Immersive Environment Research Articles

Game-Based Learning in Modern Military Education: Digital Wargaming as a Tool for Tactical Training

Abstract This study examines the effectiveness of digital game-based scenarios and wargaming in developing tactical skills and decision-making abilities among military cadets. Utilizing the ARMA 3 game, three tactical scenarios—offensive, defensive, and stability and support operations—were tested. The study involved cadets from “Nicolae Bălcescu” Land Forces Academy (NBLFA) Sibiu, selected for their interest in gaming, familiarity with ARMA 3, and knowledge of military tactics. The results showed multiple advantages of using game-based scenarios in military training. The immersive environment provided by ARMA 3 enabled cadets to simulate realistic combat situations, enhancing their involvement and enthusiasm, leading to better knowledge absorption and skills development. Wargaming offered a safe learning environment, eliminating the risks of real exercises while allowing cadets to experience specific events and incidents. In the offensive mission, cadets faced challenges due to incomplete map analysis, highlighting the need to complement map analysis with real terrain reconnaissance. The defensive scenario underscored the importance of flexibility and adaptability of the combat forces’ disposition. In the stability and support scenario, cadets effectively managed civilian-military interactions, demonstrating the potential of digital games to develop broader competencies in multicultural communication and negotiation. The study concludes that digital game-based scenarios effectively prepare leaders for contemporary conflicts marked by conventional or hybrid threats. It recommends implementing a specific wargaming discipline in the military higher education curriculum and extending this approach to Land Forces units for continuous professional development.

Towards automated transcribing and coding of embodied teamwork communication through multimodal learning analytics

AbstractEffective collaboration and teamwork skills are critical in high‐risk sectors, as deficiencies in these areas can result in injuries and risk of death. To foster the growth of these vital skills, immersive learning spaces have been created to simulate real‐world scenarios, enabling students to safely improve their teamwork abilities. In such learning environments, multiple dialogue segments can occur concurrently as students independently organise themselves to tackle tasks in parallel across diverse spatial locations. This complex situation creates challenges for educators in assessing teamwork and for students in reflecting on their performance, especially considering the importance of effective communication in embodied teamwork. To address this, we propose an automated approach for generating teamwork analytics based on spatial and speech data. We illustrate this approach within a dynamic, immersive healthcare learning environment centred on embodied teamwork. Moreover, we evaluated whether the automated approach can produce transcriptions and epistemic networks of spatially distributed dialogue segments with a quality comparable to those generated manually for research objectives. This paper makes two key contributions: (1) it proposes an approach that integrates automated speech recognition and natural language processing techniques to automate the transcription and coding of team communication and generate analytics; and (2) it provides analyses of the errors in outputs generated by those techniques, offering insights for researchers and practitioners involved in the design of similar systems.Practitioner notesWhat is currently known about this topic Immersive learning environments simulate real‐world situations, helping students improve their teamwork skills. In these settings, students can have multiple simultaneous conversations while working together on tasks at different physical locations. The dynamic nature of these interactions makes it hard for teachers to assess teamwork and communication and for students to reflect on their performance. What this paper adds We propose a method that employs multimodal learning analytics for automatically generating teamwork‐related insights into the content of student conversations. This data processing method allows for automatically transcribing and coding spatially distributed dialogue segments generated from students working in teams in an immersive learning environment and enables downstream analysis. This approach uses spatial analytics, natural language processing and automated speech recognition techniques. Implications for practitioners Automated coding of dialogue segments among team members can help create analytical tools to assist in evaluating and reflecting on teamwork. By analysing spatial and speech data, it is possible to apply learning analytics advancements to support teaching and learning in fast‐paced physical learning spaces where students can freely engage with one another.

Practice experiences for school reintegration: Endorsement for virtual reality with adolescents hospitalized for suicide-related crises.

This study applied qualitative methods and a user design approach to develop and iteratively refine a model for a virtual reality intervention designed to supplement standard inpatient treatment for adolescents hospitalized for suicide-related crises: the practice experiences for school reintegration (PrESR). The PrESR model allows patients to practice therapeutic skills within an immersive school environment to increase skill knowledge and skill use and to improve school reintegration. Adolescents previously hospitalized for suicide-related thoughts and behaviors (n = 13), hospital professionals with experience providing supports to hospitalized adolescents (n = 7), and school professionals with experience supporting adolescents with suicide-related risks (n = 12) completed focus group and/or one-on-one interviews to inform the development of the PrESR model. Transcribed interviews were analyzed using content analysis, and structured feedback was analyzed by calculating frequencies. Participating adolescents were between the ages of 13 and 18, identifying their race as White (61%), Asian (7.7%), American Indian and Black (7.7%), or Black (7.7%; note that 15.4% preferred not to answer) and their ethnicity as Hispanic (23%) or non-Hispanic (77%). Adolescents identified their gender as girl or woman (46%), boy or man (38%), or "some other way" (15%). A majority of adolescent and professional participants endorsed the PrESR as holding the potential to promote skill learning. Feedback addressed improvements to scenarios and skills; safety concerns, constraints to consider, and barriers to implementation; and information to include in the treatment manual. Findings also informed the types of difficulties adolescents face in schools and the potential feasibility of a virtual reality intervention to enhance standard inpatient care of adolescents hospitalized for suicide-related crises. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Implementation Paper on Automated 2D Image to 3D Model Generation

With the rise of digital world, traditional learning methods, while time-tested, often fall short in meeting the dynamic educational needs of today’s learners. They are constrained by several drawbacks that impede effective comprehension and engagement. This abstract sheds light on the limitations of traditional learning approaches and introduces how the integration of 3D model reconstruction can mitigate these challenges, thereby enhancing the learning experience. We proposed deep Conventional techniques, which create a virtual view from a reference picture, use two distinct steps: depth image-based rendering (DIBR) with estimated depth and depth (or disparity) estimation for the reference image and based on these steps we can create 3D model. Which allows educators to create immersive and interactive learning environments that engage students on a profound level. By converting abstract concepts into tangible and visually stimulating representations, 3D models bridge the gap between theory and practice, making complex subjects more accessible. Keywords: 2D Image, 3D Model, CNN, DIBR

Could Gameplay Data of Games with a Purpose Assist in Training Hazardous Situations in the Industry?

Accidents and risks in the industry pose significant challenges concerning executing critical tasks. Inadequate employee training compromises the ability to manage risks, making the environment prone to accidents. In this context, games with training purposes emerge as a promising solution, providing an interactive and immersive environment. Focusing on improved risk management, organizational managers can utilize data collected by these games as metrics for monitoring and enhancement. However, it is necessary to understand how games with a purpose can contribute to the training process for hazardous situations in the industry. With this in mind, this study investigates the topic by exploring both the literature through a systematic mapping and the perceptions of workers from an oil and gas industry through a survey. As a result of the investigations, techniques for analyzing and visualizing gameplay data obtained from training games, design elements, game genres, and primary usage contexts were identified. Additionally, it was possible to analyze workers' perceptions from the oil and gas industry of how these games and their data can add value and contribute to safety training sections within their workplaces. Therefore, there were indications that games with a purpose, combined with data analysis and visualization techniques, can offer a new perspective for conducting and evaluating training, providing information that contributes to improving work quality indices and reducing severe accident risks within the industry.

Intelligent wearable olfactory interface for latency-free mixed reality and fast olfactory enhancement

Olfaction feedback systems could be utilized to stimulate human emotion, increase alertness, provide clinical therapy, and establish immersive virtual environments. Currently, the reported olfaction feedback technologies still face a host of formidable challenges, including human perceivable delay in odor manipulation, unwieldy dimensions, and limited number of odor supplies. Herein, we report a general strategy to solve these problems, which associates with a wearable, high-performance olfactory interface based on miniaturized odor generators (OGs) with advanced artificial intelligence (AI) algorithms. The OGs serve as the core technology of the intelligent olfactory interface, which exhibit milestone advances in millisecond-level response time, milliwatt-scale power consumption, and the miniaturized size. Empowered by robust AI algorithms, the olfactory interface shows its great potentials in latency-free mixed reality (MR) and fast olfaction enhancement, thereby establishing a bridge between electronics and users for broad applications ranging from entertainment, to education, to medical treatment, and to human machine interfaces.

Three-Dimensional Fear: The Presence of Narrative in Theme Park Halloween Festivals

This qualitative study examined narrative within haunted houses in theme park-based, horror-oriented Halloween festivals. The sample included 20 festivals within different types of theme parks and attractions from the US and a few entries from Europe, Asia, and the Middle East. Data were collected on haunt maze source material, prominent themes, presence of a narrative or episodic nature, and choice of narrative presentation style. Results show haunted houses to be an interesting narrative form with immersive environments that appeal to guests in their desire to be scared. The study fills a gap in discussions of narrative, theme parks, festivals, and Halloween experiences. It provides insight for scholars and operators into the form and highlights the importance of storytelling in theme park Halloween festivals.

Games With Safety Training Purposes in the Industry: Game Design Method and Its Demonstration

Work accidents are a concern for the industry as they can generate human, material, and economic losses. One way to mitigate them is to conduct efficient safety training, but they cannot always arouse the necessary interest and engagement of those trained. Games with a purpose are tools widely used for training in different contexts. They are identified as innovative, immersive, and attractive approaches, but they are complex to develop. This article presents SafetyPlay Game Design (SpGD), a structured method for designing safety training games with well-defined steps that support translating training elements into an immersive and playful game environment. Since we seek to build an artifact as an intervention to a problem in a real context, we based the research methodology on Action Research to conduct the investigations. Therefore, the intervention in the context of security training continued with creating and demonstrating the SpGD method based on the construction of a digital game for training. In this way, the evaluation undertaken in this research considered two moments: i) the ability of SpGD to develop the game, considering when we evaluated it by volunteers regarding game experience and perception of safety training, and ii) the validated method through interviews with game designers, experts in designing training games. The results point to evidence that the SpGD method supported the design of a game that allowed a positive gaming experience considered by game designers to be viable and useful for this purpose, in addition to allowing people to learn training concepts and risks. Therefore, this research contributes to the game design field and the industry, providing opportunities for creating interactive training that can complement traditional security training.

Digital Pedagogy to Transcend Education, Using Emerging Technologies

This research aims to generate knowledge about the teaching-learning process currently taking place both inside and outside the classroom through the utilization of emerging technologies in the educational sector, such as media and digital information and communication tools. It seeks to understand how the school community, including teachers and students, has adapted to the new normal resulting from the SARS-CoV-2 pandemic in Mexico. Information, Communication, Knowledge, and Digital Learning Technologies, collectively known as TICCAD, are fundamental tools primarily employed to enhance teachers' work on digital skills issues. Additionally, the significance of artificial intelligence (AI) and Three-Dimensional Immersive Digital Environments (EDIT) is underscored, as they facilitate innovation in teaching practices and student learning. The ongoing evolution in the educational sector has enabled us to analyze and identify both the benefits and areas of opportunity. These insights are crucial for the development of study plans and programs established by the Secretary of Public Education (SEP), ensuring a conducive learning environment both inside and outside the classroom. These emerging technologies have become invaluable allies in this regard.

ENHANCING MILITARY TRAINING THROUGH VR APPLICATIONS

Virtual Reality (VR) technologies have ushered in a new era for military education and training, offering immersive learning environments that replicate real-world scenarios with unprecedented realism and detail. This paper delves into the multifaceted application of VR within military training, delving into its efficacy in bolstering soldier readiness, facilitating skill acquisition, and honing decision-making abilities crucial for operational success. Through a comprehensive review of recent literature and insightful case studies, the paper illuminates the myriad advantages VR brings to the forefront of military training methodologies. Notably, VR is lauded for its capacity to engender experiential learning, providing trainees with hands-on exposure to diverse combat situations without exposing them to physical harm. Moreover, the paper underscores the significant cost-saving potential inherent in VR-based training modalities, as they obviate the need for large-scale live exercises while still delivering unparalleled training value. Despite these remarkable benefits, the paper also addresses pertinent challenges impeding the widespread adoption of VR in military training contexts. Issues such as technological constraints, fidelity of simulation, and seamless integration into existing training frameworks warrant careful consideration to fully harness the transformative potential of VR. Nonetheless, by leveraging VR technologies judiciously, military organizations stand poised to optimize training effectiveness, enhance operational readiness, and adeptly navigate the ever-evolving landscape of security threats on a global scale. Key Words: Virtual Reality (VR), Military Training Experiential Learning, Operational Readiness, Technological Challenges

Assessing Human Reactions in a Virtual Crowd Based on Crowd Disposition, Perceived Agency, and User Traits

Immersive virtual environments populated by real and virtual humans provide valuable insights into human decision-making processes under controlled conditions. Existing literature indicates elevated comfort, higher presence, and a more positive user experience when virtual humans exhibit rich behaviors. Based on this knowledge, we conducted a web-based, interactive study, in which participants were embodied within a virtual crowd with complex behaviors driven by an underlying psychological model. While participants interacted with a group of autonomous humanoid agents in a shopping scenario similar to Black Friday, the platform recorded their non-verbal behaviors. In this independent-subjects study, we investigated behavioral and emotional variances across participants with diverse backgrounds focusing on two conditions: perceived agency and the crowd’s emotional disposition. For perceived agency, one group of participants was told that the other crowd members were avatars controlled by humans, whereas another group was told that they were artificial agents. For emotional disposition, the crowd behaved either in a docile or hostile manner. The results suggest that the crowd’s disposition and specific participant traits significantly affected certain emotions and behaviors. For instance, participants collected fewer items and reported a higher increase of negative emotions when placed in a hostile crowd. However, perceived agency did not yield any statistically significant effects.

“You Never Told Me”: The Pedagogical Content Knowledge (PCK) of Israel Education

Although there have been many studies describing the practice of Israel education, few, if any, have explored the pedagogical content knowledge (PCK) of this subject matter—what teachers know about how best to teach it. In this phenomenological study, 20 teachers in English-speaking Jewish high school settings in the USA, Israel, Australia, and Canada were interviewed to describe the components of their PCK. This research demonstrates that disappointment in the idealization of Israel by previous generations has impacted how today’s Israel educators in Jewish high schools understand the purposes of their discipline, the curricular choices they make, the instructional strategies they employ, and the context in which they teach. Addressing this unique phenomenon, which has come to be known by the slogan “you never told me,” has become a guiding instructional principle in the field as teachers about Israel prepare their students to maintain their Jewish commitments while transitioning from an immersive Jewish learning environment to becoming nuanced participants in conversations concerning Israel on college and university campuses. In addition to contributing to limited discourse on the teacher knowledge of Israel educators to improve the practice of the field, the findings of this paper emphasize the need for a pedagogy for complex Israel education deepening nuance and commitment to Israel. On the basis of the findings, we propose a model with eight design principles for how to do Israel education effectively in Jewish education frameworks, both formal and informal.

Immersive engineering instruction: Using Virtual Reality to enhance students’ experience in the classroom

With the growing complexity of construction projects, the Architectural, Engineering, and Construction (AEC) sector increasingly requires a skilled workforce. This need is magnified by the challenge of less than ideal retention rates in engineering fields, prompting a search for methods to enhance the learning experience. Virtual Reality (VR) has emerged as an effective tool in this context, offering immersive and interactive learning environments that improve the grasp and retention of complex concepts in engineering. This research assesses the benefits of implementing a VR solution for building inspections in an undergraduate civil engineering program. It compares the use of a VR system against traditional desktop-based inspection techniques and considers cognitive load, user experience, and usability aspects of this implementation. Additionally, it examines how students’ spatial abilities affect their performance with both methods. Results demonstrate that VR does not increase cognitive load and is often perceived as requiring less effort by student users. While both the desktop and VR options produced similar usability scores, the VR implementation provided a much more engaging user experience. These results were replicated and echoed in a second study with actual engineering instructors, who likewise held a strong positive attitude towards the VR system, consistent with student attitudes. Taken together, these results highlight the potential for VR to revolutionize educational opportunities, suggesting that its further adoption and exploration should be prioritized as a useful and viable academic tool. Specifically, these results suggest that VR can enhance the learning process in civil engineering and make collaborative virtual building inspections more efficient and engaging.

Developing a virtual reality and AI-based framework for advanced digital manufacturing and nearshoring opportunities in Mexico.

The growing expansion of the manufacturing sector, particularly in Mexico, has revealed a spectrum of nearshoring opportunities yet is paralleled by a discernible void in educational tools for various stakeholders, such as engineers, students, and decision-makers. This paper introduces a state-of-the-art framework, incorporating virtual reality (VR) and artificial intelligence (AI) to metamorphose the pedagogy of advanced manufacturing systems. Through a case study focused on the design, production, and evaluation of a robotic platform, the framework endeavors to offer an exhaustive educational experience via an interactive VR environment, encapsulating (1) Robotic platform system design and modeling, enabling users to immerse themselves in the design and simulation of robotic platforms under varied conditions; (2) Virtual manufacturing company, presenting a detailed virtual manufacturing setup to enhance users' comprehension of manufacturing processes and systems, and problem-solving in realistic settings; and (3) Product evaluation, wherein users employ VR to meticulously assess the robotic platform, ensuring optimal functionality and customer satisfaction. This innovative framework melds theoretical acumen with practical application in advanced manufacturing, preparing entities to navigate Mexico's manufacturing sector's vibrant and competitive nearshoring landscape. It creates an immersive environment for understanding modern manufacturing challenges, fostering Mexico's manufacturing sector growth, and maximizing nearshoring opportunities for stakeholders.

Immersive Digital Twin under ISO 23247 Applied to Flexible Manufacturing Processes

Digital twin (DT) technology provides a path for implementing cyber–physical systems (CPS) and developing smart manufacturing because they are essential tools for monitoring and controlling manufacturing processes. It is considered a vital technology in smart manufacturing and is being widely researched in academia and industry. Furthermore, the combination of DTs and immersive environments has shown great potential for integrating novel capabilities into the new generation of CPS. This research presents an architecture for implementing immersive digital twins under ISO 23247 in flexible manufacturing processes. The proposed system is based on the integration of DT technologies in conjunction with augmented reality (AR) and gesture tracking, and validation was performed in the sorting station of the MPS 500 to increase the interaction and flexibility between physical and virtual environments in real time, thus enhancing the capabilities of the DT. The methodology used for the design and implementation of the DT includes (1) general principles and requirements; (2) models with functional views based on domains and entities; (3) attributes of the observable manufacturing elements; and (4) protocols for the exchange of information between entities. The results show that the integration of these technologies improves the monitoring, control, and simulation capabilities of processes using 3D resources and immersive environments, achieving a higher level of interactivity. In addition, error detection tests were carried out, where a reduction of time was observed in the resolution of errors that may be caused by internal or external disturbances of the process, thus avoiding production delays.

EEG and Physiological Signals Dataset from Participants during Traditional and Partially Immersive Learning Experiences in Humanities

The relevance of the interaction between Humanities-enhanced learning using immersive environments and simultaneous physiological signal analysis contributes to the development of Neurohumanities and advancements in applications of Digital Humanities. The present dataset consists of recordings from 24 participants divided in two groups (12 participants in each group) engaging in simulated learning scenarios, traditional learning, and partially immersive learning experiences. Data recordings from each participant contain recordings of physiological signals and psychometric data collected from applied questionnaires. Physiological signals include electroencephalography, real-time engagement and emotion recognition calculation by a Python EEG acquisition code, head acceleration, electrodermal activity, blood volume pressure, inter-beat interval, and temperature. Before the acquisition of physiological signals, participants were asked to fill out the General Health Questionnaire and Trait Meta-Mood Scale. In between recording sessions, participants were asked to fill out Likert-scale questionnaires regarding their experience and a Self-Assessment Manikin. At the end of the recording session, participants filled out the ITC Sense of Presence Inventory questionnaire for user experience. The dataset can be used to explore differences in physiological patterns observed between different learning modalities in the Humanities.

Purchase spillovers from the metaverse to the real world: The roles of social presence, trialability, and customer experience

AbstractThe promise of the metaverse as a collective, virtual, and shared social space is revolutionizing digital retail. This study provides groundbreaking insights into customer experience in immersive metaverse environments, as well as into how these experiences on metaverse platforms influence customers' real‐world consumption behaviors. Drawing upon data from metaverse platform users in the US, this study identifies the specific antecedents of a positive customer experience on metaverse platforms, including the role of social presence and trialability. Further, it demonstrates the potential for purchase spillovers from the metaverse to traditional retail channels, extending the omnichannel retail literature. In addition, it examines how early‐stage versus long‐term users of the metaverse shape users' intentions to revisit metaverse platforms. Based on our results, we offer a comprehensive model of customers' metaverse behaviors, which may be used to predict and enhance customers' purchase intentions across channels. Our results also demonstrate that the metaverse is not merely a parallel digital retail channel but instead an influential extension of the customers' real‐world consumption. From a managerial perspective, we offer metaverse operators and retail brand managers insights into how an engaging and immersive customer experience in the metaverse can be developed to support metaverse platform growth, and targeted brand strategies that translate into real‐world gain for both the brand and the customer. The findings suggest that metaverse platforms must deliver customer experiences at a very high level to prevent stagnation in metaverse usage intentions; therefore, managers can confidently continue investing in relevant strategies to fuel metaverse platform growth.

Opportunities and Challenges of Integrating Generative Artificial Intelligence in Education

This paper thoroughly examines both the opportunities and obstacles associated with integrating Generative Artificial Intelligence (AI) into educational settings. It explores how Generative AI has the potential to enrich learning experiences, customize education for individuals, and foster creativity. However, it also confronts several challenges including ethical dilemmas, safeguarding data privacy, mitigating algorithmic biases, and reshaping the role of educators. Through a synthesis of theoretical frameworks and empirical research, the paper offers valuable insights into effective strategies for navigating these challenges. It emphasizes the importance of establishing ethical guidelines, ensuring transparency in algorithms, and adopting inclusive design principles during AI integration. Furthermore, the paper underscores the importance of providing educators with adequate training and professional development opportunities to effectively utilize AI tools. Additionally, it advocates for ongoing dialogue among stakeholders—such as educators, policymakers, technologists, and students—to steer responsible AI integration in education. Ultimately, the paper advocates for a collaborative approach that prioritizes human-centric values, equity, and diversity. While Generative AI holds promise for revolutionizing educational practices, its integration requires thoughtful consideration of ethical, social, and pedagogical implications. Through proactive collaboration and partnership, educators can leverage AI's potential to create more immersive, tailored, and equitable learning environments.

Developing virtual collaborative health team educational environments

In this short paper we introduce a conceptual framework that is under development to create virtual educational environments to simulate collaborative health team experiences. Building on our work of developing virtual environments for authentic Paramedicine education scenarios, we are extending the concept across the seven health disciplines at the university, beginning initially with a prototype involving three health discipline teams: Paramedicine, Nursing, and Physiotherapy. Using a design based research methodology we are developing prototypes of immersive simulated environments to simulate the real - world interaction between these three health teams for our students. We leverage a low cost mobile BYOD approach enabling rapid prototyping and development of these scenarios.

Collaborating with my Doppelgänger

The research community has long been interested in human interaction with embodied virtual characters in virtual reality (VR). At the same time, interaction with self-similar virtual characters, or virtual doppelgängers, has become a prominent topic in both VR and psychology due to the intriguing psychological effects these characters can have on people. However, studies on human interaction with self-similar virtual characters are still limited. To address this research gap, we designed and conducted a 2 (appearance: self-similar vs. non-self-similar appearance) × 2 (voice: self-similar vs. non-self-similar voice) within-group study (N = 25) to explore how combinations of appearance and voice factors influence participants' perception of virtual characters. During the study, we asked participants to collaborate with a virtual character in solving a VR jigsaw puzzle. After each experimental condition, we had participants complete a survey about their experiences with the virtual character. Our findings showed that 1) the virtual characters' self-similarity in appearance enhanced the sense of co-presence and perceived intelligence, but it also elicited higher eeriness; 2) the self-similar voices led to higher ratings on the characters' likability and believability; however, they also induced a more eerie sensation; and 3) we observed an interaction effect between appearance and voice factors for ratings on believability, where the virtual characters were considered more believable when their self-similarity in appearance matched that of their voices. This study provided valuable insights and comprehensive guidance for creating novel collaborative experiences with self-similar virtual characters in immersive environments.