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Singing in virtual environments: Exploring vocal adaptations to congruent audiovisual scenes of performance venues
(2026-01-05)
Park, Munhum
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Kittimathaveenan, Kajornsak
This study investigated the vocal adaptations of fifteen soprano singers performing in virtual venues. The virtual reality (VR) system comprised a headphone-based auralization using room impulse responses and a head-mounted display presenting 360-degree still images, both sourced from corresponding real-world venues. Singers performed two songs with differing tempos in each venue, and their audio recordings, captured via a near-lips microphone, were analyzed alongside responses to a comprehensive survey. Results revealed subtle but notable effects of venue: larger spaces were associated with reduced pitch accuracy, brighter timbre, and slower, less pronounced vibrato, while the mid-sized purpose-built auditorium elicited louder singing and greater tremolo extent compared to the excessively dry or reverberant venues. These adaptations primarily occurred at the note level and differed between songs. Interestingly, singers' subjective evaluations often did not align with objective performance metrics, suggesting many of these adjustments were subconscious. The study reveals some subtle impacts of audiovisual scenes on vocal performance and highlights the potential of VR systems for exploring these phenomena. The inclusion of visual cues may have contributed to differences from previous research, warranting further studies on the interplay of audio-visual factors in shaping musical performance.
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Autism virtual reality education media integration in applied behavior analysis training
(2025-12-01)
Nie, Yunxia
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Vate-U-Lan, Poonsri
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Sivapirunthep, Panneepa
This study examined the impact of autism virtual reality education (autism VR-Ed) media in enhancing college student teachers’ skills in applied behavior analysis (ABA) for children with autism spectrum disorder (ASD). A total of 40 student teachers from Guangxi College for Preschool Education, China, participated in a three-month experiment using a 9-task autism VR-Ed media. Pre- and post-tests showed significant improvement in ABA skills, with scores rising from 18.05 (SD=3.00) to 41.10 (SD=2.25), t(39)=-48.394, p<.05. All participants achieved over 60 points, confirming effective skill acquisition. A perception survey revealed positive attitudes toward the media, highlighting its ease of use, engagement, and relevance to future professional needs. These results demonstrated the potential of VR technology to bridge the gap between theory and practice in special education by offering immersive learning experiences. Autism VR-Ed media enhanced ABA training beyond traditional methods, supporting the professional growth of special education teachers. This study contributed to integrating VR technology into special education curricula and improving teacher training quality, thereby effectively supporting the rehabilitation of children with ASD. Future research should explore the long-term benefits of VR-based training and its broader applications and assess its impact on the learning outcomes of children with ASD.
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On-edge 2D-to-3D generative pipeline for seamless instance transformation
(2025-12-01)
Petchhan, Jirayu
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Doungtap, Surasachai
Despite ongoing challenges with fragmented workflows, latency in device imports, and the main issue of limitations in object reconstruction functionality, relying on imperfect extraction networks remains an impractical solution for scalable object generation. To deal with these constraints, we proposed an end-to-end pipeline that leverages a re-designed self-consistency mechanism—aimed at reducing discrimination, along with the beneficial enhancement from level-set projection and gradient-surface orthogonality. In addition, our approach designs dynamic 3D object creation with minimal manual effort by unifying surface topology and optimizing data loading, enabling a streamlined reconstruction process and more flexible object projection. Our method supports rapid, resource-efficient mesh reconstruction and consistently demonstrates performance improvements across multiple instance benchmarks, covering virtual projection tasks. Improvements in mesh topology reconstruction, as measured by the L1 Chamfer distance (CD) metric, are consistently higher, while the system also achieves significant transmission speedups—up to 56.5×—near-instant importing—along with lowering latency in practical rendering on virtual reality (VR) devices. This result highlights that refining mesh binding improves re-creation fidelity. Our approach to scalability leads to faster user engagement and allows automated deployment without requiring human intervention during importing.
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Thinkercise: An educational VR game for Python programming
(2021-05-19)
Theethum, Thirada
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Arpornrat, Attawut
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Vittayakorn, Sirion
Thinkercise was developed to be an educational VR game for reviewing knowledge and skills in Python programming. The game not only encourages players to move their physical body during the gameplay but also prompts players to use their basic Python programming knowledge and skill to complete a task in the game. In the gameplay, players are required to answer a series of programming related questions by moving their body in various ways in a limited time, such as punching a target, or avoiding an obstacle. To achieve the maximum score, players need to hit the correct answer targets at the right time as well as to avoid all obstacles in the game successfully. Experimental results demonstrate that our game helps increase the students' performance in computer programming by 40.8%. It outperformed self-learning by 30%.
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Virtual Reality Game for Visual Dimension Understanding
(2021-04-01)
Jinjakam, Chompoonuch
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Thanawanarat, Tipakorn
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Isaranimitr, Korn
Engineering drawing is one of the important fundamental subjects in the engineering course that requires imagination and artistic skill for understanding. Engineering student needs to practice a lot of exercises to understand three-dimensions representation and its two dimensional orthographic in top view, front view and side view. However, some students cannot understand 3D objects by just only paper and pencil. This process makes them feel bored to practice. Therefore, they cannot understand well and might have a long-term issue. Therefore, this paper proposes virtual reality 3D games as a learning media by using Oculus Rift and Oculus Touch. The objective of this game is to help students or people who have a previously mentioned problem to improve their skills. This game will increase the enjoyment of learning and possibly motivate them to educate the understanding of 3D objects and their visual dimensions. In this game, the player must match 3D objects with orthographic projections and create the object by themselves to match an orthographic projection. A player can register and check their improvement from history score and time spent. The goal of this virtual reality learning game is to motivate the player to practice with happiness. The experimental results showed players used shorter time and had got higher accuracy when continue playing. Post-questionnaire results shown they feel most enjoying when creating 3D virtual reality objects by themselves. Moreover, the results could imply students below grade C+ in Engineering Drawing subject may have problems with 3D objects that were cut into triangular in prismatic shapes, and students below grade D+ may have problems with dashed and solid lines.

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