Understanding VR/AR in marketing & sales for B2B: an explorative study

Abstract. The research explored the impact of immersive reality technologies, particularly VR and AR, in marketing and sales for the B2B sector. Study interests were fuelled by both an industrial hype and vehement investments on these technologies, especially in the last five years. However, the potential of these technologies is still unexplored and widely misunderstood by businesses as the innovations are slowly taking off. Additionally, existing literature showed a need to clearly define various simulated realities in the continuum, including VR and AR, as well as a general misunderstanding of the potential of immersive reality technologies, and a shortage of studies covering holistically different VR/AR applications in marketing, especially for the B2B sector. Therefore, this research aims to bridge the gap between managerial and academic’ understanding by providing a holistic framework explaining the impact of immersive reality technologies in B2B marketing and sales and provide a clear distinction between VR and AR in the Virtuality-reality continuum. This research also aims to assist marketers and managers in embracing these technologies to better meet the needs of future generations. The study adopted a qualitative exploratory approach allowing researchers to gain an in-depth understanding of the topic from an industrial perspective. The study used an abductive thematic analysis approach to analyse empirical results and ten semi-structured interviews with eleven VR/AR providers for primary data collection. Results were structured based on four main themes, namely: VR and AR definitions, customer technology adoption factors, VR/AR impact and applications on B2B marketing, and last, VR/AR impact on sales performance outcomes. This study contributes to the existing literature by proposing a tentative definition for each terminology “VR” and “AR” separately that merges academic perspectives and industry insights. Overall, empirical study suggests that immersive reality technologies can affect both marketing activities and sales performance outcomes for the B2B sector. However, successfully embracing these technologies calls for collaboration to overcome financial, technical and social barriers while also enhancing aspects like the user experience to step out of the still immature VR/AR market. VR and AR together have an impact on marketing for B2B by enhancing customization, non-verbal communication, learning and experiential marketing while also creating memorable experiences that stick in the minds of the consumer. Concerning the customer’s purchasing journey, this study extends existing literature to cover all customer purchasing stages, including the pre-purchase, purchase and post-purchase. Results emphasize the pre-purchase phase as the most impacted by immersive reality technologies, followed by post-purchase and purchase stages, respectively. Finally, this study suggests that the use of VR/AR as sales support tools can yield positive efficiency returns through higher task performance and a reduction in sales-related costs, and positive effectiveness returns through greater customer and social engagement, stronger collaborative business relationships and the enhancement of proactive (sales planning) and reactive (adaptive selling) behaviours in the sales process

Virtual Reality in Mathematics Education (VRiME):An exploration of the integration and design of virtual reality for mathematics education

This thesis explores the use of Virtual Reality (VR) in mathematics education. Four VR prototypes were designed and developed during the PhD project to teach equations, geometry, and vectors and facilitate collaboration.Paper A investigates asymmetric VR for classroom integration and collaborative learning and presents a new taxonomy of asymmetric interfaces. Paper B proposes how VR could assist students with Autism Spectrum Disorder (ASD) in learning daily living skills involving basic mathematical concepts. Paper C investigates how VR could enhance social inclusion and mathematics learning for neurodiverse students. Paper D presents a VR prototype for teaching algebra and equation-solving strategies, noting positive student responses and the potential for knowledge transfer. Paper E investigates gesture-based interaction with dynamic geometry in VR for geometry education and presents a new taxonomy of learning environments. Finally, paper F explores the use of VR to visualise and contextualise mathematical concepts to teach software engineering students.The thesis concludes that VR offers promising avenues for transforming mathematics education. It aims to broaden our understanding of VR's educational potential, paving the way for more immersive learning experiences in mathematics education

Designing Tomorrow\u27s Reality: The Development and Validation of an Augmented and Mixed Reality Heuristic Checklist

Augmented (AR) and Mixed Reality (MR) are new and currently developing technologies. They have been used and shown promise and popularity in the domains of education, training, enterprise, retail, consumer products, and more. However, there is a lack of consistency and standards in AR and MR devices and applications. Interactions and standards in one application may drastically differ from another. This may make it difficult for users, especially those new to these technologies, to learn and feel comfortable using the devices or applications. It may also hinder the usability of the applications as designers may not follow proven techniques to display this information effectively. One way to create these standards is through the development and acceptance of usability or user experience (UX) heuristics. There is a lack of validated and widely accepted heuristics in AR and MR. Those that do exist tend to be too specialized to be valid across types of applications or devices. This dissertation’s goal is to fill this gap through the creation of a validated usability/user experience (UX) heuristic checklist to evaluate AR or MR devices and/or applications by following a validated methodology for developing usability/user experience heuristics (Quiñones et al., 2018). Previous work had been completed to develop an AR and MR heuristic checklist (Derby & Chaparro, 2022). This work resulted in 11 heuristics and 94 checklist items; however, validation of this checklist was limited. This dissertation broadened the heuristic checklist to ensure applicability to more application types, device types, and use cases. Five different applications and devices were used to validate the checklist through heuristic evaluations and user tests. Experts in the domain also provided their feedback on the heuristic checklist using applications of their choice. A total of 100 revisions were made to the Derby & Chaparro (2022) checklist as a result of this study. The final heuristic checklist consists of 12 heuristics and 109 checklist items that practitioners can use to evaluate AR or MR applications and devices and quantify the results to better inform design

HyperBody: An Experimental VR Game Exploring the Cosmotechnics of Game Fandom through a Posthumanist Lens

Interdependencies among ACGN (Anime, Comics, Games, and Novels) communities in China, Hong Kong, and Taiwan are growing. However, game studies and fan studies remain distinct disciplines. This cross-disciplinary thesis bridges this gap by investigating "game-fandom" practices in VR production, defined as the fusion of game and fan studies within the ACGN context. Drawing from Yuk Hui's "cosmotechnics" and Karen Barad's posthumanist perspective, this research reconsiders the relationship between cosmology, morality, and technology (Hui 2017). It employs "intra-action" to emphasise the indivisible, dynamic relations among specified objects (Barad 2007). Cultural practices in C-pop idol groups, Chinese BL (Boys' Love) novels, science fiction, and modding communities are analysed, illuminating the ACGN fandom's cultural, technological, and affective dimensions. This work features the creation, description, and evaluation of an experimental VR game, "HyperBody", which integrates the written thesis by reflecting game-fandom's cosmotechnics and intra-actions. The thesis offers two significant contributions: "queer tuning", a theory illuminating new cultural, technological, and affective turns within fandom and computational art, and a "diffractive" approach, forming a methodological framework for posthuman performative contexts. This diffractive framework enables practical contributions such as creating and describing experimental VR productions using the sound engine. It also highlights a thorough evaluation approach reconciling quantitative and qualitative methods in VR production analysis, investigating affective experiences, and exploring how users engage creatively with queer VR gamespaces. These contributions foster interdisciplinary collaboration among VR, game design, architecture, and fandom studies, underscoring the inextricable link among ethics, ontology, and epistemology, culminating in a proposed ethico-onto-epistem-ological framework

Investigating the use of VR in procedural training for nurse education: The development of an educational tool for increasing engagement, motivation and competency

This master's thesis discusses how the use of virtual reality (VR) can supplement the simulation practices currently being used in nursing education. Nursing students are currently limited in the number of hours that they can attend the university's medium- and high-fidelity simulations. When students state their belief that they do not have enough practical training, a supplemental procedural training software could help. Our team developed a VR application using the human-centred design process, which allows the user to examine a digital patient in a virtual environment focusing on the ABCDE procedure. This thesis examines how a VR application can increase motivation, engagement and academic performance among students. The thesis also uses a mixed method approach comprised of observations, user tests and questionnaires to investigate and derive the possible conclusion. From the sample size of 14 undergraduate students from the Faculty of Health and Sport Sciences, seven participated in the user tests (N = 7). Thematic analysis and aggregated empirical data were used to conclude and answer the research questions. Our conclusion indicates that the application developed for this thesis did elevate the user's motivation and engagement. It was also concluded that the application could increase academic performance and general competency in the ABCDE procedure among undergraduate students. Though this conclusion has a level of confidence, more studies are required to verify the findings

Investigating the use of VR in procedural training for nurse education: The development of an educational tool for increasing engagement, motivation and competency

This master's thesis discusses how the use of virtual reality (VR) can supplement the simulation practices currently being used in nursing education. Nursing students are currently limited in the number of hours that they can attend the university's medium- and high-fidelity simulations. When students state their belief that they do not have enough practical training, a supplemental procedural training software could help. Our team developed a VR application using the human-centred design process, which allows the user to examine a digital patient in a virtual environment focusing on the ABCDE procedure. This thesis examines how a VR application can increase motivation, engagement and academic performance among students. The thesis also uses a mixed method approach comprised of observations, user tests and questionnaires to investigate and derive the possible conclusion. From the sample size of 14 undergraduate students from the Faculty of Health and Sport Sciences, seven participated in the user tests (N = 7). Thematic analysis and aggregated empirical data were used to conclude and answer the research questions. Our conclusion indicates that the application developed for this thesis did elevate the user's motivation and engagement. It was also concluded that the application could increase academic performance and general competency in the ABCDE procedure among undergraduate students. Though this conclusion has a level of confidence, more studies are required to verify the findings

Designing an engaging learning universe for situated interactions in virtual environments

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy (PhD)Studies related to the Virtual Learning approach are conducted almost exclusively in Distance Learning contexts, and focus on the development of frameworks or taxonomies that classify the different ways of teaching and learning. Researchers may be dealing with the topic of interactivity (avatars and immersion are key components), yet they do so they mainly focusing on the interactions that take place within the virtual world. It is the virtual world that consists the primary medium for communication and interplay. However, the lines are hard to be drawn when it comes to examining and taxonomising the impact of interactions on motivation and engagement as a synergy of learners’ concurrent presence. This study covers this gap and sheds light on this lack—or, at least, inadequacy—of literature and research on the interactions that take place both in the physical and the virtual environment at the same time. In addition, it explores the impact of the instructional design decisions on increasing the learners’ incentives for interplay when trying to make sense of the virtual world, thus leading them to attain higher levels of engagement. To evaluate the potential of interactions holistically and not just unilaterally, a series of experiments were conducted in the context of different Hybrid Virtual Learning units, with the participation of Computer Science & Technology students. One of the goals was to examine the learners’ thoughts and preconceptions regarding the use of virtual worlds as an educational tool. Then, during the practical sessions, the focus was placed on monitoring students’ actions and interactions in both the physical and the virtual environment. Consequently, students were asked as a feedback to report their overall opinion on these actions and interactions undertaken. The study draws a new research direction, beyond the idea of immersion and the development of subject-specific educational interventions. The conclusions provide suggestions and guidelines to educators and instructional designers who wish to offer interactive and engaging learning activities to their students, as well as a taxonomy of the different types of interactions that take place in Hybrid Virtual Learning contexts

The Educational Experience of Virtual Reality: An Archaeological Case Study of the Maya Site, Vista Alegre

Archaeological visualization has a long history within the discipline, relying on technological advancements to aid in recording, interpreting, and educating about sites and projects. Though computer graphics have been used as archaeological visualizations for decades, hardware advancements have begun to allow for broader consumer use of Virtual and Augmented Reality platforms in homes, schools, and museums. This thesis explores the applications of Virtual and Augmented Reality platforms for archaeological visualization, specifically in the area of public education. To this end, a 3D model and virtual experience of the Maya site of Vista Alegre in Mexico are created, methodologically explained, and examined to relate history, theory, and the goals of utilizing this medium within the archaeological discipline while expanding on the ethical requirements and empirical methods of praxis. In all, this technology both produces tangible, quantifiable, and accurate data and makes these data more accessible to the general public. Image from Proskouriakoff (1970[1946]

An evaluation framework for virtual reality safety training systems in the South African Mining Industry

The mining industry in South Africa contributes significantly to the national economy. Despite stringent safety legislation, mining accidents cause numerous fatalities and injuries. Inadequate or insufficient training is often cited as a root cause of accidents. Conventional class-based safety training has not reduced the incidence of accidents significantly. By contrast, virtual reality training tools can provide simulated exposure to real-world working conditions without the associated risks. This study describes the application of design-based research (DBR) in the design and development of two desktop virtual reality (VR) systems for safety training in the South African mining industry. The results of a usability context analysis were applied in the design of a VR prototype on generic hazards recognition and rectification, which was used and evaluated at South Africa‘s largest platinum mine site. A case study was conducted to investigate the causes and occurrences of falls of ground, which resulted in the design and development of a second VR prototype focusing on identifying and addressing underground geological conditions. DBR was also used in the generation of an evaluation framework for evaluating VR training systems, namely the Desktop VR Evaluation Framework (DEVREF), which is the major deliverable of the research. DEVREF can make a major contribution to the domain of e-training in mines and is transferable and customisable beyond its initial application. The process flow of the research thus moved beyond merely providing a solution to a complex real-world problem and became a classic DBR study with dual outcomes, namely a practical real-world solution in the form of two VR training systems and a theoretical contribution in the form of the DEVREF evaluation framework. DEVREF evaluates the design of desktop VR training systems in the categories of instructional design, usability, VR systems design, and context-specific criteria for mining. The use of DEVREF is demonstrated by reporting the application of its criteria in evaluating the two VR training systems. Heuristic evaluation, end-user surveys, and interviews were used as evaluation methods. A third contribution is methodological, in that this work proposes a new DBR process model and an interaction design lifecycle model suitable for VR training systems.ComputingD. Phil. (Information Systems