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Applied Sciences
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Virtual Reality Technology: Current Applications, Challenges and Its Future
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Virtual Reality Technology: Current Applications, Challenges and Its Future

A special issue of Applied Sciences (ISSN 2076-3417). This special issue belongs to the section "Computing and Artificial Intelligence".

Deadline for manuscript submissions: 20 June 2024 | Viewed by 4009

Special Issue Editor

Dr. Katashi Nagao

E-Mail Website
Guest Editor
Graduate School of Informatics, Nagoya University, Nagoya 464-8603, Japan
Interests: computer-assisted education; user interface; simulation and training; robotics; personal mobility; machine learning; virtual and augmented reality

Special Issue Information

Dear Colleagues,

As the evolution of virtual reality (VR) and related technologies such as the metaverse and spatial computing accelerates, we stand at the threshold of a new digital age. These innovations promise a future that seamlessly blends reality and virtual realms while also raising substantial challenges that demand collective deliberation and action. We urge all stakeholders—technologists, researchers, policymakers, and end-users—to collaborate and determine the future directions of these technologies. We welcome intriguing research papers on a wide array of topics, including but not limited to the following:

  • The application of virtual reality to different areas, such as unmanned systems, health, industry (Industry 4.0), new buildings, emergency responses, engineering, AR/VR e-learning, clinical medicine, etc.;
  • Authoring tools for simulating in VR methods for improving user experiences in immersive advanced system environments;
  • Significative advances in and the optimization of 3D modeling pipelines for AR/VR visualization, accessible and inclusive GUIs, and interactive 3D models;
  •  Advances in game engines (Unity 3D, Unreal Engine, Amazon Lumberyard, AppGameKit VR, CryEngine, and Godot);
  • Immersive virtual reality devices (digital gloves, motion trackers, body trackers, and HMDs);
  • The generation of datasets required to train machine and deep learning algorithms for advanced systems in VR;
  • Results from experiments, pilot studies, and comparisons using VR in the field of advanced systems.

Our aim is to guide the growth of VR and its allied technologies in a way that enriches human lives while minimizing any adverse impacts, fostering a more satisfying and inclusive digital future.

Dr. Katashi Nagao
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Applied Sciences is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • future trends in VR
  • haptic feedback in VR
  • metaverse technology
  • spatial computing
  • VR user experience
  • VR design principles
  • VR in healthcare
  • VR in training and simulation
  • VR accessibility and solution for motion sickness

Published Papers (5 papers)

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Research

23 pages, 32356 KiB  
Article
Enriching User-Visitor Experiences in Digital Museology: Combining Social and Virtual Interaction within a Metaverse Environment
by Alba Alabau, Lidia Fabra, Ana Martí-Testón, Adolfo Muñoz, J. Ernesto Solanes and Luis Gracia
Appl. Sci. 2024, 14(9), 3769; https://0-doi-org.brum.beds.ac.uk/10.3390/app14093769 - 28 Apr 2024
Viewed by 378
Abstract
This study investigates the potential of integrating multilayer animations and sophisticated shader technologies to enhance visitor social interactions within metaverse exhibition spaces. It is part of a broader initiative aimed at developing innovative digital museology strategies that foster social engagement through virtual reality [...] Read more.
This study investigates the potential of integrating multilayer animations and sophisticated shader technologies to enhance visitor social interactions within metaverse exhibition spaces. It is part of a broader initiative aimed at developing innovative digital museology strategies that foster social engagement through virtual reality (VR) experiences. The methodology adopted seeks to provide a more immersive and human-centric exploration of 3D digital environments by blending elements of physical spaces with the interactive dynamics common in video games. A virtual exhibition space themed around Mars was created as a testbed to facilitate social interactions among users, who navigate the environment via avatars. This digital space was developed using a specialized Unity template designed by the metaverse platform Spatial.io. Overcoming the programming constraints imposed by Spatial.io, which limits the use of external scripts for security and stability, posed a significant challenge. Nonetheless, by leveraging the ability to modify shader codes used for material creation and employing advanced animation techniques with layered effects, the authors of this work achieved dynamic material responses to lighting changes and initiated complex asset interactions beyond simple linear animations. Full article
(This article belongs to the Special Issue Virtual Reality Technology: Current Applications, Challenges and Its Future)
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18 pages, 1131 KiB  
Article
Virtual Production: Real-Time Rendering Pipelines for Indie Studios and the Potential in Different Scenarios
by Daniel Silva Jasaui, Ana Martí-Testón, Adolfo Muñoz, Flavio Moriniello, J. Ernesto Solanes and Luis Gracia
Appl. Sci. 2024, 14(6), 2530; https://0-doi-org.brum.beds.ac.uk/10.3390/app14062530 - 17 Mar 2024
Viewed by 753
Abstract
This work aims to identify and propose a functional pipeline for indie live-action films using Virtual Production with photorealistic real-time rendering game engines. The new production landscape is radically changing how movies and shows are made. Those were made in a linear pipeline, [...] Read more.
This work aims to identify and propose a functional pipeline for indie live-action films using Virtual Production with photorealistic real-time rendering game engines. The new production landscape is radically changing how movies and shows are made. Those were made in a linear pipeline, and now filmmakers can execute multiple tasks in a parallel mode using real-time renderers with high potential for different types of productions. Four interviews of professionals in the Spanish film and television market were conducted to obtain the whole perspective of the new paradigm. Following those examples, a virtual production set was implemented with an Antilatency tracking system, Unreal Engine (version 5.3), and Aximmetry (version 2023.3.2) as the leading software applications. Results are commented on, presenting how all the work is currently closely connected between pre-production, shooting, and post-production and analyzing its potential in different fields. Full article
(This article belongs to the Special Issue Virtual Reality Technology: Current Applications, Challenges and Its Future)
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17 pages, 15539 KiB  
Article
Interactive Teaching in Virtual Environments: Integrating Hardware in the Loop in a Brewing Process
by Jessica S. Ortiz, Richard S. Pila, Joel A. Yupangui and Marco M. Rosales
Appl. Sci. 2024, 14(5), 2170; https://0-doi-org.brum.beds.ac.uk/10.3390/app14052170 - 05 Mar 2024
Viewed by 565
Abstract
The teaching–learning process developed was based on the effective integration of the Hardware in the Loop (HIL) technique to control a brewing process. This required programming the autonomous control of the system and uploading it to a physical controller consisting of a PLC [...] Read more.
The teaching–learning process developed was based on the effective integration of the Hardware in the Loop (HIL) technique to control a brewing process. This required programming the autonomous control of the system and uploading it to a physical controller consisting of a PLC S7-1200, which communicates in real time with a virtual brewing environment, in addition to a SCADA system, providing engineering students with a unique practical experience. The system allows the emission of input signals from sensors and the reception of output signals in actuators, which is reflected accurately and in real time in the virtual environment. Students cannot only observe but also control and manipulate the system using specifically developed programs. This methodology enriched the understanding of industrial processes and fostered the acquisition of control skills. This research work reveals that the combination of the physical and the virtual through the HIL technique offers an effective approach for the training of engineers, improving their understanding of industrial control processes and their ability to intervene practically in real industrial situations. Full article
(This article belongs to the Special Issue Virtual Reality Technology: Current Applications, Challenges and Its Future)
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13 pages, 888 KiB  
Article
A Comparative Study of Real and Virtual Environment via Psychological and Physiological Responses
by Carmen Llinares, Juan Luis Higuera-Trujillo and Antoni Montañana
Appl. Sci. 2024, 14(1), 232; https://0-doi-org.brum.beds.ac.uk/10.3390/app14010232 - 27 Dec 2023
Viewed by 732
Abstract
Currently, immersive virtual environments (IVE) are widely used in fields such as architecture and environmental psychology. These simulated environments allow for a detailed evaluation of how different designs impact users’ perception and interaction with the built environment, under controlled conditions and without incurring [...] Read more.
Currently, immersive virtual environments (IVE) are widely used in fields such as architecture and environmental psychology. These simulated environments allow for a detailed evaluation of how different designs impact users’ perception and interaction with the built environment, under controlled conditions and without incurring high costs. The validity of these IVEs is related to their capacity to evoke a participant’s response similar to that of the space they are simulating. This paper presents a validation study of a virtual classroom with two phases: the analysis of the sense of presence in the generated IVE and the comparison of the psychological and neurophysiological response of subjects in the two environments (physical vs. IVE). The psychological response captures cognitive processes via the performance of attention and memory tasks. The physiological response records the subject’s activity monitored via electroencephalogram, electrocardiogram, and electrodermal activity. The results showed that the psychological and physiological responses in both environments (physical vs. IVE) were similar. This may be of interest to architecture researchers and professionals as they validate IVE systems as tools to study the effects of the built environment on users’ cognitive responses. Full article
(This article belongs to the Special Issue Virtual Reality Technology: Current Applications, Challenges and Its Future)
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17 pages, 4311 KiB  
Article
Enhancing STEM Education through Interactive Metaverses: A Case Study and Methodological Framework
by J. Ernesto Solanes, Sergi Montava-Jordà, Emilio Golf-Laville, Vicente Colomer-Romero, Luis Gracia and Adolfo Muñoz
Appl. Sci. 2023, 13(19), 10785; https://0-doi-org.brum.beds.ac.uk/10.3390/app131910785 - 28 Sep 2023
Cited by 4 | Viewed by 1063
Abstract
In recent years, the rapid growth of virtual reality has opened up new possibilities for creating immersive virtual worlds known as metaverses. With advancements in technology, such as virtual reality headsets, and the emergence of applications with social interaction, metaverses offer exciting opportunities [...] Read more.
In recent years, the rapid growth of virtual reality has opened up new possibilities for creating immersive virtual worlds known as metaverses. With advancements in technology, such as virtual reality headsets, and the emergence of applications with social interaction, metaverses offer exciting opportunities for STEM (Science, Technology, Engineering, and Mathematics) education. This article proposes the integration of metaverses into STEM courses, enabling students to forge connections between different subjects within their curriculum, to leverage current technological advancements, and to revolutionize project presentations and audience interaction. Drawing upon a case study conducted with students enrolled in the “Proyectos RII 1: Organización y Escenarios” course at the Escuela Politécnica Superior de Alcoy of the Technical University of Valencia (Spain), this article provides a comprehensive description of the methodology employed by the students and professors. It outlines the process followed, shedding light on the innovative use of metaverses in their projects. Moreover, the article shares valuable insights obtained through surveys and personal opinions gathered from students throughout the course and upon its completion. By exploring the intersection of metaverses and STEM education, this study showcases the transformative potential of integrating interactive virtual environments. Furthermore, this work highlights the benefits of increased student engagement, motivation, and collaboration, as well as the novel ways in which projects can be presented and interactions with audiences can be redefined. Full article
(This article belongs to the Special Issue Virtual Reality Technology: Current Applications, Challenges and Its Future)
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Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Title: Enhancing STEM Education through Interactive Metaverses: A Case Study and Methodological Framework
Authors: J. Ernesto Solanes; Sergi Montava-Jordá; Emilio Golf-Laville; Vicente Colomer; Luis Gracia; Adolfo Muñoz
Affiliation: Instituto de Diseño y Fabricación, Universitat Politècnica de València, 46022 Valencia, Spain etc.
Abstract: In recent years, the rapid growth of virtual reality (VR) has opened up new possibilities for creating immersive virtual worlds known as metaverses. With advancements in technology, such as VR headsets, and the emergence of applications with social interaction, metaverses offer exciting opportunities for STEM education. This article proposes the integration of metaverses into STEM courses, enabling students to forge connections between different subjects within their curriculum, leverage current technological advancements, and revolutionize project presentations and audience interaction. Drawing upon a case study conducted with students enrolled in the "Projectos RII 1: Organización y Escenarios" course at the Escuela Politécnica Superior de Alcoy, Universitat Politècnica de València (Spain), this article provides a comprehensive description of the methodology employed by the students and professors. It outlines the process followed, shedding light on the innovative use of metaverses in their projects. Moreover, the article shares valuable insights obtained through surveys and personal opinions gathered from students throughout the course and upon its completion. By exploring the intersection of metaverses and STEM education, this study showcases the transformative potential of integrating interactive virtual environments. It highlights the benefits of increased student engagement, motivation, and collaboration, as well as the novel ways in which projects can be presented and interactions with audiences can be redefined.

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