A Conceptual Exploration: Incorporating Physical Education with Metaverse

The term “metaverse” refers to a range of technologies, including chip technology, network communication technology, VR/AR/MR/XR technology, game technology (game engine, game code, multimedia resources), and block chain technology. Augmented reality and virtual reality offer numerous potential application. As the social metaverse becomes more accessible, it is crucial to incorporate additional valuable components. Some experts argue that the use of technology is least essential in the context of physical education. However, challenge persist in the field of physical education. The integration of physical education into metaverse is gaining popularity, as it address the pressing need to overcome the limitations imposed by the lack of physical venues. The evolution of the feasibility of metaverse technologies and their application in sports relies on the utilization of technology definitions and examples. To address the conceptual nature of this essay, an interpretivist research approach has been adopted. This approach emphasizes the analysis of literature rather than data gathering. Additionally, the study incorporates network research and fieldwork to gather educational experiences and metaverse knowledge. This paper delves into the concept of Metaverse integration and explores its potential impact. The metaverse, which is a virtual reality space, has the potential to provide students with an immersive learning experience that enhances their physical education. By incorporating virtual environments, students can simulate real-life situations and learn in a way that mirrors the real world. This paper underscores those significance of metaverse technology in the context to physical education

Dynamir: optical manipulations using dynamic mirror brushes

Mirror surfaces are part of our everyday life. Among them, curved mirrors are used to enhance our perception of the physical space, e.g., convex mirrors are used to increase our field of view in the street, and concave mirrors are used to zoom in on parts our face in the bathroom. In this paper, we investigate the opportunities opened when these mirrors are made dynamic, so that their effects can be modulated to adapt to the environment or to a user's actions. We introduce the concept of dynamic mirror brushes that can be moved around a mirror surface. We describe how these brushes can be used for various optical manipulations of the physical space. We also present an implementation using a flexible mirror sheet and three scenarios that demonstrate some of the interaction opportunities

Designing for Ballet Classes: Identifying and Mitigating Communication Challenges Between Dancers and Teachers

Dancer-teacher communication in a ballet class can be challenging: ballet is one of the most complex forms of movements, and learning happens through multi-faceted interactions with studio tools (mirror, barre, and floor) and the teacher. We conducted an interview-based qualitative study with seven ballet teachers and six dancers followed by an open-coded analysis to explore the communication challenges that arise while teaching and learning in the ballet studio. We identified key communication issues, including adapting to multi-level dancer expertise, transmitting and realigning development goals, providing personalized corrections and feedback, maintaining the state of flow, and communicating how to properly use tools in the environment. We discuss design implications for crafting technological interventions aimed at mitigating these communication challenges

Exploring the virtual space of academia

The aim of this chapter is to provide a view on how researchers present themselves in a social network specifically developed for supporting academic practices, how they share information and engage in dialogues with colleagues worldwide. We analysed data from 30,428 users who have registered on a publicly available website to study the effect of academic position, university ranking and country on people's behaviour. Results suggest that the virtual network closely mirrors physical reality, reproducing the same hierarchical structure imposed by position, ranking, and country on user behaviour. Despite the potential for bridging and bonding social capital the networks have not achieved substantial changes in structures and practices of the academic context. Furthermore, our analysis highlights the need of finding new strategies to motivate the users to contribute to the community and support equal participation, as so far the community is mainly exploited as a static website