In the context of digital technologies for entertainment, consider the following statements : 1. In Augmented Reality (AR), a simulated environment is created and the physical world is completely shut out. 2. In Virtual Reality (VR), images generated from a computer are projected onto real-life objects or surroundings. 3. AR allows individuals to be present in the world and improves the experience using the camera of smart-phone or PC. 4. VR closes the world, and transposes an individual, providing complete immersion experience. Which of the statements given above is/are correct?

Describes Industry 4.0 as building 'a new virtual world' to steer the physical world — establishes a distinction between creating a fully digital world and linking digital and physical assets.

A student could use this to ask whether AR is meant to 'steer the physical world' (overlay/augment) or to replace it entirely (full simulation), and then compare AR's purpose to that description.

Mentions both 'virtual reality' and 'augmented reality' as distinct tools used for re-skilling, implying they are different technologies with different roles.

A student could infer that if VR and AR are listed separately, AR may not be identical to VR's fully simulated environments and should be compared to VR features.

Defines 'cyberspace' as an electronic/digital world for communication distinct from the physical, giving a concept of fully digital space.

A student can contrast cyberspace (fully digital environment) with AR to judge if AR produces that same fully digital space or instead links digital data to physical locations.

Uses the phrase 'Move objects in the simulation', providing a concrete example of simulation as a manipulable, fully virtual model.

A student could compare this notion of a standalone simulation (as used in experiments) with entertainment AR which may overlay digital content onto real-world scenes to see if they match.

Explains technology converting physical inputs (camera light) into digital images, illustrating how digital representations of the physical are created rather than replacing reality.

A student could extend this to AR: if AR uses sensors/cameras to digitize and overlay, it likely augments the physical rather than generating a purely simulated environment.

Describes Industry 4.0 as building a new virtual world 'from which we can steer the physical world', implying digital layers operate to control or augment physical assets rather than replace them.

A student could infer AR is likely used to overlay or guide interactions with physical objects (not fully replace them) and check AR use-cases in entertainment that merge virtual overlays with real spaces.

States that virtual reality and augmented reality will transform jobs and require re-skilling, indicating AR is a tool integrated into physical work rather than isolating users wholly from the physical environment.

One could extend this to entertainment jobs (e.g., live events, theme parks) to test if AR augments performers/audiences instead of excluding physical presence.

Defines cyberspace as an electronic world existing 'everywhere' and enabling communication without physical movement, suggesting digital experiences can substitute some physical presence but also coexist spatially with it.

Using basic knowledge that AR overlays digital content on real locations, a student might compare AR to pure cyberspace/VR to judge whether AR specifically eliminates physical context.

Notes e-commerce can involve online transactions but still requires 'traditional mode of physical delivery', showing digital systems often depend on physical-world processes.

By analogy, a student could test whether AR entertainment likewise depends on physical spaces/devices (venues, cameras, sensors), implying it does not completely shut out the physical world.

Explains telecommunications and mass media relay news and pictures to vast audiences, highlighting that digital media supplement real-world events and audiences rather than erase them.

A student might examine entertainment formats (broadcasts, live shows) augmented by AR to see if AR augments audience experience without removing the physical event.

Says advanced robotics and cyber-physical systems are 'making it possible the meeting of the real and virtual worlds', suggesting a distinction and interaction between real surroundings and virtual content.

A student could combine this with knowledge of VR headsets (which replace rather than physically project onto objects) to judge whether VR overlays real objects or creates separate virtual scenes.

Describes digitalization as building a 'new virtual world from which we can steer the physical world', indicating virtual worlds are constructed digitally and remain conceptually separate from physical objects.

Use the idea of a self-contained 'virtual world' to assess whether VR typically superimposes images onto physical items or immerses the user in a digitally generated environment.

Explains that a camera converts light into electrical signals to create a digital image, linking physical-light capture to digital image creation — useful for contrasting how digital images are generated vs. physically projected.

A student could apply this to ask whether VR content is generated digitally and sent to displays (headsets) rather than being optically projected onto real surfaces.

Summarizes that 'mirrors and lenses form images... Images can be either real or virtual', providing definitions of 'virtual image' as an image not formed on a physical screen or surface.

Combining this optical notion of a 'virtual image' with digital VR concepts helps a student reason whether VR images are formed on real objects or experienced as virtual (not physically projected) images.

Gives an example that a concave lens forms a virtual, erect image on the same side as the object — an explicit instance of a virtual image being distinct from a physical projection onto objects.

A student can analogize that VR displays create images perceived by viewers (like virtual images from optics) rather than projecting onto existing physical objects.

Explicitly pairs augmented reality with virtual reality as tools to transform existing jobs and work practices, indicating AR is used to modify real-world activities rather than wholly replace them.

A student could combine this with the basic fact that 'augment' implies adding to real tasks to infer AR likely overlays digital information while the user stays in the real environment.

Describes digitalization enabling construction of a 'new virtual world' that can 'steer the physical world', suggesting a relationship between digital layers and the physical environment.

A student might extend this by noting that technologies which connect digital and physical layers (like AR) can enhance real-world experiences without displacing the user from physical reality.

Lists entertainment technologies (satellite cables, VCDs, DVDs, TV) as making life more enjoyable, showing a pattern that communication/entertainment tech enhances user experience.

Using the general pattern that new media enhance experiences, a student could reasonably test whether AR fits this pattern by checking if AR augments (adds to) real-world entertainment rather than replacing it.

Highlights telecommunications and modern technology as vital for advertising and entertainment, implying digital tech is commonly integrated into mass entertainment contexts.

A student could combine this with the general knowledge that entertainment technologies vary from immersive (replace reality) to augmenting (overlay on reality) to evaluate where AR typically sits.

Defines technology as applying scientific knowledge to convert real signals (e.g., light to digital image), illustrating how physical-world inputs are turned into digital enhancements.

A student could use this principle to infer AR systems take real-world sensory input and add digital elements, supporting the idea users remain in the real world while receiving enhancements.

Mentions augmented reality and virtual reality as technologies applied to transform work and create a new reality, establishing AR as a tool that combines digital and real environments.

A student could combine this with the basic fact that AR must sense the real environment (e.g., via cameras) to overlay digital content, so AR implementations often use device cameras.

Defines a camera as a device that converts light into electrical signals to create a digital image, providing the basic mechanism for capturing the real-world view digitally.

A student can infer that devices with cameras (smartphones or PCs with webcams) can supply the real-world image AR overlays onto.

Describes digitalization and building virtual worlds integrated with the physical world, indicating a pattern of combining digital data with physical assets.

One can extend this to the idea that overlaying digital content onto a physical view (AR) is part of that digitization and requires capturing physical-world data (e.g., via cameras).

Explains computer imaging using sensor cameras to produce images which undergo digital image processing, showing cameras feed images into digital systems for further manipulation.

A student could reasonably generalize that AR systems similarly process camera images and then render additional digital elements onto them on devices like phones or PCs.

Gives an example of AI-enabled cameras (on drones) collecting imagery for processing, illustrating how camera-captured real-world imagery is combined with digital analysis.

By analogy, a student can extend this pattern to consumer AR where device cameras capture scenes that are augmented with digital content.

States Industry 4.0 is making possible 'the meeting of the real and virtual worlds', giving a rule that digital systems can combine or overlay physical and virtual realities.

A student could infer that some digital technologies (including VR) are designed to merge or replace sensory input and thus test whether VR devices produce such a meeting/overlay that 'transports' users.

Says digitalization enables building 'a new virtual world from which we can steer the physical world', implying creation of distinct virtual spaces linked to physical systems.

One could extend this to ask whether VR creates a distinct virtual space that users enter (blocking/overriding physical cues) vs. simply controlling physical systems from a screen.

Defines cyberspace as an electronic digital world that 'exists everywhere' alongside physical places, suggesting digital and physical coexist rather than one necessarily replacing the other.

Use this to probe whether VR is another layer of cyberspace coexisting with physical reality or instead a modality that fully blocks it for the user.

Mentions moving objects in a simulation and observing image changes — an example showing digital simulations can create dynamic virtual environments.

A student could extrapolate that VR uses similar simulations to create immersive scenes and then check whether sensory isolation (e.g., visual/audio blocking) is part of that setup.

Notes personal computers and Internet services transformed entertainment, indicating digital tech is already used to deliver immersive entertainment experiences.

Combine this with knowledge of entertainment hardware to investigate whether current entertainment tech trends aim at full immersion (VR) or augmented/coexistent experiences.