Thematic Synthesis and Future Outlook in Digital Entrepreneurial Education

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

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).

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

Introduction: the widespread use of cross-cutting digital technologies, as well as the recognition of their importance by the state, led in 2024 to the inclusion of the federal project Artificial Intelligence in the National Project for the Formation of the Data Economy for the period until 2030. Earlier, Russian legislation established the concept of cross-cutting technologies as cross-sectoral technological areas that ensure the creation of innovative products and services and have a significant impact on the development of the economy, radically changing existing markets and/or contributing to the formation of new markets. Among the most popular for application in various sectors of the economy today are such cross-cutting technologies as generative artificial intelligence, the Internet of Things (IoT), augmented and virtual reality. For example, artificial intelligence is increasingly being used to create content, control devices, and virtualize reality. In the context of existing practice, a discussion is developing on the need to balance the interests of the owners of artificial intelligence systems and other such technologies, the users of these systems, and third parties in the process of such interpretation and creation of multimodal data at the output. Purpose: basing on the analysis of Russian and foreign scientific concepts and using the example of generative artifi-cial intelligence, IoT, augmented and virtual reality, to form an idea of the directions of legal regulation of the appli-cation of advanced cross-sectoral technologies from the point of view of law. Methods: empirical methods of com-parison, description, interpretation; theoretical methods of formal and dialectical logic; special scientific methods: legal-dogmatic method and the method of interpretation of legal norms. Results: studying the problems that have arisen or may arise in law in connection with the use of cross-cutting technologies of cross-sectoral purposes (gener-ative artificial intelligence, IoT, virtual and augmented reality), the authors provide a general vision of the state and prospects of legal regulation of the relevant relations. The article considers possible legal approaches to granting protection to objects created with the help of artificial intelligence: copyright protection of a derivative work, legal protection of creative and non-creative photographic works, of original topologies of integrated circuits, of related rights for objects created with the help of artificial intelligence, legal regime of a non-creative database, phonogram, public domain, as well as sui generis legal regime within the framework of the institute of related rights for non-creative objects produced with the help of artificial intelligence. As the generation of content is often closely related to the work with data obtained and processed by means of the IoT technology, the authors put forward ideas regard-ing the harmonization of legislation in these areas. In addition, the use of augmented and virtual reality technologies also involves the creation of content in a certain sense. Conclusions: there is a need for the development of legal regulation addressing the issues of security, protection of personal data and other confidential information. It seems that there is being formed a special sphere of legal regulation related to the exercise of various types of human rights in information and telecommunication networks, when using the IoT as well as virtual and augmented reality tech-nologies. The approach that appears to be promising is defining the legal regime of objects created with the help of artificial intelligence as sui generis or, in the context of the Russian legal system, as rights related to non-creative objects. A positive consequence of the adoption of the regime of related rights for objects created with the help of AI technologies may be seen in that that such recognition will make it possible to protect objects that are currently not covered by any protection regime, which leads to abuse by various claimants to ownership of the rights.

An Interactive Virtual Training System Based on Augmented Reality

Learning anatomy traditionally has depended on traditional techniques like human cadaveric dissection and the use of textbooks. As technology advances at an ever-rapid speed, there are revolutionary ways to learn anatomy. A number of technologies, techniques and methodologies are utilised in anatomical education, but ones specifically receiving a lot of interest and traction is that of augmented reality and virtual reality. Although there has been a surge in interest in the use of these technologies, the literature is sparse in terms of its evaluation as to the effectiveness of such tools. Therefore, the purpose of this study is to examine in greater detail the literature specifically to see what the best practice in this field could be. By undertaking a systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we searched for articles in both Web of Science and PubMed. Using the terms "augmented reality and teaching anatomy" yielded 88 articles. We then used "virtual reality and teaching anatomy" which resulted in 200 articles. We examined these articles, including that on augmented reality and virtual reality used to teach anatomy to undergraduate and postgraduate students, residents, dentistry, nursing and veterinary students. Articles were excluded if they were systematic reviews, literature reviews, review articles, news articles, articles not written in English and any literature that presented how a virtual model was created without the evidence of students testing it. The inclusion and exclusion criteria for virtual reality were the same as augmented reality. In addition, we examined the articles to identify if they contained data which was quantitative, qualitative or both. The articles were further separated into those which were pro, neutral or against for the use of these digital technologies. Of the 288 articles, duplicate articles totalling 67 were removed and 134 articles were excluded according to our exclusion criteria. Of the 31 articles related to augmented reality, 30 were pro, one neutral and no articles against the use of this technology. Fifty-six articles related to virtual reality were categorised resulted in 45 pro, eight neutral and three against the use of this technology. Overall, the results indicate most articles identified related to both virtual and augmented reality were for the use of those technologies, than neutral or against. This systemic review highlights the recent advances of both augmented reality and virtual reality to implementing the technology into the anatomy course.

The recent advancements in digital technologies have led to exponential progress in dentistry. This narrative review aims to summarize the applications of Augmented Reality, Virtual Reality and Mixed Reality in dentistry and describes future challenges in digitalization, such as Artificial Intelligence and Robotics. Augmented Reality, Virtual Reality and Mixed Reality represent effective tools in the educational technology, as they can enhance students’ learning and clinical training. Augmented Reality and Virtual Reality and can also be useful aids during clinical practice. Augmented Reality can be used to add digital data to real life clinical data. Clinicians can apply Virtual Reality for a digital wax-up that provides a pre-visualization of the final post treatment result. In addition, both these technologies may also be employed to eradicate dental phobia in patients and further enhance patient’s education. Similarly, they can be used to enhance communication between the dentist, patient, and technician. Artificial Intelligence and Robotics can also improve clinical practice. Artificial Intelligence is currently developed to improve dental diagnosis and provide more precise prognoses of dental diseases, whereas Robotics may be used to assist in daily practice.

Primary school students often find it difficult to differentiate two dimensional and three-dimensional geometric shapes. Taking advantage of the ability of Virtual Reality (VR) and Augmented Reality (AR) to visualize 3D objects, we evaluate the potential of VR and AR technologies for teaching the lesson of geometric solids to primary school children. To the best of our knowledge there are no previous cases in the literature describing a comparative evaluation of VR and AR technologies in education, and more specifically in the field of mathematics for primary school children. An experimental evaluation was staged to test the following hypothesis: Hypothesis 1: VR and AR applications make the teaching of mathematics more interactive and interesting and they also contribute to a more efficient learning and understanding of mathematical concepts. Hypothesis 2: The use of VR applications is more effective when compared to AR applications for mathematics teaching activities. For the needs of the experimental evaluation, we designed a lesson plan comprised of three activities: Classification of shapes into solid or plane shapes, identification of solid shapes appearing in a typical city environment, and classification of solid shapes. The lesson plan was implemented based on the traditional method that utilizes printed material, three related VR and three AR applications. The developed VR and AR applications for the current research do not require specialized equipment. For the AR applications, the users only need to use their mobile device or tablet and for VR applications they only need to use a mobile phone and low-cost virtual reality glasses. As part of the study 30 fourth, fifth and sixth class primary school students were divided equally into the control group who used the traditional teaching method, and the AR and VR groups who used AR and VR applications respectively. Participants were provided with questionnaires before (pre-test) and after the test (post-test) to measure factors such as user attention, presence, enjoyment, science knowledge, auditory knowledge, and visual knowledge. According to the results, new technologies in education in the form of virtual and augmented reality improve interactivity and student interest in mathematics education, contributing to more efficient learning and understanding of mathematical concepts when compared to traditional teaching methods. No significant difference was observed between virtual and augmented reality technologies with regards to the efficiency of the methods that contribute to the learning of mathematics, suggesting that both virtual and augmented reality display similar potential for educational activities in Mathematics. Based on statistical evidence Hypothesis 1 was accepted and Hypothesis 2 was rejected. The current research is one of the first attempts ever to compare VR and AR technologies for Mathematics teaching activities in primary school. The findings of our research can provide valuable feedback to educators and developers who plan to use or develop VR or AR technologies for educational activities. Given that these days VR and AR applications, like the ones used in the experimental evaluation, do not require highly specialized equipment, the introduction of AR and VR based activities both for in-class and extra curriculum activities provide a promising way for more efficient Mathematics training activities.

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. However, the integration of VR/AR equipment in classrooms raises questions. What place takes the augmented (AR) and virtual reality (VR) in the modern educational and teaching system? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the main question », and, secondly, to identify principles that can guide the design of educational artifacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. But, the integration of VR/AR equipment in classrooms raises questions. What is the place of augmented and virtual reality in education and teaching? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the question », and, secondly, to identify principles that can guide the design of educational artefacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.

The Medical Metaverse, Part 1: Introduction, Definitions, and New Horizons for Neuropsychiatry.

PurposeThe study aimed to investigate the utilization of immersive technologies, such as augmented reality (AR) and virtual reality (VR), in various domains, with a particular focus on the teaching–learning process. In addition, the study sought to conduct a bibliometric analysis of relevant articles indexed in the SCOPUS database.MethodsA comprehensive search was conducted to identify papers related to AR and VR. Subsequently, a bibliometric analysis was carried out using articles retrieved from the SCOPUS database. In addition, a systematic literature review (SLR) was undertaken to elucidate the application of immersive technologies across diverse fields, such as machine learning (ML), Internet of Things (IoT), and artificial intelligence (AI).ResultsThe findings indicated a gradual consolidation of studies on immersive technologies over the past two decades, with a notable turning point around 2015. The analysis identified the United States as the most influential country in this domain. However, despite advancements, research specific to AR and VR is still in the early stages, suggesting the necessity for further investigation to achieve a comprehensive understanding and utilization of these technologies. The SLR provided insights into the integration of immersive technologies across various disciplines, highlighting their potential applications beyond the teaching–learning context.ConclusionWhile immersive technologies have demonstrated significant potential in enhancing learning experiences, their widespread adoption and utilization across different sectors remain in nascent stages. The study investigates key technological effects, global research collaborations, and developing themes to determine critical trends and knowledge gaps. The findings suggest insights into how AR/VR research has grown in response to user needs and technological innovations, providing a roadmap for future analyses. The study underscores the importance of continued research efforts to explore the full capabilities of AR and VR and their integration with emerging technologies such as machine learning and artificial intelligence.

The article substantiates the impact of innovative educational technologies on the training of specialists in the context of dynamic development of the labour market. The key innovative technologies, such as online courses, augmented and virtual reality, artificial intelligence, gamification, are analysed, and their advantages and disadvantages are considered. The article shows how these technologies affect the learning process, increase student motivation, and develop creativity and critical thinking. The purpose of the article is to determine the impact of innovative educational technologies on the training of competitive specialists in the context of modern labour market challenges. Based on the analysis of the use of innovative technologies in the educational process, an attempt is made to substantiate their importance for improving the quality of professional training. In particular, the potential and risks of introducing such technologies as artificial intelligence, virtual and augmented reality, and gamification are identified. Particular attention is paid to the need to develop appropriate pedagogical models and methods for the effective use of these technologies. It is established that innovative educational technologies are an important factor in improving the quality of training, and their implementation allows creating a more efficient, personalised and future-oriented education system. However, in order to achieve maximum effect, a number of organisational, technical and financial problems need to be addressed. Given the complexity and multidimensionality of the chosen topic, the prospects for scientific research are further research of innovative technologies and their practical testing in various fields of education.

Labor economics, a cornerstone of modern economic research, examines the dynamics of labor markets, including supply and demand, wage determination, and employment levels. In the digital era, this field has gained unprecedented importance as technological advancements reshape traditional labor models. Digital transformation enhances productivity and operational efficiency but also disrupts employment structures, skill requirements, and wage distribution across industries. The digital economy presents both opportunities and challenges. While it can boost wages and reduce income inequality through productivity gains, it also demands new skills and flexible employment models, potentially leading to structural labor market shifts. Automation and artificial intelligence (AI) are displacing low-skilled workers in sectors like manufacturing and retail while creating opportunities in high-skilled areas such as data analysis, software development, and digital marketing. This shift underscores the need for continuous upskilling and investments in human capital. Remote work and the gig economy have emerged as dominant trends, accelerated by the COVID-19 pandemic. By 2025, an estimated 22% of the U.S. workforce will work remotely, with hybrid models becoming the norm. The gig economy, encompassing freelancing and contract work, is also expanding, with 36% of U.S. workers participating in 2024. While these trends offer flexibility, they also raise concerns about job stability, social protection, and work-life balance. Trade unions face new challenges in adapting to the digital economy. The rise of automation and gig work complicates traditional unionization efforts, but unions are leveraging digital tools to organize workers, advocate for data rights, and promote fair labor practices. Initiatives like digital skills training and tailored benefits for gig workers are helping unions remain relevant in a rapidly changing labor landscape. Income inequality remains a pressing issue, as the digital economy disproportionately benefits high-skilled workers and platform owners. Bridging the digital divide and ensuring equitable access to technology and education are critical for reducing disparities. Policymakers must implement redistributive fiscal policies, support small and medium-sized enterprises, and invest in digital infrastructure to promote inclusive growth. In conclusion, the digital economy is reshaping labor markets, creating both opportunities and challenges. Addressing these changes requires a comprehensive approach, including investments in education, social protection, and digital infrastructure. By fostering adaptability and inclusivity, stakeholders can navigate the complexities of the digital era and ensure sustainable economic growth.

The introduction of artificial intelligence (AI) marks the beginning of a revolutionary period for the global economic environments, particularly in the developing economies of Africa. This concept paper explores the various ways in which AI can stimulate economic growth and innovation in developing markets, despite the challenges they face. By examining examples like VetAfrica, we investigate how AI-powered applications are transforming conventional business models and improving access to financial resources. This highlights the potential of AI in overcoming obstacles such as inefficient procedures and restricted availability of capital. Although AI shows potential, its implementation in these areas faces obstacles such as insufficient digital infrastructure, limited data availability, and a lack of necessary skills. There is a strong focus on the need for a balanced integration of AI, which involves aligning technological progress with ethical considerations and economic inclusivity. This paper focuses on clarifying the capabilities of AI in addressing economic disparities, improving productivity, and promoting sustainable development. It also aims to address the challenges associated with digital infrastructure, regulatory frameworks, and workforce transformation. The methodology involves a comprehensive review of relevant theories, literature, and policy documents, complemented by comparative analysis across South Africa, Nigeria, and Mauritius to illustrate transformative strategies in AI adoption. We propose strategic recommendations to effectively and ethically utilize the potential of AI, by advocating for substantial investments in digital infrastructure, education, and legal frameworks. This will enable Africa to fully benefit from the transformative impact of AI on its economic landscape. This discourse seeks to offer valuable insights for policymakers, entrepreneurs, and investors, emphasizing innovative AI applications for business growth and financing, thereby promoting economic empowerment in developing economies.