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Actualmente, los entornos de realidad virtual inmersiva se han hecho más accesibles como medios de entrenamiento para el público en general; prueba de esto, es el reciente auge en el desarrollo de periféricos de realidad virtual inmersiva como el OCULUS RIFT, las Gear VR de Samsung y Google CardBoard que ponen estas tecnologías, de nuevo, como punto central para el desarrollo de aplicaciones en diferentes áreas del conocimiento; sin embargo es pertinente preguntarse ¿Cómo pueden aprovechar los docentes esta contingencia para mejorar los procesos de enseñanza y de aprendizaje? Lo anterior, implica que se requieren afirmaciones acordes con los problemas y necesidades reales del contexto educativo y que integren de forma eficiente el trabajo interdisciplinario de diversas áreas: pedagogía, didáctica, ingeniería de software y diseñadores por ejemplo, de tal suerte que se aporte a las necesidades individuales de los estudiantes, como los requerimientos de autoregulación; tal asunto se puede apoyar en procesos académicos apoyados en la realidad virtual inmersiva, en tanto la inmersión facilita una nueva perspectiva ontológica, teleológica y teológica de la identidad de los seres humanos en el tiempo presente.
Currently, developers are creating new virtual reality applications related to the field of video games or graphics environments created by computers. This is due largely to the arrival to the consumer market of new technologies to experience these virtual reality environments. This has provoked a wide adoption of 360o videos, which can be viewed directly from smartphones. In addition, cheap adapters allow converting the phone into a virtual reality display. In this project we investigated methods to interact with videos in virtual reality environments. We want to assess what actions are more intuitive for a user. These actions are body-centred, circumventing the use of controls as is customary in the virtual reality and videogames industry. To evaluate these interaction mechanisms, we implemented three test environments. The first allows triggering transitions between omnidirectional videos. The second environment allows interacting with predefined body gestures or voice over traditional videos inserted within the virtual reality environment. The third environment lets the user select the gestures that he wants to associate with the actions defined and applied to the previous videos. Creating an immersive virtual environment with interactive video is a complex undertaking, due to several factors, among which we highlight: lack of recorded omnidirectional video, the difficulty of forcing local video rendering, the balance between image resolution and frames per second that needs to be sought to obtain acceptable experience quality. Finally, we give subjective valuations of the actions in each of the test environments, propose future to enhance the user experience.
The 2-volume set LNCS 10850 and 10851 constitutes the refereed proceedings of the 5th International Conference on Augmented Reality, Virtual Reality, and Computer Graphics, AVR 2018, held in Otranto, Italy, in June 2018. The 67 full papers and 26 short papers presented were carefully reviewed and selected from numerous submissions. The papers are organized in the following topical sections: virtual reality; augmented and mixed reality; computer graphics; human-computer interaction; applications of VR/AR in medicine; and applications of VR/AR in cultural heritage; and applications of VR/AR in industry.
«Bienvenido al desierto de lo real», pronunciaba Morfeo en la película Matrix (1999) para mostrarle a Neo un nuevo paisaje que surgía. Dos décadas después, la aparición de la realidad virtual inmersiva ha dado un giro radical a nuestra existencia. El uso de las tecnologías se ha normalizado hasta el punto de asegurar una vida digital a partir de la conexión múltiple y permanente. Sin embargo, el metaverso abre grandes oportunidades, al mismo tiempo que supone ciertas incógnitas sobre lo presencial y lo virtual, las condiciones técnicas y sociales, las consecuencias económicas, políticas y psicológicas de los avances tecnológicos. Las transformaciones en curso obligan a repensar la presencialidad y el cuerpo en un nuevo contexto donde cobran otro valor. ¿Estamos preparados para vivir, trabajar y divertirnos en el mundo virtual? ¿Es mejor tener un encuentro online con los avatares de nuestros amigos en lugar de pasar el rato con ellos en un bar? ¿Preferimos ver una imagen gigante de nuestro artista favorito en la pantalla que verlo en vivo en un concierto? ¿Cómo afectará la brecha entre quienes pueden escapar a ese metaverso y los que no?
The advancement of technology in today’s world has led to the progression of several professional fields. This includes the classroom, as teachers have begun using new technological strategies to increase student involvement and motivation. ICT innovation including virtual reality and blended learning methods has changed the scope of classroom environments across the globe; however, significant research is lacking in this area. ICTs and Innovation for Didactics of Social Sciences is a fundamental reference focused on didactics of social sciences and ICTs including issues related to innovation, resources, and strategies for teachers that can link to the transformation of social sciences teaching and learning as well as societal transformation. While highlighting topics such as blended learning, augmented reality, and virtual classrooms, this book is ideally designed for researchers, administrators, educators, practitioners, and students interested in understanding current relevant ICT resources and innovative strategies for the didactic of social sciences and didactic possibilities in relation to concrete conceptual contents, resolution of problems, planning, decision making, development of social skills, attention, and motivation promoting a necessary technological literacy.
Education has changed dramatically in recent years as educational technologies evolve and develop at a rapid pace. Teachers and institutions must constantly update their practices and curricula to match this changing landscape to ensure students receive the best education possible. 3D printing has emerged as a new technology that has the potential to enhance student learning and development. Moreover, the availability of makerspaces within schools and libraries allows students to utilize technologies that drive creativity. Further study on the strategies and challenges of implementation is needed for educators to appropriately adopt these learning practices. The Research Anthology on Makerspaces and 3D Printing in Education considers the benefits these technologies provide in relation to education as well as the various ways they can be utilized in the classroom for student learning. The book also provides a review of the difficulties educators face when implementing these technologies into their curricula and ensuring student success. Covering topics such as educational technologies, creativity, and online learning, this major reference work is ideal for administrators, principals, researchers, scholars, practitioners, academicians, instructors, and students.