Sosialisasi Manfaat Teknologi Virtual Augmented dan Virtual Reality Bagi Peningkatan Bidang Manajemen Pendidikan

This Community Service (PKM) aims to advance information technology so that later students who are studying at SMKN 3 Bengkulu Tengah will get additional insight into computer science in the field of information technology such as Virtual Reality and Virtual Augmented which in everyday terms do not let many students gaptek (stuttering technology) in order to play a more role in world competition outside the school walls. The benefits of PKM activities are aimed at SMKN 3 Bengkulu Tengah students who are expected to be able to utilize and apply them to other fields of science related to the science they are studying. The results and conclusions of this PKM are that this PKM activity has educated and provided knowledge of Virtual Augmented and Virtual Reality Technology and its role in the world of education. So that students of SMKN 3 Bengkulu Tengah can better prepare themselves to become a creative, innovative and inspiring young generation in the face of technological advances

VMAG3D : apoio à compreensão de modelos de sistemas de software utilizando o controle por gestos em um ambiente multiusuário de visualização 3D.

System Modeling has been an indispensable discipline for the better understanding and evolution of these systems. So it has been sought ways to improve the visualization of the data involved in these models and their relationships. These means must offer freedom to explore for users, besides allowing collaboration and communication between users. The use of Virtual Reality techniques promotes an immersion in these models, encouraging the user to visualize data from different angles and in new contexts This dissertation proposes an approach for Model Visualization Assisted by Gestures in 3D, called VMAG 3D, to support the three-dimensional visualization of system models. It is inspired by the VisAr3D approach, a teaching and learning environment that provides the exploration and interaction of UML models with the use of 3D visualization, and aims to support the visualization of computer systems models, using gesture control, favoring a better usability and opening the possibility for a greater accessibility, while encouraging collaboration and communication among users. A prototype based on this approach was developed and a study was done to evaluate its usability, showing positive results in relation to user experienceA Modelagem de Sistemas tem sido uma disciplina indispensável para a melhor compreensão e evolução de sistemas computacionais. Por isso, tem-se buscado formas de melhorar a visualização dos dados envolvidos nesses modelos e seus relacionamentos. Essas formas necessitam oferecer liberdade de exploração aos usuários, além de permitir a colaboração e comunicação entre vários usuários. O uso de técnicas de Realidade Virtual promove uma imersão nesses modelos, incentivando o usuário a visualizar os dados sob diferentes ângulos e em novos contextos. Esta dissertação propõe uma abordagem para Visualização de Modelos de sistemas Assistida por Gestos em 3D, denominada VMAG 3D, para o apoio da visualização tridimensional de modelos de sistemas. Ela é inspirada na abordagem VisAr3D, um ambiente de ensino e aprendizagem para a exploração e interação de modelos UML com o uso de visualização 3D, e visa dar suporte à visualização de modelos de sistemas computacionais, usando o controle por gestos, favorecendo uma melhor usabilidade, além de incentivar a colaboração e comunicação entre os usuários. Um protótipo de ferramenta baseado nesta abordagem foi elaborado e um estudo foi feito para avaliar a sua usabilidade, mostrando resultados positivos em relação à experiência de uso dos participantes

Immersive video modelling: a mixed methods evaluation of a life skills intervention in a specialist secondary setting

This thesis introduces and evaluates immersive video modelling (IVM), a new intervention that draws upon techniques used in video modelling whilst incorporating virtual reality. IVM uses 360° video to create virtual environments that depict a target skill being carried out. Participants watch 360° videos through a head mounted display with the anticipation that they will be able to learn the skill through watching this video. Videos are recorded from a first-person perspective to enhance feelings of presence (feeling like you are in the video). This study used IVM to teach a life skill to five participants in a year 9 class at a generic special school. Participants chose to learn how to tie shoelaces. A mixed methods research design was used, consisting of quantitative and qualitative phases. The quantitative phase used an AB design to evaluate the impact that IVM had on shoelace tying skill. One participant was able to master, maintain, and generalise the skill, while the remaining participants failed to do so. The qualitative phase used semi-structured interviews to gather the views of adults who delivered the intervention. Thematic analysis of the interviews found that, overall, participants valued the use of IMV stating that it appeared to increase motivation and engagement. Furthermore, staff were interested in continuing to use 360° video in other ways. However, they raised some concerns about the structure of the intervention and the techniques used to tie shoelaces, which they felt contributed to the limited progress made by some participants. This study concludes that IVM and 360° video appear to offer a number of potential benefits to educators that should continue to be explored in future research