Examining students’ understanding of burglary behaviour: a virtual reality, mixed methods approach

IntroductionThis study explored the use of the Virtual Reality Joint Painting Procedure (VR-JPP) to examine the relationship dynamics between mother-daughter dyads in middle childhood (ages 9 to 12). The research focused on art-based interventions conducted in the virtual reality space.MethodsInterviews were conducted with 16 mothers who participated in the VR-JPP.ResultsThe interviews yielded three main themes: dyadic communication in the virtual reality space, the advantages and disadvantages of three-dimensional painting in virtual reality, and the tripartite relationship between the therapist, mother, and daughter in the therapeutic space. The findings suggest that virtual reality fostered an innovative therapeutic space that encourages freer and more open interactions between mothers and daughters using avatars that enable unmediated emotional expression. The virtual space allowed the dyads to focus on emotional and creative communication and increased their grasp of relationship dynamics.DiscussionThe virtual space allowed the dyads to focus on emotional and creative communication and increased their grasp of relationship dynamics. These findings contribute to the literature on the uses of art in the virtual reality space from the perspective of mothers.

To assess three related issues: (1) the need for training in nutrition and prevention of noncommunicable diseases (NCDs) as perceived by primary health care (PHC) personnel in Chile, (2) those health workers' preferred sources of training to learn about that subject, and (3) reactions to some materials that were later developed to help meet the needs that were identified. In the summer of 2001 a questionnaire survey was used with PHC staff members in 3 of Chile's 13 regions in order to evaluate their perceived need for training in nutrition and NCD prevention as well as their preferred sources of continuing education. As a follow-up to the 2001 survey, in 2002, information material was prepared on using diet and physical activity to prevent NCDs. The information package was introduced through a series of workshops in all the regions of Chile. An evaluation in 2003 assessed the reactions to the new material. Four hundred thirty-one valid questionnaires from the 2001 survey were analyzed. The participants reported a strong need for further education in the area of nutrition for NCD prevention. The perceived need for further training was highest among nursing aides, and it was lowest among nutritionists. Most of the health personnel reported that patients often asked them about dietary issues, most frequently how to lose weight and how to follow a healthy diet. The sources of continuing education that the health workers had used most frequently were professional journals, information from the Ministry of Health, and courses. In comparison to the university-trained health professionals, the non-university-trained nursing aides differed significantly in their perceived need for more training, as well as the sources that they had used for continuing education (P < 0.05 for both). The evaluation in 2003 to assess the reactions to the new information material found a generally favorable response to the package. The Chilean PHC personnel perceived a strong need for training in nutrition as related to NCD prevention. In response, various activities are now being carried out, with goals that include enhancing the knowledge of PHC workers about possibilities for NCD prevention, encouraging a team approach to prevention, and offering more community-oriented services.

To examine the relationship between perceptions of vulnerability, temperament, and children's risk taking behavior in a simulated home environment. Children and their primary caregivers were interviewed regarding temperament and perceptions of vulnerability to injury. In addition, children's interactions with simulated hazards were observed in an environment representing a typical home. Children whose caregivers reported higher levels of activity were significantly more likely to report lower perceptions of vulnerability to injury and show increased risky behavior. After controlling for gender differences, children's risky behaviors were predicted from child-based perceptions of vulnerability. Perceptions of vulnerability and active temperaments represent significant risk factors for potential injuries in the home. Modifying perceptions of vulnerability as well as identifying at-risk temperaments for injuries is important to consider when developing effective interventions.

This article describes the phenomenon of using virtual reality for educational purposes using the synergy of folkloristics and digital technologies as an example. It is not difficult to agree with the opinion that virtual reality today is an ideal learning environment. The concept of using virtual reality technologies for education and science is fully implemented in the virtual reality software and hardware complex for education - VE 3D ieCenter. With the help of this hardware complex, it becomes possible to use virtual reality for studying folklore by pupils or students. The expediency of using the 3D Internet as a means of increasing the interactivity of the educational process is argued. The desire to break beyond the two-dimensional presentation of information has led to the creation of dynamic virtual technologies. Today, new perspectives in the form of 3D information on the Internet are available for teachers in educational and information technologies. Using virtual and augmented reality technologies, students of secondary and higher educational institutions will be able to interact with objects in virtual space or participate in important historical events. Virtual and augmented reality technologies should be applied in the field of education, primarily because the educational system must adapt to complicating processes, models, and theories and students need to operate with a lot of information and new ways of presenting it.\n\nAs an example of the use of virtual reality during practical classes on the study of folklore, the article described the structure of an interactive quest and a seminar

Virtual Reality (VR) technology has emerged as a transformative innovation in education, addressing critical gaps in traditional teaching methods by offering immersive and interactive learning environments. This study evaluated VR's effectiveness in enhancing student engagement and competency development in aircraft maintenance training within the Philippine context. Specifically, the research sought to determine VR’s impact on knowledge retention, technical skills, task accuracy, and problem-solving abilities while examining its adaptability and cost-effectiveness as a training tool. A mixed-methods approach was adopted, involving 100 students and instructors from aviation institutions. Data collection included pre -and post-training assessments, surveys, and focus group discussions. Quantitative results demonstrated a statistically significant improvement in competency levels, with post-training scores (mean = 87.6%, SD = 6.7) surpassing pre-training scores (mean = 65.4%, SD = 8.2; p &lt; 0.0001). Students reported substantial gains in knowledge retention and technical skills, alongside improved accuracy in task execution and problem-solving. Qualitative findings supported these results, revealing heightened engagement, with 92% of students noting increased motivation and 94% reporting improved focus and immersion. Participants also highlighted VR’s ability to address resource limitations and its cost-effectiveness despite challenges such as initial implementation costs and the need for educator training. The study concludes that VR is a powerful tool for modernizing aviation education, bridging resource gaps, and producing industry-ready graduates. Key recommendations include integrating VR into aviation training curricula, providing instructor training, and exploring its long-term impacts and cost-benefit outcomes. These findings emphasize VR’s potential to align aviation education with global industry standards, equipping future aviation professionals with practical skills while reducing training costs and dependency on physical aircraft. By leveraging VR, institutions can enhance training efficiency, increase student competency, and create scalable, cost-effective learning solutions to meet the evolving demands of the aviation industry.

The rapid advancement of technology has led to the integration of Virtual Reality (VR) in various sectors, including education. In higher education, collaborative learning is a key element in enhancing student engagement and learning outcomes. However, traditional learning environments face limitations in fostering effective collaboration among students. Virtual Reality offers innovative solutions by creating immersive and interactive environments that can bridge the gap between physical and virtual spaces. This study aims to investigate the impact of VR on collaborative learning in higher education, exploring how VR technologies influence student interaction, engagement, and overall learning outcomes. The research uses a mixed-methods approach, combining qualitative interviews with students and faculty and quantitative data through surveys. The study focuses on students who participated in VR-based collaborative learning activities across different disciplines. Preliminary results indicate that VR enhances communication, problem-solving, and teamwork among students, fostering a more engaging and productive learning experience. Additionally, students reported increased motivation and a deeper understanding of complex concepts through the immersive nature of VR. The study concludes that VR is a valuable tool for enhancing collaborative learning in higher education, offering potential for wider application in various academic fields. Further research is recommended to explore the long-term effects of VR in educational settings and its scalability across diverse institutions.

Generation Z, born amidst the digital revolution, navigates a media landscape vastly different from previous generations. Their unique habits, characterized by mobile-first content, community-driven engagement, and a preference for short-form, interactive experiences, present both challenges and opportunities for emerging technologies like the Metaverse and Virtual Reality (VR). This research embarks on an exploratory journey, delving into the nexus between Gen Z's media consumption patterns and their potential adoption of these immersive realities. Through a mixed-methods approach, the research will analyze how Gen Z's digital media preferences, ranging from short-form video platforms to online communities, influence their perception and potential engagement with the Metaverse and VR. In-depth interviews and focus groups will uncover their desired features and functionalities within these virtual environments, ensuring alignment with their existing media consumption habits. Additionally, content analysis of online forums and social media discussions will provide valuable insights into their concerns and expectations surrounding these new frontiers. By understanding the interplay between Gen Z's media consumption and their potential engagement with the Metaverse and VR, this research aims to achieve several key objectives. Firstly, it seeks to identify the potential influence of their media habits on their willingness to adopt these technologies. Secondly, it aims to explore their desired functionalities and the types of content they envision within these virtual spaces. Furthermore, the research strives to investigate the role of online communities and influencers in shaping their attitudes and decisions regarding the Metaverse and VR. Finally, it seeks to address the potential risks and ethical considerations associated with Gen Z's participation in these immersive realities, aiming to pave the way for a more inclusive and responsible digital future.

Unlike some current discourse on automediality, this essay eschews most of the analysis concerning the adoption or modification of avatars to deliberately enhance, extend or distort the self. Rather than the automedial enabling of alternative, virtual selves modified by playful, confronting or disarming avatars we concentrate instead on emerging efforts to present the self in hyper-realist, interactive modes...

BackgroundVarious face-to-face training opportunities have been lost due to the COVID-19 pandemic. Instructor development workshops for advanced resuscitation (ie, advanced life support) training courses are no exception. Virtual reality (VR) is an attractive strategy for remote training. However, to our knowledge, there are no reports of resuscitation instructor training programs being held in a virtual space.ObjectiveThis study aimed to investigate the learning effects of an instructor development workshop that was conducted in a virtual space.MethodsIn this observational study, we created a virtual workshop space by using NEUTRANS (Synamon Inc)—a commercial VR collaboration service. The instructor development workshop for the advanced life support training course was held in a virtual space (ie, termed the VR course) as a certified workshop by the Japanese Association of Acute Medicine. We asked 13 instructor candidates (students) who participated in the VR course to provide a workshop report (VR group). Reports from a previously held face-to-face workshop (ie, the face-to-face course and group) were likewise prepared for comparison. A total of 5 certified instructor trainers viewed and scored the reports on a 5-point Likert scale.ResultsAll students completed the VR course without any problems and received certificates of completion. The scores for the VR group and the face-to-face group did not differ at the level of statistical significance (median 3.8, IQR 3.8-4.0 and median 4.2, IQR 3.9-4.2, respectively; P=.41).ConclusionsWe successfully conducted an instructor development workshop in a virtual space. The degree of learning in the virtual workshop was the same as that in the face-to-face workshop.

Evaluating immersive experiences, such as Virtual Reality (VR), is often done through User Experience (UX) and Quality of Experience (QoE) evaluations. Here, methodologies such as conducting experiments, the use of questionnaires or data logging can provide valuable insights into implicit user behaviour in their interactions with interactive media experiences (IMX). These quantitative methods can be combined with qualitative methods for user evaluation purposes, making it a mixed methods approach. Consulting literature, extensive research has been done to discover the various benefits and pitfalls of incorporating a mixed methods approach in evaluation studies. However, there is limited research on the added value of a qualitative research methodology in VR user evaluation studies and how these qualitative findings can provide novel insights. This paper presents a mixed-method user evaluation study of VR Planica, a novel VR experience developed by HSLU together with AFP, RTVSLO, Sparknews and VUB as part of the EU project TRANSMIXR. We begin by outlining the conceptual differences between QoE and UX, as well as the conceptual outline of mixed method approaches for user evaluation. Next, we describe our evaluation set-up, and our mixed methods approach applied in the VR Planica user evaluation study involving 33 participants. Drawing on the qualitative data, we reveal insights into how participants experienced and interpreted the experience, which helped deepen the interpretation of the quantitative results. We conclude by emphasizing the added value of a qualitative methodology in VR user evaluation studies and advocate for the use of mixed method approaches to better capture user perspectives.

This study analyzes the perception of university students regarding the use of virtual reality (VR) in higher education, focusing on their level of knowledge, usage, perceived advantages and disadvantages, as well as their willingness to use this technology in the future. Using a mixed-methods approach that combines questionnaires and semi-structured interviews, both quantitative and qualitative data were collected to provide a comprehensive view of the subject. The results indicate that while students have a basic understanding of VR, its use in the educational context is limited. A considerable number of students recognize VR’s potential to enhance the learning experience, particularly in terms of immersion and engagement. However, significant barriers to adoption were identified, such as technical issues, the high cost of equipment, and inadequate access to technological infrastructure. Additionally, there is a need for broader training for both students and faculty to ensure the effective use of this technology in academic environments. The semi-structured interviews confirmed that perceptions of VR vary depending on prior exposure to the technology and access to resources. Despite the challenges, most students appreciate VR’s potential to enrich learning, although its effective adoption will depend on overcoming the identified barriers. The study concludes that strategies must be implemented to facilitate the integration of VR into higher education, thus optimizing its impact on the teaching-learning process.

As virtual reality technology matures and popular, it is gradually applied in art design.Virtual reality is constructed by high-tech means of the artificial environment.How best to achieve the user in the virtual world of realistic experience, has become a new research hotspot.In view of the present virtual reality technology and virtual aesthetics can improve the effect of the simulation are faced with the problem, in this paper, the study of virtual reality in art and design.Put forward the integration of technology and art technique can improve the virtual reality visual properties and the degree of match user requirements, improve the effect of the simulation.

Conflict prevention and mediation have become essential competencies in contemporary public service, particularly within law enforcement and administrative institutions where officers regularly manage high-tension interactions with citizens and stakeholders. Mediation is defined as a structured conflict resolution process in which a neutral third party facilitates communication between disputing parties to achieve a voluntary and mutually acceptable agreement [1]. In Hungary, structured conflict prevention and mediation training programs have been increasingly integrated into public service education; however, their practical effectiveness and transfer into workplace behavior remain insufficiently examined. This study assesses the effectiveness of conflict prevention and mediation training in Hungarian public service using a mixed-methods approach. Quantitative data were collected through a structured questionnaire survey of 120 public service officials who completed mediation and conflict prevention training between 2022 and 2024. The survey measured four dimensions: self-assessed conflict management ability, perceived training effectiveness, workplace application of learned skills, and organizational support. Qualitative data were obtained through semi-structured interviews with 12 participants, including trainers and senior public service officials. Descriptive statistics and cross-tabulation were applied for quantitative analysis, while qualitative data were analyzed using thematic content analysis. The results indicate a significant improvement in officers’ self-confidence, communication clarity (M = 4.1, SD = 0.6), and preparedness for conflict de-escalation (M = 4.0, SD = 0.7) following participation in the training programs. While 58% of respondents reported regular application of mediation skills in practice, 32% used them occasionally. Organizational barriers were also identified, including hierarchical organizational culture (68%), lack of supervisory support (53%), and limited facilities for practical application (46%). Qualitative findings further revealed that supervisory behavior, workload pressure, and institutional norms play a decisive role in shaping the transfer of mediation competencies into daily practice. The study concludes that conflict prevention and mediation training significantly enhance individual conflict management competencies; however, sustainable transfer of these skills requires stronger organizational support, continuous practice opportunities, and leadership engagement. The findings contribute to both theoretical and practical discussions on training transfer, transformational leadership, and conflict management capacity building in public service institutions.

PurposeThis edition of this study aims to focus on augmented reality (AR) and virtual reality (VR) in libraries and museums, as seen from the internet cyber sphere including blogs. It takes a look at the first quarter of 2018 and analyzes the trending issues within the period, highlighting examples of some institutions that make use of VR and AR. The advantages of the use of VR, AR and sometimes mixed reality are also pointed out.Design/methodology/approachLibraries, archives and museums are increasingly using AR/VR technologies in their service delivery because it is trending. The year 2018 is expected to be huge for VR technology.FindingsFacebook is the largest investor in AR and VR, and because Facebook is also extremely popular, many are opportune to have a go at VR and AR through the use of the Facebook social media platform.Originality/valueVR “involves using 3D graphics and advanced interactions to immerse a real-world user in a simulated environment”, by the description of the University of Indiana University, Bloomington’s Blogspot. AR stands for extended reality and actually, in technical terms, means a combination of virtual and real reality (UWS, 2018). Both VR and AR, 3D printing and other technologies have altered how people live and work.

Background: Virtual reality (VR) technology offers an innovative learning environment that enriches user experience in education. However, there is limited research on the impact of physical environmental components within VR-supported educational spaces on user perception and satisfaction. Objectives: This study aims to evaluate user experience and satisfaction levels in VR-supported educational environments through a mixed-methods approach, focusing on the influence of physical environmental components. Methodology/Approach: Four distinct VR platforms (Mozilla Hubs, Engage, Meta Horizon, and MeetinVR) were selected as experimental settings. Twenty participants, comprising ten interior architecture students and ten faculty members from Istanbul Gelisim University, received orientation sessions to familiarize themselves with the VR equipment and platforms. Each participant engaged in 10-minute sessions on each platform, experiencing four different virtual environments in total. Following each session, participants completed structured experience questionnaires and open-ended feedback forms addressing physical environmental elements such as material, texture, lighting, form, color, size, and scale. The collected data were analyzed using IBM SPSS and MAXQDA software. Findings and Discussion: The results demonstrate that the design elements of VR-based learning spaces have a direct effect on user perception and satisfaction. In particular, material, lighting, and scale components play a significant role in enhancing users’ sense of realism and educational effectiveness. The study offers practical recommendations for the user-centered design of VR-supported educational environments, contributing to the advancement of virtual learning spaces within interior architecture education.