scholarly journals An Interactive Virtual Reality Physics Instructional Environment based on Vygotskian Educational Theory

2020 ◽  
Author(s):  
Michael Cowling ◽  
Robert Vanderburg
Keyword(s):  
Virtual Reality ◽  
Physics Education ◽  
Virtual Space ◽  
Proximal Development ◽  
Design Based Research ◽  
Approach To Learning ◽  
Gravitational Forces ◽  
Physics Simulation ◽  
Teaching Physics

Physics Education is a popular application for Virtual Reality (VR), with many simulations being available for students to manipulate objects in virtual space. However, most of these applications take a Piagetian approach to learning, instructing first in a traditional way and then exposing students to VR in a sandbox environment without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in virtual space. Using gravity and circular motion as a case study, this paper discusses a design to facilitate this learning comprising a virtual universe with control of planet placement and size, external satellite placement and size, as well as gravitational forces acting on these objects, along with a design-based research (DBR) research design to evaluate both usability and learning for the intervention.

Developing an Immersive Virtual Classroom

2021 ◽  
pp. 118-144
Author(s):  
Kathleen M. Ingraham ◽  
Annette Romualdo ◽  
Angelica Fulchini Scruggs ◽  
Eric Imperiale ◽  
Lisa A. Dieker ◽  
...  
Keyword(s):  
Teacher Education ◽  
Virtual Reality ◽  
System Development ◽  
Learning Experiences ◽  
Virtual Classroom ◽  
Virtual Space ◽  
Future Research ◽  
Research Development

As virtual reality (VR) technologies continue to improve and become more accessible, educators are increasingly incorporating VR learning experiences in teacher education contexts. This chapter is a case study of TeachLivE™, a virtual classroom platform designed for practicing teaching in a safe virtual space. This chapter describes the system, development, and challenges faced when incorporating immersive VR technologies. Recommendations are provided for future research, development, use, and facilitation of immersive VR learning experiences.

Virtual Reality System Using Psychological and Physiological Data An Application to Sports Image Training System

1992 ◽  
Vol 4 (1) ◽  
pp. 25-30 ◽  
Author(s):  
Ken’ichi Kamijo ◽  
◽  
Shin’ichi Fukuzumi ◽  
Toshimasa Yamazaki
Keyword(s):  
Virtual Reality ◽  
Visual Information ◽  
Feedback System ◽  
Training System ◽  
Virtual Space ◽  
Human Information Processing ◽  
Physiological Data ◽  
Prototype System ◽  
Information Processing Model

The authors propose a new Virtual Reality (VR) system using psychological and physiological data which reflect users’ mental state and voluntary and involuntary reactions. The VR system consists of a psychological and physiological data measurement system, human information processing model units, and an intelligent feedback system. This VR system can provide users with a more comfortable environment in virtual space. As a case study, the authors have applied the system to Sports CAI, in particular a Sports Image Training System for skiing, and an experimental prototype system has been developed. The system consists of weight measurement devices, ski scene display, and data display. According to the movement of the skier displayed on the screen, trainees can control their weight positioning for skiing. The system gives some instructions for improving skiing on the basis of weight data. The new image training method was realized by displaying psychological and physiological data in a virtual environment and by feedback of the data through real time visual information.

Virtual Reality Treatment for Agoraphobia: A Mexican Case Study

2006 ◽  
Author(s):  
Georgina Cardenas-Lopez ◽  
Sandra Munoz ◽  
Maribel Gonzalez ◽  
Carmen Ramos
Keyword(s):  
Virtual Reality

Transitioning Business for a Circular Economy

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Susan EVANS
Keyword(s):  
Professional Practice ◽  
Circular Economy ◽  
Radical Change ◽  
Virtual Space ◽  
Professional Experience ◽  
Operational Model ◽  
New Vision ◽  
To Come ◽  
Space Requirements

This case study explores the strategic business opportunities, for Lane Crawford, an iconic luxury department store, to transition in a circular economy towards sustainability. A new experimentation framework was developed and conducted among cross departmental employees, during a Design Lab, with intention to co-create novel Circular Economy business concepts towards a new vision: the later was a reframe of the old system based on the principles of sustainability; to move beyond a linear operational model towards a circular economy that can contribute to a regenerative society. This work draws on both academic and professional experience and was conducted through professional practice. It was found that innovative co-created concepts, output from the Design Lab, can create radical change in a circular economy that is holistically beneficial and financially viable; looking forward to extract greater value a)Internal organization requires remodeling to transform towards a circular economy; b)Requirement for more horizonal teams across departments vs solely vertical; c)New language and relationships are required to be able to transition towards a circular economy; d)Some form of physical and virtual space requirements, for cross-disciplinary teams to come together to co-create; e)Ability to iterate, learn and evolve requires agency across the business

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 199-203
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Physics Education ◽  
Teaching And Learning ◽  
Education Technology ◽  
Cognitive Activity ◽  
Student Group ◽  
Knowledge And Skills ◽  
Demonstration Experiment ◽  
Teaching Physics

A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.

scholarly journals Physically Based Soap Bubble Synthesis for VR

2021 ◽  
Vol 11 (7) ◽  
pp. 3090
Author(s):  
Sangwook Yoo ◽  
Cheongho Lee ◽  
Seongah Chin
Keyword(s):  
Virtual Reality ◽  
Virtual Space ◽  
Soap Bubble ◽  
Temporal Constraints ◽  
High Expectations ◽  
Soap Bubbles ◽  
Physical Motion ◽  
Head Mounted Display ◽  
Interesting Topic ◽  
Physically Based

To experience a real soap bubble show, materials and tools are required, as are skilled performers who produce the show. However, in a virtual space where spatial and temporal constraints do not exist, bubble art can be performed without real materials and tools to give a sense of immersion. For this, the realistic expression of soap bubbles is an interesting topic for virtual reality (VR). However, the current performance of VR soap bubbles is not satisfying the high expectations of users. Therefore, in this study, we propose a physically based approach for reproducing the shape of the bubble by calculating the measured parameters required for bubble modeling and the physical motion of bubbles. In addition, we applied the change in the flow of the surface of the soap bubble measured in practice to the VR rendering. To improve users’ VR experience, we propose that they should experience a bubble show in a VR HMD (Head Mounted Display) environment.

Virtual reality in vocal training: a case study

2021 ◽  
pp. 1-11
Author(s):  
Sati Doganyigit ◽  
Omer Faruk Islim
Keyword(s):  
Virtual Reality ◽  
Vocal Training

scholarly journals Virtual Reality Technology and Remote Digital Application for Tele-Simulation and Global Medical Education: An Innovative Hybrid System for Clinical Training

2021 ◽  
pp. 104687812110082
Author(s):  
Omamah Almousa ◽  
Ruby Zhang ◽  
Meghan Dimma ◽  
Jieming Yao ◽  
Arden Allen ◽  
...  
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Real Time ◽  
Global Education ◽  
Clinical Training ◽  
Simulation Training ◽  
Virtual Space ◽  
Control Panel ◽  
Clinical Simulation ◽  
Clinical Scenarios

Objective. Although simulation-based medical education is fundamental for acquisition and maintenance of knowledge and skills; simulators are often located in urban centers and they are not easily accessible due to cost, time, and geographic constraints. Our objective is to develop a proof-of-concept innovative prototype using virtual reality (VR) technology for clinical tele simulation training to facilitate access and global academic collaborations. Methodology. Our project is a VR-based system using Oculus Quest as a standalone, portable, and wireless head-mounted device, along with a digital platform to deliver immersive clinical simulation sessions. Instructor’s control panel (ICP) application is designed to create VR-clinical scenarios remotely, live-stream sessions, communicate with learners and control VR-clinical training in real-time. Results. The Virtual Clinical Simulation (VCS) system offers realistic clinical training in virtual space that mimics hospital environments. Those VR clinical scenarios are customizable to suit the need, with high-fidelity lifelike characters designed to deliver interactive and immersive learning experience. The real-time connection and live-stream between ICP and VR-training system enables interactive academic learning and facilitates access to tele simulation training. Conclusions. VCS system provides innovative solutions to major challenges associated with conventional simulation training such as access, cost, personnel, and curriculum. VCS facilitates the delivery of academic and interactive clinical training that is similar to real-life settings. Tele-clinical simulation systems like VCS facilitate necessary academic-community partnerships, as well as global education network between resource-rich and low-income countries.

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