VR and AR in human performance research―An NUS experience

Abstract

With the mindset of constant improvement in efficiency and safety in the workspace and training in Singapore, there is a need to explore varying technologies and their capabilities to fulfil this need. The ability of Virtual Reality (VR) and Augmented Reality (AR) to create an immersive experience of tying the virtual and physical environments coupled with information filtering capabilities brings a possibility of introducing this technology into the training process and workspace. This paper surveys current research trends, findings and limitation of VR and AR in its effect on human performance, specifically in Singapore, and our experience in the National University of Singapore (NUS).

Transdisciplinary Teaching and Learning in UX Design: A Program Review and AR Case Studies

“…The curriculum structure is divided into three levels: (1) The first level is the psychology theory courses, which train students to obtain rigorous research thinking and solid psychology experimental design methods. The students need to understand physiological characteristics and limits of human beings when they ideate HCI solutions.…”

“…However, the traditional academic research-oriented master's degree can no longer meet the education need for interdisciplinary practical talents in UX. Teaching and learning human-computer interaction (HCI) engineering has primary been concerned with feasibility [1,2], the traditional and technically oriented approach to problem solving. As educators are asked to be more innovative in today's commercial and industrial environment, it becomes critical to weigh in on design thinking [3,4] and design doing [5], transdisciplinary domains [6,7], and global context as well.…”

“…The students come from multi-disciplinary backgrounds, such as (applied) psychology, art and design, mechanical engineering, computer science, information and communication engineering, education, business management, international trade, statistics, logic theory, etc. BNUX is aware of the key issues that are fundamental in education: (1) UX is now acutely different given the arrival of HCI, machine learning, and artificial intelligence (AI); (2) awareness that context is a critical variable and a challenge to quantify; (3) deep awareness that quantitative and qualitative research is needed to reveal the underlying variables; (4) design thinking is a curiously neglected intellectual activity in the context of science thinking; (5) it is critical that we develop a balanced approach to our social networks through balanced attention to the design and science paradigms. BNUX offers strategies for the transdisciplinary teaching and learning challenges our cultures now face.…”

An Investigation on the Preference Approach in Experiencing Open and Distance Learning Methods

“…In Pakistan, the readiness of students to engage with online learning through information manager or library and information sciences showed that the students were not fully personalized and successful in the decisions about their online educational activities during the COVID-19 pandemic (Rafique et al, 2021), showing that IJAE Page 360 students' skill on computer/internet self-efficacy and online communication self-efficacy relied on gender, age, and levels of degree programs. Some T&L methods adopting digital and technologies in ODL are e-learning (Shahzad et al, 2020), blended learning (Oweis, 2018), virtual reality and augmented reality (Yin et al, 2020, Sholihin et al, 2020, and massive open online course (Notaris et al, 2021, Alhazzani, 2020. The LMSs work in an asynchronous mode only, where the course instructors can upload the course videos and other course contents they desire (Pal & Vanijja, 2020), which are ineffective in handling the pandemic requirements the LMS lacks interactivity and personalization.…”

From the Editor-in-Chief of RIMA

“…One of the popular areas of research would be intelligence-drive digital factory. This can extend into cyber-physical systems [1], novel augmented and virtual reality applications [2], expert systems [3], and more. These driving technologies help propel new and efficient applications in human-robot interactions within factories of the future.…”