The Development and Realization of Digital Panorama Media Technology Based on VR Technology

Qiu, Yake; Tao, Jingyu

doi:10.1155/2022/1023865

Cited by 3 publications

(4 citation statements)

References 22 publications

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“…Virtual reality technology, three-dimensional (3D) photography, spherical images, or simulated real-world [1], [2] are computer-generated media that are real scenes and have a coverage of 360° [3], [4]. Interactivity, immersion, and imagery are the main features of virtual reality that differentiate it from other technologies [5].…”

Section: Introductionmentioning

confidence: 99%

Construction of Immersive Experiences: Development of Virtual Reality Technology to Facilitate Physical Geography Learning

Putra,

Al Khalidy,

Handoyo

et al. 2023

Int. J. Emerg. Technol. Learn.

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The rapid development of technology encourages using the latest learning media, virtual reality technology. Virtual reality technology can facilitate the study of physical geography by exploring virtual environments and being an innovation in conventional teacher-oriented learning, classrooms, printed books, and lecture methods. The research objective was to produce Geosite Interactive Virtual Technology (GeoVirtex) using the ASSURE development model and to test the practicality and effectiveness of the product in the learning process. The study results are GeoVirtex media which have been declared valid and suitable for use based on expert validators. GeoVirtex can provide immersive experiences based on constructivist ideas by providing active and independent learning to positively impact understanding and learning outcomes. Based on product trials on 85 students, the media is classified as very practical (90.87%), and the effectiveness of the media is moderate (0.38).

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Section: Introductionmentioning

confidence: 99%

Construction of Immersive Experiences: Development of Virtual Reality Technology to Facilitate Physical Geography Learning

Putra,

Al Khalidy,

Handoyo

et al. 2023

Int. J. Emerg. Technol. Learn.

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“…VLEs can replicate physical environments in 360° panoramic images which utilize digital cameras to shoot the real physical environment. This enables manipulation of the viewpoint within digital displays in all directions around the vertical axis (Qiu & Tao, 2022). The panoramic VR facilitates a sense of presence within the VLE, allowing interactivity and the ability to roam the environment with 3 degrees-of-freedom (around rotational axes).…”

mentioning

confidence: 99%

Digital Technologies Easing the Learning Curve in the Transition to Practicum

Chan,

Abou-Issa,

Kim

et al. 2023

JITE:IIP

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Aim/Purpose: This study aims to explore the value of utilizing non-immersive virtual reality (VR) to create virtual learning environments (VLEs) to support and prepare optometry students in their transition into preclinical and clinical teaching spaces. Background: Digital education is widely integrated into university curricula with the use of online simulators, immersive VR, and other digital technologies to support student learning. This study focuses on non-immersive VR as an accessible and low-friction means of accessing VLEs to reduce students’ learning burden. Methodology: Current optometry students were invited to explore 360° 3D panoramic virtual learning environments of preclinical and clinical teaching spaces. Students were recruited to participate in an online Qualtrics survey and individual semi-structured interviews. Quantitative data was analyzed, and thematic analysis was conducted on qualitative data from students’ responses to identify key takeaways on the accessibility and impact of VLEs on students’ learning. Contribution: Non-immersive VR has utility in alleviating student stress and helping transition students into practicum. The VLEs have the means to supplement the curriculum to provide support to students entering the preclinical and clinical teaching spaces. Findings: Students engaged voluntarily with the novel VLEs and utilized the resources to help familiarize themselves with the preclinical and clinical teaching spaces. The open-access resource supported students in their preparation for practical learning and helped to reduce self-reported stress and build confidence prior to entering practical classes. Many of the students enjoyed the experience of navigating through the spaces, which helped to appease their curiosity and reduce the learning curve associated with entering new spaces. The VLEs did not replace attending practical spaces but rather were supportive learning resources that aided students due to limited face-to-face contact hours. For students with existing familiarity with the spaces, through their in-person attendance in pre-clinical and clinical teaching sessions prior to accessing the VLEs, the digital resources were not as beneficial compared to students who were still transitioning into practicum. Recommendations for Practitioners: Introductory digital resources like non-immersive VR are accessible platforms that help to orient and familiarize students with new environments. VLEs can potentially help to relieve student stress and reduce the learning load associated with entering practicum or new learning spaces. Recommendation for Researchers: More work needs to be done on how student preparation can translate to feeling less stressed and more confident in relation to transitioning from traditional learning environments to practical learning spaces. Impact on Society: A broader application of non-immersive VR can be implemented as an introductory learning preparation tool across different disciplines to alleviate student stress and maximize the limited time in practicum to allow focus on learning outcomes and practical skills. Future Research: Future studies should consider different cohorts to study, with a focus on objective measures of engagement with VLEs. The effect of VLEs on students’ cognitive load should be assessed and assessment of self-perceived stress can be evaluated with instruments such as Cohen’s Perceived Stress Scale.

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“…This article has been retracted by Hindawi following an investigation undertaken by the publisher [ 1 ]. This investigation has uncovered evidence of one or more of the following indicators of systematic manipulation of the publication process: Discrepancies in scope Discrepancies in the description of the research reported Discrepancies between the availability of data and the research described Inappropriate citations Incoherent, meaningless and/or irrelevant content included in the article Peer-review manipulation …”

mentioning

confidence: 99%

“…Tis article has been retracted by Hindawi following an investigation undertaken by the publisher [1]. Tis investigation has uncovered evidence of one or more of the following indicators of systematic manipulation of the publication process:…”

mentioning

confidence: 99%

Retracted: The Development and Realization of Digital Panorama Media Technology Based on VR Technology

Intelligence and Neuroscience

2023

Computational Intelligence and Neuroscience

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The Development and Realization of Digital Panorama Media Technology Based on VR Technology

Cited by 3 publications

References 22 publications

Construction of Immersive Experiences: Development of Virtual Reality Technology to Facilitate Physical Geography Learning

Construction of Immersive Experiences: Development of Virtual Reality Technology to Facilitate Physical Geography Learning

Digital Technologies Easing the Learning Curve in the Transition to Practicum

Retracted: The Development and Realization of Digital Panorama Media Technology Based on VR Technology

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