Environments and System Types of Virtual Reality Technology in STEM: a Survey <s> INTRODUCTION <s> Visualization enables 'seeing the unseen', and provides new insight into the underlying data. However, users far too easily believe or rely on a single representation of the data; this view may be a favourite method, the simplest to perform, or a method that has always been used. A single representation may generate a misinterpretation of the information or provide a situation where the user is missing the 'richness' of the data content. By displaying the data in multiple ways a user may understand the information through different perspectives, overcome possible misinterpretations and perform interactive investigative visualization through correlating the information between views. Thus, the use of multiple views of the same information should be encouraged. We believe the visualization system itself should actively encourage the generation of multiple views by providing appropriate tools to aid in this operation. We present and categorise issues for encouraging multiple views and provide a framework for the generation, management and manipulation of such views. <s> BIB001 </s> Environments and System Types of Virtual Reality Technology in STEM: a Survey <s> INTRODUCTION <s> State of the art review of car service training with virtual and augmented reality.Current criteria considered by researchers focus on training effectiveness.Limited assessment of trainees experience pre- and post-training.This paper reports challenges for next generation of studies on training technologies. The debate on effectiveness of virtual and mixed reality (VR/MR) tools for training professionals and operators is long-running with prominent contributions arguing that there are several shortfalls of experimental approaches and assessment criteria reported within the literature. In the automotive context, although car-makers were pioneers in the use of VR/MR tools for supporting designers, researchers started only recently to explore the effectiveness of VR/MR systems as mean for driving external operators of service centres to acquire the procedural skills necessary for car maintenance processes. In fact, from 463 journal articles on VR/MR tools for training published in the last thirty years, we identified only eight articles in which researchers experimentally tested the effectiveness of VR/MR tools for training service operators' skills. To survey the current findings and the deficiencies of these eight studies, we use two main drivers: (i) a well-known framework of organizational training programmes, and (ii) a list of eleven evaluation criteria widely applied by researchers of different fields for assessing the effectiveness of training carried out with VR/MR systems. The analysis that we present allows us to: (i) identify a trend among automotive researchers of focusing their analysis only on car service operators' performance in terms of time and errors, by leaving unexplored important pre- and post-training aspects that could affect the effectiveness of VR/MR tools to deliver training contents - e.g., people skills, previous experience, cibersickness, presence and engagement, usability and satisfaction and (ii) outline the future challenges for designing and assessing VR/MR tools for training car service operators. <s> BIB002
In most of the sciences which contained concepts and principles of 3D images, there is a need to represent it using the technology of VR. The VR is a natural extension to 3D computer graphics consisted of 3D manufacturing and design tools to create and design computer-aided engineering  , BIB002 . The VR has become one of the important technologies to be discussed regarding its applications, usage, and its different types that can achieve huge benefits in the real world. The VR considered as full visualization environment using appropriate computer technologies. In most of the learning environment, the VR becomes possible for many learners or trainees to simulate the real world. The benefits of this technology often start with computer graphics and continue for long times. The VR allows the user and learner to watch the external world by different dimensions as its real world in and to try things that are not accessible in real life or even not yet created  . Also, it could be said that the VR depends on the internet networks and simulation that can help trainers or educators to interact through motion, embodiment and graphical images that idealize persons. So, VR can be defined in general as computer graphics that allowing to see the unseen and provides new shrewdness into the underlying data BIB001 . Many years ago, educators started to explore VR as a powerful multimedia for the education. The VR allows for continuing and growing social interaction that can enhance cooperative learning. VR can adapt and grow to meet different user needs. The next section discusses concepts of VR. Section 3 represents the emergence of VR till date. After that Section 4 discusses VR applications, then Section 5, VR requirements. Section 6 discusses essential elements of VR environments. Section 7 talks about the literature review. Section 8 discusses the VR software and tools. Section 9 shows the navigation in VR environments. Section 10 represents benefits and limitation of VR technology. Section 11 summarizes the road map of this survey. The paper's conclusion is presented in Section 12.