Immersive Virtual Reality Simulation Research Articles

Effectiveness of Two Varying Levels of Virtual Reality Simulation.

The aim of the study was to assess two levels of immersive virtual reality simulation (VRS) to teach the skill of decontamination. Little is known about the use of VRS in providing disaster education, including retention. Quasiexperimental design with repeated measures, supplemented by qualitative data, using a convenience sample of senior baccalaureate nursing students (n = 197) from four Midwest campuses was used. Students were randomly assigned to a group (two levels of immersive VRS and a control group) to learn the skill of decontamination. Cognitive learning, performance, and performance time were measured pre/post and at six months. Outcome measures were significant with immediate postintervention improvements and lower retention scores at six months. No significant differences were noted between groups. Students were satisfied with the VRS but found immersive VRS more interactive. VRS provides another alternative for simulated learning experiences; best practice approaches for its use still need to be explored.

Neurophilosophical and Ethical Aspects of Virtual Reality Therapy in Neurology and Psychiatry.

Highly immersive virtual reality (VR) systems have been introduced into the consumer market in recent years. The improved technological capabilities of these systems as well as the combination with biometric sensors, for example electroencephalography (EEG), in a closed-loop hybrid VR-EEG, opens up a range of new potential medical applications. This article first provides an overview of the past and current clinical applications of VR systems in neurology and psychiatry and introduces core concepts in neurophilosophy and VR research (such as agency, trust, presence, and others). Then, important adverse effects of highly immersive VR simulations and the ethical implications of standalone and hybrid VR systems for therapy in neurology and psychiatry are highlighted. These new forms of VR-based therapy may strengthen patients in exercising their autonomy. At the same time, however, these emerging systems present ethical challenges, for example in terms of moral and legal accountability in interactions involving "intelligent" hybrid VR systems. A user-centered approach that is informed by the target patients' needs and capabilities could help to build beneficial systems for VR therapy.

The implementation of a haptic feedback virtual reality simulation clinic with dynamic patient interaction and communication for medical imaging students.

IntroductionAn immersive virtual reality (VR) simulation clinic with dynamic patient interaction and communication was developed to facilitate the training of medical radiation science students. The software “CETSOL VR Clinic” was integrated into the Medical Imaging programme at Monash University in 2016 in order to benchmark student experiences against existing simulation techniques (Shaderware™).MethodsAn iterative approach to development, based on two cycles of user feedback, was used to develop and refine the simulated clinical environment. This environment uses realistic 3D models, embedded clinical scenarios, dynamic communication, 3D hand gesture interaction, gaze and positional stereoscopic tracking and online user capabilities using the Unity™ game and physics engines. Students’ perceptions of educational enhancement of their positioning skills following the use of the simulation tools were analysed via a 5‐point Likert scale questionnaire.ResultsStudent perception scores indicated a significant difference between simulation modalities in favour of the immersive CETSOL VR Clinic, χ2 (4, N = 92) = 9.5, P‐value <0.001.ConclusionStudent perception scores on improvement of their clinical and technical skills were higher for the hand‐positioning tasks performed with the CETSOL VR Clinic™ than with the comparative benchmark simulation that did not provide dynamic patient interaction and communication.

Testing the efficacy of a virtual reality‐based simulation in enhancing users’ knowledge, attitudes, and empathy relating to psychosis

ObjectiveThe current study examined the efficacy of a virtual reality (VR) education system that simulates the experience of the positive symptomology associated with schizophrenic spectrum and other psychotic disorders.MethodThe sample comprised of 50 participants from the general public and various psychology undergraduate programs. Participants completed pre‐test measures exploring knowledge of diagnosis, attitudes, and empathetic understanding, before being exposed to an immersive VR simulation of a psychotic episode. Participants then completed the original measures with the addition of a user‐experience scale, which explored sub‐factors understood to share a relationship with VR effectiveness (i.e., fidelity, immersion, presence, and user buy‐in).ResultsParticipants’ scores were significantly enhanced at post‐test across each outcome measure, with significant correlations found between a number of the gain and user‐experience scores.ConclusionsThe findings suggest that VR‐based simulations of psychopathology may offer a promising platform for delivering a constructionist approach to psychology education.

Highly immersive virtual reality laparoscopy simulation: development and future aspects.

Virtual reality (VR) applications with head-mounted displays (HMDs) have had an impact on information and multimedia technologies. The current work aimed to describe the process of developing a highly immersive VR simulation for laparoscopic surgery. We combined a VR laparoscopy simulator (LapSim) and a VR-HMD to create a user-friendly VR simulation scenario. Continuous clinical feedback was an essential aspect of the development process. We created an artificial VR (AVR) scenario by integrating the simulator video output with VR game components of figures and equipment in an operating room. We also created a highly immersive VR surrounding (IVR) by integrating the simulator video output with a [Formula: see text] video of a standard laparoscopy scenario in the department's operating room. Clinical feedback led to optimization of the visualization, synchronization, and resolution of the virtual operating rooms (in both the IVR and the AVR). Preliminary testing results revealed that individuals experienced a high degree of exhilaration and presence, with rare events of motion sickness. The technical performance showed no significant difference compared to that achieved with the standard LapSim. Our results provided a proof of concept for the technical feasibility of an custom highly immersive VR-HMD setup. Future technical research is needed to improve the visualization, immersion, and capability of interacting within the virtual scenario.

Immersive virtual reality as a teaching tool for neuroanatomy.

Three-dimensional (3D) computer modeling and interactive virtual reality (VR) simulation are validated teaching techniques used throughout medical disciplines. Little objective data exists supporting its use in teaching clinical anatomy. Learner motivation is thought to limit the rate of utilization of such novel technologies. The purpose of this study is to evaluate the effectiveness, satisfaction, and motivation associated with immersive VR simulation in teaching medical students neuroanatomy. Images of normal cerebral anatomy were reconstructed from human Digital Imaging and Communications in Medicine (DICOM) computed tomography (CT) imaging and magnetic resonance imaging (MRI) into 3D VR formats compatible with the Oculus Rift VR System, a head-mounted display with tracking capabilities allowing for an immersive VR experience. The ventricular system and cerebral vasculature were highlighted and labeled to create a focused interactive model. We conducted a randomized controlled study with 66 medical students (33 in both the control and experimental groups). Pertinent neuroanatomical structures were studied using either online textbooks or the VR interactive model, respectively. We then evaluated the students' anatomy knowledge, educational experience, and motivation (using the Instructional Materials Motivation Survey [IMMS], a previously validated assessment). There was no significant difference in anatomy knowledge between the 2 groups on preintervention, postintervention, or retention quizzes. The VR group found the learning experience to be significantly more engaging, enjoyable, and useful (all p < 0.01) and scored significantly higher on the motivation assessment (p < 0.01). Immersive VR educational tools awarded a more positive learner experience and enhanced student motivation. However, the technology was equally as effective as the traditional text books in teaching neuroanatomy.

A Virtual Reality Application to Attract Young Talents to Manufacturing

This study applies an innovative introduction of a learning framework to secondary education, using Virtual Reality (VR) aiming to attract young talent to Manufacturing. To achieve that, the developed approach exposes young students to the concepts of Manufacturing, by using an immersive VR simulation of a manual assembly task in a CAVE. The procedure is defined by a pedagogical framework that describes the learning process. Structured questionnaires for before, after intervention, and long term evaluation are used to monitor the interest and awareness of the participants. The method employs game-based learning and enhances it by combining it with VR simulations using immersive setups.

WeaVR: a self-contained and wearable immersive virtual environment simulation system.

We describe WeaVR, a computer simulation system that takes virtual reality technology beyond specialized laboratories and research sites and makes it available in any open space, such as a gymnasium or a public park. Novel hardware and software systems enable HMD-based immersive virtual reality simulations to be conducted in any arbitrary location, with no external infrastructure and little-to-no setup or site preparation. The ability of the WeaVR system to provide realistic motion-tracked navigation for users, to improve the study of large-scale navigation, and to generate usable behavioral data is shown in three demonstrations. First, participants navigated through a full-scale virtual grocery store while physically situated in an open grass field. Trajectory data are presented for both normal tracking and for tracking during the use of redirected walking that constrained users to a predefined area. Second, users followed a straight path within a virtual world for distances of up to 2km while walking naturally and being redirected to stay within the field, demonstrating the ability of the system to study large-scale navigation by simulating virtual worlds that are potentially unlimited in extent. Finally, the portability and pedagogical implications of this system were demonstrated by taking it to a regional high school for live use by a computer science class on their own school campus.

Height, social comparison, and paranoia: An immersive virtual reality experimental study

Mistrust of others may build upon perceptions of the self as vulnerable, consistent with an association of paranoia with perceived lower social rank. Height is a marker of social status and authority. Therefore we tested the effect of manipulating height, as a proxy for social rank, on paranoia. Height was manipulated within an immersive virtual reality simulation. Sixty females who reported paranoia experienced a virtual reality train ride twice: at their normal and reduced height. Paranoia and social comparison were assessed. Reducing a person's height resulted in more negative views of the self in comparison with other people and increased levels of paranoia. The increase in paranoia was fully mediated by changes in social comparison. The study provides the first demonstration that reducing height in a social situation increases the occurrence of paranoia. The findings indicate that negative social comparison is a cause of mistrust.

Immersive virtual reality simulations in nursing education.

This article explores immersive virtual reality as a potential educational strategy for nursing education and describes an immersive learning experience now being developed for nurses. This pioneering project is a virtual reality application targeting speed and accuracy of nurse response in emergency situations requiring cardiopulmonary resuscitation. Other potential uses and implications for the development of virtual reality learning programs are discussed.

Using Immersive Simulation for Training First Responders for Mass Casualty Incidents

A descriptive study was performed to better understand the possible utility of immersive virtual reality simulation for training first responders in a mass casualty event. Utilizing a virtual reality cave automatic virtual environment (CAVE) and high-fidelity human patient simulator (HPS), a group of experts modeled a football stadium that experienced a terrorist explosion during a football game. Avatars (virtual patients) were developed by expert consensus that demonstrated a spectrum of injuries ranging from death to minor lacerations. A group of paramedics was assessed by observation for decisions made and action taken. A critical action checklist was created and used for direct observation and viewing videotaped recordings. Of the 12 participants, only 35.7% identified the type of incident they encountered. None identified a secondary device that was easily visible. All participants were enthusiastic about the simulation and provided valuable comments and insights. Learner feedback and expert performance review suggests that immersive training in a virtual environment has the potential to be a powerful tool to train first responders for high-acuity, low-frequency events, such as a terrorist attack.

SU‐FF‐T‐117: Can Current Prostate IMRT Be Further Improved with Immersive Virtual Reality Simulation?

Purpose: To further optimize beam orientations for axial 7‐field prostate IMRT plans with enhanced geometric volume analysis utilizing an immersive virtual reality simulation, a software which enhances the visualization of simulation using 3D stereo‐scopic data projection. Materials and Method: Eight prostate IMRT cases were selected, in which 7 beams were equi‐spaced in the axial plane, for a supine patient. D95 of PTV was normalized to 45.0Gy, the dose used for the initial treatment course. Beam geometry was then further optimized using an immersive virtual reality simulation tool — RTStar (provided by the U. Hull, UK). Consequently, with the exception of the AP field, all beam projections were rotated more anteriorly. Viewing through the most posterior beams, only 50% of overlap between PTV and the rectum was observed. In addition, two anterior oblique beams were tilted off the axial plane, 20° inferiorly, to clear the bladder. Use of the 3D stereo‐scopic viewing eliminated risk of collision with the patient. Comparable IMRT plans were then calculated with similar modulation intensity level and number of MLC segments. Results: A better dose homogeneity of PTV was indicated by 1.9% reduction in global maximal dose (p&lt;0.01), and 1.3% reduction of dose value in 5% high dose region of PTV (p=0.02). Some rectal dose improvement was suggested with a 2.3% lowered hot spot with 10cc rectum enclosure (p=0.04). The bladder mean dose and the high dose value involving in 30cc bladder were reduced by 12.9% (p&lt;0.01) and 3.9% (p=0.02) respectively. Conclusions: Immersive virtual reality simulation benefited the process in optimizing the beams used in this study. A deliverable, non‐coplanar beam arrangement improved dose homogeneity of PTV, dose sparing to the bladder and reduced high rectal dose in prostate IMRT. Research sponsored by Boca Raton community hospital corporation.