Strategic Utilization of the VR and AR Technologies for the African Cultural Heritage Promotion and Management

The importance and purpose of heritage preservation have been extensively discussed in tourism research and has also been linked with regional and national development strategies. Because of time degradation, human activities, and the overcrowding effect, heritage preservation and reconstruction efforts are becoming critical to ensure the sustainability of heritage sites and disseminate the history and the potential of a region or a country. Virtual reality (VR) and augmented reality (AR) offer useful applications in heritage preservation. This study aims to explore the potential of these interactive technologies to be applied in heritage preservation in Africa, introduce strategies and applications developed Egypt and Tunis but also from Oman, and Finland, and highlight their impact in regional and national socio-economic development. As members of the Time Machine Europe this paper analyzes previous experiences in global scale and aim is to contribute in large-scale digitalization projects in Europe but also world-wide

From spatial to platial - the role and future of immersive technologies in the spatial sciences

Immersive technologies such as virtual and augmented reality have been part of the technology mindset in computer and geospatial sciences early on. The promise of delivering realistic experiences to the human senses that are not bound by physical reality has inspired generations of scientists and entrepreneurs alike. However, the vision for immersive experiences has been in stark contrast to the ability to deliver at the technology end; the community has battled nuisances such as cybersickness, tethers, and the uncanny valley for the last decades. With the \u27final wave\u27 of immersive technologies, we are now able to fulfill a long-held promise and freely and creatively envision how immersive technologies change spatial sciences by creating embodied experiences for geospatial applications. These experiences are not restricted by time or place, nor are they limited to the physical world. This contribution envisions the future of spatial sciences in light of place-like experiences enabled through immersive technologies and their potential to infuse research in the spatial sciences community

An Overview of Enhancing Distance Learning Through Augmented and Virtual Reality Technologies

Although distance learning presents a number of interesting educational advantages as compared to in-person instruction, it is not without its downsides. We first assess the educational challenges presented by distance learning as a whole, and identify 4 main challenges that distance learning currently presents as compared to in-person instruction: the lack of social interaction, reduced student engagement and focus, reduced comprehension and information retention, and the lack of flexible and customizable instructor resources. After assessing each of these challenges in-depth, we examine how AR/VR technologies might serve to address each challenge along with their current shortcomings, and finally outline the further research that is required to fully understand the potential of AR/VR technologies as they apply to distance learning.Comment: 12 pages, 7 figures, submitted to TVC

Virtual reality in theatre education and design practice - new developments and applications

The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience

The AETZone Experience: A Qualitative Analysis of the Use of Presence Pedagogy in a 3D Immersive Learning Environment

Faculty in the Department of Leadership and Educational Studies at Appalachian State University have utilized AETZone, a 3D virtual world to deliver graduate coursework for the past nine years. Instruction has been guided by the Reich College of Education’s social constructivist conceptual framework, resulting in a learning environment that emphasizes the social construction of knowledge through interaction with others within virtual communities of practice. Over time, certain teaching and learning behaviors and practices that reflect both the tenets of the social constructivist framework and the features of the virtual world have organically developed through faculty and student engagement in this unique learning space and have been referred to as Presence Pedagogy (P2). However, for this new pedagogical approach to serve as a model for future instruction, a more articulate operational definition of this model is needed. Therefore, the research question discussed in this paper is: To what extent is the Presence Pedagogy framework reflected in the actions and behaviors of students and faculty in the AETZone? The authors conclude that while the overall characteristics of P2 are supported, a gap exists in the model regarding interactions that are more social in nature. While social interaction may be implied in the P2 framework, more attention and emphasis is needed in terms of creating and maintaining this AETZone experience

Representation Challenges: Searching for New Frontiers of AR and AI Research

We have come to the second collection of essays that originated under the aegis of Representation Challenges and that, by reintroducing the combination of Augmented Reality (AR) and Artificial Intelligence (AI), explores its new frontiers

Presence and agency in real and virtual spaces: The promise of extended reality for language learning

Augmented and virtual realities (together “extended reality”) offer language learners the opportunity to communicate and interact in real and virtual spaces. In augmented reality (AR), users view computer-generated layers added to a phone camera’s view of the world. Virtual reality (VR) immerses users in a 3D environment that might simulate aspects of the outside world or project an entirely imagined reality. This column looks at opportunities and challenges in the use of extended reality (XR) for second language learning. Opportunities include higher learner motivation and personal agency through XR uses that feature collaboration and open-ended interactions, particularly in simulations, games, and learner co-design. That direction offers more alignment with current theories of second language acquisition (SLA)–emphasizing holistic language development and ecological frameworks–than most commercial VR apps currently available. Those posit a linear language development and focus largely on vocabulary learning and language practice within closed role-play scenarios. Offering both AR and VR access, mixed reality may present opportunities to combine the best features of each medium. Advances in generative artificial intelligence (AI) provide additional possibilities for personalized language learning in a flexible and dynamic VR environment

Metaverse marketing: How the metaverse will shape the future of consumer research and practice

The initial hype and fanfare from the Meta Platforms view of how the metaverse could be brought to life has evolved into an ongoing discussion of not only the metaverse\u27s impact on users and organizations but also the societal and cultural implications of widespread usage. The potential of consumer interaction with brands within the metaverse has engendered significant debate within the marketing‐ focused discourse on the key challenges and transformative opportunities for marketers. Drawing on insights from expert contributors, this study examines the marketing implications of the hypothetical widespread adoption of the metaverse. We identify new research directions and propose a new framework offering valuable contributions for academia, practice, and policy makers. Our future research agenda culminates in a checklist for researchers which clarifies how the metaverse can be beneficial to digital marketing and advertising, branding, services, value creation, and consumer wellbeing

Immersive Technologies in Virtual Companions: A Systematic Literature Review

The emergence of virtual companions is transforming the evolution of intelligent systems that effortlessly cater to the unique requirements of users. These advanced systems not only take into account the user present capabilities, preferences, and needs but also possess the capability to adapt dynamically to changes in the environment, as well as fluctuations in the users emotional state or behavior. A virtual companion is an intelligent software or application that offers support, assistance, and companionship across various aspects of users lives. Various enabling technologies are involved in building virtual companion, among these, Augmented Reality (AR), and Virtual Reality (VR) are emerging as transformative tools. While their potential for use in virtual companions or digital assistants is promising, their applications in these domains remain relatively unexplored. To address this gap, a systematic review was conducted to investigate the applications of VR, AR, and MR immersive technologies in the development of virtual companions. A comprehensive search across PubMed, Scopus, and Google Scholar yielded 28 relevant articles out of a pool of 644. The review revealed that immersive technologies, particularly VR and AR, play a significant role in creating digital assistants, offering a wide range of applications that brings various facilities in the individuals life in areas such as addressing social isolation, enhancing cognitive abilities and dementia care, facilitating education, and more. Additionally, AR and MR hold potential for enhancing Quality of life (QoL) within the context of virtual companion technology. The findings of this review provide a valuable foundation for further research in this evolving field

Near Transfer After Direct Instruction: An Experimental Inquiry within Aviation Technician Training

This study put forth two instructional interventions set within a direct instruction (DI) framework specific to an aviation maintenance context. To evaluate the effectiveness of these two training interventions a criterion was established to measure near transfer during a performance evaluation on a live aircraft. Information learned within this study indicates that DI can be highly effective in technical training environments. This study also articulates how VR experiences may be included within these types of training contexts and discusses the factors and affordances that come with utilizing VR in instructional activities. Additionally, this study revealed experiential characteristics of a DI training experience from the learner perspective. Most notable among them was how much emphasis learners placed on the Present phase of the direct instruction framework, oftentimes discussing the quality, usefulness, and preference of the study’s training videos comparative to other forms of instructional media, including even the study’s VR experience itself. Finally, this study leveraged a novel research design for both the instructional context and the study’s unit of measurement in near transfer. This study exemplifies how within-subject repeated measure design may be an ideal framework for researchers looking to address long-standing critiques of experimental research within the field of instructional design