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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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This paper shows an overview of design practices of the XR-lab at the Amsterdam University of Applied Sciences, The Netherlands. Over the course of six years, interdisciplinary teams of students have delivered 55+ prototypes in virtual, augmented, and mixed reality for a variety of 40+ clients. As human-computer interaction is entering a new evolutionary phase towards human-computer integration, new opportunities in extended reality (XR) have the potential to fundamentally alter human characteristics and abilities. Therefore, this paper begins with taking a philosophical stance on ‘being human’ and the anthropological concept of ‘liminality’ in XR-experiences. A further exploration of the concept of 'emotional rehearsal spaces' uses know-how from performance art, dance, architecture, and dramaturgy. Insights from tangible practices at the XR-lab show the cultural journey in XR-collaborations. This is made visible through a quick and dirty experiment on artistic thinking, design thinking, and system thinking, which shows how interdisciplinary collaborations are able to ignite new combinations of thought in design teams and individual professionals. Finally, we show an overview of specific design methods and tools that have been explored at the XR-lab over the years.
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Background: Virtual Reality (VR) holds much promise for online offering of arts and psychomotor therapies. As these therapies use bodily experiences, expressive/artistic media, materials, movement, music, and (role) play, VR is more suitable than online/video consultations. Objectives: This study was set up to improve VR possibilities for arts and psychomotor therapies, with the primary aim of redeveloping and rebuilding a VR application.
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Stel je voor, je hebt een mooi idee voor een innovatie met technologie en gelooft erin. Hoe begin je dan? Welke stappen zet je? En hoe zorg je ervoor dat jouw idee uiteindelijk ook echt wordt gebruikt in de praktijk? Onderwijs innoveren doe je samen – praktijkcase van een innovatieproject van een docent-onderzoeker Astrid Timman, ambassadeur iXperium Health en docent-onderzoeker, startte in 2018 met een idee voor de inzet van Virtual Reality (VR) in het onderwijs. In oktober dit jaar (2024) krijgen alle eerstejaars van de opleiding Verpleegkunde (500 studenten) standaard in hun curriculum een module waarbij ze gespreksvaardigheden oefenen in een virtuele omgeving. Ze krijgen feedback uit het systeem zodat ze nog dezelfde les gerichter kunnen oefenen en zo zichzelf kunnen verbeteren. Daarnaast is in de afgelopen jaren onderzoek gedaan naar de toegevoegde waarde van de inzet van VR in het onderwijs, en zijn er een aantal aanvullende producten ontwikkeld zoals lesmodulen voor docenten, een spel en een advies voor toetsing met VR. Een mooie praktijkcase van een innovatieproject van een docent-onderzoeker bij de HAN. Dit artikel neemt je mee door dit proces en geeft inzicht in de verschillende stappen en complexiteit van dit proces. We beschrijven het proces als een stappenplan. Uiteraard verliep het proces niet in zo’n keurige lijn.
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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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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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With the rising adoption of virtual reality (VR) in health care, research publications on the topic are increasing rapidly. Guidance on reporting VR interventions is limited, which risks misinterpretation of findings, inappropriate data synthesis in reviews and meta-analyses, and reduced reproducibility. This could also result in possible misuse of VR interventions and might hinder further implementation in clinical practice. The aim of this study was to develop a reporting guideline for therapeutic, immersive VR interventions using head-mounted displays in scientific publications. To reach this aim, we intended to achieve expert consensus on key items and categories for reporting these interventions. We conducted a three-round, modified, online Delphi study with a validation meeting to develop a VR intervention reporting guideline. Participants were international experts in therapeutic VR research, working as academic or industrial researchers. Convenience, purposive, and snowball sampling were used to recruit participants. Consensus was defined a priori as ‡75% agreement on each reporting item and category. Of the 280 invited experts, 61 participants (22%) completed all three rounds of this Delphi study. Participants (32 females [52%]) had an average of 6 years’ experience with VR research and diverse backgrounds in VR research settings and disciplines. The final consensus-based VR intervention reporting guideline consists of 16 reporting items divided into six categories (i.e., theory, content, deployment, development, safety, and context). The INVIRTUE intervention reporting guide line provides a framework for describing therapeutic VR interventions. Using this tool may enhance the uniformity and completeness of VR intervention reporting and support study replicability and scientific progress. The reporting guideline will also facilitate efficient empirical comparison across existing VR interventions and ultimately contribute to the appropriate use and effective implementation of therapeutic VR in clinical practice.
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