De gymzaal is de allermooiste werkplek die er bestaat. Maar het kan in onze ogen nog mooier en beter. Op welke wijze kan technologie, in het bijzonder augmented reality, iets toevoegen aan het bewegingsonderwijs? Welke meerwaarde heeft het voor leerlingen en voor docenten? Aan welke toepassingen kun je denken? En wat zijn de randvoorwaarden?
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Virtual Reality: een technologie die de laatste jaren flink in opkomst is. Hoewel bijna iedereen wel een keer een VR bril heeft opgehad, blijft de vraag hoe deze technologie van waarde kan zijn in het onderwijs. Welke meerwaarde kan de inzet van VR bieden? Waar moet je rekening mee houden? En hoe zou je ermee aan de slag kunnen? Antwoord op onder andere deze vragen vind je in deze publicatie van het Lectoraat Teaching Learning & Technology| Hogeschool Inholland, zodat je in 7 minuten weer bent 'bijgepraat' over de inzet van VR technologie in het onderwijs.
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Abstract Background Visuospatial neglect (VSN) is a cognitive disorder after stroke in which patients fail to consciously process and interact with contralesional stimuli. Visual Scanning Training (VST) is the recommended treatment in clinical guidelines. At the moment, several mixed reality versions of Visual Scanning Training (VST) are being developed. The aim of this study was to explore the opinions of end-users (i.e., therapists) on the use of Virtual Reality (VR) and Augmented Reality (AR) in VSN treatment. Methods Therapists played one VR and two AR Serious Games, and subsequently flled out a questionnaire on User Experience, Usability, and Implementation. Results Sixteen therapists (psychologists, occupational, speech, and physiotherapists) played the games, thirteen of them evaluated the games. Therapists saw great potential in all three games, yet there was room for improvement on the level of usability, especially for tailoring the games to the patient’s needs. Therapists’ opinions were comparable between VR and AR Serious Games. For implementation, therapists stressed the urgency of clear guidelines and instructions. Discussion Even though VR/AR technology is promising for VSN treatment, there is no one-size-fts-all applicability. It may thus be crucial to move towards a plethora of training environments rather than a single standardized mixed reality neglect treatment. Conclusion As therapists see the potential value of mixed reality, it remains important to investigate the efcacy of AR and VR training tools.
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This qualitative research note reports two neglected themes in research on virtual reality tourism experiences, i.e. its potentially addictive nature and temporary sense of isolation. Existing work on virtual reality tourism experiences has applied existing knowledge and theories and has solely tested how VR applications can positively mediate or moderate the tourist experience. This study adopted an inductive approach, analyzing contents of reviews and blogs, and consequently uncovered a temporary sense of isolation and the addictive nature of virtual reality as hidden themes within virtual reality tourism experiences. We stress the importance of further work on addiction and a sense of isolation in terms of their nature, role, and effects
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Vrijdag 12 mei wordt voor het eerst het Fontys XR Event gehouden. Een kans voor docenten en studenten om kennis te maken en te delen over de toepassingen in het onderwijs van deze virtuele toolbox. XR staat voor Extended Reality. En die bestaat uit de technologieën Virtual reality (VR) en Augmented Reality (AR) en Mixed Reality. De eerste kent iedereen wel via de VR-brillen waarbij je je afgesloten van de buitenwereld in een virtuele wereld begeeft. Bij AR zie je de echte wereld maar is er iets aan toegevoegd. Denk bijvoorbeeld aan Pokemon Go of, dichter bij huis, de AR waarbij je de nieuwbouw van Fontys op campus Rachelsmolen via je smartphone al kunt zien.
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Designers are increasingly collaborating with various stakeholders to address complex societal challenges. These challenges often require a codesign approach, where differ-ent actors with diverse perspectives and experiences unite to explore innovative ave-nues for change. Such collaboration requires empathy between the actors to under-stand each other’s perspective better in their interactions. This paper aims to assist so-cial designers in orchestrating such empathic codesign processes by introducing an Em-pathic Journey framework. This conceptual and practical framework is based on em-pathic design theory and three design cases which used Virtual Reality for perspective exchange between actors. The framework addresses the importance of integrating an emotional spark through immersion and the necessity of embedding immersive experiences in a larger journey.
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Collaborative Mixed Reality Environments (CMREs) enable designing Performative Mixed Reality Experiences (PMREs) to engage participants’ physical bodies, mixed reality environments, and technologies utilized. However, the physical body is rarely purposefully incorporated throughout such design processes, leaving designers seated behind their desks, relying on their previous know-how and assumptions. In contrast, embodied design techniques from HCI and performing arts afford direct corporeal feedback to verify and adapt experiential aesthetics within the design process. This paper proposes a performative prototyping method, which combines bodystorming methods with Wizard of Oz techniques with a puppeteering approach, using inside-out somaesthetic- and outside-in dramaturgical perspectives. In addition, it suggests an interdisciplinary vocabulary to share and evaluate PMRE experiences during and after its design collaboration. This method is exemplified and investigated by comparing two case studies of PMRE design projects in higher-art education using the existing Social VR platform NEOS VR adapted as a CMRE.
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Artikel gaat over de inzet van virtual reality bij patiënten met pijn.
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One of the key challenges in the rapid technological advance of Virtual Reality (VR) and Mixed Reality (MR) concerns the design of collaborative experiences. VR systems do not readily support team collaboration because they tend to focus on individual experiences and do not easily facilitate naturalistic collaboration. MR environments provide solutions for collaborative experiences, but establishing smooth communication between hardware components and software modules faces a major hurdle. This paper presents the background to and main challenges of an ongoing project on collaboration in an MR lab, aiming to design a serious 'team collaboration' game. To this end, we utilized a common game engine to engineer a cost-effective solution that would make the game playable in a configuration operated by WorldViz and Volfoni equipment. Evaluation of various solutions in the development process found a Unity 3D Cluster Rendering Beta solution to be the most cost-effective and successful.
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