Comparison Of Virtual Reality Research Articles

Validation and comparison of virtual reality and 3D mobile games for cognitive assessment against ACE-III in 82 young participants

Current medical and clinical ecosystem for dementia detection is inadequate for its early detection. Traditional cognitive assessments are introduced after cognitive impairment has begun to disrupt the real-world functioning of the person. Moreover, these tools are paper-pen based and fail to replicate the real-world situations wherein the person ultimately lives, acts and grows. The lack of tools for early detection of dementia, combined with absence of reliable pharmacological cure compound the problems associated with dementia diagnosis and care. Advancement of technology has facilitated early prediction of disease like cancer, diabetes, heart disease, but hardly any such translation has been observed for dementia or cognitive impairment. Given this background, we examine the potential of Virtual Reality (VR) and 3D Mobile-based goal-oriented games for cognitive assessment. We evaluate three games (2 in VR, one in mobile) among 82 young participants (aged 18–28 years) and compare and contrast the game-based results with their Addenbrooke Cognitive Examination (ACE-III) scores. Three main analysis methods are used: Correlative, Z-score and Regression analysis. Positive correlation was observed for ACE-III and game-based scores. Z-scores analysis revealed no difference between the two scores, and stronger statistical significance was found between game scores and cognitive health factors like age, smoking compared to ACE-III. Specific game performances also revealed about real-world traits of participants, like hand-use confusion and direction confusion. Results establish the plausibility of using goal-oriented games for more granular, time-based, and functional cognitive assessment.

A comparison of virtual reality and three‐dimensional multiplanar educational methods for student learning of cone beam computed tomography interpretations

AbstractObjectivesThe purpose of this study was to compare student learning of cone beam computed tomography (CBCT) interpretation using immersive virtual reality (VR) and three‐dimensional multiplanar (MP) reconstructions.MethodsSixty first‐year dental students were randomly allocated to two groups, VR and MP, and underwent a one‐on‐one educational intervention to identify anatomic structures using CBCT data. All participants completed three multiple‐choice questionnaires (MCQs) before (T1), immediately after (T2), and 2 weeks following (T3) the intervention. Additionally, pre‐survey, post‐survey, NASA Task Load Index (NASA‐TLX), and presence questionnaires were completed. Analysis of objective measures of performance on MCQs and subjective data from the questionnaires was completed (α = 0.05).ResultsThere was a significant increase in test performance and informational recall between T1–T2 and T1–T3 for VR and MP groups (p < 0.001). However, there were no significant differences in performance on MCQs between T2 and T3. Analysis of the Presence questionnaire indicated that the VR group felt decreased distraction (p = 0.013), increased realism (p = 0.035), and increased involvement (p = 0.047) during the educational intervention when compared with the MP group. Analysis of the NASA‐TLX indicated that the VR group experienced more physical demand (p < 0.01) but similar cognitive demand when compared with the MP group. Qualitative responses indicated that the VR group had a more dynamic sense of visualization and manipulation compared to the MP group.ConclusionResults from this study show that VR is as effective as traditional MP methods of CBCT interpretation learning. Further benefits of VR educational intervention include increased involvement, realism and less distraction.

Comparison of virtual reality and computed tomography in the preoperative planning of complex tibial plateau fractures

IntroductionPreoperative planning is a critical step in the success of any complex surgery. The pur-pose of this study is to evaluate the advantage of VR glasses in surgical planning of complex tibial plateau fractures compared to CT planning.Materials and methodsFive orthopedic surgeons performed preoperative planning for 30 fractures using either conventional CT slices or VR visualization with a VR headset. Planning was performed in a randomized order with a 3-month interval between planning sessions. A standardized questionnaire assessed planned operative time, planning time, fracture classification and understanding, and surgeons’ subjective confidence in surgical planning.ResultsThe mean planned operative time of 156 (SD 47) minutes was significantly lower (p < 0.001) in the VR group than in the CT group (172 min; SD 44). The mean planning time in the VR group was 3.48 min (SD 2.4), 17% longer than in the CT group (2.98 min, SD 1.9; p = 0.027). Relevant parameters influencing planning time were surgeon experience (-0.61 min) and estimated complexity of fracture treatment (+ 0.65 min).ConclusionThe use of virtual reality for surgical planning of complex tibial plateau fractures resulted in significantly shorter planned operative time, while planning time was longer compared to CT planning. After VR planning, more surgeons felt (very) well prepared for surgery.

A Comparison of Virtual Reality and Traditional Audio-Recorded Hearing Voices Simulations: Their Impact on Empathy in Health Care Students.

Empathy is essential to the development of communication skills. Simulating psychosis to develop empathy for mental health patients is complex; we hypothesized that virtual reality (VR) would be effective in increasing empathy in health care students. This experimental study compared the effectiveness of a VR simulation with a traditional hearing voices simulation as measured by the Kiersma-Chen Empathy Scale-Revised. Twenty-five health care students were randomized into two groups. The results indicated that both simulated experiences increased empathy levels, supporting the study's hypothesis. A 10-minute VR simulation is an effective teaching strategy for developing empathy in health care students.

Virtual reality check: a comparison of virtual reality, screen-based, and real world settings as research methods for HRI.

To reduce costs and effort, experiments in human-robot interaction can be carried out in Virtual Reality (VR) or in screen-based (SB) formats. However, it is not well examined whether robots are perceived and experienced in the same way in VR and SB as they are in the physical world. This study addresses this topic in a between-subjects experiment, measuring trust and engagement of an interaction with a mobile service robot in a museum scenario. Measures were made in three different settings, either the real world, in VR or in a game-like SB and then compared with an ANOVA. The results indicate, that neither trust nor engagement differ dependent on the experimental setting. The results imply that both VR and SB are eligible ways to explore the interaction with a mobile service robot, if some peculiarities of each medium are taken into account.

Comparison of virtual reality and physical simulation training in first-year radiography students in South America.

The aim of this study was to comparatively evaluate the learning outcomes achieved by first-year radiography students educated with either virtual reality (VR) simulation training or physical simulation training. The implementation of VR has been proposed to enhance learning in radiography students and provide a more effective and efficient approach to simulation. However, the learning outcomes achieved with this approach have not been widely investigated. Through stratified randomisation, 188 radiography students were allocated to one of two matched groups: a VR group (using Virtual Medical Coaching's Radiography simulation) and a physical simulation group (using Philips' X-ray equipment). Both groups were taught 31 radiography views over one 25-week semester. Both groups were assessed in an Objective Structured Clinical Examination (OSCE), using actors as patients in a physical X-ray environment. Assessment was conducted by assigning objective count scores for five assessment criteria. The VR group achieved shorter OSCE duration and fewer errors in moving equipment and patient positioning: these results were statistically significant (P < 0.00). There was no significant difference in the frequency of errors in radiographic exposure setting between the VR and the physical simulation group. The current findings concur with the limited number of published studies concerning VR simulation in radiography. The results of this study demonstrated superior effectiveness and efficiency in the VR group. This provides preliminary evidence to introduce VR simulation in the host institution and provide evidence that it may be possible to replace the use of physical simulation across other years of the degree. Further research investigating these possibilities is warranted.

From virtual reality to first cataract surgery; trainee perspective from a developing country

Cataract surgery is one of the most performed procedure worldwide with a fascinating evolution in the use of technology [1]. EyeSi is a high-fidelity, task-oriented, virtual reality, intraocular surgery simulator widely adopted by residency programs across the developed world for skill development in cataract surgery, with proven effectiveness and decrease in complication rates [2]. We aim to provide a trainee’s reflective perspective on learning cataract surgery via virtual reality simulation and performing first real surgery from a low middle-income, developing country [3]. Simulation training as part of formal residency curriculum was documented, hence ethical approval was exempted. EyeSi course software (V3.0.6) was used for skill development as a self-learning tool, reinforced with real cataract surgery training, documented over a period of 8 months for a single participant. EyeSi provides a binocular microscopic viewing system, with hand-piece instruments and foot pedals of the same configuration as used in operating theatres. The software generates feedback reports for each task using microscopic calibrations inside the model eye. By the end of the 8-month period, simulation data showed a logged time of 45.7 hours, 74 intraocular lenses injected, 1,581 intraocular tasks completed and 772 capsulorhexis done with complications including 679mm2 of injured corneal area, 113 mm2 of injured lens area and 862 posterior capsule ruptures. In comparison, the real surgery logbook noted 30 intraocular lenses injected, 86 intraocular tasks and 31 capsulorhexis complete with a total of 1 complication and 1 complete cataract case performed. Subjective comparison reported increased confidence, lower stress levels, good preparation of left-hand skills, and passive learning of surgical theory and technicalities ( Comparison of virtual reality and real surgery experience Despite challenges of affordability and traditional surgical culture in a low middle-income country, simulation training provides safe learning alternatives to trainees which are effective and should be widely adopted. Although the learning curve is slightly longer, but skills acquired are replicable in operation theatre and significantly reduce the complication rate in the interest of patient safety. 1. Davis G. The Evolution of Cataract Surgery. Missouri Medicine. 2016;113(1):58. 2. Ahmed TM, Hussain B, Siddiqui MR. Can simulators be applied to improve cataract surgery training: a systematic review. BMJ Open Ophthalmology. 2020;5(1):e000488. 3. Aga Khan University. Simulation success story: Eye surgery.

Abstract No. 329 Remote telerobotic endovascular simulated procedures with electromagnetically tracked catheters co-registered with vascular anatomy: comparison of virtual reality or computer control/guidance versus usual angiography

Study feasibility of a telerobotic system operated by remote users. Virtual Reality (VR) or computer controls were used to remotely steer an angiographic catheter, with electromagnetic sensors (EM), through a 3D printed model of the arterial vasculature, visualizing a 3D holographic (VR) or 2D flat screen dynamic representation of the catheter and co-registered vascular anatomy. We compared time taken to select vessels.

Visualizing molecular structures and shapes: a comparison of virtual reality, computer simulation, and traditional modeling

Abstract The purpose of this study was to compare the effectiveness of three methods used to assist in teaching molecular geometry to college chemistry students. A pre- and post-test quasi-experiment was used to collect data about students’ performance in a given chemistry exercise. One research question was intended to evaluate and compare the effectiveness of the three methods in assisting students to understand the topic and carry out the exercise correctly, and a second research question addressed students’ attitudes towards the use of Virtual Reality (VR) in chemistry education. Results show a positive attitude towards the use of VR as an assisting tool to aid in understanding chemistry concepts. While the difference among the three methods was not significant, the results show that the VR brought more enthusiasm and positive attitudes toward the topic of molecular geometry among the students. Educational implications and recommendations for future research are presented as well.

Virtual reality in upper extremity dysfunction: specific features of usage in acute stroke

Stroke is a leading cause of permanent disability. Being a new technology for neurorehabilitation, virtual reality (VR) allows for intensive trainings with a larger number of repetitions focused on mastering specific skills in patients with upper limb dysfunction. To date, there are insufficient studies evaluating the use of VR in the acute period of a stroke. To investigate the effectiveness and safety of adding VR trainings to standard therapy for improving upper limb function and for enhancing activities in daily life in patients with acute stroke. The investigation enrolled 78 patients with acute stroke (the median time from stroke onset, 3.7 days; median age, 63 (43; 79.3) years), who were randomized into 2 groups: a study group (standard therapy + VR) and a control one (standard therapy only). The patients of the study group underwent a VR training cycle lasting 15 minutes twice daily for 10 days. Before and after the training cycle, the British Medical Research Council scale for muscle strength, the upper extremity motor function sections of the Fugl-Meyer assessment (FMA) scale, hand dynamometry, and the nine hole peg test (NHPT) were used to evaluate upper extremity function in the participants; Sections 6 and 7 of the motor function assessment scale (MAS), the modified Rankin scale (MRS), and the total motor function scores of the functional independence measure (FIM) utilizing a 7-point ordinal scale were employed to assess everyday activity limitations. On completion of rehabilitation measures, the participants in the study and control groups showed a statistically significant improvement in upper extremity function and activities of daily living. According to the ratings of the FMA subscales 'hand' (p=0.034), 'hand (speed)' (p<0,001), and the total score of this scale (p=0.035) and according to those of the FIM scale (p=0.045), the patients of the study group demonstrated a statistically significant improvement compared with those in the control group. Assessments using the MRC scale, FMA subscales 'upper extremity' and 'wrist', NHPT, MAS, the Barthel index (BI), and MRS revealed no differences between the groups. No serious adverse events were recorded in the participants of the study group during the study period. The vast majority of studies evaluating the effect of VR in upper extremity dysfunction are conducted in patients with stroke lasting longer than 3 months. Despite the validity of using VR in the acute period of cerebral lesion, the investigations of this design are not numerous. At the same time, these studies often have limitations, such as a small number of participants (usually less than 10); a small number of training VR sessions; lack of 'blinding'; different types of software and hardware systems that implement VR technology; heterogeneity of participants according to the degree of upper extremity dysfunction; insufficient detailing of the content and scope of conventional therapy; comparison of VR with basic methods of motor rehabilitation, and sometimes the absence of a control group. Thus, the use of VR in addition to standard rehabilitation measures in the acute period of stroke favors improvements in upper extremity function and a reduction in daily limitations and is safe.

Comparison of virtual reality and hands on activities in science education via functional near infrared spectroscopy

There has been an increased focus on the use of cognitive strategies in the science classroom, in part this increased focus is due to the implementation of the Next Generation Science Standards (NGSS). This focus has created the need to examine claims regarding the cognitive basis for disciplinary approaches such as video lecture, virtual reality (VR), Serious Educational Games (SEGs), and hands on activities. The purpose of this study was to investigate differences in the level of hemodynamic response as it relates to four different approaches to teaching topics in the life sciences. The first approach used a video based lecture approach. The other approaches used an immersive Serious Educational Game and a virtual reality environment in which students were exposed to an experience involving the process of deoxyribonucleic acid (DNA) replication. The final condition was that of a hands-on activity. Researchers used functional near-infrared spectroscopy to examine hemodynamic localization and intensity as it related to each condition. In addition to examination of cognitive dynamics, content learning gains were also examined. Results provide evidence that there is parity between the hands on condition, Serious Educational Games, and the virtual reality conditions in learning outcomes and cognitive processing.

Comparison of Virtual Reality and other visual presentation methods for training myoelectric upper limb prosthetic control

Comparison of Virtual Reality and other visual presentation methods for training myoelectric upper limb prosthetic control

Experimental Comparison of Virtual Reality with Traditional Teaching Methods for Teaching Radioactivity

Research at the University of Nottingham has been carried out to investigate the potential of Virtual Reality (VR) for teaching secondary school science. This paper describes the evaluation of VR to teach radioactivity at secondary school level. Evaluation was carried out in a local school and compared directly to the traditional teaching methods currently used in the school to teach radioactivity. Computer experience, computer attitudes, general attitudes and knowledge gained were measured to allow comparisons to be drawn. Individual differences of gender, ability and home computer use were also looked at in relation to the above measures. Results indicated that both ability level and the order in which the conditions were completed significantly affected the attitude scores. High ability students reported higher attitude scores, both overall and for the VR class in particular. As a result of the evaluation study, the Virtual Laboratory has been heavily modified and further evaluation studies were then carried out.

Upper Primary Students Constructing and Exploring Three Dimensional Shapes: A Comparison of Virtual Reality with Card Nets

A grade six/seven class which constructed and explored 3D shapes worlds with the VREAM program was compared with a grade five/six/seven control group which constructed and examined shapes from card nets. Students were tested on visualizing appearance of shapes from alternative viewpoints, recognition of shapes in the environment, and writing shape names, before and after the learning phase. Ease of using Virtual Reality (VR), and student engagement with VR were observed informally. VR had little impact on shape visualization and name writing, but strongly enhanced recognition. Students had no major difficulty in using the VREAM program, and enthusiasm for VR was unanimous and sustained.

Physics Education in a Virtual Environment

A study is directed at a comparison of Virtual Reality as an educational tool in physics instruction with standard, teacher-organized, or computer-aided learning. Findings generally indicated that virtual reality-based learning is superior to lecture-based control conditions. The dependent variable was a residualized knowledge of physics measure obtained from subjects four weeks following termination of training. As a training method, virtual reality was superior to the control condition at the four-week retention period. Such a finding supports cognitive theorists who argue that the lack of opportunities for hands-on, manipulation of objects in the physical world is one of the reasons children are often poor at intuitive physics. Virtual reality provides them the opportunity to develop manipulational skills they did not previously possess.