Immersive Environment Research Articles

Transforming digital learning and assessment strategies in higher education

This study proposes a transformative approach to integrate modern technology and online assessments in higher education, emphasizing the shift from traditional methods to advanced-conceptualized digital platforms. It explores the potential of technologies such as artificial intelligence (AI), virtual reality (VR), and mobile applications to reshape education by offering scalability, real-time feedback, and personalized learning experiences. These technologies provide opportunities to create immersive learning environments and enable students to engage with content more interactively. Through a survey conducted with 367 sophomores from four faculties at Universitas Terbuka, digital readiness, challenges, and expectations were assessed. The survey results indicated a diverse range of digital proficiency among students, highlighting both strengths and areas needing improvement in digital skills. Preliminary findings indicate significant differences in digital readiness and expectations for interactive and flexible learning environments among faculties. Students from technology-oriented faculties exhibited higher readiness and adaptability to digital tools compared to those from humanities and social sciences faculties. The study underscores the need for targeted strategies to enhance digital competencies and support systems, ensuring equitable access to digital learning tools. Additionally, it identifies key barriers such as limited access to reliable internet and insufficient digital literacy training, which must be addressed to fully realize the benefits of online education. For instance, students reported difficulties in accessing advanced educational software due to limited bandwidth, which impacts the efficacy of online learning platforms. These insights provide practical recommendations for educators, developers, and policymakers to optimize digital learning experiences and address emerging educational challenges, setting the stage for future transformative practices in higher education. The findings advocate for a comprehensive institutional policy that promotes continuous digital skills development and infrastructure investment to support inclusive and innovative learning experiences.

Enhancing university students' learning performance in a metaverse‐enabled immersive learning environment for STEM education: A community of inquiry approach

AbstractThe research paper explores the use of a metaverse‐enabled immersive learning environment (MeILE) guided by the Community of Inquiry (CoI) framework to enhance university student interactions and collaboration. The platform integrates various components, including avatar usage, multimodality, and gamification, with careful consideration of each CoI element to maximize students' immersive interactions and collaboration in STEM (science, technology, engineering, and mathematics) learning contexts. By aligning activities with Bloom's digital taxonomy, the metaverse environment aims to improve STEM learning outcomes. A case study conducted at a university demonstrated the successful implementation of essential CoI elements, leading to increased student engagement and improved learning performance. Results indicate MeILE facilitates interactive, reflective, constructive, and self‐regulated learning, which are essential for developing STEM and 21st century skills. The study emphasizes the teacher's role as a facilitator in fostering self‐directed learning, and cultivating 21st‐century skills through collaborative learning activities in virtual environment. The research underscores the importance of innovative educational tools in adapting to the evolving landscape of education in the digital age.

The impact of virtual reality exposure therapy in the treatment of PTSD and anxiety disorders

Virtual Reality Exposure Therapy (VRET) has emerged as a groundbreaking tool in the treatment of Post-Traumatic Stress Disorder (PTSD) and anxiety disorders, offering a controlled, immersive environment that facilitates desensitization and fear extinction. The review process adhered strictly to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. This literature review explores the mechanisms by which VRET enhances therapeutic outcomes, comparing its efficacy to traditional exposure therapies. Through an examination of clinical applications, particularly in PTSD and various anxiety disorders, the review highlights both the advantages of VRET—such as increased patient engagement and treatment customization—and its challenges, including technological limitations and ethical considerations. Future directions for VRET are also discussed, emphasizing its potential to revolutionize mental health care by integrating advancements in technology and personalized treatment approaches.

Apple Vision Pro: A Paradigm Shift in Medical Technology.

The introduction of Apple Vision Pro (AVP) marks a significant milestone in the intersection of technology and healthcare, offering unique capabilities in mixed reality, which Apple terms "spatial computing." This narrative review aims to explore the various applications of AVP in medical technology, emphasizing its impact on patient care, clinical practices, medical education, and future directions. The review synthesizes findings from multiple studies and articles published between January 2023 and May 2024, highlighting AVP's potential to enhance visualization in diagnostic imaging and surgical planning, assist visually impaired patients, and revolutionize medical education through immersive learning environments. Despite its promise, challenges remain in integrating AVP into existing healthcare systems and understanding its long-term impact on patient outcomes. As research continues, AVP is poised to play a pivotal role in the future of medicine, offering a transformative tool for healthcare professionals.

Machine learning based classification of presence utilizing psychophysiological signals in immersive virtual environments

In Virtual Reality (VR), a higher level of presence positively influences the experience and engagement of a user. There are several parameters that are responsible for generating different levels of presence in VR, including but not limited to, graphical fidelity, multi-sensory stimuli, and embodiment. However, standard methods of measuring presence, including self-reported questionnaires, are biased. This research focuses on developing a robust model, via machine learning, to detect different levels of presence in VR using multimodal neurological and physiological signals, including electroencephalography and electrodermal activity. An experiment has been undertaken whereby participants (N = 22) were each exposed to three different levels of presence (high, medium, and low) in a random order in VR. Four parameters within each level, including graphics fidelity, audio cues, latency, and embodiment with haptic feedback, were systematically manipulated to differentiate the levels. A number of multi-class classifiers were evaluated within a three-class classification problem, using a One-vs-Rest approach, including Support Vector Machine, k-Nearest Neighbour, Extra Gradient Boosting, Random Forest, Logistic Regression, and Multiple Layer Perceptron. Results demonstrated that the Multiple Layer Perceptron model obtained the highest macro average accuracy of 93±0.03%\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$93\\pm 0.03\\%$$\\end{document}. Posthoc analysis revealed that relative band power, which is expressed as the ratio of power in a specific frequency band to the total baseline power, in both the frontal and parietal regions, including beta over theta and alpha ratio, and differential entropy were most significant in detecting different levels of presence.

Predictive processing of upcoming scene views in immersive environments: evidence from continuous flash suppression

Predictive processing of upcoming scene views in immersive environments: evidence from continuous flash suppression

Women in the Metaverse and the gender data gap: a cultural approach

The metaverse is an immersive and interconnected technological environment that we are already a part of. We live in a "meta" environment compared to reality, in which the digital world and the analog world continuously intersect in an uninterrupted flow. We are surrounded in our daily lives by digital connections and objects that connect with each other and with the real world, from which they draw data. In the metaverse, whether understood in this broad sense or in a narrow sense, social structures and gender biases are reproduced, with all the elements of intersectionality present in reality, deeply rooted in the socio-cultural context and represented in the data used by algorithmic models. The predominance of men in the fields of study and work in information and communication technologies, where algorithmic models are developed, does not facilitate the overcoming of these problems. The data underlying artificial intelligence and the metaverse reflect the gender biases present in work, education, scientific research, journalism, and many other sectors. However, digital technology, artificial intelligence, and the metaverse can offer opportunities to overcome the gender gap.

Machine Learning-Based Classification of Body Imbalance and Its Intensity Using Electromyogram and Ground Reaction Force in Immersive Environments

Machine Learning-Based Classification of Body Imbalance and Its Intensity Using Electromyogram and Ground Reaction Force in Immersive Environments

Effects of biophilic design on sustainable behaviors: introducing the use of serious game as a measure of sustainable behavior

PurposeThis study explores the impact of biophilic design in built environments on sustainable behaviors through the innovative use of a serious game. By examining how exposure to biophilic elements influences behaviors in real and virtual settings, the research aims to demonstrate the potential of serious games as tools for promoting sustainability.Design/methodology/approachThe study was conducted in three distinct experimental settings: (1) a real environment pre-game, (2) a non-immersive game environment within the same real setting and (3) an immersive game environment post-game. Data were collected from 162 participants who experienced these different conditions. The serious game “Pop a Coffee Corner” was developed based on biophilic design principles and used to assess behavioral changes.FindingsResults indicated that exposure to biophilic design elements in real settings significantly enhanced sustainable behaviors compared to non-biophilic environments. Additionally, playing the serious game in a biophilic environment led to even greater improvements in sustainable behavior than exposure to biophilic design alone. This demonstrates the effectiveness of serious games in fostering sustainable actions.Research limitations/implicationsThe study’s findings are based on a specific university setting, which may limit generalizability. Future research could explore long-term impacts and applications in diverse contexts.Practical implicationsThe research provides practical guidelines for incorporating biophilic design in built environments, and developing serious games can be a practical strategy for architects, urban planners and educators to promote sustainable behaviors among individuals. This approach can be applied in educational settings, public spaces and workplaces to foster a deeper connection with nature and encourage environmentally responsible behaviors.Social implicationsBy demonstrating the effectiveness of biophilic design and serious games in promoting sustainable behaviors, this study contributes to broader societal efforts to address environmental challenges. Implementing these strategies can lead to increased environmental awareness and pro-environmental behaviors, ultimately supporting sustainability goals.Originality/valueThis study introduces the serious game approach as a novel method to evaluate and promote sustainable behaviors through biophilic design. It highlights the potential for integrating biophilic elements in both real and virtual environments to encourage environmentally responsible behavior, offering valuable insights to architects, designers and policymakers.

Integrating restoration and interactive exploration to enhance cultural heritage through VR storytelling

Redtory was transformed from an old industrial site into a creative park in Guangzhou. Unfortunately, it was demolished in May 2019. It holds a dual significance, representing both Guangzhou’s old industrial era and its first creative park (Art and Design). The objective of this study was to utilize Virtual Reality (VR) technologies to design an immersive environment with a narrative experience and restore the historical memory of Redtory. The project designs the interactive storytelling tour based on Bartle’s taxonomy theory. The VR project includes four primary scenes to tell the Redtory’s story: Starting Scene, Factory Buildings, Historical Square, and Creative Corridor. The study designs various interactive elements to engage tourists during exploration. The study conducted user tests to evaluate the system. A comparative experiment (N = 40) is conducted to evaluate the overall performance of the VR platform. The results indicate that the platform provides a smooth storytelling experience during the virtual tour with minimal bugs or disruptions. The project provides valuable user data and a design flow as a case study reference to contribute to the field of VR historical education.

Immersive Photorealistic Three-Dimensional Neurosurgical Anatomy of the Cerebral Arteries: A Photogrammetry-Based Anatomic Study.

Neurosurgeons need a profound knowledge of the surgical anatomy of the cerebral arteries to safely treat patients. This is a challenge because of numerous branches, segments, and tortuosity of the main blood vessels that supply the brain. The objective of this study was to create high-quality three-dimensional (3D) anatomic photorealistic models based on dissections of the brain arterial anatomy and to incorporate this data into a virtual reality (VR) environment. Two formaldehyde-fixed heads were used. The vessels were injected with radiopaque material and colored silicone and latex. Before the dissections, the specimens were computed tomography scanned. Stratigraphical anatomic dissection of the neck and brain was performed to present the relevant vascular anatomy. A simplified surface scanning method using a mobile phone-based photogrammetry application was used, and the data were incorporated into a VR 3D modeling software for post-processing and presentation. Fifteen detailed layered photorealistic and two computed tomography angiography-based 3D models were generated. The models allow manipulation in VR environment with sufficient photographic detail to present the structures of interest. Topographical relevant anatomic structures and landmarks were annotated and uploaded for web-viewing and in VR. Despite that the VR application is a dedicated 3D modeling platform, it provided all necessary tools to be suitable for self-VR study and multiplayer scenarios with several participants in one immersive environment. Cerebral vascular anatomy presented with photogrammetry surface scanning method allows sufficient detail to present individual vessel's course and even small perforating arteries in photorealistic 3D models. These features, including VR visualization, provide new teaching prospects. The whole study was done with simplified algorithms and free or open-source software platforms allowing creation of 3D databases especially useful in cases with limited body donor-based dissection training availability.

Advancing sustainable futures through education: A Montpellier case study on student-led advocacy for transdisciplinary approaches

This paper examines the transformative potential of integrating transdisciplinarity and systems thinking into educational practices, anchored in a participatory initiative by the Montpellier Advanced Knowledge Institute on Transitions (MAK'IT). The study centres on engaging master’s and doctoral students in co-creating educational proposals, underscoring the importance of a student-centred approach to tackle the diverse challenges of the 21st century. A preliminary brainstorming session allowed students to express their motivations, identify key themes, and lay the groundwork for further development. This culminated in a public conference where students presented their transformative education proposals. This conference facilitated interactions between students, a panel of experts spanning education, research, policy domains, and a broader audience, fostering critical dialogue. Key findings from this conference underscore the necessity of allocating resources, dismantling knowledge silos, addressing student inequalities, and enhancing educator preparedness. The study highlights the significance of multi-stakeholder dialogues in co-constructing transformative educational frameworks and suggests that educational institutions have a pivotal role in bridging the gap between science, policy, and society. Despite the promise, several challenges to curriculum revision emerge, including the need for immersive learning environments that demand adequate resources. The structure of tertiary institutions, often segregated into distinct faculties and departments, presents another barrier to fostering transdisciplinarity. Additionally, administrative constraints, particularly for international students, add to these challenges and call for nuanced strategies in advancing transformative education.

INNOVATIONS IN DISTANCE EDUCATION PRACTICES: A COMPREHENSIVE REVIEW

This study reviewed recent technological advancements in distance education to evaluate their impact on learning experiences and outcomes. The research focused on innovations such as artificial intelligence (AI), virtual reality (VR), augmented reality (AR), learning management systems (LMS), and collaborative tools. Data were collected through a systematic review of peer-reviewed journal articles and scholarly sources, and thematic analysis was employed to identify critical patterns and impacts of these technologies. The findings revealed that AI-driven systems enhanced personalized learning by offering adaptive content and real-time feedback. VR and AR technologies created immersive and interactive learning environments, facilitating experiential learning. The evolution of LMS platforms improved course management and student tracking through advanced features and integration capabilities. Collaborative tools fostered peer interaction and teamwork in remote settings, supporting effective online learning communities. The study concluded that these technological innovations significantly transformed distance education, making it more engaging and efficient. Recommendations for future research included exploring the long-term effects of these technologies, their applications in various educational contexts, and the role of emerging tools in further enhancing distance education practices. KEYWORDS: distance education, technological advancements, artificial intelligence, virtual reality, augmented reality, learning management systems, collaborative tools

Theoretical foundations and implications of augmented reality, virtual reality, and mixed reality for immersive learning in health professions education

BackgroundAugmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR) are emerging technologies that can create immersive learning environments for health professions education. However, there is a lack of systematic reviews on how these technologies are used, what benefits they offer, and what instructional design models or theories guide their use.AimThis scoping review aims to provide a global overview of the usage and potential benefits of AR/VR/MR tools for education and training of students and professionals in the healthcare domain, and to investigate whether any instructional design models or theories have been applied when using these tools.MethodologyA systematic search was conducted in several electronic databases to identify peer-reviewed studies published between and including 2015 and 2020 that reported on the use of AR/VR/MR in health professions education. The selected studies were coded and analyzed according to various criteria, such as domains of healthcare, types of participants, types of study design and methodologies, rationales behind the use of AR/VR/MR, types of learning and behavioral outcomes, and findings of the studies. The (Morrison et al. John Wiley & Sons, 2010) model was used as a reference to map the instructional design aspects of the studies.ResultsA total of 184 studies were included in the review. The majority of studies focused on the use of VR, followed by AR and MR. The predominant domains of healthcare using these technologies were surgery and anatomy, and the most common types of participants were medical and nursing students. The most frequent types of study design and methodologies were usability studies and randomized controlled trials. The most typical rationales behind the use of AR/VR/MR were to overcome limitations of traditional methods, to provide immersive and realistic training, and to improve students’ motivations and engagements. The most standard types of learning and behavioral outcomes were cognitive and psychomotor skills. The majority of studies reported positive or partially positive effects of AR/VR/MR on learning outcomes. Only a few studies explicitly mentioned the use of instructional design models or theories to guide the design and implementation of AR/VR/MR interventions.Discussion and conclusionThe review revealed that AR/VR/MR are promising tools for enhancing health professions education, especially for training surgical and anatomical skills. However, there is a need for more rigorous and theory-based research to investigate the optimal design and integration of these technologies in the curriculum, and to explore their impact on other domains of healthcare and other types of learning outcomes, such as affective and collaborative skills. The review also suggested that the (Morrison et al. John Wiley & Sons, 2010) model can be a useful framework to inform the instructional design of AR/VR/MR interventions, as it covers various elements and factors that need to be considered in the design process.

Developing Madrasah Tourism Experience Model: Examining Tourist Psychological Variables through Systematic Literature Review

This study investigates the Madrasah Tourism Experience Model (MTEM), focusing on its role in understanding the complex interplay between cultural, psychological, and environmental factors in Madrasah tourism. Despite increasing interest in religious and cultural tourism, there is a significant research gap regarding the specific experiences and psychological impacts of visiting Madrasahs. This research addresses this gap by examining key psychological variables influencing tourists’ experiences in these settings. Using a systematic literature review (SLR) methodology, the study analyses 16 carefully selected articles from 327,715 papers to construct a comprehensive model. It highlights how social interaction, cultural engagement, novelty, pleasantness, and relaxation contribute to the tourist experience. The findings extend existing theoretical frameworks by exploring how cultural exchange and hospitality within Madrasah tourism can enhance psychological well-being and satisfaction. Key findings indicate that Madrasah tourism can be significantly improved through tailored experiences, such as guided tours and interactive exhibits, and by creating serene, immersive environments. This approach reaffirms established theories and introduces new insights specific to Madrasah tourism. The implications are significant for both academic researchers and tourism practitioners. The MTEM offers practical guidelines for enhancing visitor experiences and promoting sustainable tourism practices. By integrating cultural exchange and environmental stewardship, Madrasahs can provide more engaging and satisfying experiences, fostering long-term visitor loyalty and contributing to cultural and religious tourism.

Virtual Immersion in STEM Education: A MICMAC Study on How Virtual Reality Impacts the Understanding and Application of Scientific Concepts

The integration of virtual reality into STEM education has generated growing interest in how this technology impacts the understanding and application of scientific concepts. This study focuses on investigating this relationship by using the MICMAC technique to identify key variables and their interactions in virtual educational environments. It was found that variables such as the design of educational content, the quality of the virtual experience, and the interactivity of the environment are key to the learning process in STEM. In addition, determinant and autonomous variables were identified, which play fundamental roles in the generation of scientific knowledge for students. These results highlight the relevance of considering various aspects of virtual educational design to improve the effectiveness of learning in STEM. The practical implications of this study are significant for educators and educational program designers, highlighting the need to create immersive, interactive, and collaborative virtual environments to promote better understanding and application of scientific concepts. This study contributes to existing knowledge by providing a deeper understanding of how virtual reality can enhance learning in STEM, and suggests directions for future research in the field.

RETRACTED: Huamanchahua et al. Kinematic of the Position and Orientation Synchronization of the Posture of a n DoF Upper-Limb Exoskeleton with a Virtual Object in an Immersive Virtual Reality Environment. Electronics 2021, 10, 1069

The journal is retracting the article, “Kinematic of the Position and Orientation Synchronization of the Posture of a n DoF Upper-Limb Exoskeleton with a Virtual Object in an Immersive Virtual Reality Environment” [...]

Designing AR Interfaces for Enhanced User Experience

Augmented Reality (AR) interfaces are transforming biological education and research by providing immersive and interactive learning environments that increase user engagement and learning results. This study analyzes the use of augmented reality (AR) technology in biological sciences, highlighting the importance of User Experience (UX) design concepts in improving AR interfaces for educational effectiveness. The research provides a comprehensive overview of designing AR interfaces tailored to biological education, highlighting intuitive navigation, interactive feedback mechanisms, and personalized learning experiences. By examining current advancements and future trends in AR technology, the paper identifies key opportunities for innovation in educational settings. A poll of sixty students was conducted to collect data on demographics, AR usage experience, educational efficacy, user satisfaction, and perceived advantageous features. The data indicate that AR is well-received, with high scores for simulation realism, ease of use, and engagement. This lecture finishes by bringing together information about augmented reality's transformative potential in biology education and research. It proposes avenues for further research and development to harness the full capabilities of AR technology, shaping the future of learning in the biological sciences.

Deformable patch-based garment design in immersive virtual reality

PurposeThis study aims to create and deform 3D garment apparel in an immersive virtual reality using head-mounted display and controllers. For this, adequate design methods for immersive virtual environment were explored and developed in order to confirm the suitability of the developed methods.Design/methodology/approachAn immersive virtual environment was prepared using Unreal Engine (UE) version 5.1 and Meta Human Lexi to create template garment that corresponds to the sizes of a human model. Dual quaternion skinning was adopted for pose deformation. For size deformation, patches were constructed with the measurement lines defined on Lexi. This patch-based approach was adopted not only for automatic generation but also for flat pattern projection of the template garment.FindingsThe research found that garment-making process can be brought into immersive virtual reality. Free use of one's hands and body made apparel deformation in an immersive environment conform with the real garment draping process.Originality/valueSimulating garment making in an immersive virtual reality has not previously been explored in detail. This research discovered, implemented and tested methods that best suit the environment where head-mounted display and controllers are essential in detail.

Understanding the perspectives of a teacher educator and pre‐service teachers toward an immersive STEM experience

AbstractThis study explored the nuanced perspectives of a teacher educator and primary pre‐service teachers regarding their participation in an immersive STEM experience. Employing a descriptive case study methodology augmented by storytelling techniques, our study aimed to unravel the complex dynamics inherent in such educational initiatives. Through the lens of figured‐world analysis, we uncovered the tensions and dualities that permeate this immersive learning environment. Our findings revealed a complex interplay of perspectives, highlighting the challenges and opportunities encountered by both educators and learners. By elucidating the nature of their experiences, this research contributes to a deeper understanding of immersive STEM education and offers insights into its effective implementation in initial teacher education programs.