Immersive Reality Research Articles

Personality, loneliness and the metaverse: exploring their interaction for higher education in marketing

Purpose Given the scarce research on the intention to use the metaverse by higher education students in the marketing field and since the introduction of the metaverse brings a new dimension to consumer interaction, the purpose of this study aims to understand what psychological and contextual factors such as the feeling of loneliness or perceived social risk of young people affect the incorporation of immersive reality tools in the teaching-learning process. Design/methodology/approach Currently, the use of the metaverse in university education has captured the interest of teachers and researchers. The adoption of immersive virtual platforms where students experience different forms of interaction through customized avatars appears as a promising opportunity in the field of marketing, while concerns arise about the social and psychological risks that may affect its main adopters, youth. The proposed relationships were evaluated using PLS-SEM (symmetric) and QCA (asymmetric) approaches. Findings The results revealed that the feeling of loneliness, as well as personality traits of openness to experience and conscientiousness, in relation to hedonic motivations, are significant for the intention to use the metaverse. Research limitations/implications This research provides useful implications from an educational perspective, as well as applications in the commercial management of immersive platforms, taking into account their social impact, allowing for effective exploration and development of the metaverse’s potential in educational environments. Originality/value This research analyzes the relationship between the experience of feelings of loneliness and perceived social risk in the educational environment, along with the psychological and motivational factors affecting the intention to use the metaverse by higher education students which have not been investigated in the scientific literature so far.

Innovative Digital Learning

This poster highlights the effective use of learning technologies like animation, generative AI tools, and immersive reality to create digital learning and assessment artifacts for university nursing students. The purpose is to deliver a high-quality digital learning experience aligned with the university's pedagogy and education plan. It also showcases accessible, inclusive digital artifacts and early evaluations of their impact on learning. Animation technology is at the forefront of creating engaging educational content. By using animation, complex concepts can be shown in a visually appealing and easily digestible manner, making learning more engaging for students (Liu & Elms, 2019). It also allows for dynamic storytelling and the illustration of abstract ideas, which can be particularly beneficial in concepts that are challenging to visualize (Rasmusson & Bourne, 2017). Generative AI plays a pivotal role in developing scripts for these educational animations. Leveraging AI, we generate content tailored to learners' needs and optimized for clarity and engagement. Though AI-generated, our academic team thoroughly edits and revises the scripts to be clinically representative of the topic covered. This AI-driven script development ensures efficient collaboration with academics, resulting in accurate, relevant, and pedagogically sound material. (ProQuest LLC, 2024). Using cutting-edge animation and generative AI technologies can create impactful nursing education materials that boost student engagement. (White, Huang, & Campanale, 2023) and facilitate learning outcomes (Huang et al., 2020). These activities are anchored in the university’s signature pedagogy—active, applied, and authentic—immersing students in educational content and inspiring them to apply their knowledge and skills in real-world scenarios presented through animated learning activities. In addition, immersive reality technologies, including Virtual Reality (VR) and Augmented Reality (AR), further enhance the educational experience. By incorporating AR and VR as additional resources to complement the animations, we create immersive environments where students can interact with the material in a hands-on manner. This not only can make learning more engaging but can also help students better understand and retain complex concepts through experiential learning (Tene et al., 2024). A digital learning developer collaborated with the academic team to create an augmented reality-based artifact for nursing students. Integrated into Canvas our institution’s learning management system this artifact presented difficult topics in three dimensions with the aim of effectively explaining concepts and enhancing student engagement. While animation and immersive technologies can boost engagement, they can also present inclusivity and accessibility challenges for some students. To facilitateinclusivity and accessibility, we followed digital accessibility guidelines and universal design principles (Ismailov & Chiu, 2022). We evaluated tools like animation, AR/VR, and interactive modules for accessibility, offering alternatives when needed. This approach accommodated diverse learning preferences, making education accessible and inclusive for all students. The environmental impact of adopting these technologies is a significant consideration. Digital tools can reduce the need for physical materials and decrease travel-related emissions, making education more sustainable. The early assessment of the digital learning materials, incorporating animation, AI, and immersive learning technologies, reveals promising results in enhancing student engagement. These materials cater to various learning preferences reflecting insights from the academic team.

Enhancing Clinical Education Training with Immersive Reality (XR)

A core element of clinical education is the observed structured clinical examination (OSCE) that simulates real-life clinical practice. These OSCEs can be enhanced through combining the best elements of emerging technologies in the design of enhanced simulation environments to prepare healthcare graduates for changing clinical practice as it integrates new and emerging technologies. New and emerging immersive reality (XR) headsets that allow digital enhancement of practice with real tools and procedures can be combined with haptic feedback such as a high-fidelity manikin within an interactive immersive room that can replicate a wide variety of real-world scenarios at the touch of a button. In this way XR can enhance authentic learning in clinical and first responder practice by enabling exposure to critical elements of clinical simulation in a safe, contextual learning environment that is cost effective and scalable compared to the expense of simulations involving actors and physical real-life sets. In response this concise paper introduces the development of a framework for enhanced simulation practice using the Blended Learning Simulation Suite (BLISS).

Impact of Emerging Technologies on Higher Education

New technologies like Generative AI and Immersive Reality are set to change higher education dramatically. They offer unique ways to improve learning outcomes, boost creativity, and provide better access to quality education. But, incorporating these technologies also comes with challenges, such as ethical issues, the need for big financial investments, and environmental concerns. This paper explores how Generative AI and Immersive Reality affect higher education, highlighting their benefits and the obstacles to their adoption

Designing Immersive Reality Environments in Healthcare Education

This paper presents a proposed research framework aimed at addressing the critical need for innovative approaches in healthcare education by exploring the implementation of Augmented Reality (AR) and Virtual Reality (VR) technologies across Australasia. Utilizing an Educational Design Research (EDR) methodology, the proposed study seeks to develop a comprehensive, context-sensitive framework for the effective integration of AR and VR in healthcare curricula. The study navigates the unique challenges posed by Australasia's diverse cultural landscape, varying resource availability, and distinct institutional policies. Through iterative cycles of analysis, design, development, and evaluation, the proposed research intends to create and assess contextualized AR/VR experiences, their impact on student learning outcomes, and their potential to enhance healthcare education quality. The resulting framework and guidelines are intended to serve as a robust foundation for healthcare institutions across Australasia, potentially revolutionising healthcare professional training and ultimately contributing to improved patient care and public health outcomes. This proposed research not only addresses a significant gap in the current literature but also provides practical, evidence-based solutions for the successful adoption of cutting-edge technologies in healthcare education. Finally, the proposed framework generalisability to a global context focusing on the United Nations Sustainable Development Goals of quality education and good health for all.

Body of Mine, Yours, and Everyone in Between: Communicating Gender Dysphoria Through Immersive Storytelling

<div><span>This article explores the potential of new, immersive realities to convey the complex experiences of gender dysphoria and body dissatisfaction, using the innovative and multi-award-winning experience <em>Body of Mine</em> as a case study. Recognizing a gap in understanding and empathy towards gender-queer communities, <em>Body of Mine</em> employs an innovative full-body tracking solution to place users into the body of someone else, combined with first-person documentary interviews and interactive elements aimed at fostering a deeper connection and insight into the transgender experience. Initial feedback from users indicates a heightened awareness and emotional connection to the challenges faced by individuals with gender dysphoria, as well as an increase in self-body positivity, based on a study conducted in collaboration with the University of Tübingen’s Department of Psychology. This project underscores the power of immersive storytelling in fostering embodied understanding, while also acknowledging the ethical complexities and voyeuristic risks when sharing narratives from vulnerable communities, and explores innovative methods for tackling social issues through emerging technology. It concludes by contemplating the implications of immersive technologies for the concept of identity in a world that increasingly transcends the physical body, suggesting a future where the notion of self is not confined to physical form but is fluid, multifaceted, and continually redefined within boundless digital horizons.</span></div>

Exploring perception and immersive experience of visually impaired people in 360° video and 3D ambisonic audio

For a long time, immersive experiences have been designed with primarily sighted users in mind. However, recent advancements open exciting possibilities for expanding this realm to include individuals with visual impairments such as Cataracts, Glaucoma, and Severe low visual. One promising avenue lies in utilizing 360-degree videos with 3D Ambisonic audio recordings to create immersive experiences specifically tailored to their unique perceptual abilities. In this context, this preliminary study investigates audio-visual perception and presence of visually impaired people (VIP) in immersive reality (IR) environments, by applying 360-degree video and 3D Ambisonic audio recordings in three different environments of a public park "Parking area, Green space, and Playground". The methodological approach of this study is based on a comparative study between sighted (SIG) and visually impaired people (VIP), by conducting questionnaires such as the presence questionnaire and the emotional salience questionnaire. The findings show that both categories can experience the same presence within the IR environment with a difference in the evaluation of the acoustic environment, where the visually impaired show a greater influence on mechanical sounds. By designing inclusive experiences for all, IR has the potential to be equally engaging and immersive for everyone, regardless of sight.

Assessing Student-User Experience in Building Design Studios Using Advanced Intelligent Tools: A Pilot Study at the University

Recent advancements in technology have revolutionized various fields, including architecture education. However, studies exploring immersive realities in architectural design studios remain limited. This research addresses this gap by conducting a pilot study at the Architectural Engineering Intermediate Design Studio, which thoroughly explores the use of Virtual Reality (VR) to help architectural students enhance their design skills, detect design flaws and clashes between different systems, and provide valuable insights for the advancement of architectural education and practice. The study will adopt a qualitative methodology that utilizes in-depth interviews conducted with the students while they explore their designs using VR hardware. The research findings revealed the effectiveness of VR in identifying the following: Enhancing the visualization of design challenges, providing a comprehensive building assessment, and holistically detecting design qualities and system integration problems. The pilot study recommends integrating the use of VR into the curriculum of the intermediate design studio level at the University. The research findings will contribute to the current knowledge base and guide future advancements in immersive design technologies.

EXPERIENCE MUSEOLOGY AND EPHESUS EXPERIENCE MUSEUM

In the rapidly changing world of the 21st century, museums are not only places where exhibits are stored, but also turn into experience centers that offer more opportunities to their visitors. As a concept created by this transformation, the experience museum offers visitors the opportunity to interact not only by watching the works, but also by experiencing the artifacts and historical processes. In addition, in this process, concepts such as experience museology and immersive reality have emerged with the use of technological tools such as AR (Augmented Reality), VR (Virtual Reality), MR (Mixed Reality), AI (Artificial intelligence), hologram, simulation and 360-degree video mapping. With the technologies used in the Ephesus Experience Museum, an immersive environment has been created that appeals to the visual or auditory senses of the audience. While visiting the museum in this immersive environment, visitors also experience the historical process by listening to it through audio guides. In this article, by focusing on the museums developed in line with technological possibilities, the Ephesus Experience Museum was visited and examined in the context of experience museology, and the data obtained from the literature review were tried to be analyzed by comparing them with the experience museums in the west. A different exhibition atmosphere has been created with the technological facilities used in the Ephesus Experience Museum. Visitors' experience of the museum has also increased the information opportunities. At the same time, the deficiencies of the Ephesus Experience Museum have been identified. Celsus (Selçuk) Library, one of the important structures of the ancient city of Ephesus, and other historical buildings were not included in the storytelling, and this created a lack of stories. It is thought that this deficiency can be achieved with QR code or augmented reality applications.

Immersive reality for robotic surgical training: a pilot study using 3D visors for immersive view of the operating field.

Immersive intracorporeal vision is a key feature of robotic surgery, limited today to only one trainee per operation when the dual console is available. We developed a tool that provides a virtually unlimited number of surgeons with the operator's view, with the possibility to also watch the surgeon's hand movements and the operating table. In this study, we aim to assess trainees' reaction to this innovative training method. Medical students and surgery residents were offered an immersive experience with head-mounted devices, showing a didactic video in a 360° virtual space with 3D intracorporeal robotic vision, the surgeon's hand movements and the surrounding operating room during a robotic rectal resection with total mesorectal excision. Subsequently, participants were asked to fill a questionnaire evaluating the user's reaction to the new training tool including the validated System Usability Scale (SUS) and Simulator Sickness Questionnaire (SSQ), and non-validated questions. 102 participants took part in the training and the assessment questionnaires, 94 (92%) medical students and 8 (8%) surgery residents. Users' feedback was overall positive. In the engagement and intention to use items, almost 90% of the respondents voted for a complete or near complete agreement. The median SUS score was 80 [IQR 70-90]. The median SSQ score was 44.88 [IQR 22.44-82.28]. Exposing trainees to immersive robotic vision of the surgical field had a positive reaction from our audience. Our initial results encourage further implementing this technology in surgical training of medical students and residents to prove its efficacy.

Metamorphosis of EduX: a comparative study for education in the metaverse

This research explores critical aspects of the ongoing educational transition from traditional two-dimensional digital platforms toward immersive realities in the metaverse. In this work, a networked, collaborative, ubiquitous, and immersive platform, “EduX” is developed to host different educational sessions. Several metrics are tracked and compared with parallel sessions using traditional digital platforms used by educational institutions, particularly during and after the Covid-19 pandemic, such as Zoom, MS Teams, and Black Board Ultra as the Learning Management System. Four groups of students from different domains of knowledge (n = 396) participated in the study, whereby each group was split into two subgroups, taking their session via EduX and BBUltra, followed by post-assessments and discussions. Using a mixed methods approach, quantitative and qualitative data were collected and analyzed to examine the influence of the platform on engagement, performance, and overall student achievements. The discussed results demonstrate superior usability and user experience levels of the proposed platform, with higher levels of engagement, leading to significantly improved attainments. Other than demonstrating the efficacy and feasibility of the platform, this work establishes fundamental metrics to be considered by software and hardware solution providers, academic institutions, and the research community concerned with the convergence towards immersive technologies.

Correction to: Impact of immersive realities and metaverse in the university training for health professions and medicine: a systematic review of preliminary evidence

Correction to: Impact of immersive realities and metaverse in the university training for health professions and medicine: a systematic review of preliminary evidence

Cardiac arrest and cardiopulmonary resuscitation in the next decade: Predicting and shaping the impact of technological innovations

IntroductionCardiac arrest (CA) is the third leading cause of death, with persistently low survival rates despite medical advancements. This article evaluates the potential of emerging technologies to enhance CA management over the next decade, using predictions from the AI tools ChatGPT-4 and Gemini Advanced. MethodsWe conducted an exploratory literature review to envision the future of cardiopulmonary arrest (CA) management. Utilizing ChatGPT-4 and Gemini Advanced, we predicted implementation timelines for innovations in early recognition, CPR, defibrillation, and post-resuscitation care. We also consulted the AI to assess the consistency and reproducibility of the predictions. ResultsWe extrapolate that healthcare may embrace new technologies, such as comprehensive monitoring of vital signs to activate the emergency system (wireless detectors, smart speakers, and wearable devices), use new innovative early CPR and early AED devices (robot CPR, wearable AEDs, and immersive reality), and post-resuscitation care monitoring (brain-computer interface). These technologies could enhance timely life-saving interventions for cardiac arrest. However, there are many ethical and practical challenges, particularly in maintaining patient privacy and equity. The two AI tools made different predictions, with a horizon for implementation ranging between three and eight years. ConclusionIntegrating advanced monitoring technologies and AI-driven tools offers hope in improving CA management. A balanced approach involving rigorous scientific validation and ethical oversight is necessary. Collaboration among technologists, medical professionals, ethicists, and policymakers is crucial to use these innovations ethically to reduce CA incidence and enhance outcomes. Further research is needed to enhance the reliability of AI predictive capabilities.

Heutagogy and Digital Media: An Exploration into the Digital Migration

Media technology in smartphones and tablets, enables the integration of innovations such as immersive realities. Innovation in mobile media may heighten the chances of problem-solving and skill acquisition for learners (Hernawan et al., 2022). Kugler (2017) predicted that this will be at the forefront of mobile learning. Taking a media studies approach, this paper addresses the question of how Heutagogy in mobile media facilitates and diverse the engagement of learners. Classical studies have restricted communication in learning in direct interaction between the knowledge provider and the learner in a fixed physical location, known as Pedagogy. In a post- covid-world, mobile media apps offer features that may extend the horizon of engagement. This transformation in learners’ autonomy from Andragogy to Heutagogy may pave the way for alternative possibilities in transforming the learning experience. In this paper, I will design a qualitative approach to investigate media and Heutagogy by assessing the autonomy and the engagement of learners with mobile media. I will execute a methodological triangulation between systematic literature review, interviews with learners, and a theoretical framework. The research design will be a sequential and exploratory. Ideally, the analysis will lead to a thematic analysis. The theoretical lens of interpretation will be viewed through the realm of self-determination theory. The findings will purposefully address the motivational elements in learning within a key learning app. The discussion of this paper may aspire to provide original evidence for autonomous learners in the pursuit of skill acquisition via new media. It may explore along the way the learners’ digital migration within the platforms of new media. Finally, this paper may contribute to the continuous progress of learning skills and extend the limits of knowledge regarding new media.

Understanding Media Consumption Habits of Gen Z in Metaverse and Virtual Reality Project

Generation Z, born amidst the digital revolution, navigates a media landscape vastly different from previous generations. Their unique habits, characterized by mobile-first content, community-driven engagement, and a preference for short-form, interactive experiences, present both challenges and opportunities for emerging technologies like the Metaverse and Virtual Reality (VR). This research embarks on an exploratory journey, delving into the nexus between Gen Z's media consumption patterns and their potential adoption of these immersive realities. Through a mixed-methods approach, the research will analyze how Gen Z's digital media preferences, ranging from short-form video platforms to online communities, influence their perception and potential engagement with the Metaverse and VR. In-depth interviews and focus groups will uncover their desired features and functionalities within these virtual environments, ensuring alignment with their existing media consumption habits. Additionally, content analysis of online forums and social media discussions will provide valuable insights into their concerns and expectations surrounding these new frontiers. By understanding the interplay between Gen Z's media consumption and their potential engagement with the Metaverse and VR, this research aims to achieve several key objectives. Firstly, it seeks to identify the potential influence of their media habits on their willingness to adopt these technologies. Secondly, it aims to explore their desired functionalities and the types of content they envision within these virtual spaces. Furthermore, the research strives to investigate the role of online communities and influencers in shaping their attitudes and decisions regarding the Metaverse and VR. Finally, it seeks to address the potential risks and ethical considerations associated with Gen Z's participation in these immersive realities, aiming to pave the way for a more inclusive and responsible digital future.

Immersive Reality in Education: Transforming Teaching and Learning through AR, VR, and Mixed Reality Technologies

Background and Aims: Understanding how immersive technologies like AR, VR, and MR can transform education by enabling interactive and experiential learning. By addressing adoption challenges and highlighting successful case studies, it aims to help educators and policymakers effectively integrate these technologies while promoting equitable access and informed decision-making. Thus, this paper aims to explore the role of AR, VR, and MR in enhancing learning experiences. Methodology: The methodology ensures a thorough review by taking a systematic approach to data collection and analysis from various sources, with a focus on recent advances in immersive technologies. By combining qualitative and quantitative analyses, the paper aims to provide a comprehensive overview of how AR, VR, and MR affect educational practices and outcomes. Results: Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) improve education by making difficult concepts more accessible and engaging. AR makes abstract concepts tangible, VR provides immersive experiences for deeper understanding, and MR connects the digital and physical worlds. These technologies work together to create interactive learning environments that meet a variety of learning needs, promote critical thinking, and encourage creativity. Conclusion: Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) all improve education by making complex concepts more understandable and engaging through interactive experiences. These technologies create a dynamic learning environment by combining AR's tangibility, VR's immersion, and MR's integration of the digital and physical worlds.

Impact of immersive realities and metaverse in the university training for health professions and medicine: a systematic review of preliminary evidence

Impact of immersive realities and metaverse in the university training for health professions and medicine: a systematic review of preliminary evidence

An exploratory study on manifesting decision-inertia in a 360-degree extended reality terrorist incident

Emergency response decision making is crucial in managing critical incidents; however, several studies have demonstrated the negative effects of decision inertia. Understanding the manifestation and impact of decision inertia, as well as utilising extended reality (XR) technology with 360-degree immersion, should enhance decision making in high-stress environments and improve emergency response efforts. This study investigated decision inertia, using 109 participants, in an XR 360-degree environment and its impact on decision-making outcomes. The findings revealed that participants often opted for a sub-optimal outcome, and decision inertia scores varied across these outcomes. Linear regression analysis demonstrated that decision inertia scores significantly predicted decision outcomes, with higher decision inertia scores associated with sub-optimal decision-making. Participants prior moral decision-making did influence subsequent immersive reality decision outcomes and demonstrated a Bayesian updating effect. The Structured Tabular Thematic Analysis highlighted the importance of information validity, decision confidence, and scenario fidelity in decision-making within the immersive environment. The study provides insights into decision inertia in immersive virtual reality critical incidents and offers practical solutions for improving decision-making processes in emergency response contexts.

Dental implant placement with immersive technologies: A preliminary clinical report of augmented and mixed reality applications

A preliminary clinical report of implant placements with 2 immersive reality technologies is described: augmented reality with head mounted display and mixed reality with a tablet PC. Both immersive realities are promising and could facilitate innovative dental applications. However, mixed reality requires further development for clinical optimization.

Shared attention in virtual immersive reality enhances electrophysiological correlates of implicit sensory learning

Shared attention effects on learning and memory demonstrate that experiences are amplified when we are not alone. Virtual reality poses new challenges to the study of co-presence. Above all, is coattending together with someone else’s avatar in an immersive VR setting comparable with shared experiences at a neural processing level? In the present study we investigate shared attention effects in VR for the first time. We recorded mismatch negativities (MMN) during an auditory roving paradigm, a well-known index of implicit perceptual learning. EEG responses to deviant and standard sounds were registered while subjects were alone (Solo condition) or together (Other condition) with a virtual avatar (Virtual scenario) or physically present confederate (Physical scenario). We found an overall main effect of co-presence on MMN revealed by a point-by-point 2 × 2 ANOVA, thereby replicating previous studies on physical co-presence. Additionally, we found no significant interaction between the scenario (Physical vs. Virtual) and co-presence (Solo vs. Other). Our results indicate that virtual immersive co-presence mimics physical co-presence.