Academia.eduAcademia.edu

Outline

Title
Abstract
Figures
Introduction
Designing the Virtual School
Conclusions and Future Work
References
All Topics
Computer Science

Virtual Reality: Developing a VR space for Academic activities

Profile image of Efstratios StylianidisEfstratios Stylianidis

2014, ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences

https://doi.org/10.5194/ISPRSANNALS-II-5-197-2014
visibility

…

description

5 pages

link

1 file

Abstract

Virtual reality (VR) is extensively used in various applications; in industry, in academia, in business, and is becoming more and more affordable for end users from the financial point of view. At the same time, in academia and higher education more and more applications are developed, like in medicine, engineering, etc. and students are inquiring to be well-prepared for their professional life after their educational life cycle. Moreover, VR is providing the benefits having the possibility to improve skills but also to understand space as well. This paper presents the methodology used during a course, namely "Geoinformatics applications" at the School of Spatial Planning and Development (Eng.), Aristotle University of Thessaloniki, to create a virtual School space. The course design focuses on the methods and techniques to be used in order to develop the virtual environment. In addition the project aspires to become more and more effective for the students and provide a real virtual environment with useful information not only for the students but also for any citizen interested in the academic life at the School.

Figures (21)
The Faculty of Engineering is located in the University campus (Figure 1). The School of Spatial Planning and Development (Eng.) is using areas (Table 1) in the ground floor of the main building for hosting academic staff offices and the secretariat as well (Figure 2, index D). The School is hosting the classrooms and the amphitheaters on Wings A, B and C, as illustrated in Figure 2 at the Ist, 2nd or 3rd floor. In addition, on the 3rd floor of Wing C, the School is hosting the two ICT labs, which are used both for teaching purposes and students’ activities. The library is located on the 2nd floor of building C (Figure 2). Figure 1: The University campus and the Faculty of Engineering (in yellow frame)
The Faculty of Engineering is located in the University campus (Figure 1). The School of Spatial Planning and Development (Eng.) is using areas (Table 1) in the ground floor of the main building for hosting academic staff offices and the secretariat as well (Figure 2, index D). The School is hosting the classrooms and the amphitheaters on Wings A, B and C, as illustrated in Figure 2 at the Ist, 2nd or 3rd floor. In addition, on the 3rd floor of Wing C, the School is hosting the two ICT labs, which are used both for teaching purposes and students’ activities. The library is located on the 2nd floor of building C (Figure 2). Figure 1: The University campus and the Faculty of Engineering (in yellow frame)
For creating the virtual School, six different and independent access paths have been implemented: one for the academic staff offices’ area (Figure 3), one for the Secretariat (Figure 4), one for Wing A at the Faculty premises (Figure 5), one for Wing B at the Faculty premises (Figure 6), one for Wing C at the Faculty premises (Figure 7) and one for the library (Figure 8). From Table 1 as well as from Figures 3 to 8, comes up that the School is using a total of 27 rooms; for this reason is necessary to introduce 39 additional (shooting) stops (external response, stops outside rooms, wings, etc.), in order to have a smooth and virtual transition in the every room of interest. Figure 3. Academic staff offices path. I Ground floor, ll 1* floor, Hi Half-pace, Ol Offices.
For creating the virtual School, six different and independent access paths have been implemented: one for the academic staff offices’ area (Figure 3), one for the Secretariat (Figure 4), one for Wing A at the Faculty premises (Figure 5), one for Wing B at the Faculty premises (Figure 6), one for Wing C at the Faculty premises (Figure 7) and one for the library (Figure 8). From Table 1 as well as from Figures 3 to 8, comes up that the School is using a total of 27 rooms; for this reason is necessary to introduce 39 additional (shooting) stops (external response, stops outside rooms, wings, etc.), in order to have a smooth and virtual transition in the every room of interest. Figure 3. Academic staff offices path. I Ground floor, ll 1* floor, Hi Half-pace, Ol Offices.
Figure 2. The Faculty of Engineering and the buildings coding
Figure 2. The Faculty of Engineering and the buildings coding
Figure 7. Wing C path. ll Ground floor, ll 1“ floor, I Half- pace, 2" floor, Hi 3" floor, Hl room or amphitheatre, 3" floor.
Figure 7. Wing C path. ll Ground floor, ll 1“ floor, I Half- pace, 2" floor, Hi 3" floor, Hl room or amphitheatre, 3" floor.
Figure 5. Wing A path. Il Ground floor, ll 1* floor, Hi room or amphitheatre, 1“ floor, Il Half-pace, ll 2" floor, 3" floor, O room or amphitheatre, 3" floor.
Figure 5. Wing A path. Il Ground floor, ll 1* floor, Hi room or amphitheatre, 1“ floor, Il Half-pace, ll 2" floor, 3" floor, O room or amphitheatre, 3" floor.
Figure 4. Secretariat path. II Ground floor, ll 1* floor, ll Half- pace, M2” floor.
Figure 4. Secretariat path. II Ground floor, ll 1* floor, ll Half- pace, M2” floor.
Figure 8. Secretariat path. Il Ground floor, ll 1“ floor, O Library, 24 floor.
Figure 8. Secretariat path. Il Ground floor, ll 1“ floor, O Library, 24 floor.
Figure 9. Camera position over the tripod, the plump line and the electronic compass. Each panorama is implemented by 18 images having an overlap of 30-60% (depending on the distance of the shooting object/area from the camera), which were captured in the horizontal plane every 20 degrees. This was achieved by using an electronic compass to facilitate the process.
Figure 9. Camera position over the tripod, the plump line and the electronic compass. Each panorama is implemented by 18 images having an overlap of 30-60% (depending on the distance of the shooting object/area from the camera), which were captured in the horizontal plane every 20 degrees. This was achieved by using an electronic compass to facilitate the process.
The plumb line was placed (approximately) at the focal lens centre (Figure 9). With this assumption, the x-parallax between consecutive shots of the same panorama was zero, allowing the optimal image stitching during panorama production. Besides, the plumb line secures the maintaining the focal lens centre position during the horizontal rotation of the tripod. For this reason, initially, a fixed point on the ground was selected for each panorama. In each tripod’s horizontal rotation, the point’s position was chosen in such a way that the imaginary extension of the plumb line coincides with the fixed point on the ground as illustrated in Figure 10. Figure 10. Image acquisition; keeping constant the same ground point at each shoot.
The plumb line was placed (approximately) at the focal lens centre (Figure 9). With this assumption, the x-parallax between consecutive shots of the same panorama was zero, allowing the optimal image stitching during panorama production. Besides, the plumb line secures the maintaining the focal lens centre position during the horizontal rotation of the tripod. For this reason, initially, a fixed point on the ground was selected for each panorama. In each tripod’s horizontal rotation, the point’s position was chosen in such a way that the imaginary extension of the plumb line coincides with the fixed point on the ground as illustrated in Figure 10. Figure 10. Image acquisition; keeping constant the same ground point at each shoot.
In order to create the panorama Adobe Photoshop CS6” (Adobe Systems Software Ireland Ltd, 2014) was used. Specifically, the Photomerge tool was chosen for this reason. The cylindrical development and images’ stitching selected as the appropriate layout. The panorama production maintains both the vertical and horizontal surface of the presented object (Figure 11, Figure 12). Furthermore, in order to correct problems appear in stitched images, additional tools, such Clone Stamp and Smudge, are used to improve the image quality. Figure 11. The initial panorama; the area within the black frame illustrates the useful area in vertical and 3600 horizontally.
In order to create the panorama Adobe Photoshop CS6” (Adobe Systems Software Ireland Ltd, 2014) was used. Specifically, the Photomerge tool was chosen for this reason. The cylindrical development and images’ stitching selected as the appropriate layout. The panorama production maintains both the vertical and horizontal surface of the presented object (Figure 11, Figure 12). Furthermore, in order to correct problems appear in stitched images, additional tools, such Clone Stamp and Smudge, are used to improve the image quality. Figure 11. The initial panorama; the area within the black frame illustrates the useful area in vertical and 3600 horizontally.
By enabling virtual school the user is seated at the main gate of the Faculty of Engineering (Figure 13). The navigation tools are positioned at the bottom of the screen to assist user’s navigation. Starting from left to right (Figure 13), there is a Home button (starting from the main gate at the Faculty of Engineering), Go to previous panorama, Go to next panorama, Turn left, Turn right, Move up, Move down, Zoom in, Zoom out, Switch to full screen and Map. These are the navigation tools offered to the user. Figure 13. The starting interface.
By enabling virtual school the user is seated at the main gate of the Faculty of Engineering (Figure 13). The navigation tools are positioned at the bottom of the screen to assist user’s navigation. Starting from left to right (Figure 13), there is a Home button (starting from the main gate at the Faculty of Engineering), Go to previous panorama, Go to next panorama, Turn left, Turn right, Move up, Move down, Zoom in, Zoom out, Switch to full screen and Map. These are the navigation tools offered to the user. Figure 13. The starting interface.
Selecting the Map button, the transparent map, as illustrate in Figure 14, appears on the screen. At the bottom right of the screen, a slider provides the opportunity to navigate in selected paths of potential interest: secretariat route, Wing A route, Wing B route, Wing C route, library route. For each path, the application isolates and shows only the panoramas which constitute the specific path. The positions of the panoramas are displayed in different colours (depending the floor) on the map, while the move to the next or previous panorama is feasible either by buttons Go to the next panorama or Go to previous panorama, or by selecting with the cursor over the map panorama of interest). Figure 14. Map appearance over the initial screen and the paths for selection.
Selecting the Map button, the transparent map, as illustrate in Figure 14, appears on the screen. At the bottom right of the screen, a slider provides the opportunity to navigate in selected paths of potential interest: secretariat route, Wing A route, Wing B route, Wing C route, library route. For each path, the application isolates and shows only the panoramas which constitute the specific path. The positions of the panoramas are displayed in different colours (depending the floor) on the map, while the move to the next or previous panorama is feasible either by buttons Go to the next panorama or Go to previous panorama, or by selecting with the cursor over the map panorama of interest). Figure 14. Map appearance over the initial screen and the paths for selection.
The radar, displayed as field of view, over the map in the panoramas position is useful to facilitate user’s orientation in the surrounding space (Figure 16). Figure 16. The radar for user’s orientation. By passing the cursor over the man’s figure or the information symbol (i), the relevant information is shown (Figure 17).
The radar, displayed as field of view, over the map in the panoramas position is useful to facilitate user’s orientation in the surrounding space (Figure 16). Figure 16. The radar for user’s orientation. By passing the cursor over the man’s figure or the information symbol (i), the relevant information is shown (Figure 17).
The user can move to the next or previous panorama by selecting either the man’s figure appeared on the screen (Figure 15) or a door appeared in the image and the user aspires to enter a new space (e.g. offices).
The user can move to the next or previous panorama by selecting either the man’s figure appeared on the screen (Figure 15) or a door appeared in the image and the user aspires to enter a new space (e.g. offices).
Figure 18. Anaglyph students’ project at the School of Architecture Figure 19. An amphitheater from the blackboard (left); the information symbol (i) provides access to the list of offered courses.
Figure 18. Anaglyph students’ project at the School of Architecture Figure 19. An amphitheater from the blackboard (left); the information symbol (i) provides access to the list of offered courses.
Engineering. The user has the opportunity to ‘visit’ these exhibits virtually (Figure 18). In addition, in each room or amphitheater detailed information of offered courses is illustrated (Figure 19).
Engineering. The user has the opportunity to ‘visit’ these exhibits virtually (Figure 18). In addition, in each room or amphitheater detailed information of offered courses is illustrated (Figure 19).

Related papers

A Framework for Desktop Virtual Reality Application for Education
j Frank Reuben Jebaraj

International Journal of Computing Algorithm

Contemporary custom in education encourages students to gain exposure in the real world through student visits (field visits) to sites in count to conventional textbooks and lectures. This disclosure helps students to experience real world situations and integrate this experience into knowledge learned in class. This is important to students in various disciplines such as engineering, architecture and transportation. Students, however, have limited on-site access due to issues related to safety concerns, cost and effort. In an attempt to address such issues, Virtual Reality (VR) applications have been developed and implemented. With the growth in the number of VR applications, there is currently a lack of information about the design issues of VR applications from the standpoint of integrating different types of information associated with the real world. This paper aims to bridge this gap by evaluating VR applications with respect to these issues and highlights the lessons learned from the appropriate evaluations. The results demonstrate that VR application, which links different sources of information (as developed in this paper), promotes better learning than conventional printed materials and that students professed it positively as a precious complement to a physical field visit. The design recommendations for the development of similar VR learning applications are further discussed in this paper.

View PDFchevron_right
Inovasi Pembelajaran Bumi dan Tata Surya Melalui Virtual Reality (VR) di CoSpace Edu
Dzikri Rahmat Romadhon

Pakar Pendidikan, 2024

This research aims to improve junior high school student's understanding of the earth and solar system concept through virtual reality (VR) in CoSpace Edu through a Research and Development (RnD) approach with the 4D model (Define, Design, Develop, Disseminate), the research was conducted in several junior high schools in Depok, involving physics teachers and students in grades 8 and 9. The need for interactive media that can visualize the concept of the solar system and the eclipse phenomenon was observed through preliminary studies in the form of observations and interviews. The development of this VR media begins with a needs analysis, followed by design, product development, and deployment. Data collection instruments include observation, interviews, questionnaires, and tests. Data analysis is based on expert, teacher, and student questionnaires and media effectiveness tests using N-Gain calculations. Based on the N-gain calculation, a score of 0.624 was obtained in the small group and 0.505 in the field test. The results showed that using VR media effectively improves the understanding of the concept of the earth and solar system, contributing to understanding the concept of the earth and solar system.

View PDFchevron_right
Virtual reality: educational and methodological aspects
Alexey Azevich

RUDN Journal of Informatization in Education, 2019

Problem and goal. Virtual reality in education is used as the information space, in which the student can not only obtain the necessary information, but also enter into the contact with the fictitious objects. Sinking (immersion) into the educational medium helps students to acquire the habits of interaction with the virtual objects, to develop methods of collective collaboration and to find confidence in the course presentation of its own projects. The process of creating the resources with the elements of interactivity, and also the selection of the necessary instrument means is a technological and a systematic problem for the teachers, who are mastering new information technologies. The purpose of the article is construction and substantiation of the effectiveness of the model of the use of technologies of virtual reality in the course of the instruction of schoolchildren in the system of additional formation. Methodology. The development of the model of the use of technologies o...

View PDFchevron_right
Application of Virtual Reality in a Learning Experience
IJERA Journal

The project is an application that allows users to interact in a virtual environment via a web interface, in which models are in three dimensions to simulate different activities. The application focuses on education with virtual reality technology, enriching the student's perception through the interaction with objects in an artificial world, facilitating their learning. A website was designed for this purpose, on which the application can be executed directly in the web browser with the help of a plugin or downloaded and run as a native application. The user navigates in the virtual environment containing a three-dimensional replica of one of the laboratories of the Polytechnic School N.U.E.. The tests consisted of running the model and laboratory simulations. The results obtained from forms show that the use of virtual reality is valid, accepted and helps understanding the context of the simulations.

View PDFchevron_right
Virtual Reality and Its Applications in Education: Survey
Ahmed Helmi

Information, 2019

In the education process, students face problems with understanding due to the complexity, necessity of abstract thinking and concepts. More and more educational centres around the world have started to introduce powerful new technology-based tools that help meet the needs of the diverse student population. Over the last several years, virtual reality (VR) has moved from being the purview of gaming to professional development. It plays an important role in teaching process, providing an interesting and engaging way of acquiring information. What follows is an overview of the big trend, opportunities and concerns associated with VR in education. We present new opportunities in VR and put together the most interesting, recent virtual reality applications used in education in relation to several education areas such as general, engineering and health-related education. Additionally, this survey contributes by presenting methods for creating scenarios and different approaches for testin...

View PDFchevron_right
THE DEVELOPMENT OF A VIRTUAL LEARNING ENVIRONMENT USING VIRTUAL REALITY TECHNOLOGY
Ayomide Onibokun

Ayomide Onibokun, 2022

This is a report explains the details of development process of a virtual learning environment using virtual reality technology using air condition installation and a building construction work pile as the focus area. The main feature of this project is to have an overview of a construction process before using it physically; this project was built for virtual reality mode and desktop mode. A virtual learning environment, a user can navigate within the VR space and interact with objects in the virtual space.Interventions commonly take the form of questioning, listening, giving information, explaining some phenomenon, demonstrating a skill or process, testing understanding and capacity, and facilitating learning activities such as note taking, discussion, assignment writing, simulations and practice. Teaching involves creating an environment and engaging with others, so that they learn particular things. This can be anything from tying a shoe lace to appreciating the structure of a three-act play. Teaching has three key elements which are focus, knowledge and the ability to engage people in learning.

View PDFchevron_right
OPPORTUNITIES AND CHALLENGES OF USING VR IN EDUCATIONAL SECTOR FOR ENHANCING BETTER LEARNING EXPERIENCE
Dr. Shraddha Verma

2023

Since quite some time ago, research has been conducted on the potential benefits of employing virtual reality (VR) in educational settings. In the published research, there are descriptions of a great number of VR applications; nevertheless, there is no necessity for a comprehensive analysis of these goods. The usage of virtual reality (VR) in educational settings is becoming increasingly common. It is necessary for students to have experience in a virtual business environment in order to adequately prepare them for the obstacles that they will face in the real business world. Because students frequently grow fatigued when learning new information, we need to use virtual reality to assist students in becoming experts. The utilisation of virtual environments as a teaching tool in the fields of computer science, physical science, and biological science is becoming increasingly important. Numerous studies have been conducted to investigate the usefulness of virtual reality (VR) in the field of science education, with a special emphasis on how students' learning, motivation, and attitude change as a result of utilising VR. Although there is not a significant difference in learning results when comparing virtual reality (VR) to other active learning experiences, there have been favourable effects reported in some studies that compare VR to more conventional learning environments. [Citation needed] Studies on the application of virtual reality (VR) in the classroom have shown positive effects on students' academic performance as well as their levels of interest and their overall learning experiences. One example of a scientific talent that has been found to improve with the introduction of virtual reality is the user's capacity to conceptualise abstract ideas (VR). Virtual reality (VR) is becoming an increasingly popular topic of discussion among teachers of foreign languages. As a result of the rapid pace at which both the functionality of this technology and the potential advantages it could bring to educational settings are undergoing development, it can be challenging for educators to acquire a comprehensive understanding of both aspects. When it was brought up in the commercial sector vs when it was debated in academic settings during the 1990s, the phrase "virtual reality" appeared to have different implications in each context. Consumer literature from the same era, on the other hand, almost invariably refers to it as a headmounted display or headset that enables interaction via head and/or body rotation and/or motion. Under the general heading of "virtual reality," there are three distinct categories of interactive experiences that are based on these aspects(VR).

View PDFchevron_right
VIRTUAL REALITY AND EDUCATION VIRTUAL REALITY AND EDUCATION -WORLD OF TEACHCRAFT
Petra Aczél

2016 was announced the year of virtual reality-without any true breakthrough in its adoption yet. The usage of the technology has not been as widespread as professional predictions forecast, especially in education. The present paper aims to introduce the definitive theoretical frames and research topics of educational VR, casting light upon the methodological connection between educational VR and forms of learning, the aspects of designing educational VR and its present challenges. Recent studies and surveys concerning the adoption and use of educational VR by teachers, instructors and professors will also be discussed in order to offer a more realistic description of the state of educational VR in global and Central European (Hungarian) contexts.

View PDFchevron_right
Virtual Reality in Teaching Geography
Bujdosó Gyöngyi

Proceedings of ICERI2019 Conference 11th-13th November 2019, Seville, Spain, 2019

Teaching needs to find new ways all the time. This research aims to renew both the contents and the methodology of teaching the geography of Hungary in primary and secondary education by developing a package of new tools (tasksheets, online and ICT-based activities, teacher support material and even VR), which focus on a selection of regions, landscapes and settlements. It is based on the activities of a research group of the Hungarian Academy of Sciences established in 2016, involving both secondary school teachers, university lecturers and teacher trainees. The research is concluded within the methodological framework of problem-based (Barrows, Kelson) and project-based learning (Dewey, Kilpatrick), but also relies heavily on digital devices and Internet-based resources. The purpose of the research group is not only to expand teachers' inventory and skill set but to help modern methods and practices spread across teaching communities while offering students new ways to improve their skills and digital competence within their Geography studies. As part of this research, a sample learning environment has been developed to show secondary schools geography teachers how to use the VR environment for designing problem-based methods. The Lake Balaton area, one of Hungary's most visited tourist regions, is used to present the sample environment. We use the MaxWhere collaborative service (3D Web + 3D Cloud + 3D Apps) that provides predesigned and predefined working areas in which users (teachers and students) can manage their own projects with personalized and shared contents by using modern Web technologies in a very natural and creative way. In that particular case, students are encouraged to discover this new digital environment and create their own interactive Balaton projects, which require individual research and are all connected the recent geographical issues and problems raised in the teaching material. We believe the introduction of VR to Geography teaching is not only motivating for students and teachers but demonstrates some collaborative techniques that can be applied to knowledge transfer and the development of creative thinking in other subjects as well.

View PDFchevron_right
Study Paper On Education Using Virtual Reality
anamika modi

2016

This report provides a short study of the field of virtual reality, highlighting application domains, technological requirements, and currently available solutions. In today's market, virtual reality is playing an crucial role for the humans. If we consider the foreign countries than using virtual reality they try to create the same feelings not only for the school children's as well as for the upper education. In this paper, we have study the technologies used in virtual reality.

View PDFchevron_right

References (9)

  1. Adobe Systems Software Ireland Ltd, 2014. Adobe Photoshop family, http://www.adobe.com/mena_en/products/photoshop family.html, (04 March 2014).
  2. AUTh, 2013. Faculty of Engineering, http://www.eng.auth. gr/gr/archiki/i-polytechniki-scholi. html, (04 March 2014).
  3. Riener, R. and Harders, M., 2012. Virtual Reality in Medicine. Springer London.
  4. DpReview, 2013. Cannon EOS 20D, http://www.dpreview .com/reviews/canoneos20d, (04 March 2014).
  5. Easypano Holdings Inc, 2013. Virtual Tour Software, http://www.easypano.com/virtual-tour-software.html, (04 March 2014).
  6. Hsu, K. S., 2011. Application of a Virtual Reality Entertainment System with Human-Machine Sensor Device. Journal of Applied Sciences, 11, pp. 2145-2153.
  7. Konig, 2013. ΚΝ-CP40, http://www.itsmart.gr/pdf/MANUAL_ KN-CP40_COMP.pdf, (04 March 2014).
  8. Sampaio, A., Henriques, P., Martins, O., 2010. Virtual Reality Technology Used in Civil Engineering Education. The Open Virtual Reality Journal, 2, pp. 18-25.
  9. Stone, R. J., Panfilov, P. B., Shukshunov, V. E., 2011. Evolution of aerospace simulation: From immersive Virtual Reality to serious games. In: 5th International Conference on Recent Advances in Space Technologies (RAST), pp. 655-662.

Related papers

MINISTRY OF EDUCATION OF THE REPUBLIC OF AZERBAIJAN BAKU ENGINEERING UNIVERSITY FACULTY OF PEDAGOGY Thesis work Theme: "Virtual Reality in Education"
Zümrüd Babayeva

VR in Education, 2019

View PDFchevron_right
Experiencia de enseñanza de la Geometría con NeoTrie VR
José Luis Rodríguez Blancas

2019

The possibilities of using the new software of virtual reality NeoTrie VR (or Neotrie) to teach geometry to children aged 11-14 years old are presented. This software is tested for the first time as a part of math lessons at a School in Żernica (Poland). The use of Neotrie has made it easier to eliminate some of the problems faced by the pupils in the early stages of geometry learning. Moreover, the participating students solve geometric tasks more quickly, compared with previous years, especially those that require spatial imagination and those with a higher degree of difficulty. Since the program has been implemented, pupils are more active and prone to cooperation, and to formulate conclusions. Neotrie turns out to be a useful tool for teaching Geometry, it helps students to better organize their geometric knowledge in a ludic way, to increase their spatial reasoning and creativity.

View PDFchevron_right
IJESRT INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY STUDY PAPER ON EDUCATION USING VIRTUAL REALITY
IJESRT JOURNAL

This report provides a short study of the field of virtual reality, highlighting application domains, technological requirements, and currently available solutions. In today's market, virtual reality is playing an crucial role for the humans. If we consider the foreign countries than using virtual reality they try to create the same feelings not only for the school children's as well as for the upper education. In this paper, we have study the technologies used in virtual reality.

View PDFchevron_right
Vr-GIS and Ar-GIS In Education: A Case Study
Ugo Becciani

2019

ICT tools and platforms endorse more and more<br> educational process. Many models and techniques for people to<br> be educated and trained about specific topics and skills do exist,<br> as classroom lectures with textbooks, computers, handheld devices<br> and others. The choice to what extent ICT is applied within<br> learning contexts is related to personal access to technologies as<br> well as to the infrastructure surrounding environment. Among recent<br> techniques, the adoption of Virtual Reality (VR) and Augmented<br> Reality (AR) provides significant impulse in fully engaging users<br> senses. In this paper, an application of AR/VR within Geographic<br> Information Systems (GIS) context is presented. It aims to provide<br> immersive environment experiences for educational and training<br> purposes (e.g. for civil protection personnel), useful especially for<br> situations where real scenarios are n...

View PDFchevron_right
Creation of Virtual Reality for Education Purposes
Alena Hašková

Sustainability

Virtual reality systems have been developed primarily for the entertainment sector. However, they are being increasingly considered as high potential tools for use in industry and education. In this context, schools are now facing a challenge to introduce virtual-reality-supported teaching into their processes. With this in mind, the authors, in their paper, focus on the possibility for using virtual excursions as part of vocational education and training. For this purpose, they analyze the suitability and usability of selected virtual reality systems, as well as relevant camera systems, for the creation of virtual reality software products designed for industrial practice in upper secondary vocational schools’ apprenticeships (vocational education and training). The main results of their analyses are summarized in the form of tabularized SWOT parameters.

View PDFchevron_right

Related topics

  • Computer Science
  • Education

    • Cited by

    Integrating Spherical Panoramas and Maps for Visualization of Cultural Heritage Objects Using Virtual Reality Technology
    mila koeva

    Sensors, 2017

    Development and virtual representation of 3D models of Cultural Heritage (CH) objects has triggered great interest over the past decade. The main reason for this is the rapid development in the fields of photogrammetry and remote sensing, laser scanning, and computer vision. The advantages of using 3D models for restoration, preservation, and documentation of valuable historical and architectural objects have been numerously demonstrated by scientists in the field. Moreover, 3D model visualization in virtual reality has been recognized as an efficient, fast, and easy way of representing a variety of objects worldwide for present-day users, who have stringent requirements and high expectations. However, the main focus of recent research is the visual, geometric, and textural characteristics of a single concrete object, while integration of large numbers of models with additional information-such as historical overview, detailed description, and location-are missing. Such integrated information can be beneficial, not only for tourism but also for accurate documentation. For that reason, we demonstrate in this paper an integration of high-resolution spherical panoramas, a variety of maps, GNSS, sound, video, and text information for representation of numerous cultural heritage objects. These are then displayed in a web-based portal with an intuitive interface. The users have the opportunity to choose freely from the provided information, and decide for themselves what is interesting to visit. Based on the created web application, we provide suggestions and guidelines for similar studies. We selected objects, which are located in Bulgaria-a country with thousands of years of history and cultural heritage dating back to ancient civilizations. The methods used in this research are applicable for any type of spherical or cylindrical images and can be easily followed and applied in various domains. After a visual and metric assessment of the panoramas and the evaluation of the web-portal, we conclude that this novel approach is a very effective, fast, informative, and accurate way to present, disseminate, and document cultural heritage objects.

    View PDFchevron_right
    580 California St., Suite 400
    San Francisco, CA, 94104
    © 2025 Academia. All rights reserved