An Overview of Self-Adaptive Technologies Within Virtual Reality Training

This overview presents the current state-of-the-art of self-adaptive technologies within virtual reality (VR) training. Virtual reality training and assessment is increasingly used for five key areas: medical, industrial & commercial training, serious games, rehabilitation and remote training such as Massive Open Online Courses (MOOCs). Adaptation can be applied to five core technologies of VR including haptic devices, stereo graphics, adaptive content, assessment and autonomous agents. Automation of VR training can contribute to automation of actual procedures including remote and robotic assisted surgery which reduces injury and improves accuracy of the procedure. Automated haptic interaction can enable tele-presence and virtual artefact tactile interaction from either remote or simulated environments. Automation, machine learning and data driven features play an important role in providing trainee-specific individual adaptive training content. Data from trainee assessment can form an input to autonomous systems for customised training and automated difficulty levels to match individual requirements. Self-adaptive technology has been developed previously within individual technologies of VR training. One of the conclusions of this research is that while it does not exist, an enhanced portable framework is needed and it would be beneficial to combine automation of core technologies, producing a reusable automation framework for VR training

Electric Wheelchair Navigation Simulators: why, when, how?

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Virtual Maintenance, Reality, and Systems: A Review

Virtual Reality is a computer-generated, mock environment that can allow people to interact with it in a seemingly real way by using certain types of specialized equipment. It is mainly used for training or educational purposes and allows for “real-life” training in a safe and monitored environment. Virtual training can be used in many different fields such as medical, military, biomedical research, aviation, and many others. However, this paper reviews the most cited publications related to the application of virtual reality for training in the United States Military. As a result, researchers can find research venues based on the challenges, risk, and infrastructures

Virtual Reality Simulation: An Innovative Teaching Tool for Dietetics Experiential Education

This paper investigates the role of virtual reality and web technologies in the field of dietetics education. Within this frame, special emphasis is given on the building of web-based virtual learning environments so as to successfully fulfill their educational objectives. In particular, basic pedagogical methods are studied, focusing mainly on the efficient preparation, approach and presentation of learning content, and specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. The paper also aims to highlight the educational benefits arising from the use of virtual reality technology in dietetics and study the emerging area of web-based dietetic simulations. Virtual reality simulation allows the visualization of data in three dimensions and provides interactive functionalities that reinforce the feeling of immersion into a computer-generated virtual world. Finally, the innovative virtual reality environment for dietetics education pedagogy and development is demonstrated

Intensive Driving Lesson System for Driving School

The focus of this project is to develop an Intensive Driving Lesson System for driving school that emphasize on aiding learning through 3D demonstration and interaction. The objectives of this project are to develop an intensive driving lesson system as a supplement to current driving lesson and JPJ's outline test, to incorporate the VR concept and giving information such as visualization in presenting the overviewof road driving scenarios to the students in the systemand to conduct a survey to evaluate system acceptance by the user. In order to achieve these objectives, the design method adopted to develop the system is based on Kulwinder Kaur's (1998). There are five (5) stages conducted in designing method; requirement analysis, task & domain analysis, design of VE, design of user support and navigation analysis and evaluation. The preliminary findings from the evaluation of the system showed that the completed system is able to compliment to the current driving lesson. Future recommendations and enhancements on the Intensive Driving Lesson system suggested that the use of 3D demonstration is refined further and implementation is applied with more details. The idea can be broaden by enhancing user navigation and interaction towards this features