Overview
- Editors:
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Robert J. Seidel
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United States Army Research Institute for the Behavioral and Social Sciences, Alexandria, USA
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Paul R. Chatelier
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Office of Science and Technology Policy, USA
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Table of contents (15 chapters)
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An Overview of Virtual Reality/Virtual Environments for Education and Training
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- Robert J. Seidel, Paul R. Chatelier
Pages 1-6
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Part 1
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- Stephen L. Goldberg, Bruce W. Knerr
Pages 41-51
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- Pascal Hue, Bruno Delannoy, Jean-Christophe Berland
Pages 69-76
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- Thierry Morineau, Paul Gorzerino, Jean-Paul Papin
Pages 85-92
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- R. Bowen Loftin, Robert T. Savely, Robin Benedetti, Chris Culbert, Laura Pusch, Robert Jones et al.
Pages 93-103
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- W. A. Lotens, J. B. J. Riemersma
Pages 105-112
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- Alan Penn, Nick Dalton, Laura Dekker, Chiron Mottram, Meyer Nigri
Pages 121-130
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Part 2
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Front Matter
Pages 131-131
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Back Matter
Pages 153-222
About this book
In 1988, the NATO panel governing human sciences (Panel 8 on Defence Applica of Human and Bio-Medical Sciences) established a Research Study Group to synthe tions size information relevant to Advanced Technologies Applied to Training Design. During its first phase, the RSG established an active exchange of information on advanced tech nologies applied to training design and stimulated much military application of these tech nologies. With the increased emphasis on training throughout the alliance, Panel 8, during its April 1991 meeting decided to continue with Phase II of this RSG focusing in the area of advanced training technologies that were emerging within the alliance. In order to ac complish its mission, the RSG held a series of workshops. Leaders in technology and training were brought together and exchanged information on the latest developments in technologies applicable to training and education. This volume represents the last in a se ries based on the NATO workshops. In Part One, it details findings from the last work shop, Virtual Reality for Training; and in Part Two, we provide a summary perspective on Virtual Reality and the other emerging technologies previously studied. These include computer-based training, expert systems, authoring systems, cost-effectiveness, and dis tance learning. It is a natural extension to proceed from learning without boundaries to virtual envi ronments. From the extended classroom to the individual or team immersion in a distrib uted, virtual, and collaborative environment is an easy conceptual step.
Editors and Affiliations
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United States Army Research Institute for the Behavioral and Social Sciences, Alexandria, USA
Robert J. Seidel
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Office of Science and Technology Policy, USA
Paul R. Chatelier