Using Virtual Reality to Promote Physical Activity

The purpose of this research is to develop an immersive virtual fitness center as an intervention to promote physical activity and examine its impacts on users’ exercise plans and exercise behaviors. The virtual reality (VR)-based intervention includes three main features: enabling the users to control their avatar, personalizing the avatar to look the same as the user, and visualizing the positive consequences of exercising. We conducted an experiment to randomly assign participants to two treatment groups: experiencing either the self or another person losing weight because of exercising in the virtual environment. The findings demonstrated that the self-avatar group exercised more in the voluntary section than the other-avatar group. However, participants in the self-avatar condition perceived a lower level of sense of presence compared to participants in the other-avatar condition. Compared to people in the control condition who watched and followed the exercise from a workout video, those who exercised in the virtual fitness center, regardless of whether the avatar was based on the self’s image or another person’s image, planned to spend more time on exercising in the following week. Theoretical and practical implications for using VR technology to promote health-related behavioral change, and why personalization decreases perceived sense of presence in the virtual environment are discussed.

Improving Balance through Virtual Reality and Physical Therapy Integration

Background and Purpose: Virtual reality (VR) is an innovative technology that shows promise in the assistance of physical therapy (PT). This case report explores the use of virtual reality with a patient suffering from unilateral vestibular hypofunction (UVH). Case Description: The patient is a 50-year-old male who was referred to physical therapy following a motor vehicle accident. The patient was diagnosed with having an acute left UVH, accompanied by reports of dizziness, imbalance and gait disturbances which impaired him from his work in construction. Intervention: The patient was seen two to three times a week for 40-minute sessions along with an individualized home exercise program. Interventions included vestibular rehabilitation exercises, balance training, gait training, and VR. The goals of VR were to provide task-specific simulations to improve postural balance, decrease anxiety through exposure therapy, and improve smooth eye pursuits to improve static balance. Outcomes: Outcomes used included subjective questionnaires such as the Activities-Specific Balance Confidence survey and the Dizziness Handicap Inventory (DHI) as well as functional tests like the Sensory Organization Test, Motor Control Test, and the Functional Gait Assessment (FGA). Outcome measures were performed at initial evaluation, at the 10th visit, and again at discharge. Notable improvements were seen on DHI and FGA scores. Conclusion: Dizziness, confidence, balance, and gait improved following vestibular rehabilitation combined with VR. Outcomes of this case suggest that virtual reality in conjunction with vestibular rehabilitation therapy is effective in improving deficits of unilateral vestibular hypofunction. Additionally, the use of VR in this case report suggests this can be an effective tool for intervention to facilitate patient-specific goals.

Chemical simulation teaching system based on virtual reality and gesture interaction

Background Most existing chemical experiment teaching systems lack solid immersive experiences,making it difficult to engage students.To address these challenges,we propose a chemical simulation teaching system based on virtual reality and gesture interaction.Methods The parameters of the models were obtained through actual investigation,whereby Blender and 3DS MAX were used to model and import these parameters into a physics engine.By establishing an interface for the physics engine,gesture interaction hardware,and virtual reality(VR)helmet,a highly realistic chemical experiment environment was created.Using code script logic,particle systems,as well as other systems,chemical phenomena were simulated.Furthermore,we created an online teaching platform using streaming media and databases to address the problems of distance teaching.Results The proposed system was evaluated against two mainstream products in the market.In the experiments,the proposed system outperformed the other products in terms of fidelity and practicality.Conclusions The proposed system which offers realistic simulations and practicability,can help improve the high school chemistry experimental education.

The virtual-real measurement of Chinese garden impression:A quantitative analysis of cognitive experience of Jiangnan gardens with virtual reality experiments

Traditional Jiangnan garden architecture in China offers distinct spatial impressions that hold significance in contemporary architectural expression.Yet,the understanding and analysis of these spaces have historically relied on subjective,sensory experiences,often lacking precise,quantitative research.Consequently,establishing clear logical connections between visual cognition and emotional perception within these spatial experiences has been a challenge.This study introduces virtual reality spatial simulation and quantification techniques,summarizing key Jiangnan garden spatial characteristics and prototypes.It includes a series of virtual reality experiments focusing on cognitive experiences within Jiangnan garden spaces.A comprehensive analysis of isovisit quantitative data,questionnaires,and behavioral information explores the logical relationships between emotional perceptions(calmness,surprise,interest,confusion)and visual cognition qualities(openness,complexity,theatricality)in garden space impressions.This research aims to reveal deeper connections between garden space qualities,visual cognition,and emotional experiences,offering valuable insights for the application of historical traditional spatial features in contemporary architecture.It bridges the gap between sensory experiences and rational analysis,enhancing our understanding of the intricate spatial narratives within Jiangnan gardens.

Exergames： neuroplastic hypothesis about cognitive improvement and biological effects on physical function of institutionalized older persons

Exergames can be considered a dual task because the games are performed by a man-videogame interface, requiring cognitive and motor functions simultaneously. Although the literature has shown improvements of cognitive and physical functions due to exergames, the intrinsic mechanisms involved in these functional changes have still not been elucidated. The aims of the present study were（1） to demonstrate the known biological mechanisms of physical exercise regarding muscle adaptation and establish a relationship with exergames; and（2） to present a neurobiological hypothesis about the neuroplastic effects of exergames on the cognitive function of institutionalized older persons. These hypotheses are discussed.

From Physical Space to Visual Image Space

The theoretical framework of visual simulation in virtual reality is discussed. The new concept of visual image space is supposed. On the basis of visual image space, in visual perceptive sense, VR is considered as a spatial simulation. The objective of the spatial simulation is to transform physical space to visual image space. Last, the prototype system, surveying & mapping virtual Reality (SMVR), is developed, and the space simulation above is realized. By use of SMVR, the real 3D representation, 3D visual analysis, virtual plan and designs can be implemented.

Virtual&augmented reality for biological microscope in experiment education

Background Mixed-reality technologies,including virtual reality(VR)and augmented reality(AR),are considered to be promising potential tools for science teaching and learning processes that could foster positive emotions,motivate autonomous learning,and improve learning outcomes.Methods In this study,a technology-aided biological microscope learning system based on VR/AR is presented.The structure of the microscope is described in a detailed three-dimensional(3D)model,each component being represented with their topological interrelationships and associations among them being established.The interactive behavior of the model was specified,and a standard operating guide was compiled.The motion control of components was simulated based on collision detection.Combined with immersive VR equipment and AR technology,we developed a virtual microscope subsystem and a mobile virtual microscope guidance system.Results The system consisted of a VR subsystem and an AR subsystem.The focus of the VR subsystem was to simulate operating the microscope and associated interactive behaviors that allowed users to observe and operate the components of the 3D microscope model by means of natural interactions in an immersive scenario.The AR subsystem allowed participants to use a mobile terminal that took a picture of a microscope from a textbook and then displayed the structure and functions of the instrument,as well as the relevant operating guidance.This flexibly allowed students to use the system before or after class without time and space constraints.The system allowed users to switch between the VR and AR subsystems.Conclusions The system is useful for helping learners(especially K-12 students)to recognize a microscope's structure and grasp the required operational skills by simulating operations using an interactive process.In the future,such technology-assisted education would be a successful learning platform in an open learning space.

Differences in spatial understanding between physical and virtual models

In the digital age, physical models are still used as major tools in architectural and urban design processes. The reason why designers still use physical models remains unclear. In addition, physical and 3D virtual models have yet to be differentiated. The answers to these questions are too complex to account for in all aspects. Thus, this study only focuses on the differences in spatial understanding between physical and virtual models. In particular, it emphasizes on the perception of scale. For our experiment, respondents were shown a physical model and a virtual model consecutively. A questionnaire was then used to ask the respondents to evaluate these models objectively and to establish which model was more accurate in conveying object size. Compared with the virtual model, the physical model tended to enable cluicker and more accurate comDarisons of building heights.

Thermal perception method of virtual chemistry experiments

Background With the aim of addressing the difficulty in identifying temperatures in virtual chemistry experiments,we propose a temperature-sensing simulation method of virtual chemistry experiments.Methods We construct a virtual chemistry experiment temperature simulation platform,based on which a wearable temperature generation device is developed.The typical middle school virtual experiments of concentrated sulfuric acid dilution and ammonium nitrate dissolution are conducted to verify the actual effect of the device.Results The platform is capable to indicate near real-world experimental situations.The performance of the device not only meets the temperature sensing characteristics of human skin,but also matches the temperature change of virtual chemistry experiments in real-time.Conclusions It is demonstrated that this temperature-sensing simulation method can represent exothermic or endothermic chemistry experiments,which is beneficial for students to gain understanding of the principles of thermal energy transformation in chemical reactions,thus avoiding the danger that may be posed in the course of traditional teaching of chemistry experiments effectively.Although this method does not have a convenient enough operation for users,the immersion of virtual chemical experiments can be enhanced.

Virtual Simulation Experiment Teaching Platform Based on 3R-4A Computer System

Virtual simulation experiment teaching gradually becomes the trend of the computer-related education practice.Through analyzing the problems existed in current computer experiment teaching,this paper proposes the idea of building virtual simulation experiment platform based on 3R-4A computer system and clarifies the design technology,including frame,characteristic and innovation,resource sharing and management,condition protection and so on.

Teaching mechanism empowered by virtual simulation: Edge computing–driven approach

With the rapid development of network and communication techniques,the teaching forms have become diversified.To enhance the education experience and improve the teaching environment,an increasing number of educational institutions have adopted virtual simulation technology.A typical teaching mechanism is to exploit Virtual Reality(VR)technology,which affords participants an immersive experience.Unquestionably,such a VRbased mode is highly approved.However,the performance of this technology requires further optimization.On one hand,for VR 360video,the current intraframe decision cannot adapt to rapid response demands.On the other hand,the generated data size is considerably large and fast computation may not be realized,depending on the local VR device.Therefore,this study proposes an improved teaching mechanism empowered by edge computing–driven VR,called VE4T,that involves two parts.First,an intraframe decision algorithm for VR 360videos is devised to realize the rapid responses.Second,an edge computing framework is proposed to offload some tasks to an edge server for computation,where a task scheduling strategy is developed to check whether a task needs to be offloaded.Finally,experiments are performed using a practical teaching scenario with some VR devices.The obtained results demonstrate that VE4T is more efficient than existing mechanisms.

Design of Middle School Chemistry Experiment Simulation System Based on Apriori Algorithm

Aiming at the safety problems of toxic,flammable and explosive chemicals used in middle school chemical experiments,such as human poi-soning,skin corrosion,fire or explosion caused by improper experimental operation,a virtual simulation method of chemical experiments based on unity is proposed.Due to the need to analyze and compare the data in chemical experiments,summarize the experimental characteristics and data relevance.Therefore,based on the Apriori algorithm,this method deeply excavates the data obtained in the chemical experiment,uses Maya to model the experimental environment,uses unity to design the interactive functions in the experimental process,and uses visual effect graph technology,shader graph technology and other methods to realize the special effect simula-tion of various chemical experiments.With this method,the virtual simula-tion prototype system of middle school chemistry experiment is developed.The example shows that this method can vividly and realistically reproduce the simulation effect of chemical experiment,find the correlation between the experimental data,classification,properties and the overall characteristics of the data,describe and predict the development trend of the data,so as to make better use of these data to provide support for chemical experiment,and not only solve the problems of poisoning,corrosion of skin and It also solves the problems that it is difficult to scientifically compare data and find data relevance in traditional chemical experiments.

Application of Natural Language Processing in Virtual Experience AI Interaction Design

This paper investigates the application of Natural Language Processing (NLP) in AI interaction design for virtual experiences. It analyzes the impact of various interaction methods on user experience, integrating Virtual Reality (VR) and Augmented Reality (AR) technologies to achieve more natural and intuitive interaction models through NLP techniques. Through experiments and data analysis across multiple technical models, this study proposes an innovative design solution based on natural language interaction and summarizes its advantages and limitations in immersive experiences.

生物科学与技术虚拟仿真实验教学中心的建设与应用

生物科学与技术虚拟仿真实验教学中心通过优秀科研项目转化以及与高新技术企业合作开发,建设了一批高质量的生物类虚拟仿真实验教学资源。多层次、多元化的资源为学生前沿科学知识学习、综合性科研训练和生物下游产业技术训练提供有利环境,有效地实现教学模式的转变以及学科交叉知识的学习和延伸。全天候开放共享虚拟仿真实验教学平台,实现虚拟仿真实验教学软件、实验标准化视频、教学课件和测试题库等线上教学资源的有机整合,满足随时随地实验教学需求,支持了一系列的混合式线上线下实验教学课程开展。生物科学与技术虚拟仿真实验教学中心与国家级生物科学实验教学示范中心形成了“双中心”融合发展的创新人才培养实验教学体系,“虚实结合”的实验教学模式,提升了学生的综合科研能力与教师的业务水平,培养了满足社会需求的生物技术创新实践人才。

近十年我国高校虚拟仿真实验教学研究发展述评

自从2013年教育部开展国家级虚拟仿真实验教学中心建设工作以来,近十年我国高校在虚拟仿真实验领域产生了大量的研究新进展与应用新成效。采用CiteSpace软件分析CNKI数据库中2014~2023年的高校虚拟仿真实验或虚拟现实实验文献集合,挖掘了该领域研究的核心单位、作者与发文期刊;分析了高被引文献的特征。同时,基于关键词共现关系聚类,阐释了虚拟仿真实验研究的主要类别、发展历程和前沿领域,进而探讨了虚拟仿真实验教学的技术层次、覆盖学科、开发软硬件和发展趋势。研究得出,标准化、网络化共享平台和混合现实技术,是推动虚拟仿真实验新发展的重要技术途径。

为复浮生是梦中?——虚拟现实媒介的美学逻辑与问题审视

虚拟现实与我们共在已多年,当其携数字基础设施的强大力量回归后,成为重新定义用户生活体验和所在空间视角的媒介形式,并引发了独特的美学体验。围绕这一美学体验的中心问题不是虚拟对象是否真实存在,而是虚拟现实媒介如何将我们日常的感官和知觉能力虚拟化,从而使我们在虚拟世界中具有知觉主动性。虚拟现实媒介的美学逻辑表现在沉浸式美学体验和计算美学体验上。这些体验基于计算视觉文化的支持,强调物质世界可能总是悬浮在身体、技术和审美调解之间。主体似乎在审视着一个可以随意支配的世界,但忽略了他们自身也被算作其中的一部分。虚拟现实媒介并没有使世界变得触手可及,更多地是体现了海德格尔所描述的只剩下“技术关系”的境况。

沉浸式体验在数字艺术展中的表达研究

随着科技的进步,人民生活水平在日渐提升。数字技术运用在了公众生活的各个领域,影响了公众的日常生活,成为公众生活不可缺少的部分。艺术领域的发展也出现了数字化趋势,沉浸式的观展方式日渐风靡。沉浸式的观看方式改变了传统艺术的叙事方式,强调观者的感受和能动性,解构了传统艺术的观看与审美方式。这种形式丰富了艺术的表达方式,为观者建构全新的审美体验。文章通过对沉浸式艺术展的解读,并结合经典案例分析其内在特征与目前现状,试图为未来沉浸式艺术的发展提供新思路和方式。

多重感受和反身的薄幕:一项对虚拟现实技术的生活体验研究

从媒介演化历史来看,虚拟现实(virtual reality,简称“VR”)是一种建立在技术层面上的个人体验。人类体验有着复杂的心理体验和体验结构,因而人类身心与VR情境发生互动后产生的体验可能远非“沉浸”可以完全囊括。VR体验是两个过程的合一:以身体为媒介而生的感受过程,以及“我”与“我”的感受发生互动的反身过程。在感受和反身的双重过程中,沉浸并非VR体验的唯一感受。沉浸既独立生成,又往往和非沉浸、无沉浸交织在一起,形成了融入、并置和搁置这三种体验结构和三种虚实关系。反身不仅构成了人类体验和技术之间的滑动界限,个体可以在亲历者、参与者和旁观者三种内隐身份上滑动,而且通过个体体验的更新而使得自我、社会、文化乃至文明处于反身建构的过程中,人类的生命时间由此循环向前。体验的反身及其建构特征意味着技术可以趋近但是无法抵达人类基本经验形式的原初地带。随着文化体验及文化实践活动越来越成为具有挑战性的适应性问题,立足于精微的人类反身体验以运用人类主体性,是理解技术和人类关系的一个角度。

虚拟技术在博物馆展示设计中的应用研究

近年来随着数字技术的快速发展,VR、AR、5G等前沿技术逐渐应用到博物馆的建设中。基于虚拟技术的博物馆展示方式有效拉近了观众与展品之间的距离,使得博物馆观众得到耳目一新的观展体验。深入分析虚拟技术在博物馆展示设计的实际应用,并探讨虚拟现实与增强现实背景下,博物馆展示设计所呈现的“虚拟体验”“沉浸体验”“交互体验”等特有的体验特征,以苏州博物馆为例,提出基于虚拟技术的博物馆展示设计策略。通过分析“以人为本”的情感互动体验与空间形式、共情理论的融合,激发观众对展品的理解和参与的热情,使展示的知识和理念能够更好地传递给每位参观者,从而推动新时代博物馆行业的高质量发展。

基于Three.js的大学物理在线仿真实验开发

Three.js是用JavaScript编写的基于WebGL的在线三维场景和动画的开发引擎。为了使学生能在线开展虚拟仿真实验,探索学生线上自主学习和线下课堂学习相结合的实验教学模式,提升学生实操实验课时的有效利用,采用Three.js提供的JavaScript库函数来开发分光计实验和密立根油滴实验等在线虚拟仿真实验。通过该仿真实验,学生能在实验课之前对实验的原理和操作细节有具体了解,从而对实验中遇到的问题进行深入探究,提高实验教学效果。这些仿真实验也可以作为由于其他原因无法实现线下实验的一种替代教学实验方案。以Three.js为开源开发的物理在线仿真实验平台可推广。