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2024 | Book

Augmented and Virtual Reality in the Metaverse Context: The Impact on the Future of Work, Education, and Social Interaction Read chapter Read first chapter

Augmented and Virtual Reality in the Metaverse

Editor: Vladimir Geroimenko

Publisher: Springer Nature Switzerland

Book Series : Springer Series on Cultural Computing

Part of: Springer Professional "Wirtschaft+Technik" , Springer Professional "Technik" , Springer Professional "Wirtschaft"

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About this book

This is the first research monograph to explore augmented and virtual reality in the context of the emerging metaverse, and their impact on the future of education, culture, art, society, heritage, healthcare, and other areas. It reveals how the two metaverse-enabling technologies are changing the world we live in by changing the educational experience, by influencing art, culture, and society, and by engaging artificial intelligence and other advanced technologies.

Dealing with a wide range of topics, it includes: possible metaverses for education; designing simulations and effective learning environments in the educational metaverse; immersive collaborative learning; storytelling and cinematic virtual reality in metaverses; immersion and sensory enrichment in the metaverse; archaeology of perception in metaverse environments; integrating AI and Large Language Models with immersive technologies; AR-enabled X-ray vision in immersive environments; metaverse-based approaches in urban planning; and many others. Written by a team of 46 researchers, practitioners, and artists from 11 countries world-wide (Australia, China, Estonia, Germany, Greece, Italy, Norway, Romania, Serbia, Spain, and USA), it offers readers an international perspective.

Intended as a starting point for exploring augmented and virtual reality in the metaverse context, this book will be essential reading not only for researchers, practitioners, technology developers, and artists, but also for students (graduates and undergraduates), and for anyone interested in the emerging fields of “metaverse augmented reality” and “metaverse virtual reality”.

Table of Contents

Frontmatter

Changing the Educational Experience

Frontmatter
Chapter 1. Augmented and Virtual Reality in the Metaverse Context: The Impact on the Future of Work, Education, and Social Interaction
Abstract
This chapter explores the profound impact of Augmented Reality (AR) and Virtual Reality (VR) technologies on the future of work, education, and social interaction within the context of the metaverse. It begins with examining how AR and VR revolutionized the way we work, enabling remote collaboration and virtual offices, and enhanced training experiences across a wide range of industries. It delves into the potential of these technologies in improving productivity, reducing costs, and promoting a more sustainable work environment. Next, the authors discuss the transformative potential of AR and VR in the realm of education, where immersive learning experiences fostered deeper understanding, promoted student engagement, and facilitated personalized learning paths. They highlight innovative applications, such as virtual field trips, simulation-based training and collaborative learning environments that reshaped the way we taught and learned. Then, the authors examine the implications of AR and VR on social interaction, as these technologies created new opportunities for communication, shared experiences and community building within the metaverse. They consider the potential benefits, as well as potential drawbacks. The authors discuss the challenges and considerations that had to be addressed to ensure the successful integration of AR and VR technologies into our daily lives.
Valentin Kuleto, Milena P. Ilić, Marko Ranković, Mladen Radaković, Aleksandar Simović
Chapter 2. Beyond the Hype and the Crisis: A Possible Metaverse for Education
Abstract
This chapter analyses the main features of the Metaverse from an educational perspective in the light of its current stage of development and, in particular, in the light of the crisis it is currently going through. The practical difficulties of implementation, linked to its complexity as an immersive virtual environment, and the concomitance of the AI explosion have slowed down the adoption of the Metaverse, diverting the investments of large technology companies towards AI applications and their integration into the technology we use daily. This, however, does not mean that the Metaverse will have no future, because it is highly unlikely that the technology will no longer offer us the possibility of fully immersive experiences. Rather, it will probably undergo reconfiguration. Its constituent elements, therefore, will not change. For this reason, those involved in education have the task of analysing them and assessing their potential for improving teaching practices, anticipating future developments in terms of methodological foundations for sustainable and beneficial use of the Metaverse. In particular, the researcher has the task of identifying the educational segments, target groups and contents that best lend themselves to an educational treatment based on the Metaverse.
Annamaria Cacchione
Chapter 3. The Multiplicitous Metaverse: Purposeful Ways of Applying and Understanding eXtended Reality in Learning and Teaching Frameworks
Abstract
This chapter explores the use of eXtended reality (XR) technologies in the context of learning and teaching, focusing on how these technologies can be used to create immersive and meaningful educational experiences. Using specific projects, including virtual and augmented reality in pharmacy education, layered augmented reality for participant learning and bespoke environments for simulation, we demonstrate the potential of XR to enhance learning and promote deeper understanding and engagement with complex tasks and nuanced concepts. Whilst discussing these projects we also introduce a broader philosophical exploration of the ‘Metaverse’, examining the ways in which XR technologies are contributing to the emergence of new digital realities that are interwoven with physical experiences, transforming the way we interact with virtual and physical spaces, with avatars, and with information deployed in augmented, virtual, and mixed reality experiences. We argue that by exploring a multiplicitous notion of the metaverse, pedagogical design has the potential to benefit the way we learn and teach. The projects discussed in this chapter demonstrate how technological affordance can support design research methodology in the creation and deployment of XR experiences, for immersive, engaging, and effective educational experiences for academic purpose, and for the lifelong learning of a general audience.
Daniel Della-Bosca, Gary Grant, Dale Patterson, Scott Roberts
Chapter 4. Designing Simulations in the Metaverse: A Blueprint for Experiential Immersive Learning Experiences
Abstract
This chapter presents a derivative practical and adaptable fourteen-dimensional model for classifying and designing experiential simulated immersive learning experiences. The metaverse promises the merge of physical reality with virtuality and provokes reconceptualization of teaching and learning for education and training. Spatial computing affordances enable experiential, immersive learning in cyber-physical and digital 3D environments. Prior research suggests that immersive learning is achieved through system, narrative, and challenge immersion, while experiential, hands-on learning relies on active learner engagement with authentic tasks in realistic settings. Any simulation utilizing narratives, role-playing, problem-solving, games and challenges constitutes the main mimetic method to design and implement experiential learning. A potentially effective way for instructional design is the alignment of the intended learning outcomes in the cognitive, affective and psychomotor domains with learning and simulation mechanics. The proposed blueprint’s dimensions include purpose, scale, level, role, goals, age, accessibility, risk, technology, sensory immersion, abstraction, participation, feedback, and engagement. This resource, derived from a respective proposal for medical simulations, can assist researchers and education practitioners of all fields to design and develop effective simulations in the direction of scalable and democratized simulation-based experiential learning.
Stylianos Mystakidis, Vangelis Lympouridis
Chapter 5. Designing Effective Learning Environments in the Educational Metaverse: The Role of Augmented and Virtual Reality
Abstract
This chapter explores the transformative potential of augmented (AR) and virtual reality (VR) in education, highlighting their ability to revolutionize learning experiences through immersive metaverse environments. While AR overlays digital information onto the real world, VR provides embodied experiences within simulated computer-generated worlds. Thoughtful design, aligned with pedagogical goals, is essential to harness these technologies effectively. The chapter emphasizes ethical considerations and calls for collaborative efforts to address accessibility, health, privacy, teacher preparedness, and responsible technology usage. By embracing the metaverse’s transformative power, education can transcend traditional boundaries, fostering a more engaging, inclusive, and personalized learning experience for all.
Dongxing Yu
Chapter 6. Extended Reality and the Metaverse in Education: Towards Immersive Collaborative Learning
Abstract
This chapter aims to examine the role of extended reality technologies, such as augmented reality (AR), virtual reality (VR), mixed reality (MR), and the metaverse in enabling immersive collaborative learning. Due to their immersive and interactive nature, extended reality technologies and the metaverse could transform traditional collaborative learning in an attempt to achieve better learning outcomes. Immersive collaborative learning is an educational approach which combines immersive technologies (e.g. extended reality technologies and the metaverse) with collaborative learning and cooperative learning strategies and methods to render learning more effective, interactive, and engaging. Based on the results, the use of extended reality technologies and the metaverse can create the appropriate conditions and settings to enable immersive collaborative learning. Compared to traditional collaborative learning, immersive collaborative learning has the potential to further improve students’ development and learning outcomes, create more ubiquitous and inclusive learning environments. By integrating immersive collaborative learning, the social presence and social skills of students can be improved, and their learning achievements, engagement, and motivation can be increased. The use of extended reality technologies and the metaverse in immersive collaborative learning emerged as a means that provides meaningful learning and can support and enrich students’ cognitive and social-emotional development.
Georgios Lampropoulos

Influencing Art, Culture, and Society

Frontmatter
Chapter 7. Storytelling in Metaverses: Exploring an Immersive Chronotope at the Intersection of Time and Digital Space
Abstract
This chapter explores the metaverse phenomenon through the lens of the Fiestas del Pilar event in Zaragoza, Spain, providing an in-depth analysis of its online manifestation, www.​ofrendadeflores.​com. Employing a qualitative methodology, the research relies on digital anthropology, specifically virtual ethnography, to examine the metaverse’s impact on physical reality. The metaverse, designed as a responsive website since 2020, features a virtual flower offering, a 3D space replicating Plaza del Pilar, and a flower route using augmented reality. The analysis reveals a successful fusion of digital and physical elements, emphasizing user experience, accessibility, and community engagement. The study identifies the significance of the chronotope, a unified space–time concept, in shaping user immersion and cultural identity within the metaverse. The metaleptic storytelling, blurring the lines between virtual and physical, enhances the cognitive engagement of participants. The findings contribute to understanding metaverses as more than mere simulations, emphasizing their potential to generate real-world events and cultural practices. Future research should delve into cognitive processes and the role of digital twins in shaping cultural identities in these digital spaces.
Julián de la Fuente Prieto, José Carlos Martín Marco
Chapter 8. Cinematic Virtual Reality as a Veiled Opportunity to Enter the Metaverse: The Question of Field of View
Abstract
This chapter discusses the opportunities for using cinematic virtual reality (CVR) to enhance our understanding of the imagined metaverse—the recently emerged new digital age phenomenon. The concept of the metaverse is approached from a technological innovation perspective. The chapter investigates the possibilities of using the phenomenon of CVR, which facilitates the desired immersion while requiring the least prior knowledge and skills from the user, and thus might ease the adoption of the technological innovation, i.e., the imagined metaverse. The difference between virtual reality (VR) and CVR lies in the generation of the VR world: traditional VR is typically generated through 3D graphics processing and audio triggers in real-time, whereas CVR exclusively uses pre-rendered pictures and sound elements. Thus, the main difference between the two lies in the textual content and the intended way of consuming it, without dissimilarity in technology. While the prevailing perspective among practitioners and theorists is that CVR typically involves a 360° field of view (FOV), this chapter explores an alternative perspective on the FOV in CVR.
Ermo Säks, Külliki Tafel-Viia
Chapter 9. The Sensory Enrichment and Interactivity of Immersive User Experiences in the Public Sector: The Ionian Film Office Metaverse
Abstract
This chapter examines the current state of the art in the implementation of virtual reality technologies in the public sector, specifically focusing on the metaverse space developed for the Ionian Film Office. It will highlight the perspectives of various stakeholders, such as users, designers, employees, visitors, and technicians, who engage with these systems, addressing both the opportunities and limitations that arise. In addition, the chapter explores the potential of sensory enhancement as a means to elevate user experiences within the metaverse. By discussing advancements in haptic, auditory, scent, and visual technologies, we aim to provide an overview of how such sensory enrichment can create more immersive and interactive experiences for users. Furthermore, we will delve into the challenges and ethical considerations of implementing these technologies in the public sector, taking into account issues like accessibility, privacy, and safety. Through the lens of the Ionian Film Office metaverse, we will showcase both the current state and future possibilities of virtual and augmented reality technologies. By offering insights into the evolution of sensory enhancement, this chapter aims to serve as a valuable resource for researchers, designers, and policymakers interested in harnessing the power of the metaverse to transform the public sector.
Ioannis Deliyannis, Iakovos Panagopoulos, Dimitrios Panagiotakopoulos, Georgios Marentakis, Rossetos Metzitakos
Chapter 10. An Archaeology of Perception in the Metaverse: Seeing a World Within a World Through the Artist’s Eye
Abstract
This chapter proposes a 3D Virtual Reality (VR) metaverse in the shape of a world within a world, to be used for an experiential archaeological approach, to facilitate understanding the sensoriality of past individuals. Virtual reconstructions of the archaeological remains have so far failed to recreate a realistic experiential environment. For this purpose, we selected as study site a house of artists from the past (1930) from the town of Balchik, around which we built the proposed metaverse, with the objects of study being the house and artistic work of the painter Cecilia Cuţescu-Stork. The metaverse is designed to provide rich sensory experiences in order to allow a better understanding of the artworks and the context in which they were made. The VR metaverse is comprised two connected 3D virtual spaces that users can traverse, including with VR headsets, each space contributing to a cognitive augmentation through the sensory qualities of the constructed virtual space. The metaverse reconstruction will allow access to both specialists and the public, as the metaverse is implemented on a free VR platform (Mozilla Hubs).
Dragoş Gheorghiu, Livia Ştefan, Marius Hodea, Cornelia Moţăianu
Chapter 11. The Immersion in the Metaverse: Cognitive Load and Addiction
Abstract
This chapter evaluates the potential effects of immersion in the Metaverse on cognitive load, including the amplification of personalization effects, leading to addictive behaviours, encasement within digital echo chambers, and detrimental social implications. The Metaverse’s capacity to fulfil desires could foster an illusion of gratification, risking further addiction. Additionally, the study emphasizes the portrayal of virtual reality as a “genuine reality,” as discussed in David Chalmers’ book Reality+ . However, this portrayal overlooks the potential hazards of misusing such technology. The study’s findings indicate that virtual reality, particularly the Metaverse, has a comparable psychological impact to fiction. Lastly, the influence of the Metaverse on empathy is assessed, reflecting on the potential benefits and detriments. The conclusions of the chapter suggest a high potential for manipulation through virtual reality in Metaverse environments, emphasizing the necessity for regulations to safeguard societies at large. The chapter encourages further research to understand, reduce, and manage the risks of Metaverse immersion.
Ljubiša Bojić, Miloš Agatonović, Jelena Guga

Engaging Artificial Intelligence and Other Advanced Technologies

Frontmatter
Chapter 12. Augmented and Virtual Reality in the World of GPT Text and Image Creations: AI, Metaverse, and Art
Abstract
This chapter discusses popular aspirations and fears of Augmented Reality (AR) and Virtual Reality (VR). For both, the ideal content required has all the complexity, persistence, and interactivity of nature: a metaverse and AI. There are dystopias and utopias colorfully portrayed in science fiction which speak to our fears and desires for the future. But, has the metaverse already arrived? There are now convincing AI metaverses of text, virtual collaborations and presence, 'digital twin' ontologies, deep fakes, and fake news. It seems that the technological ground on which our reality and industries rest is again shifting with the sudden advances in artificial intelligence—especially with text and still-image generation. Does this shift give us a new perspective on the desires, horrors, and useful definitions of Augmented Reality, Virtual Reality, and the potential metaverse? In this chapter, the authors seek to interrogate the terms: ‘AR’, ‘VR’, and ‘metaverse’ in light of the fast-moving AI phenomenon. A survey of popular science fiction draws out the hopes and anxieties of these media, and a journey through the progress of virtual and metaverse art in China over the last decade elucidates the creative challenges ahead.
Geoffrey Alan Rhodes, Songhao Huang
Chapter 13. Integrating Artificial Intelligence with Mixed Reality to Optimize Health Care in the Metaverse
Abstract
This chapter discusses how AI can potentially improve augmented reality (AR) and virtual reality (VR). Currently, healthcare applications in AR and VR have been increasing rapidly. mHealth applications with AR have shown potential for pill reminders. VR applications using computer and telehealth has been used to talk with clinicians from patient homes. More importantly, mental health counseling has increased by utilizing AR and VR applications in the metaverse. Using AI to channel healthcare needs can reduce healthcare waste and improve efficiency. In this chapter, readers will learn about opportunities for integrating AI with mixed reality to effectively deliver health care in the metaverse. The readers will learn how to utilize technology to create future opportunities to provide care.
Don Roosan
Chapter 14. Combining Large Language Models and Immersive Technologies to Represent Cultural Heritage in the Metaverse Context
Abstract
This chapter delves into the intersection of large language models, immersive technologies, and cultural heritage representation in the metaverse. Advancements in natural language processing (NLP) and deep learning enable immersive learning experiences using extended reality (XR) to teach global cultural heritage. Specifically, we propose a model that integrates generative AI, NLP, and XR, incorporating multi-sensory feedback with haptics and olfactory virtual reality (OVR) to engage users in a dialogical relationship with diverse cultures and challenge postcolonial narratives. We explore the potential of cultural heritage to resurrect famous historical personalities and overlooked indigenous peoples using generative AI and metahumans. Use cases in art history are presented, highlighting scaffolded experiences in virtual learning environments (VLEs) for deeper engagement with historical figures and events. Additionally, we address recent safety concerns and limitations of large language models that may inadvertently compromise historical veracity. Ethical implications of misrepresenting historical viewpoints are discussed, emphasizing the need for expert collaboration to ensure historical accuracy and appropriateness. The chapter also elucidates issues of ownership, representation, and cultural appropriation in the context of cultural heritage. It underscores the potential of combining large language models and immersive technologies to offer captivating and educational cultural heritage experiences.
James Hutson
Chapter 15. Superpowers in the Metaverse: Augmented Reality Enabled X-Ray Vision in Immersive Environments
Abstract
This chapter explores the use of augmented reality (AR) enabled X-ray vision (XRV) in immersive environments. AR XRV is the ability to render a virtual object as if it is behind or encapsulated in a real-world object. For example, a user may look at a wall in the real world to see what is inside or behind the wall with the use of augmented reality. Seamlessly merging virtual objects with the real world is challenging as virtual objects in augmented reality are typically rendered in front of the real world causing a depth mismatch. The mismatch in depth does not accurately portray the virtual object in the real world and may lead to perception problems when augmenting the real world with virtual information. This review provides an overview of the existing techniques, applications, and devices that provide XRV in immersive environments and summarizes the current research challenges. The emergent nature of XRV in immersive environments is highlighted emphasizing the need to comprehend the challenges and opportunities of AR-enabled XRV. The overview presented in this chapter will assist researchers in identifying challenges as the technology necessary for XRV within the metaverse emerges as a refined capability and accepted convention.
Thomas J. Clarke, Ian Gwilt, Joanne Zucco, Wolfgang Mayer, Ross T. Smith
Chapter 16. Metaverse-Based Approach in Urban Planning: Enhancing Wastewater Infrastructure Planning Using Augmented Reality
Abstract
This chapter explores metaverses in the context of urban planning. As one of the metaverses’ key technologies, the potential of augmented reality (AR)-based visualisation for digital on-site support in planning processes of wastewater infrastructure is investigated. Based on a framework incorporating organisational and technical requirements, a market analysis of location-based apps that are able to visualise location-based data using AR technology is conducted. The selected mobile AR app is subsequently configured featuring the digital data of wastewater infrastructure in a public urban ensemble in a German town. The study data were collected via a mixed-method approach. According to the participating urban planning experts (N = 18), a standardised questionnaire (PSSUQ) shows the level of user satisfaction with the app, while the satisfaction with technical aspects and advantages for stakeholder communication and project management are evaluated via custom questionnaires. Guided interviews highlight aspects regarding the transfer of AR apps into practical settings of infrastructure planning. Aspects such as potential operational areas, useful additional features, and obstacles hampering the usage of AR-based visualisation in practical contexts are addressed. Overall, the study shows both the potential for using metaverse-based digital tools in planning processes and the challenges that still need to be overcome.
Mario Wolf, Peter Riyad, Heinrich Söbke, Martina Mellenthin Filardo, Daniel Alexander Oehler, Jürgen Melzner, Eckhard Kraft
Backmatter
Metadata
Title
Augmented and Virtual Reality in the Metaverse
Editor
Vladimir Geroimenko
Copyright Year
2024
Electronic ISBN
978-3-031-57746-8
Print ISBN
978-3-031-57745-1
DOI
https://doi.org/10.1007/978-3-031-57746-8