Through the topic of this report, I think I have gained a new perception of VR, 3D animation has always been a challenge for me, and the use of VR has always been an area of great interest to me as 3D animation and VR are closely linked, I chose the topic of VR and hoped to gain a further understanding of VR by researching this subject, and I would like to experience more VR projects if I can. I had already studied an undergraduate animation course in Australia, and we were not taught how to write a report, so I could be considered a first-time writer. I looked up many essays for this report research, but due to my lack of experience, most of them were unusable, wasting time on serious research without getting valuable intelligence. When I checked my choice of topic with my teacher, he said that I had not chosen a detailed enough scope, so I changed the topic to focus on the educational value of VR. The second time I looked for a reference, I changed my approach. I chose a few papers that were valuable and worthy of criticism, sifting through them to end up with only about 15, which I only partially used when writing my final report. As I understood, the educational value of VR was more than that, but the word count was not enough, and when I finished writing all the points, I found that the word count had exceeded the teacher’s requirements, so I had to cut out some points that were too detailed. In this writing experience, I learned how to quickly find different references, read quickly and accurately capture the key points of the paper, and how write a clear and structured presentation. Regarding the content, I learned about the basic concepts of VR and its ubiquity in the current market, the benefits and drawbacks, and other information about V R. Of course. This report is not perfect. For example, some ideas must be removed because of the word limit. It was a pain to go through the essays because I didn’t know how to filter the references, and some of them don’t fully support the ideas in this report. In conclusion, I hope this report will make more people aware of the possibilities of VR gaming education and allow more people to develop this field to make learning easier for students. I also want to study more VR-related projects in the future to understand what animation can be connected to in VR.
We conducted a comparative study of student performance on standardized assessments using VR and traditional lecture slides to deliver course content. The results suggest that improving virtual reality’s social interaction and productivity tools is crucial for their more significant impact on higher education.
For university students, knowledge acquisition, course performance, and interaction with tutors/peers are irreplaceable to the learning experience.
The findings suggest that students see virtual reality as an excellent add-on to existing course offerings rather than a disruptive tool that can replace the extensive lectures they receive during their university semester.
Students struggled to recall individually detailed and specific knowledge, such as a particular number, which could be attributed to the shift in attention to visual information in a virtual environment.
For the virtual reality group, students felt they would focus on animated graphics and visualizations on the screen when this information was provided.
Sixty percent of students strongly agreed that virtual reality technology was more interactive than reading or listening in class, and overall, students preferred the immersive environment for learning.
However, there was a wide variation in the ease of access to information. 10% disagreed, 20% were neutral, and 70% strongly agreed. This was attributed to the learning speed, and although it was possible to pause the virtual reality playback, most students were reluctant to interrupt the program. But slide-based learning allows students to take their own pace.
Ease of navigation in the hardware environment: Almost all students agreed that the graphical visualization looked more realistic and accurate. 70% agreed that visual interaction in virtual reality was more helpful than reading the text.
Conclusion: Quantitative and qualitative research methods were combined to triangulate the potential impact of virtual reality on learning in a higher education environment. Virtual reality is, at this stage, an ideal tool for short-term recall to not flush out the content of university lectures, especially in the context of blended learning. But further development of real-time interaction, textual semi-digital information collections, and note-taking is essential to improve the usability of VR for education.
Reference06：Effects of Using a Blended Learning Method on Students’ Achievement and Motivation to Learn English in Jordan: A Pilot Case Study
(Reasons why VR games can grow rapidly in the education sector) The impact of using blended learning methods on the achievement and motivation of Jordanian students in learning English: a pilot case study
Oweis, T.I. (2018) Effects of using a blended learning method on students’ achievement and motivation to learn English in Jordan: A pilot case study, Education Research International. Hindawi. Available at: https://www.hindawi.com/journals/edri/2018/7425924/#results-and-discussion (Accessed: December 24, 2022).
(Oweis, 2018)
The increased motivation can also be attributed to the unfamiliar and novel elements of the English curriculum offered through the computer; the new is always interesting and exciting.
The results suggest that the high performance of the experimental group can be attributed to the advantages of the computer in providing information. The benefits of the computerized program may have contributed to the better performance of the students in the experimental group, who used mechanical materials that were designed to be attractive, exciting, and enjoyable for the students, containing visual and auditory features that went far beyond the rigid pictures in the book, thus making learning more enjoyable.
Reference07：Effects of e-learning on Students’ Motivation
(Reasons why VR educational games can grow rapidly in the education sector / Impact of e-learning on student motivation)
The purpose of this study is to determine whether use of e-learning in higher education affects students’ motivation.
Analyses and Results
In order to test the hypotheses, an expert-designed questionnaire was used for e-learning and intrinsic motivation. The results showed that there is a significant relationship between e-learning and students’ motivation, and that there is not a significant difference in relationship between e-learning and students’ motivation in different ages and different levels of education.
PAGE 7
Conclusion
This study highlighted the significant relationship between e-learning and students’ motivation, so it would be fascinating to utilize e-learning as a standard device in the instruction of university students. However, the following points should be cautiously regarded before utilizing e-learning in teaching.
Reference08：A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
(Reasons why VR games can develop rapidly in the education sector) A longitudinal mixed methods study of Norwegian in-service teachers’ beliefs about sources of pedagogical knowledge and motivation to learn from theory and practice
Ferguson, L.E. et al. (2022) A longitudinal mixed methods study of Norwegian preservice teachers’ beliefs about sources of teaching knowledge and motivation to learn from theory and practice: Semantic scholar, Journal of Teacher Education. Available at: https://doi.org/10.1177/00224871221105813 (Accessed: December 24, 2022).
(Ferguson et al, 2022)
Participants endorsed three types of sources of knowledge about teaching differently, relying more on practical experiences than on theoretically oriented, formalized sources of knowledge, and relying less on social and popular media than on both practical experiences and formalized sources of knowledge.
Reference01： Literature Review on Immersive Virtual Reality in Education: State Of The Art and Perspectives.
(Introduction to essential VR information / Points to note about VR consoles / Advantages of VR gaming) A literature review on immersive virtual reality education. The current state and future of the art.
Virtual reality is a computer-generated simulation of a three-dimensional image or environment that can be interacted with using special electronic devices. In the 1960s, a mechanical device called Sensorama1 was used to create immersive VR experiences. It included three-dimensional, full-color movies, sound, smell, and movement sensations.
The Oculus Rift’s ‘Health and Safety Warning’ recommends that children under 13 should not use the device.
Immersive VR can offer enormous advantages for learning: it allows for the direct sensation of objects and events out of our physical reach. It supports training in a safe environment, avoiding potentially real dangers. It helps movement in a safe environment, avoids potentially real risks, and increases learner engagement and motivation thanks to the game-like approach while expanding the range of supported learning styles. It also raises the range of supported learning styles. The results show how most papers report on experiments in high school or adult training Higher education or adult training. Very little was said in the area of younger children and disability disabilities.
VR can bring advantages by allowing the physical exploration of objects inaccessible in reality.
People with disabilities are a population where immersive VR can make a difference. In particular, people with intellectual disabilities, in particular, can make use of this approach. Learning in a virtual environment Reproducing the natural environment minimizes the problems associated with the transfer of learning.
However, the continued emergence of teachers requires teachers to mediate and manage the use of VR tools, and the use of VR systems should be limited.
Summary of the reference：
Introduction to VR Virtual Reality is a 3D simulated environment generated by computers after extensive calculations, and many special electronic devices have been designed specifically for virtual Reality to experience this 3D equipment in a fully immersive way. As early as the 1960s, scientists invented VR machines to experience the technology. VR includes 3D images, a full range of stereo sound, and some advanced VR even has simulated smells and simulated visual motion effects.
Critical points of VR gaming machines. Because the overly realistic and immersive gaming experience has the potential for a range of negative consequences (e.g., bloody violence, psychological trauma, etc.), the safety warnings for the Oculus Rift will even mark that children under the age of 13 are not allowed to use the device.
Advantages of VR consoles. Its realistic, immersive experience can significantly benefit the learning environment. VR consoles can have a direct sensory impact on the user creating dangerous scenarios when in fact, the user is in a safe environment so that real danger can be avoided. The realism of VR allows learners to experiment with objects that are inaccessible or difficult to reach in Reality and will enable learners to do so regardless of their limitations. In theory, the disabled community would be the most profitable group. A playful approach would also increase student motivation and engagement and enhance the variety and range of learning styles.
Reference02：A systematic review of Virtual Reality in education
(Examples of VR application areas/applications in education resource saving/impact. Imperfection points/benefits)
A systematic review of virtual reality technology in education
VR can be applied to simulate limited resources, such as laboratories and equipment, for high demand and limited availability.
VR can be used to simulate the interaction of cargo lift patients, to overcome the limited number of cadavers available to students for use in medical education.
The integration of virtual reality platforms into English education can be used to enhance learning autonomy for several reasons: language networks provide an excellent incentive for students to learn spontaneously, as they realize that online English is formed from people and events, has a strong sense of connection to reality, is of practical use, and that this type of education is flexible, has a higher level of accessibility and interactivity, as well as a more incredible wealth of language resources. It also allows students to choose their learning methods, which puts the power of learning squarely in the hands of the students.
VR software could be more usable.
Using VR software in the classroom involves the costs associated with the initial purchase of hardware and software and ongoing expenses, including maintenance. And software, but also the costs of care, support, and training (discussed more in the Training section below There is more discussion of this in the Training section below). However, the actual cost of the initial purchase of VR technology is also high. However, the actual cost of initially purchasing VR education technology is also high, and many schools may need help to justify this cost.
Gesture recognition systems are an input method in VR systems. Still, current VR technology needs to be improved to support capturing perfect gesture input, and even gesture capture with high accuracy still has many limitations.
Despite the upcoming range of HMDs, there still lacks a fit-for-all, or even widely used output peripheral for interaction with them. However, the continual development of novel input interaction technologies gives potential for new approaches to interacting within such an interaction paradigm.
Handwritten notes could potentially be displayed within virtual environments in real time. However, users would still encounter issues in orienting themselves with the device, and a noticeable delay between the physical action and the notes being displayed within the virtual environment would detract from the learning experience.
Users could use a capacitive keyboard to physically orient themselves through the virtual environment, solving the issue of blind-typing for users who cannot touch type.
Summary of the reference：
VR technology is used in various fields:
Entertainment, education, healthcare, sports, engineering, art, history, etc. There are even immersive virtual museums explicitly created for this purpose, so it is clear that VR has a wide range of uses. This article looks at the applications and implications of combining VR and gaming for the education sector.
Applications of VR in education resource-saving:
VR can be applied to simulate limited resources. When people are studying and learning something, they are constantly faced with a lack of resources. Sometimes it may just be a seat or a piece of lab equipment. More often than not, this resource is not something humans can make. For example, the corpses that medical students need to study are not artificial resources. Vr even sometimes needs to simulate natural environments that are not readily available. There are also researchers. Some researchers use VR to simulate solar resources for training and learning.
Examples of the impact of VR education:
Incorporating VR into education can also increase the spontaneity of students’ independent learning. In XX’s experiment, they discovered through real immersion that language is formed from people and events, is accurate and usable, and has a solid link to reality. With this flexible approach to education, the students have a higher and more accessible level of interactivity and many language resources. This learning style puts the students in complete control of their learning. However, in this case, the VR software also presents a problem – it is not very usable in the current context. Cost is a deterrent for most schools.
Critical points of imperfection in VR systems.
The imperfection of the gesture recognition system and current VR technology is not enough to support this fantastic idea. Even the gesture capture system with high accuracy still has many problems and limitations in achieving smooth gesture input.
Handwritten notes are one of the most traditional ways of learning. Still, the inability to take notes smoothly and quickly in a VR device with a highly centralized method of use is one of the significant problems with the imperfect VR system, and combined with the poor positioning of the previous gesture recognition system, the handwritten notes function is, therefore, inadequate. The noticeable writing delays can seriously affect the learning experience and quality of learning.
Reference03：Combining Software Games with Education: Evaluation of its Educational Effectiveness
(Positive and negative applications of VR games/positive effects on learning) Integrating software games with education. Assessing their educational effects
Virvou, M., Katsionis, G. and Manos, K. (2005) Combining software games with education: Evaluation of its … – JSTOR, Combining Software Games with Education: Evaluation of its Educational Effectiveness. International Forum of Educational Technology & Society, National Taiwan Normal University, Taiwan. Available at: https://www.jstor.org/stable/jeductechsoci.8.2.54 (Accessed: December 24, 2022).
Educational Technology & Society Vol. 8, No. 2 (April 2005), pp. 54-65 (12 pages)
(Virvou, Katsionis and Manos, 2005)
VR-ENGAGE is an Intelligent Tutoring System (ITS) that runs through a virtual reality game. It consists of four components: domain knowledge, the student modeling component, the tutoring component, and the user interface.
The game allows students to reason about the domain being taught and provides the environment for a negotiated pedagogical dialogue between the ITS and the students.
Players may also encounter particular objects or animated agents that give hints or direct them to tutorial locations. These objects or animated agents will stimulate students to read and remember essential parts of the taught area.
The evaluation of VR-ENGAGE focuses on assessing the educational effectiveness of the game aspect of the educational software. The evaluation also considered student distraction from the gaming environment, but the authors believe that games should supplement traditional classroom education.
An experiment was conducted to see if ITS games could be motivating and educationally beneficial rather than distracting to students. The game ITS had a virtual reality environment and animated talking agents, whereas the ITS with a traditional user interface did not have a virtual reality environment.
The experiment relates to the basic principle of educational games: to engage students in learning the concepts taught to them in the domain. The investigation also aimed to reveal the degree of the educational effectiveness of students whose performance was considered good, moderate, or poor by their human teachers.
The results showed that VR-ENGAGE users made fewer errors than simple ITS users and that VR-ENGAGE users achieved their learning outcomes at least as effective as traditional educational software.
Improvements in the number of errors were statistically significant for poor, moderate, and excellent learners but not for good students using VR-ENGAGE.
The results showed that the subgroup of previously underperforming students who had used VR-ENGAGE benefited the most from the educational game. At the same time, the subset of once-average performers also helped.
Students who used VR-ENGAGE in-class assignments were fascinated by the idea of a classroom game but were more critical of the game than other commercial games.
(VR games are not mature as educational aids and do not achieve the level of ‘entertainment’ that other entertainment games can achieve)
Teachers were impressed by the game’s impact on formerly underachieving students in geography. These students seemed absorbed by the game environment and worked quietly without talking to anyone or disturbing other students.
(VR games can significantly engage students’ attention and keep them from being distracted while learning, dramatically increasing the motivation of children who dislike traditional teaching methods.)
Students would benefit from educational games in classrooms, and the subgroup of students who used to be poor performers had benefited the most from the game environment.
Students who are not interested in their courses may benefit from extra motivating environments such as VR-educational games, because they are able to attract the attention of students who do not concentrate easily on their assignments due to boredom or other reasons.
Students who had good academic performance did not have any significant difference in their improvement through the use of the VR-environment or the use of the other software.
Students had as much help as they needed from lab instructors during the experiment, and the game environment had to be very competitive with commercial games to attract a high degree of interest from students.
Summary of the reference： Positive aspects. The immersive experience of VR games can stimulate students to read and memorize essential parts of the area being taught, allowing students who are not good at the subject to focus on learning, increasing their interest and concentration levels, and making teaching more enjoyable. Negative aspects. Because teaching by human tutors is necessary, it only partially replaces the classroom in the traditional sense. Students need to interact with their tutors and peers in their learning. The quality of existing VR teaching games cannot be compared to the level of commercial games, so real-time interactivity could be better and needs to be strengthened to develop real-time interactivity and game quality.
Reference04：Virtual Reality with 360-Video Storytelling in Cultural Heritage: Study of Presence, Engagement, and Immersion
(360° immersive experiences/VR games contribute to the dissemination of knowledge about cultural heritage) Virtual reality and 360 video storytelling in cultural heritage. A study of presence, engagement and immersion
Škola, F. et al. (2020) Virtual reality with 360-video storytelling in Cultural Heritage: Study of Presence, engagement, and Immersion, MDPI. Multidisciplinary Digital Publishing Institute. Available at: https://doi.org/10.3390/s20205851 (Accessed: December 24, 2022).
(Škola et al, 2020)
The interactive underwater archaeology 360° VR application was evaluated by 15 participants using questionnaires and EEG physiological readings. The results showed that the VR experience was widely accepted by the participants, maintaining a high level of immersion and engagement while showing enhanced cognitive processing in the EEG readings.
Fundamentals of how VR works:
A 360° immersive experience that increases dynamic engagement and realism, the immersive experience can substantially engage the user’s attention, increase interest in the game, and deepen people’s impressions.
This report is for VR developers and people in the education industry.
Objective.
I want people to know that VR games are not only for entertainment but they can also be used for learning.
Audience: VR users and developers, people in the education industry. The aim is to investigate the usefulness and future direction of VR games in the education sector.
Abstract.
VR games are highly interactive.
Method: Comparative experiment
Contemporary use of technology
Humans learn through play
The subject of this research is the use and effectiveness of VR games in education. Whether games can contribute to education has been quite controversial. By combining games with immersive VR technology, VR games are gradually developing a more significant market towards education, with many VR games with educational or exercise purposes vying for attention. Data and research on VR educational games conclude that they have a degree of impact in sustaining learners’ interest in learning and enhancing their learning outcomes.
An introduction to VR technology, an introduction to the types of VR games, the history of VR games used in education, the educational impact of VR games on young people (what are the typical VR educational games in modern society), and the shortcomings of VR games in education. This report will critically and objectively consider the application of VR technology to the education sector and its effectiveness. VR games are used at the educational level, and the effects they bring to the educated, containing both sound effects and shortcomings, from this report can judge the importance of VR game education in the education system and its future direction. Hypothesis: VR games are a better learning option for the education system.
Main text (issues to be argued [selection]).
What is the difference between VR in gaming and regular video games?
(The benefits and disadvantages of VR games compared to regular games)
How do VR games sustain interest in learning?
(Reasons why VR games appeal to young people, and reasons why they don’t)
Why do VR games have a place in the education sector?
(The importance and necessity of VR games in the education sector)
What is the positive impact of VR games on the education sector?
What are the limitations of VR games in education?
(These two can be categorized as the impact of VR gaming in the education sector)
Conclusion: The necessity of VR games for the education industry cannot be ignored. VR games have the advantages of XXX, XXX, and XXX and apply to different areas of the education industry. With the development of VR technology, VR games will become an efficient and unique way of learning in the education sector.
I have been thinking about two topics this week and have written a general structure for my report. I am very interested in both of them, and I could study these two topics in depth. The results will be very informative for the direction of my work.
Topic 1: Whether the emergence and development of VR technology have had a positive impact on the entertainment industry and its audience.
Abstract:
This report intends to examine VR technology’s impact on the entertainment industry and its audiences. In this report, I will examine the emergence of VR technology, what VR technology currently exists, what audiences VR technology has, what entertainment industries VR technology is mainly used in, and what positive or negative impacts VR technology has had.
Keywords:
The entertainment industry, VR technology, audience groups, future, and impact.
Content Page: Under refinement
The introduction will include the following:
What is virtual reality; the history of the invention of VR technology; the application of VR technology in the entertainment industry; what impact has VR technology had on the industry itself; what impact has VR technology had on the audience groups in the entertainment industry; the future direction of VR technology; the possible lousy impact of VR technology on human beings.
I will critically consider how the creation and widespread use of VR technology has changed the entertainment industry.
Hypothesis: I believe that VR technology has a positive impact on the entertainment industry, but I cannot ignore the harmful effects that VR technology has had. I would like to delve into the revolutionary changes that virtual reality has brought to society and the industry and objectively judge whether VR technology is a double-edged sword.
Literature Review: Under refinement
Main Body of Text:
Explaining what VR technology is → What are the applications of VR technology in the entertainment industry → Is the emergence of VR technology a change for the entertainment industry → How the industry itself has been changed by the impact of VR → The consequences that have happened and are likely to happen in the future to the audience because of VR → Some negative consequences that VR technology is not a panacea and may cause in the future.
Conclusion:
It cannot be said that VR technology is very fully developed in this day and age. The advent of VR has had a positive, revolutionary change in the entertainment industry, but it is also essential to recognize the possible consequences of virtual reality.
Bibliography: Under refinement.
Appendices: Under refinement
Topic 2: The extent to which body language in character animation affects the fun and ornamentation of animation
Abstract:
This report aims to examine the impact of body language on characters and the overall interest in animation. In this report, I will examine the connection between body language and emotion, the causes of human body language, the non-physical body shape changes in animation, and the exaggeration of body language, whether it applies to all animation, and how much it affects animation.
Keywords:
body language, character personality, animation fun, motion capture, exaggerated motion
Content Page: Under refinement
The introduction will include the following:
The origin of body language; why body language came into being; the importance of body language in conveying information; the history of body language in animation; and the usefulness of body language in character animation.
The main question at the core is: how profound is the influence of body language on an animation?
Body language is indispensable in good character animation. I plan to delve into how body language is produced and used in animation to enrich my understanding of animation. I believe that meaningful body language is integral to good animation.
Literature Review: Under refinement
Main Body of Text:
Understanding of body language → Scientific classification of body language and some basic concepts → The connection between body language and human emotion → Why body language is needed in animation → The creation of exaggerated body language → The impact of some exaggerated body language on character animation → Evidence of the importance of body language in animation.
Conclusion:
Body language in animation significantly impacts characterization and the overall animation interest, and good animation will contain a lot of flexible body language.
The authenticity of a documentary is ‘deeply linked to notions of realism and the idea that documentary images are linked to notions of realism and the idea that documentary images bear evidence of events that actually happened, by virtue of the indexical relationship between image and reality’ Horness Roe. A. (2013) Animated Documentary. Basingstoke: Palgrave Macmillan.
My understanding:
Honess Roe (2013, Animated Documentary) argues that images can be the evidence of reality, there is a degree of correlation between images and reality, and the authenticity of the documentary relies on the authenticity of the documentary images.
In 2016, director Keith Maitland made this film about the event using a dynamic mask rotoscoping animation combined with authentic images.
We can see that this film is very similar to a feature film. The fundamental difference between a feature film and a documentary is that a feature film focuses on the development of the plot. In contrast, a documentary focuses on the subject matter. This film is not a traditional documentary in the strictest sense of the word; Most of the film’s contents are images reasonably restored by the director according to the descriptions of the parties, and the director also adopts many expression methods in feature films.
According to Nichols’ theory, most people believe this documentary is closer to the theory of an observational Documentary in that there is no narration, no commentary, but rather the recollections and testimonies of the witnesses who experienced the actual events from the beginning to end. It is an interactive and open process in which the documentary filmmaker is available to his subjects. The end of the documentary opens the door to interaction. It gives the viewer a chance to reflect, and it is clear that although the film’s first half is very much similar to a feature film, the director still follows the classic hermeneutic approach to documentary film.
Therefore, most people do not consider the film a documentary in the traditional sense. Still, as documentaries are so diverse in their own right, there is no clear-cut line, so this could also be considered a documentary.
American short experimental film, Deren uses multiple repetitions to show the love and betrayal between lovers and murder to end the film, illustrating Surrealism’s sense of sex and death.
Background and formal function:
Maya Deren was a leading figure in American independent cinema in the 1940s, and her creative and theoretical initiatives influenced many American experimental filmmakers. Her influence on experimental cinema has been jokingly referred to as “her avant-garde movement.” The psychoanalytic feminism and aesthetic state of presentation in 《Mshes of afternoon》are the main artistic features of the film.
Process:
The characters that appear in the dreams are all Deren.
Mirror On the other hand, the Mirror Man is the ego that Deren wants to eliminate. Because it is entirely mirrored, this ego is shaped by someone else (the husband), lacks independence, and is heterogeneous in Deren’s ego system, which she (or rather they, Deren’s other selves) want to eliminate. This is implied by the appearance of the husband’s face in the mirror at the film’s end – the husband’s desires reveal this ego.
Flower Deren’s husband sends her flowers and places them in front of her bed, a romantic gesture that is a beautiful prison for her.
Key& Knife The key represents reconciliation with the “self.” The recurrence of the dream is Deren’s constant attempt to reconcile with her ego. However, she fails in her attempts. She takes the key and opens the door but cannot reconcile with “it” (the Mirror Man). So in the next cycle, the key turns into a knife.
Formal elements: 《Mshes of afternoon》is arranged as a silent film in which the viewer can see the heroine’s delicate figure, but you cannot hear her voice, as the film abandons language and replaces it with the body language and facial expressions of women as the main narrative object
Maya Deren’s film, directed by herself, shows the sensitive heroine’s imagination, daydream-like repetition, shaky camerawork, dance-like movements, and a break with and re-establishment of conventional cinema, combining her interest in dance, primitive religion, the psychology of the subject’s imagination, and Surrealism. Maya Deren brings her interest in dance, primitive religion, the psychology of the subject’s imagination, and Surrealism to the film, giving us the philosophical meaning behind the physical phenomenon.
Exposition: The movie starts with a noisy class. The teacher’s name is Yuko. In the beginning, the students didn’t listen to what Yuko was saying. They drank milk while fighting. Yuko wrote a huge Chinese character for “life” on the blackboard and announced her decision to resign.
The Trigger: Then Yuko told his daughter’s death and the truth. He didn’t tell who the two murderers were, but in telling the story, the classmates guessed who the two murderers were, Shuya and Naoki. Yuko did not choose to call the police because the two students were underage and protected by the Minor Protection Law. Yuko stated that to make the students understand the weight of the crime committed, the two murderers drank milk mixed with the blood of AIDS patients. Then announce the school holiday.
The Quest: The school starts again, and the class has stayed the same. This class has a new teacher named Werther, who is energetic and energetic. Because Naoki has not come to school since the beginning of school, he expresses his hope that his classmates will help Naoki, and He visits Naoki’s house every week. Naoki is not sick but has a severe psychological problem. He will clean up the things he has touched and used and will not let others touch them, but he will not clean himself up, and his condition is getting worse, which seriously affects the family’s daily life. Werther would visit Naoki every week with what his student wrote to Naoki. The letters students wrote together contained the meaning of “Go to hell, murderer,” which worsened Naoki’s condition. One day Naoki’s mother decided to clean up Naoki. She gave him sleeping pills and cleaned him up when he fell asleep. Still, Naoki thought the filth and stench on his body and the feeling of hunger were the evidence that he was alive, so when Naoki woke up and found himself very clean, he thought he was going to die and had a complete mental breakdown. Shuya was severely bullied at school. The teacher found out that the students in the class were bullying Shuya because of a note. Mizuki was the first person to be suspected of secretly giving the teacher the message because she had never bullied Shuya, so she was forced to kiss Shuya by her classmates. Naoki’s mother discovered the meaning of what the students gave Naoki, so her spirit was broken. Mizuki and Shuya made an appointment to meet under the bridge. Shuya showed Mizuki the results of the AIDS test. The two got close and finally got together. Shuya fought bullying for the first time in class for Mizuki. On the other hand, Naoki ran out of his house to the convenience store and destroyed all the food on the shelf with his blood-stained hands. Naoki’s mom heard the truth from Naoki’s mouth – Naoki knew that Yuko’s daughter was alive but still threw her into the swimming pool, making her die. Mizuki confessed to Shuya that she was the girl named Lunashi on the news, a girl who poisoned her whole family at 13. On the other hand, Naoki’s mother was also on the verge of collapse due to long-term mental torture and decided to take Naoki and die together, but his son went mad and killed her. When the police came to the school for questioning, Mizuki accused Werther is the reason why Naoki’s mental breakdown. Shuya recalled the reasons why his mother abandoned him and the expectations he received as a child, the reasons for his psychological distortion in the shadow of this childhood.
Surprise: Shuya videotaped at home and announced that he planned to create a large-scale terrorist attack at the school. He explained why he made this terrorist attack and left a suicide note. He just wanted to make his mother notice him again, so he want to make a killing that all the media will report, so he killed Yuko’s daughter. Shuya was very happy after knowing what Yuko had done to him and felt that the fatal disease would make his mother come to him, but he was not infected with AIDS. Naoki killed his mother and sat in his home, recalling his motives for the crime. He wanted to be friends with Shuya, but Shuya was using him, so he wanted to do what Shuya didn’t do – kill Yuko’s daughter. Shuya and Mizuki quarreled because Mizuki said Shuya Oedipus. Shuya killed Mizuki and dismembered the body, storing it in his refrigerator. Before Mizuki died, he remembered that he had foreseen Yuko by chance. Yuko admitted that he was the mastermind behind various events. Mizuki tried to defend Shuya, but Yuko laughed.
Critical Choice: Yuko returns resentment with resentment but still not redeemed. She weeps in the middle of the road but stands up within minutes. She still has revenge unfinished. The screen turns back to the portrait recorded by Shuya. He visited the university once because he received an email from his mother, but he did not enter the door. He decided to meet his mother after he declared his crime. After finishing taking the video, he put the video on the website.
Climax: Shuya gave a speech on the podium at the graduation ceremony. After the speech, he pressed the bomb button to detonate the bomb. The bomb didn’t explode. He looked down and saw that the bomb he had set up was no longer under the podium.
Falling action: Shuya received a call from Yuko. Yuko exposes that the truth is he walked into the office before and knew that his mother had already remarried and completely abandoned his reality. Yuko also told her that she had placed the bomb in Shuya’s mother’s office and knew that Shuya’s mother never forgot Shuya.
Resolution: At the end of the story, Shuya has a psychological breakdown because he killed his mother with his own hands. He saw the hallucination of his mother being blown up in front of him. He answered the phone and heard Yuko say: “The bomb maker, the bomb detonator, It’s all you,” and then wailed, kneeling in the crowd. Yuko walked in and said: “This is my revenge, the actual hell.” She tugged at Shuya’s head: “Starting here is the first step in correcting your life.” Then she stopped a while and said: “Just kidding.”
The impact of future virtual reality on society and possible problems.
In today’s society, the application of virtual technology is more extensive. Virtual technology gradually invades our reality, from virtual games and movies to 3D images played in shopping malls. The emergence of the word virtual reality shows the impact of this technology on life. Moreover, even more, films began to paint a blueprint for the future of society around this theme. I will study the application of this technology to society and the possible impact on society in the future and discuss the necessity of virtual reality technology for human beings.
Keywords:
Virtual Reality future social influence Virtual technology reality cognition
References:
Burdea, G.C. and Coiffet, P. (2003). Virtual Reality Technology. [online] Google Books. John Wiley & Sons. Available at: https://books.google.co.uk/books?hl=zh-CN&lr=&id=0xWgPZbcz4AC&oi=fnd&pg=PR13&dq=virtual+reality&ots=LEjxfS3J8r&sig=NQDYNI8qKQD9T5jNGpitcJu9gnQ&redir_esc=y#v=onepage&q=virtual%20reality&f=false [Accessed 18 Oct. 2022].
Zyda, M. (2005). From visual simulation to virtual reality to games. Computer, [online] 38(9), pp.25–32. doi:10.1109/mc.2005.297.
Lee, H.K., Yoon, N. and Choi, D. (2022). The effect of touch simulation in virtual reality shopping. Fashion and Textiles, 9(1). doi:10.1186/s40691-022-00312-w.
