Immersive Simulation Research Articles

An Immersive Virtual Reality Simulator for Echocardiography Examination

Echocardiography is a medical examination that uses ultrasound to assess and diagnose the structure and function of the cardiac. Through the use of ultrasound waves, this examination allows medical professionals to create visualizations of the cardiac muscle, enabling them to diagnose and monitor conditions such as cardiac diseases, abnormalities, and functional disorders. An echocardiogram plays a crucial role in the early detection and diagnosis of various cardiac issues such as hypertension, myocardial infarction, valvular cardiac disease, and myocardial hypertrophy. It significantly contributes to determining treatment and management strategies. To achieve accurate disease diagnosis and develop appropriate treatment plans through echocardiography, it is essential to have a thorough understanding of proper probe usage, the precise acquisition of echocardiographic images, and the ability to interpret various echocardiographic examinations such as two-dimensional, M-mode, Doppler, etc. To enhance the skills required for echocardiography, medical educational institutions conduct theoretical classes, practical sessions using patient models, and clinical practice sessions with actual patients. However, issues such as inadequate practical adaptation due to theory-centric education, limitations in practical opportunities due to insufficient practice equipment, ethical or safety concerns arising during clinical practice, and a lack of educators leading to insufficient feedback, are currently being encountered. Hence, there is a need for new educational methods that can address the existing challenges in echocardiography education. In this paper, as part of these efforts, we propose a virtual reality-based immersive simulator for practical echocardiography training. The proposed echocardiography simulator allows users to explore a virtual echocardiography examination space by wearing a head-mounted display (HMD). This simulator consists of 3D virtual space models, interactive models manipulated by interaction devices, and 3D patient models containing normal or abnormal anatomical cardiac models. Using interactive devices such as HMD controllers and haptic devices, users can manipulate 3D models related to echocardiography within the simulator and interact with 3D patient models containing normal or abnormal anatomical cardiac models, allowing for the practice of echocardiography examinations. Ultimately, a performance evaluation of the developed immersive virtual reality simulator and usability validation targeting medical university students were conducted. The evaluation and validation results confirmed the potential efficacy of the proposed echocardiography VR simulator.

Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation

Numerous computer-based collaborative learning environments have been developed to support collaborative problem-solving. Yet, understanding the complexity and dynamic nature of the collaboration process remains a challenge. This is particularly true in open-ended immersive learning environments, where students navigate both physical and virtual spaces, pursuing diverse paths to solve problems. In response, we aimed to unpack these complex collaborative learning processes by investigating 16 groups of college students (n = 77) who utilized an immersive astronomy simulation in their introductory astronomy course. Our specific focus is on joint attention as a multi-level indicator to index collaboration. To examine the interplay between joint attention and other multimodal traces (conceptual discussions and gestures) in students' interactions with peers and the simulation, we employed a multi-granular approach. This approach encompasses macro-level correlations, meso-level network trends, and micro-level qualitative insights from vignettes to capture nuances at different levels. Distinct multimodal engagement patterns emerged between low- and high-achieving groups, evolving over time across a series of tasks. Our findings contribute to the understanding of the notion of timely joint attention and emphasize the importance of individual exploration during the early stages of collaborative problem-solving, demonstrating its contribution to productive knowledge co-construction. This research overall provides valuable insights into the complexities of collaboration dynamics within and beyond digital space. The empirical evidence we present in our study lays a strong foundation for developing instructional designs aimed at fostering productive collaboration in immersive learning environments.

Benefits of Metaverse Application in Education: A Systematic Review

The COVID-19 pandemic has brought about significant changes in people’s lifestyles, with the educational sector being one of the most reliant on technology to facilitate the teaching and learning process. In this literature review, a search for articles related to the metaverse in education, published in 2022 and 2023, has been conducted across six databases: Scopus, EBSCO Host, ScienceDirect, Taylor & Francis Online, IEEE Xplore, and Springer. The PRISMA methodology was used to analyze and systematize the manuscripts found. The aim of this research was to examine how integrating the metaverse into education can enhance educational accessibility and equity by enabling students to utilize virtual learning resources and opportunities. In addition, they can engage in interactions with others to learn and create interactive content during the teaching and learning process. This requires a commitment from the student because a connection between the student and the machine will be established through the use of emerging technologies. These technologies offer unique opportunities to enhance teaching quality, broaden access to education, and prepare individuals for an increasingly digital and evolving world. The analysis identified 14 emerging technologies: artificial intelligence, cloud computing, big data, Internet of Things, blockchain, augmented reality, extended reality, virtual reality, 5G, EON-XR, digital twins, 3D virtual reality, and immersive virtual reality. These technologies offer immersion (simulation of a real world in a virtual world), interactivity (interaction with different people), improvement of the educational environment (innovative presentation of content), and motivation for learning (capturing attention). When it comes to the different types of learning, there are six categories: experiential (based on experience), collaborative (involving a guide to lead the process), cooperative (involving teamwork), significant (building on existing knowledge), explicit (self-directed learning), and emotional (involving the regulation of emotions).

Design and evaluation of UltRASim: An immersive simulator for learning ultrasound-guided regional anesthesia basic skills

Virtual reality shows great promise as a technology for training healthcare professionals within a secure simulated environment. This work presents the design, development, and assessment of UltRASim: an immersive simulator for ultrasound-guided regional anesthesia. First, task and skills analyses were performed with domain experts to build the task model of the procedure and determine the simulator’s learning objectives and design constraints. Then, a face and content validity study was conducted with eighteen anesthesiologists to assess the simulator’s prototype. The responses to seven of eleven face validity questions were predominantly positive, indicating a favorable reception. The primary concerns pertained to the fidelity of haptic feedback during needle insertion. This suggests incorporating a higher fidelity haptic device in future design iterations. Conversely, responses to all six questions related to the content validity were predominantly positive. Participants found that the simulator held significant potential as a training tool, particularly for developing hand–eye coordination skills. These findings validate several design choices and highlight areas for improvement in subsequent iterations of UltRASim before its formal validation as a training tool.

Immersive haptic simulation for training nurses in emergency medical procedures

The use of haptic simulation for emergency procedures in nursing training presents a viable, versatile and affordable alternative to traditional mannequin environments. In this paper, an evaluation is performed in a virtual environment with a head-mounted display and haptic devices, and also with a mannequin. We focus on a chest decompression, a life-saving invasive procedure used for trauma-associated cardiopulmonary resuscitation (and other causes) that every emergency physician and/or nurse needs to master. Participants’ heart rate and blood pressure were monitored to measure their stress level. In addition, the NASA Task Load Index questionnaire was used. The results show the approved usability of the VR environment and that it provides a higher level of immersion compared to the mannequin, with no statistically significant difference in terms of cognitive load, although the use of VR is perceived as a more difficult task. We can conclude that the use of haptic-enabled virtual reality simulators has the potential to provide an experience as stressful as the real one while training in a safe and controlled environment.

The influence of intensive clinical skills ‘bootcamps’ on nursing students' perceptions of ability to provide acute care: A mixed methods study

ObjectivesTo examine the influence of an intensive clinical skill bootcamp on students' perceptions to provide care in acute situations. SettingEvidence indicates that the recognition and response to patient change can be a challenge in nursing practice and especially so for undergraduate students (Goldsworthy et al., 2022). Additionally, the impact of the pandemic interrupted the preparation of undergraduate nursing students across the world. It is suggested that intensive clinical skills practice can enhance clinical skills, confidence and time management (Hinton and Chirgwin, 2010). However, little is known about the value of these intensive programs on the perceived ability of nursing students to provide care in acute situations. MethodsAn embedded mixed methods design was employed with a quasi-experimental repeated pre-post design using the Perception to Care in Acute Situations scale (Sterner et al., 2020) and qualitative focus groups. The intervention comprised 4 h of technical skills simulation and 2 h of immersive simulation. Data were analysed using descriptive and inferential statistics and inductive thematic analysis. ResultsFrom 130 final year nursing student who participated in the bootcamp, 73 responses to the survey were obtained. Fifty-four responses from students before the simulation activities and 19 responses after. Significant changes in student perceptions of their abilities to provide care in acute situations were noted. Three focus groups were conducted with four themes recognised in the qualitative data including interrupted preparation; factors that influence learning; role modelling; and making connections. ConclusionThe pandemic interrupted student preparation for clinical placement. Intensive clinical skills bootcamps develop student perceived confidence by providing feedback and opportunities for reflection to make connections. Opportunities for student reflection on their current competence supports developing realistic insights into perceived capabilities.

The Role of Virtual Reality Simulation in Manufacturing in Industry 4.0

From the first to the fourth industrial revolutions (4IR) or Industry 4.0 (i4.0), the manufacturing sector has always been at the forefront of innovation and digital technology adoption. However, 4IR or i4.0 comes with diverse and integrated technologies that tend to sweep off all the old orders. This study undertakes a science mapping of research on the role of virtual reality simulation (VRSIM) in manufacturing in the 4IR, which reveals several roles and benefits. The analysis of the conceptual structure of relevant literature highlights the contexts, applications, and relevance of VRSIM in the i4.0 era, including its potent role in predictive modeling and simulation, digital twin and predictive maintenance, additive manufacturing and 3D printing, and virtual manufacturing and immersive virtual digital factory simulation. VRSIM also offers a realistic virtual environment for mapping human–robot collaboration in different manufacturing environments, such as aircraft and automotive assembly lines, evaluating processes, training factory workers on safety, and assessing workers’ ergonomics in digital production and operations. VRSIM in manufacturing offers active research activities, with increasing literature publications and impacts attracting core sources in industrial engineering, manufacturing systems, production and operations, and information technology.

Veterinary High-Stakes Immersive Simulation Training With Repeat Practice Following Structured Debriefing Improves Students' Ability to Cope With High-Pressure Situations.

Immersive simulation is used increasingly in medical education, and there is increasing awareness of the impact of simulation scenarios on emotional state and cognitive load and how these impact learning. 1 There is growing awareness of the requirement to equip veterinarians with skills for managing high-pressure environments and provide training on human factors. Veterinary students participated in a high-fidelity immersive simulation of a road traffic collision involving multiple casualties. The students took part in the same simulation twice, the second time after a debrief. Each participant's emotional state and cognitive load were assessed after participating in each simulation. Each participant was asked to score the effect of pressure on their performance. One hundred twenty-five students participated and demonstrated a higher cognitive load with more positive emotional states during the second scenario after the completion of a structured debrief and discussion focusing on pressure relief techniques (cognitive load - ¯ μ Scenario run 1 = 4.44 ± 1.85 [SD], ¯ μ Scenario2 = 5.69 ± 1.74 [SD]). Most (63%) participants described being in a low-performance state of frazzle during the first scenario compared with most (61%) who described being in a high-performance state of flow during the second. Immersive simulation scenarios, with structured debriefing, may allow the measurement of emotional state and cognitive load in participants. Furthermore, this study suggests that curriculum training in human factors and pressure relief techniques, coupled with immersive simulation and debrief, may improve future performance in high-stakes and high-pressure scenarios.

Virtual Reality Simulation Integration in a Prelicensure Nursing Program: Lessons Learned.

Simulation, whether conducted live or through virtual technologies, provides students with experiential learning by replicating realistic clinical experiences that can develop learner competencies in a safe environment. Virtual reality simulation may provide the same level of effective and engaging experiential learning in a fully immersive learning environment without many of the limitations inherent to traditional live simulation environments, such as simulation equipment and designated labs. While there are vendor-provided resources and a new tool kit covering immersive technology simulation implementation in nursing, a lived example to contextualize the implementation process is missing from the literature. This article discusses the selection and implementation of virtual reality simulations in a nursing undergraduate program and lessons learned in the process. Nurse educators seeking such experiences for their students may benefit from the insights shared in this article.

Challenges and Opportunity of Online Education for Home Science : A Comprehensive Review

Online education has become more prevalent across various fields of study, including Home Science. It is changing the existing traditional learning paradigms and offering educators, students, and institutions both challenges and opportunities. There are various challenges in online Home Science education. One of the major concerns is the practical nature of Home Science, which traditionally involves hands-on skills. Transitioning these hands-on activities to a virtual context poses a significant challenge. To ensure that students can effectively acquire and apply practical skills through online learning platforms is still an ongoing concern for educators. Traditional assessment methods that require in-person demonstrations and evaluations are demanding to develop innovative and reliable methods for assessing practical skills online. In the absence of face-to-face encounters, it might be difficult to nurture soft skills like effective communication, interpersonal skills, and empathy, which are essential to home science. Home Science education offers a range of opportunities. The COVID-19 epidemic enhanced the acceptance of online learning, notably in the field of home science. The use of digital tools by educators and institutions to maintain learning continuity helped them quickly adjust to remote instruction. Online platforms also support cross-cultural communication between students and teachers, encouraging the sharing of ideas and different points of view. Innovative technologies can be integrated into the digital environment, including virtual reality and augmented reality, which can improve the learning process by offering immersive simulations of real-world home science activities. Thus, this comprehensive review paper emphasizes the changing environment of online home science education. It highlights the difficulties in developing and evaluating practical abilities as well as the value of developing soft skills in a virtual world. However, it also acknowledges the advantages that come with online learning, such as improved resource accessibility, multicultural collaboration, and modern technology. Home Science has the ability to furnish people with empower life skills of individuals and foster domestic well-being. Thus, this comprehensive review paper emphasizes the changing environment of online home science education. It highlights the difficulties in developing and evaluating practical abilities as well as the value of developing soft skills in a virtual world. However, it also acknowledges the advantages that come with online learning, such as improved resource accessibility, multicultural collaboration, and modern technology. Home Science has the ability to furnish people with empower life skills of individuals and foster domestic well-being.

A method for implementing a ship navigation simulator for the generation and utilization of virtual data

Active research is underway to utilize various sensors for situational awareness, but validating these studies requires real sensor data, which is challenging to acquire due to the time and space constraints inherent in ships. Additionally, the diverse formats of sensor data and the need for postprocessing pose further hurdles. By developing a ship navigation simulator that faithfully replicates real-world environments, these limitations can be overcome, and ample virtual sensor data can be generated through immersive simulations. In this study, we propose a method for implementing such a simulator. A life-sized terrain model was placed within a virtual reality environment, representing maritime environments, including port structures. To simulate ship motions according to maritime weather conditions, we applied various laws of physics within virtual reality. Finally, to provide validation data for critical navigation technologies, such as collision avoidance and ship detection, we generated a virtual automatic identification system and camera data. We implemented and operated a ship navigation simulator using this approach, and simulations conducted across various environments generated real-time sensor data efficiently, affirming the effectiveness of the proposed method.

Collaborative human-centered design of manufacturing tasks: a multi-user immersive VR experience

Work-related musculoskeletal disorders are among the top factors impacting the individual’s performance and the overall company’s productivity. Virtual Reality (VR) has enabled proactive consideration of human factors. However, there are still barriers impeding the broader adoption of human-in-the-loop approaches, including the number and roles of people involved in simulation stages and the complexity of modelling lengthy task sequences. This paper presents a multi-user immersive VR simulation framework for collaborative human-centered task evaluation involving engineers and operators. The software architecture enabling multi-user VR sessions is discussed, together with a hierarchical approach for modelling complex manufacturing tasks in VR applications and collecting structured data from the simulations. Metrics such as heatmap and Rapid Upper Limb Assessment are integrated for informed decision-making about task redesign. The proposed approach was tested in a case study inspired by large parts manufacturing, where operators need to work in teams. The server-client network enabled the engineer to comprehensively assess the design of the task having two operators executing virtual actions in parallel as they would in the actual workstation. The collection of data from the team of operators and their intuitive visualization enhanced the effectiveness in identifying aspects introducing discomfort and assessing the overall suitability of the design for human operators.

Virtual Reality Simulation for Assessment of Hemorrhage Control and SALT Triage Accuracy in First Responders

Abstract Objective Hemorrhage control, triage efficiency, and triage accuracy are essential skills for optimal outcomes in mass casualty incidents. This study evaluated user application of skills through a Virtual Reality (VR) simulation of a subway bombing. Methods EMS clinicians and healthcare professionals engaged in a VR simulation of a bomb/blast scenario utilizing VRFirstResponder, a high-fidelity, fully immersive, automated, customizable, and programmable VR simulation platform. Metrics including time to control life-threatening hemorrhage and triage efficacy were analyzed using median and interquartile ranges (IQR). Results 389 EMS responders engaged in this high-fidelity VR simulation encountering 11 virtual patients with varying injury severity. The median time to triage the scene was 7:38 minutes (SD = 2:27, IQR = 6:13, 8:59). A robust 93% of participants successfully implemented all required hemorrhage control, with a median time of 3:51 minutes for life-threatening hemorrhage control (SD = 1:44, IQR = 2:41, 4:52). Hemorrhage control per patient took a median of 11 seconds (SD = 0:47, IQR = 0:06, 0:20). Participants accurately tagged 73% of patients and 17% effectively utilized the SALT sort commands for optimal patient evaluation. Conclusion The VRFirstResponder simulation, currently under validation, aims to enhance realism by incorporating distractors and refining assessment tools.

МОДЕЛЬ ОРГАНИЗАЦИИ ОБУЧЕНИЯ ВЗРОСЛЫХ В УСЛОВИЯХ ЦИФРОВИЗАЦИИ: ДИДАКТИЧЕСКИЙ КОМПОНЕНТ

The article presents an overview of classical models of adult learning and analyzes them. The key principles of building a model of adult learning taking into account the requirement of digitalization of the educational process are defined. The model of adult learning in the conditions of digitalization is developed and described. This article is devoted to the didactic component of this model. Didactic component includes: approaches to learning, principles, methods, forms, means and technologies of learning. In our study we consider classical approaches, formulated on the basis of commonly accepted and often used concepts in science, specific approaches, formulated in relation to the category of adult learners and special, applicable in the conditions of digitalization. Much attention is paid to such special learning methods as simulations, online lectures, adaptive online tests. Among the e-learning tools used in the conditions of digitalization the authors highlight immersive technologies, virtual simulators, virtual environments and metauniverses.

Applying multimodal data fusion to track autistic adolescents’ representational flexibility development during virtual reality-based training

In our study, we harnessed multimodal data to develop a predictive model aimed at assessing the development of representational flexibility (RF) in autistic adolescents engaged in virtual reality (VR)-based cognitive skills training. Recognizing VR's potential to enhance RF through immersive 3D simulation tasks, we addressed the research gap in analyzing learners' digital interactions within this environment. This data mining study integrated diverse data sources—including behavioral cues, physiological responses, and direct interaction logs—collected from 178 training sessions with eight autistic adolescents. This comprehensive dataset, encompassing both audio and screen recordings, was analyzed using advanced machine learning techniques. Through decision-level data fusion, particularly employing the random forest algorithm, our model demonstrated enhanced accuracy in predicting RF development, surpassing single-source data approaches. This research not only contributes to the effective use of VR in educational interventions for autistic adolescents but also showcases the potential of multimodal data fusion in understanding complex cognitive skills development.

“That was cool!” Participant Response to a Mass Casualty Incident Virtual Reality Simulator

Abstract Objective To minimize loss of life, mass casualty response requires swift identification, efficient triage categorization, and rapid hemorrhage control. Current training methods remain suboptimal. Our objective was to train first responders to triage a mass casualty incident using Virtual Reality (VR) simulation and obtain their impressions of the training’s quality and effectiveness. Methods We trained subjects in SALT Triage then had them respond to a terrorist bombing of a subway station using a fully immersive VR simulation. We gathered learner reactions to their VR experience and post-encounter debriefing with a custom electronic survey. Results Nearly 400 subjects experienced the VR encounter and completed evaluation surveys. Most participants (95%) recommended the experience for other first responders and rated the simulation (95%) and virtual patients (91%) as realistic. Ninety-four percent of participants rated the VR simulator as “excellent” or “good.” We observed no differences between those who owned a personal VR system and those who did not. Conclusions Our VR simulator (go.osu.edu/firstresponder) is an automated, customizable, fully immersive virtual reality system for training and assessing personnel in the proper response to a mass casualty incident. Participants perceived the encounter as effective for training, regardless of their prior experience with virtual reality.

Fostering Proficiency in Essential Skills among Emergency Medicine Residents through Simulation-Based Education

Introduction: Simulation-based education has become a crucial element within emergency medicine (EM) residency programs. Medical education places great emphasis on competency-based assessments, and high-fidelity simulation has emerged as an effective methodology to support these assessments. Objective: The Accreditation Council for Graduate Medical Education (ACGME) defines a set of core competencies that healthcare professionals must acquire to ensure the delivery of safe and effective patient care. In our study, we sought to investigate the impact of simulation-based education on the enhancement of ACGME core competencies among emergency medicine residents. Method: We conducted a prospective observational study at our institute, involving all current EM residents. Each month, we conducted a high-fidelity immersive simulation session, featuring three separate scenarios for both first year (R1) and second year (R2) residents. From August 2020 to April 2023, a total of 36 simulation sessions were conducted, encompassing 108 scenarios. To assess performance in clinical and non-technical skills, the expert faculty used our custom-designed objective structured assessment tool, the Emergency Medicine Simulation Assessment Tool (EMSAT). This tool evaluated performance across 15 sub-tasks (9 (60%) clinical and 6 (40%) non-technical skills). Each sub-task was mapped to the ACGME core competency; Patient Care (PC), Medical Knowledge (MK), Practice Based Learning (PBL), Systems Based Practice (SBP), Interpersonal and Communication Skills (ICS), and Professionalism (P). The achieved scores for each competency were converted into percentages for analysis. The data was divided into two groups. The first 18 sessions (54 scenarios) formed phase-I, while the last 18 sessions (54 scenarios) constituted phase-II. A two-tailed paired T-test was utilized to compare the two phases. Our primary outcome measure focused on the improvement observed across all six ACGME core competencies. Results: The paired T-test results revealed a significant and substantial difference in all six core competencies between phase-I and phase-II. The mean scores demonstrated a significant improvement between two phases i.e., PC (M=55.1, M=84.4), MK (M=57.2, M=83.6), PBL (M=60.5, M=88.4), SBP (M=62.2, M=89.7), ICS (M=61.8, M=89.7), and P (M=64, M=89.9). Conclusion: The implementation of high-fidelity immersive simulations in the training of emergency medicine residents yielded remarkable advancements across all six ACGME core competencies.

Student experiences with a molecular biotechnology course containing an interactive 3D immersive simulation and its impact on motivational beliefs.

The development and use of virtual laboratories to augment traditional in-person skills training continues to grow. Virtual labs have been implemented in a number of diverse educational settings, which have many purported benefits including their adaptability, accessibility, and repeatability. However, few studies have evaluated the impact of virtual laboratories outside of academic achievement and skills competencies, especially in biotechnology. In this study, an interdisciplinary team of content experts, video game researchers, instructional designers, and assessment experts developed a 3D immersive simulation designed to teach novice scientists the technical skills necessary to perform sterile mammalian cell culture technique. Unique to the simulation development process is the recreation of an immersive experience through the capture of details in the real-world lab where participants have the freedom of choice in their actions, while receiving immediate feedback on their technical skills as well as procedural execution. However, unlike an in-person laboratory course, students are able to iterate and practice their skills outside of class time and learn from their mistakes. Over the course of two semesters, we used a mixed-methods study design to evaluate student attitudes towards the simulation and their science motivational beliefs. Students' self-efficacy and science identity were assessed after engaging with the simulation prior to the physical laboratory. Our results show that students' science identity remained unchanged while their science self-efficacy increased. Furthermore, students had positive perceptions of the benefits of the virtual simulation. These data suggest that the virtual cell culture simulation can be a useful pedagogical training tool to support students' motivational beliefs that is both accessible and easy to implement.

Exploring Enhanced Military Ethics and Legal Compliance through Automated Insights: An Experiment on Military Decision-making in Extremis

Numerous factors are known to impact human decision-making: fatigue, stress, fear, sleep deprivation, organizational culture, ethics, and even substances consumed, among others. Making decisions within the context of a military operation poses exceptional challenges. Time constraints are consistently tight, and military personnel often contend with physical and mental exhaustion, along with substantial stress and fear. Our proactive strategies for addressing these hurdles predominantly revolve around educating military personnel, incorporating both theoretical training and immersive simulations that may include different types of war games, role playing and VR applications that mimic real-world challenges. However, can we extend our efforts further to ensure that military personnel surmount difficulties and consistently make morally and legally sound decisions amidst exceptional situations? Moreover, where does trust lie: in the insights of a comrade, a commanding officer, or the guidance provided by sophisticated algorithms and Artificial Intelligence (AI) systems? Could AI potentially outperform human guidance when it comes to elevating the ethical and legal discernment of military personnel amid the intensity of combat situations?

Impact of effervescent denture cleaning tablets on color and surface characteristics of additively manufactured and hand-cast splint materials.

This study is to evaluate the color stability, surface roughness, and hardness of additively manufactured and hand-cast splint materials after a 6-month commercially available denture cleaning tablet immersion simulation. Disc-shaped additively manufactured and hand-cast auto polymerizing acrylic resin specimens were prepared (N = 40 each). All specimens were exposed to coffee solution totally 2days. Thereafter, all specimens were immersed into three different effervescent solutions that simulated 6months of clinical use. The total color change (ΔE*ab), surface roughness (Ra), and Vickers hardness (Vh) were measured at baseline and after immersion protocols. A two-way ANOVA and Bonferroni's post hoc test were used for color change. The dependent t-test and ANOVA were used for roughness and hardness evaluation. Additively manufactured splint materials were more affected by coffee immersion. It was observed that all denture cleaning tablets induced a noticeable alteration in color of the specimens (p < 0.05). Roughness and hardness measurement changes after solution immersions were statistically significant for both splint groups (p < 0.05). On the other hand, distilled water and denture cleaning tablets created similar roughness and hardness measurements at baseline and after immersion. After 6months use of tested cleaning tables, the color stability, surface roughness, and hardness of both groups were affected. The evaluation of the surface properties of splint materials could be recommended to the dentists in periodic controls during splint treatments. The use effervescent denture cleaning tablets altered the surface characteristics of tested splint materials over time with nonsignificant difference between each other. After 6months, awareness should be raised about surface characteristics of splint materials.