Application of virtual reality to the study of festival culture in aboriginal literature

Virtual Reality in Festivals: A Systematic Literature Review and Implications for Consumer Research

“…Table 6 summarizes the venues and objectives of virtual reality applications in each festival featured in the articles. The objectives of virtual reality applications identified from the articles are classified into five types: (i) cultural education, where virtual reality is used to aid cultural education in relation to the festival [69,80]; (ii) festival promotion, where virtual reality is used as a promotional tool to attract festivalgoers to attend the festivals [68,73,77,79,81]; and (iii) preservation of intangible cultural heritage, where virtual reality is used to preserve intangible cultural heritage associated or delivered through the festivals [65,[76][77][78]; (iv) virtual reality as part of the festival programs, where some of the festival programs or activities are delivered using virtual reality [67, 68, 70-72, 74, 75, 81]; and (v) co-creation of festival experience, where virtual reality is used to facilitate interactions among festival attendees, performers, and producers [66,82,83]. Comparing the studies conducted before and during COVID-19, prior to the pandemic, virtual reality mainly served as a promotional tool for consumers to experience the festival before making a purchase or as part of the festival program to enhance consumers' enjoyment of the on-site festival.…”

Requesting Help Module Interface Design on Key Partial Video with Action and Augmented Reality for Children with Autism Spectrum Disorder

“…In related studies, AR technology has yielded many beneficial outcomes in social interaction, emotion recognition, attention skills, and functional learning [25][26][27][28][29][30][31][32][33][34]. There-fore, it can be seen from our research results that the creative introduction of KPV and combining AR technology and AR applications is beneficial for treating this developmental disorder [13].…”

“…They were drawn to the characters and began to ask the researcher a series of questions about why the characters behaved as they did, about their actions, and about related social activities. Based on the results obtained, the combination of KPV with AR technology appears to have had a positive effect on improving the social interaction [27] and verbal and non-verbal communication skills, facial emotion recognition procedures, attention skills, and life functions of children with autism.…”

“…AR is a real-time, direct, or indirect view of a physical, real-world environment, elements of which are augmented by computer-generated sensory inputs such as sound, video, and graphics. Related research has begun to be applied in education, and there is an opportunity to improve our understanding of people with ASD in a semantic context with environmental elements, because with advanced AR technology, the real-world information around the user becomes interactive, digitized, and accessible [27][28][29]. Artificial information about the environment and its objects can be overlaid on the real world, and it is believed that it can effectively help users with ASD improve their communication and socializing abilities [30][31][32][33][34].…”

“…Because of this, children with ASD are not always attracted to the media; thus, we use AR technology to grab their attention. Virtual reality allows students with ASD to repeat exercises to compensate for their weak abilities and developmental needs in real life, including social skills, daily etiquette, life management, and skills training [24][25][26][27][28]. Furthermore, to reduce their visual stress and load, we selected suitable content that lasted less than seconds, focused on specific social signals, and slightly combined AR technology with video modeling (VM).…”