Reality-Virtuality Technologies in the Field of Materials Science and Engineering

Abstract

The increasing use of reality-virtuality technologies (RVTs, which encompass virtual, augmented, and mixed reality) in different fields over the last decade is a phenomenon for which materials science and engineering (MSE) is no exception. To obtain an overview of the implementation of RVTs in MSE, this team conducted a systematic search of the scientific literature published since 2010 addressing the use of RVTs in MSE. Forty-one relevant papers were selected and analyzed in depth to reach several conclusions, including: (i) most of the works (67.3%) are focused on the MSE area of materials structure, processing, and properties, which implies that there are great possibilities for research in other MSE areas; (ii) most of the works (86.8%) are aimed exclusively at education or research, which means that there are many fields outside of the university in which the use of RVT tools has not been developed and evaluated; (iii) the most used technology is virtual reality (85.1%), which means that there are many research possibilities focused on augmented and mixed reality. Researchers can find in the present work examples of the use of RVTs in MSE as well as other relevant information useful to open new lines of research and ideas that can contribute to their current and future work.

Impact of the covid-19 pandemic on the use of ICT tools in science and technology education

“…The role of ICT in scientific and technical higher education is to generate environments for active learning and the development of concepts from the most experimental, graphic, and visual approach as possible, with a certain prevalence of cooperative and collaborative work, and that are at the forefront of the technological revolution characteristic of the fourth industrial revolution (Gutiérrez, Pérez & Munguía, 2022). Their use, however, has been lower in science and engineering education than in other areas due to the complexity of transferring their specific concepts to digital environments and the need for experimentation in these degrees, which requires incorporating tools such as computer graphics (Wang, 2011;Suselo, Wünsche & Luxton-Reilly, 2019;Fedotov, Zakharova & Alymova, 2022), virtual and augmented reality (Vergara, Sánchez, Garcinuño, Rubio, Extremera & Gómez, 2019;Extremera, Vergara, Dávila & Rubio, 2020;Vergara, Fernández-Arias, Extremera, Dávila & Rubio, 2022b;Extremera, Vergara, Rodríguez & Dávila, 2022), computational dynamics (Potkonjak, Gardner, Callaghan, Mattila, Guetl, Petrović et al, 2016), or clinical simulations (Foronda, Godsall & Trybulski, 2013).…”

Emerging Trends and Challenges in Pink Hydrogen Research

“…In addition, to ensure a comprehensive search and that the articles most relevant to the topic were identified in the different bibliometric databases, several keywords were incorporated along with a combination of Boolean operators (e.g., AND, OR, etc.) [32]. Table 2 details the search string used.…”

Development of Interactive Virtual Reality Application for Simulating Experimental Tensile Test

“…On the other hand, the expansion work of implemented VR technology is not only in industrial sectors but also in education sectors (Talaba et al, 2010). With its promising scientific development, a large number of researchers from academia have explored VR technology for giving support to the teaching-learning process (Extremera et al, 2022). Some relevant terms of VR technology applications used in academia such as: Online Virtual Laboratories (OVLs) and Virtual Laboratory (VL).…”

“…Some relevant terms of VR technology applications used in academia such as: Online Virtual Laboratories (OVLs) and Virtual Laboratory (VL). Online Virtual Laboratories (OVLs) which included the use of VR technology, is considered as an ICT tool for teaching practical skills Pascual et al, 2022;Li et al, 2023;Tee et al, 2018), medicine (Pelargos et al, 2017), hazard management (Lovreglio et al, 2018), construction (Chacón et al, 2020), mechanical engineering (Extremera et al, 2022;Syed et al, 2017). Furthermore, by using virtual reality, students and users can learn new skills in virtual environments and at the same time they can access laboratory safety orientation and training.…”