Seamless and Secure VR: Adapting and Evaluating Established Authentication Systems for Virtual Reality

Virtual reality (VR) headsets are enabling a wide range of new opportunities for the user. For example, in the near future users may be able to visit virtual shopping malls and virtually join international conferences. These and many other scenarios pose new questions with regards to privacy and security, in particular authentication of users within the virtual environment. As a first step towards seamless VR authentication, this paper investigates the direct transfer of well-established concepts (PIN, Android unlock patterns) into VR. In a pilot study (N = 5) and a lab study (N = 25), we adapted existing mechanisms and evaluated their usability and security for VR. The results indicate that both PINs and patterns are well suited for authentication in VR. We found that the usability of both methods matched the performance known from the physical world. In addition, the private visual channel makes authentication harder to observe, indicating that authentication in VR using traditional concepts already achieves a good balance in the trade-off between usability and security. The paper contributes to a better understanding of authentication within VR environments, by providing the first investigation of established authentication methods within VR, and presents the base layer for the design of future authentication schemes, which are used in VR environments only

Integration of virtual reality within the built environment curriculum

Virtual Reality (VR) technology is still perceived by many as being inaccessible and cost prohibitive with VR applications considered expensive to develop as well as challenging to operate. This paper reflects on current developments in VR technologies and describes an approach adopted for its phased integration into the academic curriculum of built environment students. The process and end results of implementing the integration are discussed and the paper illustrates the challenges of introducing VR, including the acceptance of the technology by academic staff and students, interest from industry, and issues pertaining to model development. It sets out to show that fairly sophisticated VR models can now be created by non-VR specialists using commercially available software and advocates that the implementation of VR will increase alongside industryis adoption of these tools and the emergence of a new generation of students with VR skills. The study shows that current VR technologies, if integrated appropriately within built environment academic programmes, demonstrate clear promise to provide a foundation for more widespread collaborative working environments

Virtual Reality in Construction

Virtual Reality (VR) has a long history of its development, but it was popularized in 2016 with a boom of various VR-rigs (headsets, glasses, controllers). The work of VR is to create the illusion of being present in an environment that is virtual, i.e. computer generated. When transmitting information to various human senses, VR can simulate a stay in a certain environment, room or location, which allows the user to see, hear and interact with the environment through the use of a VR headset, headphones and controllers

The use of Virtual Reality in Enhancing Interdisciplinary Research and Education

Virtual Reality (VR) is increasingly being recognized for its educational potential and as an effective way to convey new knowledge to people, it supports interactive and collaborative activities. Affordable VR powered by mobile technologies is opening a new world of opportunities that can transform the ways in which we learn and engage with others. This paper reports our study regarding the application of VR in stimulating interdisciplinary communication. It investigates the promises of VR in interdisciplinary education and research. The main contributions of this study are (i) literature review of theories of learning underlying the justification of the use of VR systems in education, (ii) taxonomy of the various types and implementations of VR systems and their application in supporting education and research (iii) evaluation of educational applications of VR from a broad range of disciplines, (iv) investigation of how the learning process and learning outcomes are affected by VR systems, and (v) comparative analysis of VR and traditional methods of teaching in terms of quality of learning. This study seeks to inspire and inform interdisciplinary researchers and learners about the ways in which VR might support them and also VR software developers to push the limits of their craft.Comment: 6 Page

NIRS potential use for the determination of natural resources quality from dehesa (acorn and grass) in Montanera system for Iberian pigs.

NIRS technology has been used as an alternative to conventional methods to determinate the content of nutrients of acorns and grass from dehesa ecosystem. Dry matter (DM), crude fat (CF), crude protein (CP), starch, total phenolic compounds (TP), α-tocopherol, γ-tocopherol, fatty acids, neutral detergent fiber (NDF), total antioxidant activity (TAA) and total energy (TE) were determined by conventional methods for later development of NIRS predictive equations. The NIR spectrum of each sample was collected and for all studied parameters, a predictive model was obtained and external validated. Good prediction equations were obtained for moisture, crude fat, crude protein, total energy and γ-tocopherol in acorns samples, with high coefficients of correlation (1-VR) and low standard error of prediction (SEP) (1-VR=0.81, SEP=2.62; 1-VR=0.92, SEP=0.54; 1-VR=0.86, SEP=0.47; 1-VR=0.84, SEP=0.2; 1-VR=0.88, SEP=5.4, respectively) and crude protein, NDF, α-tocopherol and linolenic acid content in grass samples (1-VR=0.9, SEP=1.99; 1-VR=0.87, SEP=4.13; 1-VR=0.76, SEP=10.9; 1-VR=0.82, SEP=0.6, respectively). Therefore, these prediction models could be used to determinate the nutritional composition of Montanera natural resources