Effects Of Virtual Reality Training Research Articles

The effectiveness of virtual reality training on social skills in education: A meta-analysis

The effectiveness of virtual reality training on social skills in education: A meta-analysis

Effects of virtual reality training on clinical skill performance in nursing students: A systematic review, meta-analysis and meta-regression.

This review examined the impact of virtual reality (VR) training on nursing students' clinical skill performance and identified essential features of VR training. VR provides immersive content, simulating real-life scenarios and preventing errors in clinical settings. This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. Studies were obtained from Ovid-EMBASE, MEDLINE, CINAHL and PubMed. Studies related to VR training published from 1 January 2000 to 8 May 2024 were included. Comprehensive Meta-Analysis 4.0 software was used for meta-analysis and random effects meta-regression. The overall effect was assessed with Hedges' g and Z-statistics (p < 0.05). Heterogeneity was measured using I-squared (I2) statistics. Among the 31 476 studies, 11 randomized controlled trial studies were included. Meta-analysis demonstrated a significant improvement in clinical skill performance, with a medium to large effect (g = 0.61) in the VR group (Z = 3.80, p < 0.001). Subgroup analyses highlighted higher nursing skills in the VR training topic. Meta-regression revealed that the VR training topic (β = 1.23, p < 0.001) and method of VR training (β = -0.53, p = 0.05) were significant covariates influencing clinical skill performance. VR training improves nursing students' clinical skill performance, addressing shortcomings in the clinical practicum.

The Impact of Virtual Reality Training Combined with Traditional Chinese Medicine Health Preservation Therapy on Cognitive Function, Neurological Function, and Physical Function of Stroke Patients.

The aim of this study was to investigate the effects of virtual reality training combined with traditional Chinese medicine health preservation therapy on cognitive function, neurological function, and physical function of stroke patients. The patients were randomly divided into an experimental group (receiving virtual reality training combined with traditional Chinese medicine health preservation therapy) and a control group (receiving conventional rehabilitation treatment combined with traditional Chinese medicine health preservation therapy). A series of cognitive, neurological, and physical function assessments were conducted to collect and analyze data from both groups before treatment, after treatment, and during follow-up. The application of traditional Chinese medicine health preservation concepts was also explored. After treatment, the experimental group had significantly higher scores in the Mini-Mental State Examination (MMSE) compared to the control group. The overall effective rate of neurological function in the experimental group was higher than that in the control group. The Fugl-Meyer Assessment (FMA) scores for upper limb function in the experimental group were significantly higher than those in the control group. The degree of improvement in the Modified Barthel Index scores after treatment was significantly better in the experimental group compared to the control group (all P < 0.05). The results of this study demonstrate that virtual reality training combined with traditional Chinese medicine health preservation therapy significantly improves cognitive function, neurological function, and physical function in stroke patients. This approach provides new insights and methods for stroke rehabilitation therapy and is worthy of promotion.

The effects of virtual reality training on postural sway and physical function performance on older women with chronic low back pain: A double-blind randomized clinical trial.

Chronic low back pain (CLBP) is known as an important debilitating health condition among older women. This study aimed to evaluate the effects of eight-week virtual reality training (VRT) exercises on postural sway and physical function performance (PFP) among older women suffering from CLBP. Twenty-seven older women presenting with CLBP were randomized into experimental and control groups. The experimental group was instructed to perform 30-minute VRT exercises three times a week for eight weeks. Plantar pressure variables [sway velocity (SV) and anterior-posterior (AP) and medial-lateral (ML) fluctuations of the center of pressure (CoP)], 30-second chair stand test (30CST), and timed up and go (TUG) test were recorded. The VRT group exhibited significant decreases in SV (p= 0.002), AP (p= 0.008), and ML (p= 0.02) fluctuations. Also, the performance of the VRT group in the 30CST and TUG tests significantly improved after the exercises (P< 0.001). According to the results, VRT and the program used in this study should be used to enhance balance and PFP in older women with CLBP who mostly prefer activities that are accessible and feasible in low-risk environments.

The effectiveness of virtual reality training on knowledge, skills and attitudes of health care professionals and students in assessing and treating mental health disorders: a systematic review

Background Virtual reality (VR) training can enhance health professionals’ learning. However, there are ambiguous findings on the effectiveness of VR as an educational tool in mental health. We therefore reviewed the existing literature on the effectiveness of VR training on health professionals’ knowledge, skills, and attitudes in assessing and treating patients with mental health disorders.MethodsWe searched MEDLINE, PsycINFO (via Ovid), the Cochrane Library, ERIC, CINAHL (on EBSCOhost), Web of Science Core Collection, and the Scopus database for studies published from January 1985 to July 2023. We included all studies evaluating the effect of VR training interventions on attitudes, knowledge, and skills pertinent to the assessment and treatment of mental health disorders and published in English or Scandinavian languages. The quality of the evidence in randomized controlled trials was assessed with the Cochrane Risk of Bias Tool 2.0. For non-randomized studies, we assessed the quality of the studies with the ROBINS-I tool.ResultsOf 4170 unique records identified, eight studies were eligible. The four randomized controlled trials were assessed as having some concern or a high risk of overall bias. The four non-randomized studies were assessed as having a moderate to serious overall risk of bias. Of the eight included studies, four used a virtual standardized patient design to simulate training situations, two studies used interactive patient scenario training designs, while two studies used a virtual patient game design. The results suggest that VR training interventions can promote knowledge and skills acquisition.ConclusionsThe findings indicate that VR interventions can effectively train health care personnel to acquire knowledge and skills in the assessment and treatment of mental health disorders. However, study heterogeneity, prevalence of small sample sizes, and many studies with a high or serious risk of bias suggest an uncertain evidence base. Future research on the effectiveness of VR training should include assessment of immersive VR training designs and a focus on more robust studies with larger sample sizes.Trial registrationThis review was pre-registered in the Open Science Framework register with the ID-number Z8EDK.

THE EFFECTS OF VIRTUAL REALITY TRAINING ON BALANCE AND SPEED-AGILITY IN OBESE CHILDREN: A RANDOMIZED CONTROLLED TRIAL

Purpose: The aim of the study was to examine the effects of virtual reality training on balance and speed-agility in obese children. Methods: The study included 34 obese children at the ages of 9-11. Participants were divided into training and control groups using the simple randomization method. The participants in the intervention group (n=17) were taken into virtual reality training for 6 weeks. No treatment was applied on the control group (n=17). Balance was assessed by the Flamingo and Y balance tests. Speed-agility was assessed by the Bruininks-Oseretsky Test of Motor Proficiency-Brief Form-speed-agility sub-test. The physical activity enjoyment levels of the children in intervention group were assessed by the Short Form-Physical Activity Enjoyment Scale. Results: Before the study, the groups were similar in terms of the investigated variables (p&gt;0.05). Speed-agility scores and Y balance test anterior, posterior-lateral and mixed reaching distances of the children in intervention group significantly increased after the training in comparison to their pre-training results (p

Effectiveness of Virtual Reality Training in Teaching Personal Protective Equipment Skills

Training on the proper use of personal protective equipment (PPE) is critical for infection prevention among health care workers. Traditional methods, such as face-to-face and video-based training, can strain resources and present challenges. To determine the effectiveness of 360° virtual reality (VR) training for PPE donning and doffing compared with face-to-face and video training in enhancing the PPE use skills of prospective health care practitioners. A blinded, prospective, and randomized noninferiority clinical trial was conducted from August to December 2021 at Teikyo University School of Medicine in Tokyo, Japan, with a mixed population of medical students. Participants were second- to fourth-year medicine, medical technology, or pharmacy students aged 20 years or older with no prior PPE training. Participants were randomized into 1 of 3 training groups (VR, face-to-face, or video) based on their enrollment order. An intention-to-treat analysis was conducted. A 30-minute lecture on PPE procedures was delivered to all participants before the training. After the lecture, the VR group trained with an immersive 360° VR tool, the face-to-face group trained with actual PPE, and the video group trained by watching video footage on a computer and a projector. After 3 days, a standardized practical skills test was administered. The primary outcome was the mean score on a 20-point practical skills test, and the secondary outcome was the percentage of correct execution. A total of 91 participants were recruited and randomized into 3 groups: VR (n = 30), face-to-face (n = 30), and video (n = 31) training. After excluding 1 participant due to illness, 90 participants (mean [SD] age, 24.2 [3.15] years; 54 males [60.0%]) completed the assessment. The mean (SD) scores were 17.70 (2.10) points for the VR group, 17.57 (2.45) points for the face-to-face group, and 15.87 (2.90) points for the video group. The VR group demonstrated no significant difference in performance from the face-to-face group. However, the VR group had significantly higher effectiveness than the video group (17.70 vs 15.87 points; P = .02). Results of this trial indicate that VR training was as effective as face-to-face training in enhancing PPE donning and doffing skills and was superior to video training. The findings suggest that VR training is a viable resource-conserving training option. Japan Registry of Clinical Trials Identifier: jRCT103021029.

Effect of virtual reality training to enhance laparoscopic assistance skills

BackgroundWhile laparoscopic assistance is often entrusted to less experienced individuals, such as residents, medical students, and operating room nurses, it is important to note that they typically receive little to no formal laparoscopic training. This deficiency can lead to poor visibility during minimally invasive surgery, thus increasing the risk of errors. Moreover, operating room nurses and medical students are currently not included as key users in structured laparoscopic training programs.ObjectivesThe aim of this study is to evaluate the laparoscopic skills of OR nurses, clinical medical postgraduate students, and residents before and after undergoing virtual reality training. Additionally, it aimed to compare the differences in the laparoscopic skills among different groups (OR nurses/Students/Residents) both before and after virtual reality training.MethodsOperating room nurses, clinical medical postgraduate students and residents from a tertiary Grade A hospital in China in March 2022 were selected as participants. All participants were required to complete a laparoscopic simulation training course in 6 consecutive weeks. One task from each of the four training modules was selected as an evaluation indicator. A before-and-after self-control study was used to compare the basic laparoscopic skills of participants, and laparoscopic skill competency was compared between the groups of operating room nurses, clinical medical postgraduate students, and residents.ResultsTwenty-seven operating room nurses, 31 clinical medical postgraduate students, and 16 residents were included. The training course scores for the navigation training module, task training module, coordination training module, and surgical skills training module between different groups (operating room nurses/clinical medical postgraduate/residents) before laparoscopic simulation training was statistically significant (p < 0.05). After laparoscopic simulation training, there was no statistically significant difference in the training course scores between the different groups. The surgical level scores before and after the training course were compared between the operating room nurses, clinical medical postgraduate students, and residents and showed significant increases (p < 0.05).ConclusionOur findings show a significant improvement in laparoscopic skills following virtual surgery simulation training across all participant groups. The integration of virtual surgery simulation technology in surgical training holds promise for bridging the gap in laparoscopic skill development among health care professionals.

Effects of Virtual Reality Based Microteaching Training on Pre-Service Teachers’ Teaching Skills from a Multi-Dimensional Perspective

Virtual Reality (VR) shows the potential to tackle the limitations and deficiencies of traditional microteaching training by offering an intricate and lifelike environment that helps pre-service teachers to develop their teaching skills. However, the effects of VR training on each teaching skill sub-dimension remain inconclusive. This study identified nine sub-dimensions of teaching skills through a literature review. Moreover, a VR-based microteaching training system was developed, and the effects of VR on these sub-dimensions of teaching skills were explored by conducting a comparative experiment between virtual and traditional microteaching training. The results showed that virtual microteaching considerably enhanced pre-service teachers' teacher efficacy compared to traditional training, especially the efficacy of instructional strategies and classroom management. Furthermore, more significant improvements were noted in the questioning skill and the language and posture skills after virtual microteaching training, although there was no significant difference in teaching skills overall. Moreover, pre-service teachers reported a highly immersive experience during the virtual microteaching.

The Effects of Virtual Reality Training on Cognition in Older Adults: A Systematic Review, Meta-Analysis, and Meta-Regression of Randomized Controlled Trials.

The aim of this systematic review, meta-analysis, and meta-regression was to examine the effects of virtual reality-based training on global cognition and executive function compared with conventional training or information-based treatment in older adults, regardless of cognitive level. A systematic literature search was conducted using four databases. A total of 31 randomized controlled trials were identified. Pooled effect sizes were calculated, the risk of bias was assessed, and evidence was graded. The primary analyses showed a small but statistically significant effect of virtual reality-based training compared with control on global cognition (Hedges' g 0.42, 95% confidence interval [0.17, 0.68], I2 = 70.1%, n = 876, 20 randomized controlled trials, low evidence) and executive function (Hedges' g 0.35, 95% confidence interval [0.06, 0.65], I2 = 68.4%, n = 810, 16 randomized controlled trials, very low evidence). Meta-regression yielded inconclusive results. Virtual reality-based training may be more effective than control in improving cognition in older adults; however, more high-quality studies are needed.

Enhancing physical abilities in junior wrestlers through virtual reality training: An experimental study

This study aimed to investigate how virtual reality training (VRT) affects the physical skills of young wrestlers. It included 19 wrestlers, aged 15-17, who were part of the Egyptian Wrestling Federation and actively training during the 2022/2023 sports season. The participants were split into two groups: one experimental group with 12 athletes (further divided into two smaller groups of 7 and 5) and a control group with seven athletes. Before starting, measures were taken to ensure that the groups were similar and comparable. The experimental group participated in a VRT program for eight weeks, which consisted of 24 training sessions held three times a week. After the program ended, the researchers conducted tests to measure the outcomes, which were then analyzed statistically. The results showed a noticeable improvement in the physical abilities of the wrestlers in the experimental group, suggesting that the VRT program played a significant role. This research highlights the effectiveness of VRT as a tool for enhancing the physical capabilities of young wrestlers.

Effect of Virtual Reality Training on Cognitive Function and Motor Performance in Older Adults With Cognitive Impairment Receiving Health Care: A Randomized Controlled Trial

Given the prevalence of cognitive impairment in older adults and its frequent misdiagnosis or delayed diagnosis, non-pharmacological interventions have been proposed as solutions, which include cognitive training, prevention or risk reduction of dementia using virtual reality (VR) technology. This study aimed to investigate the effects of a virtual reality cognitive-motor training intervention (VRCMTI) on improving cognitive and physical function in older adults with cognitive impairment. We co-designed the VRCMTI system with multiple stakeholders by organizing symposiums and conducting pilot evaluations. The VRCMTI consisted of three virtual cognitive tasks and three upper limb movement tasks focused on improving working memory, spatial cognition, attention shifting, executive control, joint flexibility, and coordination. One hour of brain cognition and upper limb motor training was performed each week during the 12-week intervention. Sixty older adults were included in the study and randomly assigned to either the VR group or the control group. Participants in the control group received usual care and would not undergo any intervention training. Task independence, accuracy and time were measured during each session. The results showed that the VR group significantly improved global cognitive ability scores compared to the control group, especially in attention and verbal cognition. In addition, older adults in the VR group also showed significant improvements in upper limb motor skills, driven primarily by movement quality and processing speed. The findings suggest that VRCMTI could improve cognitive function and enhance motor performance. When implemented with routine health care for older adults, this practical and effective intervention may be an appropriate complementary strategy for maintaining cognitive health and preventing motor deterioration.

Effectiveness of Virtual Reality Training on Upper Limb Motor Function in Stroke Patient’s: A Randomized Control Trial

Stroke survivor has a poor quality of life (QOL) and by and large dependent on their activities of daily living(ADL). Rehabilitation of motor function is a prerequisite for enhancing QOL in stroke patients. Hence, a morenovel approach to the rehabilitation of stroke patients is the need of the hour. One such approach which is gainingattention in recent times is virtual reality (VR) training.Aim of the study: To evaluate the effectiveness of virtual reality training on Fugl-Meyer assessment (FMA) upperLimb (UL) motor function in stroke patients.Study design: Randomized control trial (RCT) - parallel group design, single-blind study.Methods: Forty eligible stroke patients were selected and assigned randomly either into VR training (Group A) ormotor relearning program without a VR system. The training was provided for six weeks, five sessions per week.FMA-UL motor function was evaluated at the beginning of the study before the commencement of the treatmentand again after six weeks following the completion of the entire treatment sessions.Results: There was a significantly higher improvement in the FMA-UL motor function in VR training; the meandifference in the improvement was 11.25 points compared to the motor relearning program performed without VRenvironment, the mean difference was 7.10 points.Conclusion: It is concluded that VR training was effective in improving FMA-UL motor function in stroke patients.

An Examination of the Effects of Virtual Reality Training on Spatial Visualization and Transfer of Learning.

Spatial visualization ability (SVA) has been identified as a potential key factor for academic achievement and student retention in Science, Technology, Engineering, and Mathematics (STEM) in higher education, especially for engineering and related disciplines. Prior studies have shown that training using virtual reality (VR) has the potential to enhance learning through the use of more realistic and/or immersive experiences. The aim of this study was to investigate the effect of VR-based training using spatial visualization tasks on participant performance and mental workload using behavioral (i.e., time spent) and functional near infrared spectroscopy (fNIRS) brain-imaging-technology-derived measures. Data were collected from 10 first-year biomedical engineering students, who engaged with a custom-designed spatial visualization gaming application over a six-week training protocol consisting of tasks and procedures that varied in task load and spatial characteristics. Findings revealed significant small (Cohen's d: 0.10) to large (Cohen's d: 2.40) effects of task load and changes in the spatial characteristics of the task, such as orientation or position changes, on time spent and oxygenated hemoglobin (HbO) measures from all the prefrontal cortex (PFC) areas. Transfer had a large (d = 1.37) significant effect on time spent and HbO measures from right anterior medial PFC (AMPFC); while training had a moderate (d = 0.48) significant effect on time spent and HbR measures from left AMPFC. The findings from this study have important implications for VR training, research, and instructional design focusing on enhancing the learning, retention, and transfer of spatial skills within and across various VR-based training scenarios.

SEREBRAL PALSİLİ ÇOCUKLARDA SANAL GERÇEKLİK EĞİTİMİNİN DENGE VE FONKSİYONELLİK ÜZERİNE ETKİSİ: RANDOMİZE KONTROLLÜ ÇALIŞMA

Purpose: The aim of this study was to investigate the effectiveness of virtual reality training on balance and functionality in children with Cerebral Palsy.&#x0D; Methods: Children with spastic Cerebral Palsy were randomly divided into the virtual reality training group (27 children, mean age: 9.2 years) and control group (25 children, mean age: 9.4 years). The virtual reality training group received virtual reality training using the XBox One Kinect gaming system and the control group received conventional physiotherapy training for eight weeks. The Pediatric Balance Scale, The Gross Motor Function Measurement-88, The Quality of Upper Extremity Skills Test, The Functional Reach Test, The Sit to Stand Test and The Pediatric Disability Evaluation Inventory were measured at baseline and after treatment sessions.&#x0D; Results: Total motor function, upper extremity skills and balance in both groups improved after training (p &lt; 0.05). A comparison between groups demonstrated that the improvements in upper extremity functions was greater in the control group than in the virtual reality training group (p &lt; 0.05).&#x0D; Conclusion: The results of our study showed that Kinect-based virtual reality training is beneficial in improving balance, motor function and upper extremity skills in children with Cerebral Palsy.

Effects of virtual reality training in the postural control of children with Down syndrome: A case series

BACKGROUND: Children with Down syndrome (DS) may struggle adjusting their posture during gait or standing and tend to adapt slower to demanding motor tasks and environmental changes. The functionality in their daily activities is frequently diminished or they are slower, with poor postural control and balance as possible reasons. There is limited research on exercise programmes to improve postural control in children with DS. OBJECTIVE: To determine the effectivenes of an exercise programm with the Nintendo Wii Balance Board (NWBB) interface o postural control and functional balance of children with DS. METHODS: Participants were five children age 6–9 years belonging to the legal organization Espacio Down (in Talca, Chile), who underwen an exercise programm with the NWBB. The duration of the intervention wa 9 weeks, with two 25-minute sessions per week and a total intervention timeof 7.5 hours for each subject. Postural control pre-/postintervention was evaluated at a functional level with clinical tests: Timed Up and Go (TUG), One-Leg Standing (TOLS) and posturographic measures using centre of pressure (CoP) variables Descriptive statistics and the Wilcoxon test were applied, with p&lt; 0.05 considered to be significant. RESULTS: Th NWBB programme showed a significant decrease in the CoP total velocity, mean velocity and displacements in themediolateral and anteroposterior directions (p= 0.021) for the closed-eyes condition and a decrease in the time of the TUG test (p= 0.021). CONCLUSIONS: This pilot study provides initial evidence for the effectiveness of the NWBB programme in children with DS. A 9-week NWBB programme improves the postural control and functional balanceof children with DS.

Design and validation of a virtual reality trainer for ultrasound‐guided regional anaesthesia

Virtual reality is a form of high-fidelity simulation that may be used to enhance the quality of medical education. We created a bespoke virtual reality trainer software using high resolution motion capture and ultrasound imagery to teach cognitive-motor needling skills necessary for the performance of ultrasound-guided regional anaesthesia. The primary objective of this study was to determine the construct validity between novice and experienced regional anaesthetists. Secondary objectives were: to create learning curves for needling performance; compare the virtual environment immersion with other high-fidelity virtual reality software; and compare cognitive task loads imposed by the virtual trainer compared with real-life medical procedures. We recruited 21 novice and 15 experienced participants, each of whom performed 40 needling attempts on four different virtual nerve targets. Performance scores for each attempt were calculated based on measured metrics (needle angulation, withdrawals, time taken) and compared between the groups. The degree of virtual reality immersion was measured using the Presence Questionnaire, and cognitive burden was measured using the NASA-Task Load Index. Scores by experienced participants were significantly higher than novices (p=0.002) and for each nerve target (84% vs. 77%, p=0.002; 86% vs. 79%, p=0.003; 87% vs. 81%, p=0.002; 87% vs. 80%, p=0.003). Log-log transformed learning curves demonstrated individual variability in performance over time. The virtual reality trainer was rated as being comparably immersive to other high-fidelity virtual reality software in the realism, possibility to act and quality of interface subscales (all p > 0.06) but not in the possibility to examine and self-performance subscales (all p < 0.009). The virtual reality trainer created workloads similar to those reported in real-life procedural medicine (p=0.53). This study achieved initial validation of our new virtual reality trainer and allows progression to a planned definitive trial that will compare the effectiveness of virtual reality training on real-life regional anaesthesia performance.

열자극을 병행한 가상현실훈련이 만성 뇌졸중 환자의 위팔 능동가동범위와 기능에 미치는 영향

열자극을 병행한 가상현실훈련이 만성 뇌졸중 환자의 위팔 능동가동범위와 기능에 미치는 영향

The Effect of Virtual Reality Training on Heading Skills in 12-13 Years Old Child Footballers

This study aims to evaluate the effectiveness of the heading skills of virtual reality training in 12–13 years old child football players. 24 child football players between the ages of 12-13, licensed by the Turkish Football Federation as amateur athletes, participated in this study. 24 volunteer participants participated in the 8-week training process in 3 groups. Each group has 8 players. These groups are as follows; first, the VR group which performs football heading shoot skill only with virtual technology method, second, VR and traditional method group which uses virtual reality and traditional methods in a mixed way, third, the control group which uses only traditional methods. The instructional design model carried out in the research is five-stage instructional design model developed by Kalkan and Çamlıyer (2020). The performance test of the research was carried out as a pre-test, mid-test, and post-test. As a result, it was concluded that virtual reality technology can be used as an effective training method in the development of heading skills in football.

Effects of virtual reality training on bio- and psycho-markers of aging in retired individuals

The aim of this study was to investigate the effect of VR-training on bio- and psycho-markers of aging in elderly people. Thirty women aged 56 to 82 years living in Moscow and participating in the Moscow Longevity programme were examined. The following methods were used: diagnostic (self-assessment of subjective age, measurement of aging indicators included in the system of biological age assessment according to V.P. Voitenko, diagnostics of attentiveness and awareness), methods of experimental influence (training session on the development of spiritual resource of personality), mathematical statistics (Wilcoxon's T-criterion). The results show that virtual reality training improves markers of biopsychological age of retirees: it increases the level of mindfulness, reduces heart rate and increases static balancing time. Although VR training did not have a statistically significant effect on measures of psychological age and blood pressure, the overall findings emphasise the importance and potential utility of virtual reality training for older adults in the context of slowing ageing and improving quality of life. Further research with larger samples and longer follow-up periods is required to fully evaluate the effectiveness of these exercises.