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BACKGROUND: Conventional cardiopulmonary resuscitation (CPR) training for the general public involves the use of a manikin and a training video, which has limitations related to a lack of realism and immersion. To overcome these limitations, virtual reality and extended reality technologies are being used in the field of medical education. The aim of this study is to explore the efficacy and safety of extended reality (XR)-based basic life support (BLS) training. METHODS: This study is a prospective, multinational, multicentre, randomised controlled study. Four institutions in 4 countries will participate in the study. A total of 154 participants will be randomly assigned to either the XR group or the conventional group stratified by institution and sex (1:1 ratio). Each participant who is allocated to either group will be sent to a separate room to receive training with an XR BLS module or conventional CPR training video. All participants will perform a test on a CPR manikin after the training. The primary outcome will be mean compression depth. The secondary outcome will be overall BLS performance, including compression rate, correct hand position, compression, and full release and hands-off time. DISCUSSION: Using virtual reality (VR) to establish a virtual educational environment can give trainees a sense of realism. In the XR environment, which combines the virtual world with the real world, trainees can more effectively learn various skills. This trial will provide evidence of the usefulness of XR in CPR education. TRIAL REGISTRATION: ClinicalTrials.gov NCT04736888. Registered on 29 January 2021.
Subject(s)
Research Design , Humans , Multicenter Studies as Topic , Prospective Studies , Randomized Controlled Trials as TopicABSTRACT
Extended Reality (XR) technologies such as head-mounted displays are deemed beneficial for the collaboration of co-located as well as distributed people. As such, XR technologies appear particularly promising for supporting distant and hybrid teaching which became highly relevant during the Covid-19 pandemic. Despite the potential awarded to such technologies, practical applications are still very rare. In order to investigate the impediments to the practical adoption of XR technologies, the respective systems should be evaluated in real-world settings. Existing evaluation tools are, however, not suited for this purpose. In this paper, we explain why today's evaluation tools such as questionnaires, observation, and performance measurements are not sufficient for evaluating long-time, exploratory, and collaborative tasks that are typical in educational settings. To address this gap, we follow a top-down approach: Based on an existing model of user acceptance, we specify the variables that are to be optimized by HCI research and outline the potential of wearable-based measuring instruments to quantitatively assess these parameters. Eventually, we point out related research gaps that should be addressed by future research.
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The COVID-19 pandemic was the main reason why many organisations decided to include information and communication technologies in their processes to allow them to continue with their activities, be it providing services to users (food, medicine, etc.), training/education or disseminating culture. In the field of culture, some museums incorporated technology into their operating environment, moving from face-to-face visits to virtual visits. However, in many museums, the lack of apps designed to solve the problem of virtual visits caused some to stop receiving visitors during the pandemic. In this context, this paper describes the development of an application with a user-centred design that incorporates extended reality to allow virtual visits to the Remigio Crespo Museum in the city of Cuenca (Ecuador). The evaluation carried out to verify the application's usability and learnability is also included. The results obtained indicate that users/visitors found the application usable and easy to learn. © 2022 IEEE.
ABSTRACT
Museums have increasingly been using digital approaches to explore new ways to provide new experiences with Cultural Heritage (CH). The need for these solutions exploded with the COVID-19 pandemic forcing museums and cultural organizations to move towards a digital transformation to engage their audiences. Although, with a lack of guidelines on how to create eXtended Reality (XR) experiences with multiple perspectives for CH environments. This project aims to provide Museums with novel approaches to include interactive and immersive activities targeted at the cultural assets of their exhibitions and educational activities. Firstly, we will map and critically access current participatory practices in museums;then, we will develop a new methodology for creating and implementing experiences using XR technology in a range of workshops. The concept of multiple perspectives on cultural heritage will be explored through the application of co-creation practices, towards engaging different communities with cultural heritage contents from Serralves Museum. © 2022 ACM.
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The Addressing the new educational needs and requirements still remains a challenge. Moreover, due to the COVID-19 pandemic and the technological advancements, learning environments are being transformed. Metaverse is a computer-generated lifelike 3D virtual extension of the physical world as it immerses users, allows them to interact with others and with digital objects, and eliminates the constraints of distance and time differences. It is characterized by persistence, interactivity, and embodiment. The use of the metaverse in educational and training processes to create new learning environments that allow learners to function in a parallel, safe and personalized reality is gaining ground. The aim of this study is to analyze the existing research into the metaverse in the educational field. Hence, a systematic literature review has been carried out using the Web of Science (WoS) and Scopus databases. To provide more complete and constructive results, no year, educational level, or subject restrictions were set. As metaverse is a new topic and taking the inclusion and exclusion criteria into account, a total of 17 articles has been analyzed. Based on the findings, metaverse has the potential to enrich and transform education and lead to increased learning outcomes and enhanced students' engagement and motivation. Despite this fact, the use of metaverse in education is in its infancy, thus, more research and experiments should be carried out in all educational levels and populations to assess its impact and improve its effectiveness. Finally, the need for designing valid instruments to evaluate the educational experiences generated within the metaverse was evident. © 2023 Universidad de Murcia. All rights reserved.
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Metaverse is the latest technological hype in the modern world due to its potential for revolutionizing the digital visual perspective. With the COVID-19 pandemic, most industries have moved towards digitization, and the metaverse is identified as one of the most promising platforms for such a transition, as it provides a three-dimensional (3D) immersive experience for the users. Currently, most digital service providers and organizations are actively working on metaverse- based applications. In addition, there has been a rapid increase on research work involving metaverse realization. Launching a large scale metaverse in the real world is a challenging task. However, fifth-generation (5G) and beyond 5G (B5G) technologies are envisioned to improve the feasibility of pragmatic deployments. Although, there are several conceptual designs available, actual adaptations of the concepts are still limited. This survey focuses on providing a practical approach for metaverse realization using 5G and B5G technologies. Specifically, We discuss the importance of network slicing (NS) and multi-access edge computing (MEC) as emerging 5G technologies for enabling the realization of the metaverse. We first introduce the motivation behind metaverse for future envisaged technologies. Next, we present a holistic high-level framework for metaverse realization based on network slicing and edge computing. Moreover, we discuss the futuristic metaverse applications, their technical requirements, and methods to satisfy the requirements. Finally, we highlight the deployment challenges and possible approaches to overcome them for an actual metaverse realization. Author
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The healthcare sector is undergoing rapid change using information and communication technologies (E-Health). E-Health enables faster access to patient records and effective diagnosis and opens new areas of technology curated treatments. The unprecedented situation of the COVID pandemic faced by the world population has shifted greater focus toward healthcare and remote care systems, which have given rise to technological innovations in healthcare systems, including advancements in immersive extended reality (XR). Virtual reality, augmented reality, and mixed reality are together referred to as XR or immersive XR. Immersive XR also refers to all real-and-virtual collaborative environments and human–machine interactions. The characteristics of XR, such as integrating real and virtual environments and user interaction facilitation by utilizing past data, have promoted the application of immersive XR in many healthcare domains, including psychotherapy, patient recovery, wellness, etc. Poststroke motor recovery and neurorehabilitation are some examples that utilize XR-enabled platforms. Thus, this chapter will focus on mapping current research and development of immersive XR in patient recovery and wellness in the context of trivial and emerging nontrivial applications. This chapter will also involve systematic exploration of the available academic manuscripts, global patent grants, and emerging technical standards to compare the current academic and commercial developments to extend immersive XR in the field of patient recovery and wellness. © 2023 Elsevier Inc. All rights reserved.
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While immersive technology has migrated from specialized industry use to wholesale classroom applications, high school student reading of classical literature in secondary English classrooms has declined. At the start of the 2020s American education's dependence on technology increased as a necessary institutional response to the COVID-19 pandemic. This exploratory case study examined the possible secondary English applications of How Do We Love Thee? (Gardner, 2021), an immersive educational cinematic virtual reality (edcuCVR) experience created by the researcher. The application of cinematic virtual reality to secondary literature curriculum had not occurred before this study;therefore, in order to create a wholistic perspective on How Do We Love Thee? as an educational resource participant data was analyzed holistically.Literary scholars and practitioners have noted that the reading of classical literature enables individuals to become wide-awake to their world (Cianciolo, 1982;Kingsolver, 2018;Rosenblatt, 1983;Rosenblatt 1994). Research suggests that engaging with literature can help students become more wide-awake to their world (Steedly, 2003);as such, the aesthetic educational framework of wide-awakeness, as defined by Maxine Greene, was used as a framework to create semi-structured questions, define protocol, and discuss results. Three high school English teachers with English degrees from various regions were purposefully selected for this study. Participants were selected through surveys and individual interviews via Google Hangout. In addition to their education and teaching status, each participant also possessed the technological ability to experience How Do We Love Thee? immersed via a head mounted display (HMD). The study was conducted in three phases: a group introduction to immersive technology underpinning How Do We Love Thee?, individual viewings of the eduCVR experience, and post-viewing semi-structured interviews. Due to Covid-19 data was collected in two ways - an online two person semi-structured interview and an in-person single semi-structured interview. Results from the study indicated that participants believe that the use of the eduCVR resource How Do We Love Thee? in their classrooms will positively influence student interest in classical literature by serving as an introduction to authorial background while introducing a new medium in a unique way. Participants were excited by inclusive nature of the eduCVR experience, noting that it would appeal to all types of students, not just those interested in English. Furthermore, participants praised the cross-curricular nature of How Do We Love Thee? and were eager for other eduCVR experiences. Future studies could include replicating this study with a larger sample size to determine the veracity of these findings, utilizing How Do We Love Thee? with high school English students to determine how the experience both affectively and cognitively impacts them, investigating best practices for English classroom use, and comparing the impact of the eduCVR immersive resource to non-immersive resources. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The Metaverse allows the integration of physical and digital versions of users, processes, and environments where entities communicate, transact, and socialize. With the shift towards Extended Reality (XR) technologies, the Metaverse is envisioned to support a wide range of applicative verticals. It will support a seamless mix of physical and virtual worlds (realities) and, thus, will be a game changer for the Future Internet, built on the Semantic Web framework. The Metaverse will be ably assisted by the convergence of emerging wireless communication networks (such as Fifth-Generation and Beyond networks) or Sixth-Generation (6G) networks, Blockchain (BC), Web 3.0, Artificial Intelligence (AI), and Non-Fungible Tokens (NFTs). It has the potential for convergence in diverse industrial applications such as digital twins, telehealth care, connected vehicles, virtual education, social networks, and financial applications. Recent studies on the Metaverse have focused on explaining its key components, but a systematic study of the Metaverse in terms of industrial applications has not yet been performed. Owing to this gap, this survey presents the salient features and assistive Metaverse technologies. We discuss a high-level and generic Metaverse framework for modern industrial cyberspace and discuss the potential challenges and future directions of the Metaverse's realization. A case study on Metaverse-assisted Real Estate Management (REM) is presented, where the Metaverse governs a Buyer–Broker–Seller (BBS) architecture for land registrations. We discuss the performance evaluation of the current land registration ecosystem in terms of cost evaluation, trust probability, and mining cost on the BC network. The obtained results show the viability of the Metaverse in REM setups.
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The primary sector is facing a series of challenges such as climate change, overpopulation, freshwater scarcity, energy poverty, urbanization and an ageing population. On top of that, the COVID-19 pandemic disrupted the sector even more. Extended Reality (XR) is a promising technology that can enable the solving of the aforementioned challenges. The main aim of this study was to analyze the use of XR in agriculture, livestock farming, and aquaculture, as well as to identify trends and gaps in its use. Therefore, a literature review was conducted to classify relevant research studies according to XR use in terms of focus area and application type, and human – machine interaction in relation to XR type, XR viewer device, and XR controller type. The results indicated that there is huge potential from the application of XR in the primary sector, even if this field of studies is at a premature level. Moreover, there are many ways and devices that allow human-machine interaction in XR environments for agriculture, livestock farming, and aquaculture. Further research is needed to solve health and privacy and security issues and achieve seamless and more immersive interaction in XR environments, thereby enabling users to take full benefit of XR technology in the primary sector. © 2022
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COVID-19 has taken educational protocols to different track. Online education is the way to execute process smoothly. There are various tools that are providing services to fill the pain points. Role of emerging technologies can't be denied. Extended and mixed reality plays a vital role here. Our purpose is to analyze the same in this paper. Second objective of this paper is to develop novel framework to define extended and mixed reality for online learning Fig.∼\ref{fig1}. Testing has been done on four Indian universities and schools to identify the effectiveness of proposed framework. © 2022 IEEE.
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PURPOSE: Extended reality (XR) is defined as a spectrum of technologies that range from purely virtual environments to enhanced real-world environments. In the past two decades, XR-assisted surgery has seen an increase in its use and also in research and development. This scoping review aims to map out the historical trends in these technologies and their future prospects, with an emphasis on the reported outcomes and ethical considerations on the use of these technologies. METHODS: A systematic search of PubMed, Scopus, and Embase for literature related to XR-assisted surgery and telesurgery was performed using Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) guidelines. Primary studies, peer-reviewed articles that described procedures performed by surgeons on human subjects and cadavers, as well as studies describing general surgical education, were included. Non-surgical procedures, bedside procedures, veterinary procedures, procedures performed by medical students, and review articles were excluded. Studies were classified into the following categories: impact on surgery (pre-operative planning and intra-operative navigation/guidance), impact on the patient (pain and anxiety), and impact on the surgeon (surgical training and surgeon confidence). RESULTS: One hundred and sixty-eight studies were included for analysis. Thirty-one studies investigated the use of XR for pre-operative planning concluded that virtual reality (VR) enhanced the surgeon's spatial awareness of important anatomical landmarks. This leads to shorter operating sessions and decreases surgical insult. Forty-nine studies explored the use of XR for intra-operative planning. They noted that augmented reality (AR) headsets highlight key landmarks, as well as important structures to avoid, which lowers the chance of accidental surgical trauma. Eleven studies investigated patients' pain and noted that VR is able to generate a meditative state. This is beneficial for patients, as it reduces the need for analgesics. Ten studies commented on patient anxiety, suggesting that VR is unsuccessful at altering patients' physiological parameters such as mean arterial blood pressure or cortisol levels. Sixty studies investigated surgical training whilst seven studies suggested that the use of XR-assisted technology increased surgeon confidence. CONCLUSION: The growth of XR-assisted surgery is driven by advances in hardware and software. Whilst augmented virtuality and mixed reality are underexplored, the use of VR is growing especially in the fields of surgical training and pre-operative planning. Real-time intra-operative guidance is key for surgical precision, which is being supplemented with AR technology. XR-assisted surgery is likely to undertake a greater role in the near future, given the effect of COVID-19 limiting physical presence and the increasing complexity of surgical procedures.
Subject(s)
Augmented Reality , COVID-19 , Surgeons , Virtual Reality , Humans , SoftwareABSTRACT
Educational technologies in veterinary medicine aim to train veterinarians faster and improve clinical outcomes. COVID-19 pandemic, shifted face-to-face teaching to online, thus, the need to provide effective education remotely was exacerbated. Among recent technology advances for veterinary medical education, extended reality (XR) is a promising teaching tool. This study aimed to develop a case resolution approach for radiographic anatomy studies using XR technology and assess students' achievement of differential diagnostic skills. Learning objectives based on Bloom's taxonomy keywords were used to develop four clinical cases (3 dogs/1 cat) of spinal injuries utilizing CT scans and XR models and presented to 22 third-year veterinary medicine students. Quantitative assessment (ASMT) of 7 questions probing 'memorization', 'understanding and application', 'analysis' and 'evaluation' was given before and after contact with XR technology as well as qualitative feedback via a survey. Mean ASMT scores increased during case resolution (pre 51.6% (±37%)/post 60.1% (± 34%); p < 0.01), but without significant difference between cases (Kruskal-Wallis H = 2.18, NS). Learning objectives were examined for six questions (Q1-Q6) across cases (C1-4): Memorization improved sequentially (Q1, 2 8/8), while Understanding and Application (Q3,4) showed the greatest improvement (26.7%-76.9%). Evaluation and Analysis (Q5,6) was somewhat mixed, improving (5/8), no change (3/8) and declining (1/8).Positive student perceptions suggest that case studies' online delivery was well received stimulating learning in diagnostic imaging and anatomy while developing visual-spatial skills that aid understanding cross-sectional images. Therefore, XR technology could be a useful approach to complement radiological instruction in veterinary medicine.
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A popular turn to online live music in response to the COVID-19 pandemic included the staging of so-called virtual music festivals, including Splendour XR, an ‘extended reality' version of Australia's largest ticketed music festival in 2021. Where the ‘liveness' of online performance is now broadly accepted, a virtual music festival necessarily makes a more ambitious claim, as popular music festivals are valued for their construction of certain types of place affording particular kinds of experience. This article considers this claim in light of the history and meaning of popular music festivals, including the role of mediating technologies, before presenting a case study of Splendour XR drawing on primary research at the event. The article explores key issues for the online delivery of popular music festivals including the negotiation of liveness, the construction of place and the music festival experience. [ FROM AUTHOR]
ABSTRACT
Virtual and augmented reality have been used to diagnose and treat several mental health disorders for decades. Technological advances in these fields have facilitated the availability of commercial solutions for end customers and practitioners. However, there are still some barriers and limitations that prevent these technologies from being widely used by professionals on a daily basis. In addition, the COVID-19 pandemic has exposed a variety of new scenarios in which these technologies could play an essential role, like providing remote treatment. Disorders that traditionally had received less attention are also getting in the spotlight, such as depression or obsessive-compulsive disorder. Improvements in equipment and hardware, like Mixed Reality Head Mounted Displays, could help open new opportunities in the mental health field. Extended reality (XR) is an umbrella term meant to comprise Virtual reality (VR), mixed reality (MR), and augmented reality (AR). While XR applications are eminently visual, other senses are being explored in literature around multisensory interactions, such as auditory, olfactory, or haptic feedback. Applying such stimuli within XR experiences around mental disorders is still under-explored and could greatly enrich the therapeutic experience. This manuscript reviews recent research regarding the use of XR for mental health scenarios, highlighting trends, and potential applications as well as areas for improvement. It also discusses future challenges and research areas in upcoming topics such as the use of wearables, multisensory, and multimodal interaction. The main goal of this paper is to unpack how these technologies could be applied to XR scenarios for mental health to exploit their full potential and follow the path of other health technologies by promoting personalized medicine.
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The world has faced a lot of unprecedented economic and social repercussions in its modern history. For instance, the spread of many diseases such as Covid-19, wars, and climate change. That led to stagnation in many sectors of development. As a result of these events, the governments tended to mitigate the impact of these repercussions by exploiting new technological tools and techniques, such as extended reality, digital marketing, and website development. In fact, the Covid-19 pandemic has affected the tourism sector around the world in the last 3 years. And whereas Egypt owns a third of the world's monuments, which represent the architectural legacies spread over large and multiple areas. From this point of view, this study discusses how to combine these monuments in an integrated project through digitizing architectural heritage on a website that works with modern technology techniques, especially extended reality technology to promote the tourism sector in Egypt, hence increasing the national income. On the other hand, this study also aimed to formulate a hypothetical vision of how to preserve, document, develop and invest in all archaeological buildings at the lowest possible cost, help to immerse yourself in it either completely or partially, query, and identify its elements and components textually, audibly, visually, and sensually. To achieve the study objectives, four steps were undertaken. First, the selection of a case study and virtual documentation of architectural heritage;second, a practical experiment was implemented using the extended reality technology;third, a questionnaire was conducted for the users of the experiment;and fourth, an evaluation by statistical analysis was implemented. From these four steps, a map of Egypt for architectural heritage was carried out. This map not only helps to revitalize the tourism sector but also enhances electronic documentation, and the restoration, and rehabilitation process of the monuments. Hence, preserving the cultural heritage of Egypt. © 2023 by authors. All rights reserved.
ABSTRACT
While immersive technology has migrated from specialized industry use to wholesale classroom applications, high school student reading of classical literature in secondary English classrooms has declined. At the start of the 2020s American education's dependence on technology increased as a necessary institutional response to the COVID-19 pandemic. This exploratory case study examined the possible secondary English applications of How Do We Love Thee? (Gardner, 2021), an immersive educational cinematic virtual reality (edcuCVR) experience created by the researcher. The application of cinematic virtual reality to secondary literature curriculum had not occurred before this study;therefore, in order to create a wholistic perspective on How Do We Love Thee? as an educational resource participant data was analyzed holistically.Literary scholars and practitioners have noted that the reading of classical literature enables individuals to become wide-awake to their world (Cianciolo, 1982;Kingsolver, 2018;Rosenblatt, 1983;Rosenblatt 1994). Research suggests that engaging with literature can help students become more wide-awake to their world (Steedly, 2003);as such, the aesthetic educational framework of wide-awakeness, as defined by Maxine Greene, was used as a framework to create semi-structured questions, define protocol, and discuss results. Three high school English teachers with English degrees from various regions were purposefully selected for this study. Participants were selected through surveys and individual interviews via Google Hangout. In addition to their education and teaching status, each participant also possessed the technological ability to experience How Do We Love Thee? immersed via a head mounted display (HMD). The study was conducted in three phases: a group introduction to immersive technology underpinning How Do We Love Thee?, individual viewings of the eduCVR experience, and post-viewing semi-structured interviews. Due to Covid-19 data was collected in two ways - an online two person semi-structured interview and an in-person single semi-structured interview. Results from the study indicated that participants believe that the use of the eduCVR resource How Do We Love Thee? in their classrooms will positively influence student interest in classical literature by serving as an introduction to authorial background while introducing a new medium in a unique way. Participants were excited by inclusive nature of the eduCVR experience, noting that it would appeal to all types of students, not just those interested in English. Furthermore, participants praised the cross-curricular nature of How Do We Love Thee? and were eager for other eduCVR experiences. Future studies could include replicating this study with a larger sample size to determine the veracity of these findings, utilizing How Do We Love Thee? with high school English students to determine how the experience both affectively and cognitively impacts them, investigating best practices for English classroom use, and comparing the impact of the eduCVR immersive resource to non-immersive resources. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Never before has restrictions at a global scale due to the Covid-19 pandemic put industry at such unprecedented transformation need. Sustainability by using resources with greater consideration in order to continue to stay resilient, and to thrive post-pandemic has put attention on how benefit the most out of emerging technologies. The advent of extended reality (XR) is today reshaping the way people experience the physical and the virtual environments, from observation to immersion. Due to the turmoil caused by the pandemic technologies that minimize equipment threshold has increased in popularity. Today XR enable experts to be more productive to detect and debug problems and resolve production issues remotely. Currently, both clear advantages and potential disadvantages may exist based on degree of the maturity level of integration. XR provides opportunities for immersive learning, upskilling and renewal. Still, it involves several uncertainties in benefits. XR implementation therefore remain very dispersed among companies. Implementation of these technologies has been considered more to the level of having an inhouse highly sophisticated playground, with potential for later consideration. However, what is missing in many instances is a clear understanding of the impact and transformative mechanisms that AR, VR and MR could provide if only equipped with learnings of how to introduce and adopt knowledge embedded in various use-cases. With a growing experience in testing these technologies the possibilities and requirements needed for successful decision-making are also starting to emerge. Consequently, by understand learning adoption and value drivers in industrial settings, skills practiced in academia can be sharpened not only from a contextual understanding but also to new academic domains and to incentivize implementation initiatives. This paper is looking at distinct value indicators for onboarding as a way for industry professionals to learn new XR skills. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.
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The crisis caused by the COVID-19 pandemic has strongly affected tourism projections for 2020 and has temporarily halted the global tourism and travel industry. The economic impact on the global economy could have lasting consequences, with the temporary pandemic regime hitting tourism the hardest. The paper provides an overview of tourism perspectives during and after the COVID-19 crisis, with an emphasis on cultural tourism and related facilities (cultural heritage, cultural attractions). The paper also examines the possibilities of using technology in redefining cultural tourism and creating a new-immersive cultural tourism model. The purpose of this paper is to point out the changes that modern technologies, with an emphasis on some of the immersive technologies, has on the trends in cultural tourism. Methods of analysis and synthesis, survey method and descriptive method were used in the creation of the paper. The research proved a significant trend of increasing interest in the concepts of virtual tourism and immersive cultural tourism, particularly in the context of reduced travel opportunities during the COVID-19 pandemic. The limitations of the research relate to the relatively small survey sample, lack of Generation Z respondents as digital natives, and accelerated technological changes, as well as new trends that are emerging due to technological advances. The scientific contribution is visible in the contribution to the discussion on the use of augmented reality technologies in cultural tourism and the promotion of cultural heritage. Also, the contribution is visible in setting up a conceptual model of immersive cultural tourism. © 2022, Hrvatsko Drustvo Ekonomista. All rights reserved.
ABSTRACT
With the online-everything transformation accelerated by a global Covid-19 pandemic, we may finally find ourselves on the verge of the next potentially paradigm-shifting step after the mobile Internet: The Metaverse. Among others, the Metaverse will utilize head-mounted devices (HMDs) and extended reality (XR), including but not limited to virtual and augmented reality (VR/AR), as the medium to connect avatars and users in the real world. In addition, the Metaverse is supposed to provide gamified experiences around emerging Web 3.0 technologies and is anticipated to be the precursor of the so-called Multiverse, which will serve as an architecture of advanced XR experience realms. In this paper, we focus on the anticipated 6G post-smartphone era, where smart wearables such as VR/AR HMDs are increasingly replacing the functionalities of smartphones. Our contributions are threefold: (i) we first extend Metaverse's primary focus on VR/AR to Multiverse's advanced XR realms of experience. Next, we gamify and implement all eight Multiverse realms of experience using Oculus Quest 2 and Microsoft HoloLens 2 as state-of-the-art VR/AR HMDs, experimentally investigating and comparing the performance of a (ii) single-player origami game and (iii) multi-player maze game across our proposed integrated VR/AR HMD and Amazon Mechanical Turk crowd-of-Oz (CoZ) platform.