Using WebXR Metaverse Platforms to Create Touristic Services and Cultural Promotion

Martí-Testón, Ana; Muñoz, Adolfo; Gracia, Luis; Solanes, J. Ernesto

doi:10.3390/app13148544

Cited by 16 publications

(5 citation statements)

References 37 publications

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“…This process is crucial in educational systems, as it encourages not just the acquisition of existing knowledge, but also the creation of new knowledge. It promotes a learning culture where students are not mere recipients of information, but active participants in knowledge creation [143].…”

Section: C-k Theorymentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills.

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Section: C-k Theorymentioning

confidence: 99%

Virtual Worlds for Learning in Metaverse: A Narrative Review

Damaševičius,

Sidekerskienė

2024

Sustainability

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“…The virtual exhibition was developed using the Spatial.io platform [42,43], renowned for its robust device compatibility, which is supporting a diverse array of hardware including PCs, smartphones, tablets, and various VR systems [44]. Key to this work was the Spatial Creator Toolkit [45], integrated within the Unity game engine, which facilitated the creation of immersive virtual environments.…”

Section: Development Of the Metaverse Exhibition Spacementioning

confidence: 99%

Enriching User-Visitor Experiences in Digital Museology: Combining Social and Virtual Interaction within a Metaverse Environment

Alabau,

Fabra,

Martí-Testón

et al. 2024

Applied Sciences

Self Cite

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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.

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“…In [11], an interesting proposal is described to bring the metaverse to the field of tourist services and cultural promotion, while in [12], a deep reflection on the interrelation between the metaverse and the world of digital art is detailed. More particularly, [13] is an outstanding proposal on holographic models applied to the design and exhibition of architectural spaces.…”

Section: Related Workmentioning

confidence: 99%

Design of Virtual Hands for Natural Interaction in the Metaverse

Cerdá-Boluda,

Mora,

Lloret

et al. 2024

Sensors

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The emergence of the Metaverse is raising important questions in the field of human–machine interaction that must be addressed for a successful implementation of the new paradigm. Therefore, the exploration and integration of both technology and human interaction within this new framework are needed. This paper describes an innovative and technically viable proposal for virtual shopping in the fashion field. Virtual hands directly scanned from the real world have been integrated, after a retopology process, in a virtual environment created for the Metaverse, and have been integrated with digital nails. Human interaction with the Metaverse has been carried out through the acquisition of the real posture of the user’s hands using an infrared-based sensor and mapping it in its virtualized version, achieving natural identification. The technique has been successfully tested in an immersive shopping experience with the Meta Quest 2 headset as a pilot project, where a transactions mechanism based on the blockchain technology (non-fungible tokens, NFTs) has allowed for the development of a feasible solution for massive audiences. The consumers’ reactions were extremely positive, with a total of 250 in-person participants and 120 remote accesses to the Metaverse. Very interesting technical guidelines are raised in this project, the resolution of which may be useful for future implementations.

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Using WebXR Metaverse Platforms to Create Touristic Services and Cultural Promotion

Cited by 16 publications

References 37 publications

Virtual Worlds for Learning in Metaverse: A Narrative Review

Virtual Worlds for Learning in Metaverse: A Narrative Review

Enriching User-Visitor Experiences in Digital Museology: Combining Social and Virtual Interaction within a Metaverse Environment

Design of Virtual Hands for Natural Interaction in the Metaverse

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