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Electronics
Special Issues
Virtual, Augmented, Mixed Reality and Interactive Media Experience
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Virtual, Augmented, Mixed Reality and Interactive Media Experience

A special issue of Electronics (ISSN 2079-9292). This special issue belongs to the section "Computer Science & Engineering".

Deadline for manuscript submissions: closed (31 December 2021) | Viewed by 14356

Special Issue Editors

Prof. Dr. Daniela M. Romano

E-Mail Website
Guest Editor
Department of Information Studies, University College London, London WC1E 6BT, UK
Interests: human–robot interaction; artificial intelligence; application of human–robot collaboration in all fields
Special Issues, Collections and Topics in MDPI journals
Dr. Vinoba Vinayagamoorthy

E-Mail Website
Guest Editor
Research & Development, BBC, London W1A 1AA, UK
Interests: interactive and immersive media experiences; interaction design; evaluative methods; connected homes

Special Issue Information

Dear Colleagues,

This Special Issue aims to bring together the contribution of international researchers and practitioners from a wide range of disciplines, ranging from human-computer interaction, virtual, augmented and mixed reality, interactive multimedia engineering and design, to media studies, media psychology and sociology.

In this Special Issue, we welcome contributions on prototyping and evaluating prototypes, gathering user requirements, designing, developing or prototyping media experiences and applications (the broader sense), within known and emerging technologies, measuring and evaluating experience with users through experiments and user studies, in the wild, in the lab or simulated environments.

Specific topics and applications:

  • Interactive and immersive platforms & mediums: virtual reality (VR), augmented reality (AR), mixed reality (MR), alternate reality, 360°, extended reality (XR)
  • Applications: storytelling, creative expressions, new content formats, platform-centric experiences, health, digital wellbeing, therapeutic, social/cultural expressions, social communication and similar.
  • Understanding audience interests and their interactions with interactive and immersive experiences
  • Analysing and developing underlying technologies and systems
  • Critiquing and creating production tools and workflows
  • Exploring the use and implications of AI and machine learning
  • Developing innovative business models and marketing techniques

Technical Program Committee Members:

  1. Professor Maria-Victoria Sanchez-Vives, ICREA, Spain
  2. Professor Wijnand IJsselsteijn, Eindhoven University of Technology, The Netherlands
  3. Dr Brian A. Smith, Columbia University, USA
  4. Dr Marco Gillies, Goldsmith University of London, UK
  5. Dr Pablo Santiago Cesar Garcia, Centrum Wiskunde & Informatica (CWI), The Netherlands
  6. Dr Peter Vangorp, Edge Hill University, UK
  7. Dr Sylvia Rothe, University of Munich (LMU), Germany
  8. Dr Sylvia Xueni Pan, Goldsmith University of London, UK

Prof. Daniela M. Romano
Dr. Vinoba Vinayagamoorthy
Guest Editors

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. Electronics 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

  • Virtual reality
  • Augmented reality
  • Mixed reality
  • Alternate reality
  • Digital experiences
  • Multimodal and multimedia interaction
  • Interactive media experience
  • 360° experiences
  • Storytelling with AR
  • AR/VR/MR creative expressions

Published Papers (3 papers)

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Research

17 pages, 9437 KiB  
Article
Extended Reality in Education and Training: Case Studies in Management Education
by Grzegorz Zwoliński, Dorota Kamińska, Anna Laska-Leśniewicz, Rain Eric Haamer, Mário Vairinhos, Rui Raposo, Frane Urem and Pedro Reisinho
Electronics 2022, 11(3), 336; https://doi.org/10.3390/electronics11030336 - 22 Jan 2022
Cited by 15 | Viewed by 4677
Abstract
This paper presents and concludes the ATOMIC project, which was to create an XR-based educational environment that enables students to meet the challenges of a natural business environment such as planning and organizing, staffing and control, problem solving, critical thinking, creativity, and teamwork. [...] Read more.
This paper presents and concludes the ATOMIC project, which was to create an XR-based educational environment that enables students to meet the challenges of a natural business environment such as planning and organizing, staffing and control, problem solving, critical thinking, creativity, and teamwork. Four different approaches were taken utilizing different XR technologies (projector-based AR, mobile-based AR, HMD AR, and HMD VR), and their efficacy and educational value were juxtaposed. A universal 34-question usability questionnaire was proposed that can be applied in future XR usability studies. Four versions of the application were tested among 20 students to identify the advantages and disadvantages of each approach in an educational context. Full article
(This article belongs to the Special Issue Virtual, Augmented, Mixed Reality and Interactive Media Experience)
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14 pages, 6936 KiB  
Article
On the Use of Augmented Reality to Reinforce the Learning of Power Electronics for Beginners
by Sergio Sandoval Pérez, Juan Miguel Gonzalez Lopez, Miguel Angel Villa Barba, Ramon O. Jimenez Betancourt, Jesús Ezequiel Molinar Solís, Juan Luis Rosas Ornelas, Gustavo Israel Riberth García and Fernando Rodriguez Haro
Electronics 2022, 11(3), 302; https://doi.org/10.3390/electronics11030302 - 19 Jan 2022
Cited by 12 | Viewed by 3626
Abstract
This study aims to develop and evaluate an Augmented Reality (AR) application to teach power electronics to beginners. For this purpose, two topics were presented: The first was the design of a series-connected Resistance–Inductor–Capacitor (RLC) circuit in AR, the space-state equations of which [...] Read more.
This study aims to develop and evaluate an Augmented Reality (AR) application to teach power electronics to beginners. For this purpose, two topics were presented: The first was the design of a series-connected Resistance–Inductor–Capacitor (RLC) circuit in AR, the space-state equations of which were analyzed in an interactive way, and its assembly in a virtual protoboard to analyze the voltage and currents as measured by an oscilloscope. The second presented topic in AR was about Bidirectional Direct Current (DC)–DC converters, known as Buck–Boost; the aim was to study their behavior when energy is exchanged between two systems, usually photovoltaic panels, electric vehicles, and storage systems. The attitudes of the students towards the AR application was significantly better than those towards traditional teaching. The measurements of the developed skills indicated better cognitive performance when using AR technology. The designed AR tool was used in an industry course to explore the students’ opinions, who provided valuable feedback. Full article
(This article belongs to the Special Issue Virtual, Augmented, Mixed Reality and Interactive Media Experience)
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14 pages, 1332 KiB  
Article
Technology Acceptance of an Interactive Augmented Reality App on Resistive Circuits for Engineering Students
by Alejandro Álvarez-Marín, J. Ángel Velázquez-Iturbide and Mauricio Castillo-Vergara
Electronics 2021, 10(11), 1286; https://doi.org/10.3390/electronics10111286 - 28 May 2021
Cited by 23 | Viewed by 4399
Abstract
In this study, we aim to establish the factors that explain the technology acceptance of augmented reality (AR) in students’ engineering education. Technology acceptance of AR apps has been insufficiently investigated. We conceive a theoretical model to explain technology acceptance by relating behavioral [...] Read more.
In this study, we aim to establish the factors that explain the technology acceptance of augmented reality (AR) in students’ engineering education. Technology acceptance of AR apps has been insufficiently investigated. We conceive a theoretical model to explain technology acceptance by relating behavioral intention to use with the variables subjective norm, technology optimism, technology innovativeness, perceived ease of use, perceived usefulness, and attitude toward using. An interactive AR app on electrical circuits was designed to assist students to overcome their difficulties in understanding how electricity works. A theoretical model was hypothesized and tested using structural equation modeling. The study was conducted using a sample of 190 engineering students. The results demonstrate the positive effect of technology optimism and technology innovativeness on perceived usefulness and attitude toward using, respectively. Furthermore, they suggest that attitude toward using is influenced by perceived usefulness but not directly by perceived ease of use. This could mean that students would be willing to use this app if they find it useful and not just easy to use. Finally, the results illustrate that attitude toward using firmly explains behavioral intention to use, which is consistent with the findings in previous studies. These results could guide how academics and higher education centers should approach the incorporation of these technologies in classrooms. Full article
(This article belongs to the Special Issue Virtual, Augmented, Mixed Reality and Interactive Media Experience)
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