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By C. Lanyi

ISBN-10: 9535105833

ISBN-13: 9789535105831

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351). , 2012). However, the skills required to work productively in virtual environments have been theoretically defined but not assessed in the real world. g. Hatem, Kwan and Miles (2011) and Rezgui (2007)) into virtual teamwork have involved tertiary-level students. Abelmaatti and Rezgui (2008) consider that the challenges of virtual teamwork in the real world substantially outweigh the relative ease with which academics can research and develop virtual team solutions. Furthermore, the differences between virtual and face-to-face teamwork means that an overt and explicit effort is needed to design new work processes to make it successful (Nunamaker, Reinig, & Briggs, 2009).

Many designers traditionally work in 2D, and this approach is conveniently facilitated by whiteboard technologies. 3D virtual environments provide additional challenges because few designers have worked in them before. g. avatars, 3D geometric modelling tools etc) to express their conceptual designs. An increase in the incidence of C11 is therefore understandable. From this result, it could be extrapolated that design teams comprised of members from a variety of disciplines would have even greater difficulty in Shared Situational Awareness.

Cambridge: MIT Press. , & Patey, R. (2003). Anaesthetists' Non-Technical Skills (ANTS): evaluation of a behavioural marker system{dagger}. Br. J. , 90(5), 580-588. , & Sher, W. (2002). An investigation into perceptions of project team dynamics and the utilisation of virtual environments, Association of Researchers in Construction Management (ARCOM) (Vol. 1, pp. 177 - 186). Northumbria University, UK. , & Robinson, H. (2007). A framework for constructing effective virtual teams. The Journal of eWorking, 1(2), 83-97.

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Applications of Virtual Reality by C. Lanyi

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