Ethical, Legal, and Social Issues in Metaverse-Enabled Healthcare

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

User Experience and Engagement in the Reality–Virtuality Continuum: A Special Issue Guest Editorial

The aim of this article is to study the specifics of using virtual reality technology in the process of teaching foreign languages. The scientific and methodological literature on this issue is analyzed, and as a result of the analysis, the advantages, disadvantages, and difficulties of implementing this technology are identified. Despite the prospects of using VR technology in education, practical application is necessary to assess its effectiveness. Based on the obtained information, an attempt is made to provide recommendations for overcoming the difficulties of implementing and using VR in language education. These recommendations include supporting innovations in education, increasing teachers' competence in the field of virtual reality, expanding the diversity of VR content, standardizing the use of this technology in education, and controlling its impact on students' health.The research also concludes that the concept of "virtual reality in language education" requires clarification, and an attempt is made to define it. Key principles (didactic expediency, professional orientation, interactivity, connection of theory with practice) and approaches applicable in the process of using VR in teaching foreign languages are identified and substantiated.   References Krasnova T.I. The Potential of Immersive Virtual Reality in Foreign Language Learning. 2023;1(98):89–91. (In Russ.) Hukalenko Y.S. Foreign Language Learning (Using English as an Example) with Virtual Reality Technology: A Review of Main Developments. News of the Eastern Institute. 2021; 2(50):118–128. (In Russ.) Bonner E., Reinders H. Augmented and Virtual Reality in the Language Classroom: Practical Ideas. Teaching English with Technology. 2018;3:33–53. Kotenko V.V. Problems and Opportunities of Using Augmented and Virtual Reality Technologies in Foreign Language Teaching. Lesgaft University Scientific Notes. 2020;3(181): 252–258. (In Russ.) Konnova Z.I., Semenova G.V. Augmented and Virtual Realities Technologies: Innovations in Foreign Language Teaching at University. Scientific Result. Pedagogy and Psychology of Education. 2021;3:53–65. (In Russ.) Borscheva V.V. Virtual Reality in Language Education: The Potential of Technology. Pedagogy and Psychology of Education. 2018;1:64–70. (In Russ.) Rolgaiser A.A. Application of Virtual and Augmented Reality Technologies in Foreign Language Teaching at University. Society: Sociology, Psychology, Pedagogy. 2022;5(97): 170–173. (In Russ.) Arvanitis P. VR vs AR are Suitable for the Development of Linguistic Skills in Second Language Teaching. INTED2019 Proceedings. 2019:2222–2228. Starodubtseva E.A. The Use of Virtual Reality Technology in Foreign Language Learning at University. Humanities Sciences. Bulletin of the Financial University. 2022;1:110–113. (In Russ.) Taran V.N. The Use of Augmented Reality in Teaching. Problems of Modern Pedagogical Education. 2018;2:333–337. (In Russ.) Dobrova V.V., Labzina P.G. Virtual Reality in Foreign Language Teaching. Bulletin of the Samara State Technical University. Series Psychological and Pedagogical Sciences. 2016; 4(32):55–60. (In Russ.) Troepolskaya A.P. Virtual Reality in Foreign Language Learning. 2022; 4(68):76–81. (In Russ.) Labzina P.G., Gureev M.V., Zhabin M.E., Novalov E.I. Principles of Teaching Professionally Oriented Foreign Language in Virtual Reality. Bulletin of the Samara State Technical University. Series Psychological and Pedagogical Sciences. 2017;4(36):79–89. (In Russ.) Rostovtseva P.P. Virtual Reality in the Foreign Language Learning Process. MNKO. 2023;2(99):233–235. (In Russ.) Krasnova T.I. Innovative Language Learning: Research on Immersive Virtual Environments. Society: Sociology, Psychology, Pedagogy. 2023;3(107):119–123. (In Russ.) Ivanova A.V. Virtual and Augmented Reality Technologies: Opportunities and Barriers to Application. Strategic Decisions and Risk Management. 2018;3(106):88–107. (In Russ.) Shakirova A.A. Digital Tools in Foreign Language Teaching at the University. Kazan Linguistic Journal. 2022;5(2):257–269. (In ) Krylova A.S. The Use of Augmented Reality for Educational Purposes. European Science. 2016;6(16):87–88. (In Russ.)  

Augmented and virtual reality have evolved significantly over the last few years providing new ways of entertainment and interaction with the environment. Although many systems and solutions are currently available, still there is much left unsettled and some technologies are missing from many VR/AR devices, such as foveated rendering and HCI. In this paper, a novel approach for coarse gaze estimation using EEG sensors with applications in items selection for HCI or foveated rendering for VR/AR devices is proposed. The suggested method requires only few electroencephalogram sensors that can be easily added to the current virtual and augmented reality headsets. A supervised machine leaning approach was suggested utilising novel features, based on quaternions allowing gaze estimation. Experiments were performed to evaluate the proposed method and a new dataset was designed and captured. Finally, the introduced learning framework was compared with other similar techniques demonstrating further the gain of the proposed descriptors.

This study conducts a comparative analysis of user experiences of Augmented Reality (AR) and Virtual Reality (VR) headsets during an interactive semantic mapping task. This task entails the placement of virtual objects onto real-world counterparts. Our investigation focuses on discerning the distinctive features of each headset and their respective advantages within a semantic mapping context. The experiment employs a user interface enabling the creation, manipulation, and labeling of virtual 3D holograms. To ensure parity between the headsets, the VR headset mimics AR by relaying its camera feed to the user. A comprehensive user study, encompassing 12 participants tasked with mapping six tabletop objects, compares interface usability and performance between the headsets. The study participants’ evaluations highlight that the VR headset offers enhanced user-friendliness and responsiveness compared to the AR headset. Nonetheless, the AR headset excels in augmenting environmental perception and interpretation, surpassing VR in this aspect. Consequently, the study underscores that current handheld motion controllers for interacting with virtual environments outperform existing hand gesture interfaces. Furthermore, it suggests potential improvements for VR devices, including an upgraded camera feed integration. Significantly, this experiment unveils the feasibility of leveraging VR headsets for AR applications without compromising user experience. However, it also points to the necessity of future research addressing prolonged usage scenarios for both types of headsets in various interactive tasks.

The purpose of the article is to consider augmented reality as a method of attracting attention and providing quality education. The article describes the features of augmented and virtual realities. It describes the use of augmented reality (AR) in the learning process of painting students in the study of the discipline "Copying and technique of easel painting". The significance and effectiveness of modern technologies in creating copies of paintings in the museum environment is revealed. AR is a technology that allows combining virtual objects with the real world, creating unique opportunities for learning and forming creative thinking. Mobile devices have gained popularity as an educational tool, and many educational institutions are utilizing them in educational activities to enhance learning. The use of augmented reality as a means of teaching art and comprehending its "depth" is explored. Many museums use virtual reality, augmented reality or interactive exhibits to make the visit more interesting and engaging for visitors. It is important to remember that a successful audience expansion strategy requires constant analysis and adaptation. AR and VR are also pushing the boundaries of art education by providing opportunities to learn and interact with artists and works of art from around the world. Through these technologies, students can visit virtual museums and galleries, study and analyze artworks, and interact with the artists themselves. The use of augmented and virtual reality technologies in education helps to improve the accessibility of learning for all categories of students. Thanks to the ability to study remotely, students can receive quality education regardless of their location or physical limitations. This is especially important for people with disabilities to whom traditional forms of learning may be inaccessible or partially accessible. One of the main advantages of using augmented and virtual reality technologies in art education is the possibility of creating an immersive educational environment. With the help of virtual reality, students can immerse themselves in and interact with the virtual world, allowing them to better understand different art concepts and techniques. It is concluded that augmented reality in the educational process improves the quality of education and allows the student to more easily master and consolidate the educational material.

Despite the growing interest and discussions on Virtual Reality (VR) and Augmented Reality (AR) in tourism, we do not yet know systematically the knowledge that has been built from academic papers on VR and AR in tourism; if and how VR and AR research intersect, the methodologies used to research VR and AR in tourism, and the emerging contexts in which VR and AR have surfaced in tourism research. By conducting a systematic literature review on VR/AR research in tourism, this work seeks to answer five main research questions: (1) Which tourism sectors and contexts have VR and AR research emerged in?; (2) Which forms of VR and AR have garnered the most attention in tourism research?; (3 and 4) What methodologies/theories are being utilized to research VR and AR in tourism?; and (5) What are the research gaps in VR and AR tourism research? From a synthesis of 46 manuscripts, marketing and tourism education emerged as the most common contexts. However, issues with heterogeneity appeared in terminology usage alongside a lack of theory-based research in VR and AR. Also, gaps were identified where challenges identified revolved around awareness of the technology, usability, and time commitment.

Massively Multiplayer Online Role-Playing Games (MMORPG) are an integral part of leisure for millions of people worldwide. They significantly influence the development of interpersonal skills, self-esteem, and personal identity. The inclusion of gaming disorder as a type of behavioral disorder in the 5th edition of the Diagnostic and Statistical Manual and the 11th edition of the International Classification of Diseases has stimulated an increase in research on the negative consequences of video games. Many authors note the potential positive effects of participating in MMORPG: mental stimulation, connection with virtual friends, relaxation, and stress relief. The research purpose is to systematize foreign scientific publications presented in the scientific libraries PUBMED and Scopus over the period from 2005 to 2023 on the impact of massively multiplayer online role-playing games on the psychosocial well-being of adolescents and youth. Search terms include: massively multiplayer online game, multiplayer online game, MMORPG. K-Means clustering is applied to organize topics based on abstracts, and preliminary statistical text processing is carried out with TF-IDF. We conduct a comparative analysis to identify common and distinctive features of the effects of MMORPG on players. The main studies show that participation in MMORPG can have a significant negative impact on the psychosocial well-being of adolescents and youth, leading to de-terioration in mental health, depression, anxiety, social interaction issues, and a decrease in quality of life. Individual positive results should be viewed with caution due to their limited number. There is a need for more research among MMORPG players where mental well-being results are the primary focus and social variables are controlled. Thus, this review provides confirmation that, despite evidence of the negative consequences of excessive MMORPG play and problematic gaming behavior, there are important psychosocial benefits that can be derived from moderate and adaptive play. It is essential for healthcare and educational professionals to recognize that playing MMORPG is a pathway for social connection and support, similar to other forms of leisure and real-world sports activities.

To date, most research into massively multiplayer online role-playing games (MMORPGs) has examined the demographics of play. This study explored the social interactions that occur both within and outside of MMORPGs. The sample consisted of 912 self-selected MMORPG players from 45 countries. MMORPGs were found to be highly socially interactive environments providing the opportunity to create strong friendships and emotional relationships. The study demonstrated that the social interactions in online gaming form a considerable element in the enjoyment of playing. The study showed MMORPGs can be extremely social games, with high percentages of gamers making life-long friends and partners. It was concluded that virtual gaming may allow players to express themselves in ways they may not feel comfortable doing in real life because of their appearance, gender, sexuality, and/or age. MMORPGs also offer a place where teamwork, encouragement, and fun can be experienced.

The study examines the problem of using augmented and virtual reality in the process of blended learning in general secondary education. Analysis of recent research and publications has shown that the use of augmented and virtual reality in the educational process has been considered by scientists. However, the target group in these studies is students of higher education institutions. Most of the works of scientists are devoted to the problem of introducing augmented reality into the traditional educational process. At the same time, the use of augmented and virtual reality technologies in the process of blended learning remains virtually unexplored. The study analyzes the meaning of the concept of "blended learning". The conceptual principles of blended learning are considered. It has been found that scholars differ in their understanding of the concept of "blended learning". Sometimes researchers distinguish between the components of blended learning: full-time and online learning. The study presents the special advantages of blended learning and the taxonomy of blended learning. It was found that there are some difficulties in implementing blended learning. The article outlines the practical use of virtual and augmented reality. The definition of augmented and virtual reality is given. The mixed reality is considered as a separate kind of notion. Separate applications of virtual and augmented reality that can be used in the process of blended learning are considered (MEL Chemistry VR; Anatomyou VR; Google Expeditions; EON-XR). As a result of the study, the authors propose possible ways to use augmented reality in the educational process. The model of using augmented and virtual reality in blended learning in general secondary education institutions was designed. It consists of the following blocks: goal; teacher’s activity; forms of education; teaching methods; teaching aids; organizational forms of education; pupil activity and results. Based on the model, the methodology of using augmented and virtual reality in blended learning in general secondary education was developed. The methodology contains the following components: target component, content component, technological component and resultant component. The methodology is quite universal and can be used for any subject in general secondary education. The types of lessons in which it is expedient to use augmented (AR) and virtual reality(VR) are determined. Recommendations are given at which stage of the lesson it is better to use AR and VR tools (depending on the type of lesson).

The popularity of Massively Multiplayer Online Role-Playing Games (MMORPGs) has risen greatly over the last few years. To date there has been very little published academic research concerning online gaming and even less on the different types of online games that exist. Given the lack of data, a scoping study was undertaken to examine the extent, range and nature of different MMORPGs. Data were collected relating to the twenty most popular MMORPGs. The primary aim was to present a summarised overview of all material reviewed. The secondary aim was to provide a thematic construction in order to present a narrative account of existing MMORPG literature. Overall, the scoping study found that whilst some games had received moderate, or even substantial attention, others have had no research conducted upon them at all. This presents a problem since the growth in both the player base and the industry suggests that a single psychological profile of `the gamer' cannot be relied upon, and as such further research is required. It is hoped that this study suggests ways forward and helps set research agendas for future research into MMORPGs.

Technology is developing quickly, making a lot of things that were before impossible feasible. Virtual reality (VR) and augmented reality (AR) are two examples of the cutting-edge technology that, only a few years ago, were considered science fiction. However, they are now an essential component of everyday life. The distinction between augmented reality & virtual reality is the one that causes the most misunderstanding in the world. While Virtual Reality is entirely immersive, augmented realities is a synthetic, computer-simulated reality or reproduction of a real-time setting that allows a user to interact with the reproduced actual settings. Optical head-mounted displays (OHMDs), which combine virtual reality (VR) or augmented reality (AR), are close to becoming common gear that consumers may purchase and use to do 3D tasks. Front-facing cameras are a feature of certain OHMDs that enable augmented reality (AR) or virtual reality (VR) capability. Seeing the actual world may alter interaction with virtual items in addition to preventing collisions with the surroundings. It is unknown if virtual reality (VR) or augmented reality (AR) provides any advantages over one another for almost all jobs. One of the most crucial areas of research in the present-day IT field is the development of augmented reality as well as virtual reality technologies. These two technologies have been used in a variety of fields, including education, healthcare, construction, military operations, and entertainment, and research on their technical aspects is progressing concurrently with research on their evaluation and the development of user-centered optimisation programmes. The starting place for this article was the real estate show. The authors selected the appropriate assessment index as well as quantification technique through comparisons with virtual reality (VR) and augmented reality (AR) in the physical display field, compared the evaluation results of each technology, and then created a user experience evaluation model for each.

Technology is developing quickly, making a lot of things that were before impossible feasible. Virtual reality (VR) and augmented reality (AR) are two examples of the cutting-edge technology that, only a few years ago, were considered science fiction. However, they are now an essential component of everyday life. The distinction between augmented reality & virtual reality is the one that causes the most misunderstanding in the world. While Virtual Reality is entirely immersive, augmented realities is a synthetic, computer-simulated reality or reproduction of a real-time setting that allows a user to interact with the reproduced actual settings. Optical head-mounted displays (OHMDs), which combine virtual reality (VR) or augmented reality (AR), are close to becoming common gear that consumers may purchase and use to do 3D tasks. Front-facing cameras are a feature of certain OHMDs that enable augmented reality (AR) or virtual reality (VR) capability. Seeing the actual world may alter interaction with virtual items in addition to preventing collisions with the surroundings. It is unknown if virtual reality (VR) or augmented reality (AR) provides any advantages over one another for almost all jobs. One of the most crucial areas of research in the present-day IT field is the development of augmented reality as well as virtual reality technologies. These two technologies have been used in a variety of fields, including education, healthcare, construction, military operations, and entertainment, and research on their technical aspects is progressing concurrently with research on their evaluation and the development of user-centered optimisation programmes. The starting place for this article was the real estate show. The authors selected the appropriate assessment index as well as quantification technique through comparisons with virtual reality (VR) and augmented reality (AR) in the physical display field, compared the evaluation results of each technology, and then created a user experience evaluation model for each.

Over the years, Augmented Reality and Virtual Reality have experienced a remarkable increase in popularity and recognition as two prominent technologies. AR uses real-world settings while VR uses virtual settings. Both provide mesmerizing experiences, but they differ in their fundamental principles and properties. This article aims to provide a standardized comparison of AR and VR, focusing on examining aspects in a structured manner. These two technologies are used in various domains like education, research on the technical level, military affairs, gaming, etc. These technologies have increased access; thus, the paper composes different areas of principles that have been utilized by augmented reality and virtual reality. Based on some research the paper discusses several pledged areas of health, and medicine as well as important gaps and directions for future research AR, VR, and MR (Mixed Reality) find applications in the medical field, particularly in areas like medical education and neural networks. The future of virtual and augmented reality is now becoming more technological, each day new solutions and products are introduced in the market.

The virtual ethnographic study by Kathryn Stam and Michael Scialdone seeks to understand social interaction through the Massively Multiplayer Online Role-Playing Games (MMORPG) communities of Furcadia and Runescape. Their article on “Where Dreams and Dragons Meet. An Ethnographic Analysis of two Examples of Massive Multiplayer Online Role-Playing Games“ attempt to understand some key aspects of this genre of online activity and interaction. Using an adaptation of Grounded Theory and analytic induction methods, they explored the nature of these two online communities and the interaction between characters. In this context they discuss some of the main methodological and ethical issues such as the difference between public versus private spheres, the concept of consent in challenging environments, new considerations of reciprocity within the game, the building of online trust, and representation of the researcher of him- or herself.