafikanter i fabriken. Med hjälp av designperspektivet design thinking har Volvo fått vara delaktiga genom hela processen där vi kunnat skapa en produkt åt dem tillsammans. Undersökningens frågeställning är “Hur kan man med hjälp av Virtual Reality skapa upplevelsen av fabriksmiljö för att bidra till ökad medvetenhet och säkerhetstänk i fabriken?” där jag valt att gestalta detta i ett spel integrerat med VR. Med hjälp av de valda metoderna för designprocessen kunde jag sätta mig in i Volvos problem och skapa en fabrik som efterliknar deras så mycket som möjligt. Volvo själva fick ta del av skapandet genom bilder och videor för att ge feedback om miljön, samt hur realistisk upplevelsen kändes jämfört med deras egen fabrik. För att gestaltningen skulle testas och godkännas av Volvo involverades dem konstant i arbetet. Undersökningen resulterade i ett VR spel med en kort säkerhetsutbildning om fabrikens miljö och vissa faror som kan komma att ske i den. Eftersom ökad medvetenhet och säkerhetstänk hos personer inom arbetet inte kan mätas direkt har frågeställningen kunnat blivit besvarad efter endast ett fåtal test. De personer från Volvo som har testat det gav positiv respons och nya tankar och idéer kring tekniska utbildningar inom säkerhet som dessa har väckts hos många.
In this bachelor thesis I’m examining how to create a factory environment with virtual reality (VR) to contribute to increased awareness and safety mindset in the factory. The examination is based on a challenge from Volvo with their own factory in focus where they wanted to have a safety training for their pedestrians in the factory. With help from the design perspective design thinking, Volvo has been involved through the whole process where we could create a product for them together. The survey question is ”How can you with help from Virtual Reality create the experience of a factory environment to contribute to increased awareness and safety mindset in the factory?” where I chose to shape this into a game integrated with VR. With help from the selected methods for the design process I could put myself into Volvo’s problem and create a factory that resembles theirs as much as possible. Volvo took part of the creation themselves through pictures and videos to provide feedback on the environment and how realistic the experience felt compared to their own factory. For the design to be tested and approved by Volvo, they were constantly involved in the project. The examination resulted in a VR game with a short safety training about the environment of the factory and some dangers that may occur in it. Because increased awareness and safety thinking in people within the work can not be measured directly, the survey question has been answered after only a few tests. The people at Volvo who have tested it gave positive results and new thoughts and ideas about technical training in security, such as these, have been awakened by many.

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Novotný, Miroslav. "VR interaktivní aplikace." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2017. http://www.nusl.cz/ntk/nusl-363828.

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The goal of this thesis is to learn about virtual reality and the aspects of the development for this platform. The next goal is to find well suited development environment for the application and test the capabilities and limits of them both. The thesis will be completed by designing, implementing and then testing the aplication using knowledge learnt.

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Valenta, Marek. "VR interaktivní aplikace." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2018. http://www.nusl.cz/ntk/nusl-385947.

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This document is primarily concerned with describing the development of an interactive virtual reality application. At the beginning is a description of the history of the VR, dating back to the 19th century. Following it is a description of the devices that are currently being used for the VR and for which this application is created. The Unity 3D development environment is presented, which is, together with the basic description of neural networks, a major part of the whole project. The other half describes the design and implementation of simulation of a magical world, including a new magic spell system that has not yet been used in any VR game, which is the recognition of hand gestures for spell creation by using neural network. The work also contains a description of the whole application, rooms and objects. The conclusion discusses the problems and dead ends that have been tried but failed.

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Lundgren, Kristoffer. "VR Museum Experience." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-80669.

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Museum Anna Nordlander is a part of Skelleftea Museum and focuses on the artist Anna Nordlander. ˚ The goal of the project was to develop a VR Experience centered around Anna Nordlander and one of her paintings. The content for the experience was provided and recorded by the people at Museum Anna Nordlander. The purpose was to create a playable demo with features like audio playback, interactable objects, and a modular approach to the code which would allow future additions to the project. This paper investigates how some of the design choices affects the user experience. Specifically, how our choices affect the users physically, how prevalent certain symptoms common in VR are in the product. To gather the necessary data both the Oculus GO and the Oculs Qust were tested. The user tests showed that room scale tracking is an important feature to reduce user discomfort and nausea, and teleportation style movement is not a good solution while using the Oculus GO. The end result is a playable demo containing all the content provided to the developers and all the requested features. The demo is also intended to be modular and easy to expand upon in the future.
Museum Anna Nordlander är en del av Skellefteå Museum och är inriktat på konstnären Anna Nordlander. Målet med projektet var att utveckla en VR upplevelse centrerad kring Anna Nordlander och en av hennes konstverk. Innehållet i upplevelsen spelades in och skickades till utvecklarna från Museum Anna Nordlander. Syftet var att skapa ett spelbart demo med funktioner som ljuduppspelning, interagerbara objekt, och en modulärt tillvägagångssätt vilket skule tillåta framtida tillskott till projektet. Denna artikel använder sig också av användartester för att undersöka hur några av designvalen påverkar användarupplevelsen. Specifikt sett hur våra val påverkar användarna fysikt, hur prevalent vanliga VR-symptom är i produkten. För att samla in den nödvändiga datan gjordes tester med både Oculus GO och Oculus Quest. Användartesterna visade att room-scale tracking är en viktig function för att minska obehag och illamående bland användarna, och att rörelse genom teleportering inte är en bra lösning för Oculus GO. Resultatet är ett spelbart demo som innehåller allt innehåll som utvecklarna fick samt alla funktioner som efterfrågades. Projektet är också tänkt att vara modulärt och lätt att fortsätta arbeta på i framtiden.

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Zhang, Lei. "Immunology Virtual Reality (VR): Exploring Educational VR Experience Design for Science Learning." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83948.

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Immunology Virtual Reality (VR) project is an immersive educational virtual reality experience that intends to provide an informal learning experience of specific immunology concepts to college freshmen in the Department of Biological Sciences at Virginia Tech (VT). The project is an interdisciplinary endeavor between my collaboration between people from different domain areas at VT: Creative Technologies, Education, Biological Sciences, and Computer Sciences. This thesis elaborates on the whole design process of how I created a working prototype of the project demo and shares insights from my design experience.
Master of Fine Arts
Immunology Virtual Reality is an immersive educational virtual reality experience in which a user takes on the role of an immune cell and migrates to fight off pathogen invasions at an infection site in the human body. It explores levels of interactivity and storytelling in educational VR and their impact on learning.

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Persson, Malin. "Panorama och VR teknik." Thesis, University of Skövde, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4366.

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Kelkkanen, Viktor. "Remote Rendering for VR." Licentiate thesis, Blekinge Tekniska Högskola, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-21382.

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The aim of this thesis is to study and advance technology relating to remote rendering of Virtual Reality (VR). In remote rendering, rendered content is commonly streamed as video images in network packets from a server to a client. Experiments are conducted with varying networks and configurations throughout this work as well as with different technologies that enable or improve remote VR experiences. As an introduction to the field, the thesis begins with related studies on 360-video. Here, a statistic based on throughput alone is proposed for use in light-weight performance monitoring of encrypted HTTPS 360-video streams. The statistic gives an indication of the potential of stalls in the video stream which may be of use for network providers wanting to allocate bandwidth optimally. Moving on from 360-video into real-time remote rendering, a wireless VR adapter, TPCAST, is studied and a method for monitoring the inputand video-throughput of this device is proposed and implemented. With the monitoring tool, it is for example possible to identify video stalls that occur in TPCAST and thus determine a baseline of its robustness in terms of video delivery. Having determined the baseline, we move on to developing a prototype remote rendering system for VR. The prototype has so far been used to study the bitrate requirements of remote VR and to develop a novel method that can be used to reduce the image size from a codec-perspective by utilizing the Hidden Area Mesh (HAM) that is unique to VR. By reducing the image size, codecs can run faster and time will therefore be saved each frame, potentially reducing the latency of the system.

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Books on the topic "VR"

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V.E. Riecansky Technical Translations, ed. VR translations index (1982-1985): Nos. VR/2027/82-VR/3081/85. Great Abington, Cambridge: V.E. Riecansky Technical Translations, 1986.

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Feyder, Manuela, and Linda Rath-Wiggins. VR-Journalismus. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22217-8.

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Sherman, William R., ed. VR Developer Gems. Boca Raton : Taylor & Francis, a CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F: A K Peters/CRC Press, 2019. http://dx.doi.org/10.1201/b21598.

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Bühler, Kai. Investitionsstandort VR China. Wiesbaden: Deutscher Universitätsverlag, 2000. http://dx.doi.org/10.1007/978-3-663-08066-4.

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Kim, Sŏn-ho. VR chŏnŏllijŭm yŏn'gu. Sŏul T'ŭkpyŏlsi: Han'guk Ŏllon Chinhŭng Chaedan, 2016.

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(Europe), NEC Electronics. RISC microprocessors VR 3000/VR 3010 MIPS RISC architecture: User's manual. Dusseldorf: NEC Electonics (Europe), 1988.

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Rehabilitation, Massachusetts Office of Education and Vocational. VR provider orientation materials. [Boston, Mass: Office of Education and Vocational Rehabilitation], 1996.

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Kumar, Abhishek. VR Integrated Heritage Recreation. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-6077-7.

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Langer, Elle. Medieninnovationen AR und VR. Berlin, Heidelberg: Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-60826-5.

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Chris, Rayns, and International Business Machines Corporation. International Technical Support Organization., eds. CICS VR version 4. 2nd ed. [Poughkeepsie, NY]: International Technical Support Organization, 2008.

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Book chapters on the topic "VR"

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Feyder, Manuela, and Linda Rath-Wiggins. "Das Medium: VR." In VR-Journalismus, 1–55. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22217-8_1.

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Feyder, Manuela, and Linda Rath-Wiggins. "Das Handwerk: VR-Storytelling." In VR-Journalismus, 57–91. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22217-8_2.

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Feyder, Manuela, and Linda Rath-Wiggins. "Der Workflow: VR in der Redaktion." In VR-Journalismus, 93–118. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22217-8_3.

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Feyder, Manuela, and Linda Rath-Wiggins. "Das Berufsbild: VR-Journalist." In VR-Journalismus, 119–31. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22217-8_4.

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Vince, John. "VR Hardware." In Essential Series, 70–90. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1263-1_5.

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Vince, John. "VR Software." In Essential Series, 91–117. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1263-1_6.

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Vince, John. "VR Applications." In Essential Series, 118–43. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1263-1_7.

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Colubri, Andrés. "VR Basics." In Processing for Android, 303–29. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-2719-0_14.

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Do, Ellen Yi-Luen. "VR Sketchpad." In Computer Aided Architectural Design Futures 2001, 161–72. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0868-6_13.

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Jones, Sarah, Steve Dawkins, and Julian McDougall. "Understanding VR." In Understanding Virtual Reality, 53–54. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367337032-7.

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Conference papers on the topic "VR"

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Shevchuk, Nataliya, and Harri Oinas-Kukkonen. "VR or non-VR?" In AcademicMindtrek '20: Academic Mindtrek 2020. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377290.3377312.

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Ueoka, Ryoko, Ali AlMutawa, and Hikaru Katsuki. "Emotion hacking VR (EH-VR)." In SA '16: SIGGRAPH Asia 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2988240.2988247.

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van Gemert, Thomas, and Joanna Bergstrom. "Evaluating VR Sickness in VR Locomotion Techniques." In 2021 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW). IEEE, 2021. http://dx.doi.org/10.1109/vrw52623.2021.00078.

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Dokonal, Wolfgang, Mike Knight, and Ernst Dengg. "VR or not VR – an eeZee question?" In XX Congreso de la Sociedad Iberoamericana de Gráfica Digital. São Paulo: Editora Blucher, 2016. http://dx.doi.org/10.5151/despro-sigradi2016-777.

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Pavlik, Ryan A., and Judy M. Vance. "VR JuggLua: A framework for VR applications combining Lua, OpenSceneGraph, and VR Juggler." In 2012 5th Workshop on Software Engineering and Architectures for Realtime Interactive Systems. IEEE, 2012. http://dx.doi.org/10.1109/searis.2012.6231166.

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Mat Isham, Muhammad Ismail, Habibah Norehan Hj Haron, Farhan bin Mohamed, and Chan Vei Siang. "VR Welding Kit: Accuracy Comparison Between Smartphone VR and Standalone VR Using RMSE." In 2021 IEEE International Conference on Computing (ICOCO). IEEE, 2021. http://dx.doi.org/10.1109/icoco53166.2021.9673577.

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Bierbaum, Allen, Christopher Just, Patrick Hartling, Kevin Meinert, Albert Baker, and Carolina Cruz-Neira. "VR juggler." In ACM SIGGRAPH ASIA 2008 courses. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1508044.1508086.

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Fischer, Patrick Tobias, Christian Zöllner, Thilo Hoffmann, and Sebastian Piatza. "VR/Urban." In the fourth international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1709886.1709989.

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Chen, Shenchang Eric. "QuickTime VR." In the 22nd annual conference. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/218380.218395.

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Rastegar, Ali. "VR Music." In 2018 IEEE Conference on Virtual Reality and 3D User Interfaces (VR). IEEE, 2018. http://dx.doi.org/10.1109/vr.2018.8446157.

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Reports on the topic "VR"

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Hoffman, Helene M. VR/Multimedia Synthesis, Phase II. Fort Belvoir, VA: Defense Technical Information Center, October 1997. http://dx.doi.org/10.21236/ada343370.

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Wiederhold, Brenda K. Cybertherapy 2005: A Decade of VR. Fort Belvoir, VA: Defense Technical Information Center, July 2005. http://dx.doi.org/10.21236/ada436129.

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Kennedy, Gregor, James Bailey, and Stephen O'Leary. Developing Decision-Making Skills Using Immersive VR. Fort Belvoir, VA: Defense Technical Information Center, June 2013. http://dx.doi.org/10.21236/ada597431.

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Badler, Norman I. Hand Tool Manipulation and Self-Presence in VR. Fort Belvoir, VA: Defense Technical Information Center, May 1999. http://dx.doi.org/10.21236/ada362871.

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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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DMITRIENKO, B. Ch, O. A. KOVALEVA, and E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.

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Currently, museum pedagogy is a very promising area, covering all types of interactions between the museum and its audience. Museum pedagogy is an interdisciplinary field of scientific knowledge, “formed at the intersection of pedagogy, psychology, museology and the relevant discipline of the museum and built on its basis specific practical activities focused on the transfer of cultural (artistic) experience in a museum environment”. The rapid development of technology has led to the so-called modification of this scientific field, we mean a new branch of pedagogical knowledge is emerging - virtual museum pedagogy. VR technologies are beginning to occupy leading positions, but it is important to note that today in art pedagogy there is no idea how to build the educational process in such a context. Thus, this area of pedagogy today requires a deep and comprehensive study. This has determined the purpose of this study. The objectives of the study follow from the goal: 1) To reveal the specifics of virtual museum pedagogy 2) To develop basic pedagogical recommendations for conducting virtual excursions using VR technologies Materials and methods. The methods of this study were analysis and synthesis. Results and discussion. The results of the study consist in the VR technologies usage in art pedagogy features identification.

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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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Semerikov, Serhiy O., Mykhailo M. Mintii, and Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.

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The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.

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Voloshynov, Serhii A., Felix M. Zhuravlev, Ivan M. Riabukha, Vitaliy V. Smolets, and Halyna V. Popova. Application of VR technologies in building future maritime specialists' professional competences. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4623.

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Progress of modern digital technologies enlarged the quantity of researches about implementation and usage of VR technologies in education process of higher educational establishments. The article provides analysis of best practices of simulation technologies application in maritime education. Absence of national research experience, evidence base for efficiency of new VR simulators operation leaves this issue open to be investigated in terms of researches on their performance effectiveness. The article proposes overview of advantages of VR technologies implementation aimed at building and shaping of future maritime specialists’ professional competences. Authors investigate potential application possibilities of interactive and representative potential of immersion digital technologies during education process at maritime educational establishments. Problem of VR technologies integration into education and training of future seafarers is highlighted, as well as possibility to use virtual courses in the process of future maritime specialists’ training. The article reveals prognostic validity of VR simulators used for building of professional competences.

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Hannan, N. A., J. E. Matos, J. A. Stillman, A. P. Olson, and P. L. Garner. Conversion Analyses for the VR-1 Reactor, part I and II. Office of Scientific and Technical Information (OSTI), November 2005. http://dx.doi.org/10.2172/885491.

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