Immersive Virtual Reality Technology Research Articles

Technologies of virtual reality in the field of tourism

This article reveals the theoretical and practical issues of using virtual reality technologies in the field of providing tourist services. The position is argued that innovative technologies, which are currently involved in all aspects of our lives, whether it is a commercial sphere or a service sphere, have not bypassed the tourism industry. Such technological development has become very effective in the national economy of any country in the world, as new technologies can overcome obstacles related to space and time barriers, pandemic outbreaks, etc. In the scientific literature, virtual tourism has become a rather promising phenomenon for the research of lawyers, marketers, sociologists and psychologists. The peculiarities of the application of virtual reality technologies in the tourism field have been the subject of research by many foreign scientists for several years. The largest number of publications on this issue is in Asian countries, in particular China and Indonesia, where the tourism sector has been most affected due to the outbreak of the COVID-19 pandemic and travel restrictions. Their experimental studies reveal the main positive and negative aspects of the use of virtual reality technologies in the tourism sector. Within the framework of our research, attention is paid to the specifics of the application of certain types of virtual and augmented reality technologies in the field of providing tourist services. In particular, we characterized tourism using the system of immersive virtual reality technologies, photorealistic 360-degree virtual tours, travel blogs, live broadcasts. Although this is not an exclusive list, virtual tourism can be supplemented with technologies of augmented reality, panoramic online tour, 3D photos, videos, etc. It was found that the application of virtual reality technologies in tourism is indispensable for the creation of a new travel industry. It can enable users to visualize a virtual world by responding to visual, moving and audio cues, creating a sense of presence without having to leave their home or comfort zone.

Integrating immersive virtual reality technology in scaffolded game-based learning to enhance low motivation students’ multimodal science learning

Integrating immersive virtual reality technology in scaffolded game-based learning to enhance low motivation students’ multimodal science learning

Innovative Virtual Reality (VR) Application for Preventing of Falls among Chinese Older Adults: A Usability and Acceptance Exploratory Study

Objective. Full immersive virtual reality (VR) technology shows potential for reducing the risks of falls in older adults. There is yet little evidence to support the usability and acceptance on using VR technology application in community aged care service. The study reports on research that aims to address that gap by evaluating the usefulness and acceptance of using an innovative VR application among Chinese older adults from Hong Kong. Methods. A single-arm exploratory study was conducted to evaluate how the participants experienced the use of a fully immersive cave automatic virtual environment (CAVE) VR program on fall prevention. Thirty-one participants were recruited by convenience sampling based on their fall concerns and potential risk of falls. The participants completed 16 training sessions over eight weeks using the VR CAVE application. They were asked to complete a VR usability questionnaire (HK-version) based on the Technology Acceptance Model and previous research, and they took fall risk assessments at the pretest, posttest, and follow-up. Results. The participants’ group significantly showed improvements in reducing the risk factors of falls including balance, functional mobility, walking speed, and fear of falling after VR intervention. Perceived usefulness (PU), perceived enjoyment (PE), user experience (UE), and intention to use (IU) had an overall significant change at different time points. These are important factors to influence the participants’ acceptance of the use of VR technology applications. Perceived ease of use (PEOU) and social norms (SNs) had an inconsistent result, and some items had low validity. The findings indicated a positive training effect on fall prevention and high acceptance of the adoption of the VR technology application. Conclusion. This study supports the growing evidence on the usefulness and acceptance of using full immersive VR training on fall prevention among Chinese older adults. They perceived that the VR CAVE application was useful and innovative as an effective fall prevention training. Technically, the application of VR CAVE technology faces many challenges and is not easily manageable under COVID-19 restrictions and the limitation on technological adaptation for older adults. However, investment in full immersive VR technology application is supported for future adoption in aged care and rehabilitation services.

Effect of Pre-Training and Role of Working Memory Characteristics in Learning with Immersive Virtual Reality

Immersive virtual reality (IVR) is being incorporated into education, but not all learners have expertise in using this technology. As such, this research examined whether pre-training in IVR can reduce the novelty of this technology and enhance learning from IVR lessons and understand the role of individual differences in managing incoming information (i.e., executive function) and capacity for holding information (i.e., working memory capacity) in learning from an IVR lesson. Participants were split into two conditions; half of the participants played a game in IVR to become knowledgeable about IVR technology and the other half did not play this game. All participants then learned a lesson in IVR, took a posttest, and completed working memory tasks. The results showed that playing the game prior to learning in IVR did not change the learners’ experience of distraction or their learning outcome, indicating that IVR game-playing was not an effective form of pre-training. Additionally, several measures of executive function and working memory capacity were correlated with posttest performance, indicating that students with better executive function learn better with distracting media such as IVR, regardless of pre-training. Theoretical and practical implications are discussed.

Nature-based virtual reality intervention to manage stress in family caregivers of allogeneic hematopoietic stem cell transplant recipients: a two-phase pilot study protocol.

ClinicalTrials.gov, identifier NCT05909202.

Effects of virtual exposure to urban greenways on mental health.

Urban greenways (UGW) are increasingly recognized as vital components of urban green infrastructure (UGI). While existing research has provided empirical evidence on the positive impacts of UGW on physical health, studies focusing on the effects on mental health remain limited. Moreover, previous investigations predominantly compare UGW as a whole with other built environments, neglecting the influence of specific vegetation designs along UGW on mental health. To address this research gap, we conducted a randomized controlled experiment to examine the impact of vegetation design along UGW on stress reduction and attention restoration. A total of 94 participants were randomly assigned to one of four UGW conditions: grassland, shrubs, grassland and trees, or shrubs and trees. Utilizing immersive virtual reality (VR) technology, participants experienced UGW through a 5-min video presentation. We measured participants' subjective and objective stress levels and attentional functioning at three time-points: baseline, pre-video watching, and post-video watching. The experimental procedure lasted approximately 40 minutes. Results of the repeated-measures ANOVA revealed that participants experienced increased stress and mental fatigue after the stressor and decreased levels following the UGW intervention. Furthermore, between-group analyses demonstrated that the shrubs group and the grassland and trees group exhibited significantly greater stress reduction than the grassland group. However, there are no significant differences in attention restoration effects between the four groups. In conclusion, virtual exposure to UGW featuring vegetation on both sides positively affected stress reduction and attention restoration. It is recommended that future UGW construction incorporates diverse vegetation designs, including shrubs or trees, instead of solely relying on grassland. More research is needed to explore the combined effects of shrubs and trees on mental health outcomes.

Virtual reality-based study assessing the impact of lighting on attention in university classrooms

This study uses immersive virtual reality technology to evaluate the effects of lighting environments on cognitive performance. Interaction effects of the variables illuminance (ILL) (100 lx, 300 lx and 500 lx) and correlated colour temperature (CCT) (3000 K, 4000 K, 6500 K and 10500 K) are analysed through the psychological responses of 192 participants in an attention task. The results reveal significant differences in psychological metrics. The lighting environment that most enhances attention is a combination of 300 lx + 6500 K. This work shows that ILL and CCT have a significant interaction effect, and thus, analysing them in isolation may not provide a complete understanding of their impact. Lighting conditions with combinations of 500 lx + 6500 K, 300 lx + 3000 K, and 100 lx + 65000 K produce comparable results in the attention task. Nevertheless, these different lighting levels could significantly affect the energy efficiency of educational centres. The findings reveal that changes in lighting conditions within virtual environments can significantly impact attention responses. These results highlight the potential benefits of optimising lighting environments to enhance cognitive functions.

Efficacy of virtual reality for pain relief in medical procedures: a systematic review and meta-analysis

BackgroundEffective pain control is crucial to optimise the success of medical procedures. Immersive virtual reality (VR) technology could offer an effective non-invasive, non-pharmacological option to distract patients and reduce their experience of pain. We aimed to evaluate the efficacy of Immersive virtual reality (VR) technology in reducing patient’s pain perception during various medical procedures by conducting a systematic review and meta-analysis.MethodsWe searched MEDLINE, EMBASE, CENTRAL, CINAHL, and SIGLE until December 2022 for all randomised clinical trials (RCT) evaluating any type of VR in patients undergoing any medical procedure. We conducted a random effect meta-analysis summarising standardised mean differences (SMD) with 95% confidence intervals (CI). We evaluated heterogeneity using I2 and explored it using subgroup and meta-regression analyses.ResultsIn total, we included 92 RCTs (n = 7133 participants). There was a significant reduction in pain scores with VR across all medical procedures (n = 83, SMD − 0.78, 95% CI − 1.00 to − 0.57, I2 = 93%, p = < 0.01). Subgroup analysis showed varied reduction in pain scores across trial designs [crossover (n = 13, SMD − 0.86, 95% CI − 1.23 to − 0.49, I2 = 72%, p = < 0.01) vs parallel RCTs (n = 70, SMD − 0.77, 95% CI − 1.01 to − 0.52, I2 = 90%, p = < 0.01)]; participant age groups [paediatric (n = 43, SMD − 0.91, 95% CI − 1.26 to − 0.56, I2 = 87%, p = < 0.01) vs adults (n = 40, SMD − 0.66, 95% CI − 0.94 to − 0.39, I2 = 89%, p = < 0.01)] or procedures [venepuncture (n = 32, SMD − 0.99, 95% CI − 1.52 to − 0.46, I2 = 90%, p = < 0.01) vs childbirth (n = 7, SMD − 0.99, 95% CI − 1.59 to − 0.38, I2 = 88%, p = < 0.01) vs minimally invasive medical procedures (n = 25, SMD − 0.51, 95% CI − 0.79 to − 0.23, I2 = 85%, p = < 0.01) vs dressing changes in burn patients (n = 19, SMD − 0.8, 95% CI − 1.16 to − 0.45, I2 = 87%, p = < 0.01)]. We explored heterogeneity using meta-regression which showed no significant impact of different covariates including crossover trials (p = 0.53), minimally invasive procedures (p = 0.37), and among paediatric participants (p = 0.27). Cumulative meta-analysis showed no change in overall effect estimates with the additional RCTs since 2018.ConclusionsImmersive VR technology offers effective pain control across various medical procedures, albeit statistical heterogeneity. Further research is needed to inform the safe adoption of this technology across different medical disciplines.

Digital technologies (DTs) for safety education and training in construction.

Digital technologies (DTs) have gained recognition for educating and training individuals, covering multiple areas in construction sector to enhance safety performance. The objective of this study was to conduct a systematic literature review (SLR) focusing on DTs utilized for safety education and training in the construction sector since 2000 and explore their various application areas. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed to conduct SLR and fifty-nine articles were identified. This study describes the research trends through bibliometric analysis, encompassing aspects such as annual publication counts, document sources, influential authors and documents, countries of origin, and prevalent research areas. The results revealed that immersive virtual reality (VR) technology has seen extensive utilization in educating and training individuals. In the context of application areas, most DTs concentrated on augmenting individuals' proficiency in recognizing hazards. The findings summarized the primary research domains, deliberated upon prevailing research gaps, and proposed forthcoming directions for applying DTs in safety training. The suggested future directions can potentially enhance safety training effectiveness within the construction firm.

Historical architecture pedagogy meets virtual technologies: A comparative case study

AbstractThe immersive experience and diverse interaction modes provided by virtual digital technology match the spatial sensitivity and practical ability required in the field of architectural teaching, and its technological advantages can significantly enhance teaching outcomes. However, in the field of architecture teaching, there has been a lack of discussion on the suitability of different virtual technologies and teaching scenarios for historical buildings. Therefore, this study constructed a comprehensive adaptive evaluation system for virtual technology and selected 360-degree panoramic technology (360-degree PT), Immersive Virtual Reality (IVR) technology, and Desktop Virtual Reality (DVR) technology as representatives for empirical study. The research method used in this experiment is a questionnaire survey, involving a total of 60 students majoring in architecture and planning, with a certain foundation in historical architecture knowledge. Multiple statistical methods are employed to analyze the data. The experimental data indicates that IVR technology performs the best in terms of learning outcomes, learning autonomy, and sense of presence, making it suitable for immersive and interactive learning needs. 360-degree PT demonstrates the best perception of architectural features, catering to the demand for visual effects. DVR technology exhibits the highest learning efficiency, meeting the need for simplicity, efficiency, and widespread application. On the other hand, augmented reality (AR) technology and mixed reality (MR) technology have lower adaptability and do not meet the learning requirements for immersive spatial experiences. This study is expected to provide a new technical pathway for teaching historical buildings and serve as a systematic reference for selecting specific technologies.

GeaVR: An open-source tools package for geological-structural exploration and data collection using immersive virtual reality

We introduce GeaVR, an open-source package containing tools for geological-structural exploration and mapping in Immersive Virtual Reality (VR). GeaVR also makes it possible to carry out quantitative data collection on 3D realistic, referenced and scaled Virtual Reality scenarios. Making use of Immersive Virtual Reality technology through the Unity game engine, GeaVR works with commercially available VR equipment. This allows VR to be accessible to a broad audience, resulting in a revolutionary tool package for Earth Sciences. Users can explore various 3D datasets, spanning from freely available Digital Surface Models and Bathymetric data to ad-hoc 3D high-resolution models from photogrammetry processing. The user can navigate the 3D model in first person, walking or flying above the surrounding environment, mapping the main geological features such as points, lines and polygons, and collecting quantitative data using the provided field survey tools. Such data, including geographic coordinates, can be exported for further spatial analyses. Here we describe three different case studies aimed at showing the potential of our tools. GeaVR is revolutionary as it can be used worldwide, with no spatial limitations, both for geo-education and Earth Science popularization, as well as for research purposes. Secondly, it makes it possible to safely access dangerous areas, such as vertical cliffs or volcanic terrains, virtually from a computer screen or Virtual Reality headset. Furthermore, it can help to reduce carbon emissions by avoiding the use of flights and vehicles to conduct field trips.

Learning in the Metaverse: Are University Students Willing to Learn in Immersive Virtual Reality?

Immersive virtual reality (IVR) technology provides several educational affordances that make it a valuable tool for learning, especially from a constructivist learning perspective. Combined with the increasing availability of Metaverse social platforms, such as ENGAGE and AltSpace VR, where students and teachers can meet and work together, IVR may transform how students learn and interact with educational content. However, little is known about students' attitudes toward IVR in education. To address this gap, we surveyed 329 undergraduate students from different universities in Italy. We used the Unified Theory of Acceptance and Use of Technology (UTAUT) to predict students' intention to adopt IVR for learning. We further explored the role that different individual factors, including students' learning styles, affordances perceptions, and personal innovativeness, have on their attitudes toward IVR. A hierarchical multiple regression analysis revealed that the four constructs of the UTAUT, namely performance expectancy, effort expectancy, social influence, and facilitating conditions were the strongest predictors of students' intention to use IVR in education and that individual factors only had little impact on it. Based on these results, this study provides helpful indications for researchers and educators who wish to introduce IVR effectively in educational contexts. Given the new possibilities provided by Metaverse applications based on IVR technology for learning, it is indeed crucial to fully understand the attitudes different stakeholders in education have toward adopting this technology in educational contexts.

IVAL: Immersive Virtual Anatomy Laboratory for enhancing medical education based on virtual reality and serious games, design, implementation, and evaluation

Learning anatomy is a complex subject that requires a thorough understanding of 3D structures, posing challenges with traditional teaching methods. Anatomy education often involves the use of cadavers, which can be expensive, time-consuming, and ethically complex. As a result, medical educators need effective ways to engage students and promote learning. Immersive virtual reality (IVR) and serious games (SGs) provide innovative and immersive learning experiences that enhance students’ understanding and retention of anatomical concepts and improve the effectiveness of anatomy education. This work aims to develop and evaluate the effectiveness of IVAL,11Immersive Virtual Anatomy Laboratory. an Immersive Virtual Anatomy Laboratory, for immersive and engaging learning experiences. A study involving dozens of University students assessed the efficacy of this innovative tool, resulting in high levels of satisfaction, success, and learning outcomes. IVAL was found to be an effective tool in promoting learning and retention of anatomical concepts, with participants highly rating the tool regarding engagement and learning enhancement. This study demonstrates that immersion in a 3D representation of the skeletal system through VR is essential for a deep knowledge of anatomical learning. These results have important implications for medical educators because IVR technologies can enhance student learning and improve the effectiveness of medical education.

P191: The effect of immersive reminiscence therapy on anxiety and depression in people with dementia: a pilot randomized controlled trial using virtual reality headsets

Objective:This study aims to analyze the effect of reminiscence therapy using immersive virtual reality technology, in comparison with conventional reminiscence therapy, on anxiety and depressive symptoms of people with dementia.Methods:This pilot study followed a randomized controlled trial design. A convenience sample of 16 people with dementia was randomly divided in experimental and control groups. Due to health-related factors, 2 participants abandoned the study before completing the intervention. Intervention consisted of 8 biweekly individual reminiscence sessions conducted by trained researchers, in which participants in the experimental group viewed 360o videos of locations with personal relevance considering their life narratives, using virtual reality headsets to promote an immersive experience. Intervention in the control group was similar, except the videos were displayed in a computer monitor. The assessment was carried out before and after the intervention, using the Geriatric Depression Scale (15 items) and the Generalized Anxiety Disorder scale (7 items).Results:Intervention and control groups were compared regarding sociodemographic variables and level of dementia progression at baseline. No statistically significant differences were found. Regarding the comparison of anxiety and depressive symptoms pre- and post-intervention, a slight decrease was observed in both groups, although statistical significance was not reached (p&gt;0.05).Conclusion:The results of the present study do not illustrate an added value regarding the use of immersive stimuli with virtual reality technology, in reminiscence therapy programs with people with dementia. Further research is warranted to better ascertain the cost effectiveness of using these technologies in the non-pharmacological treatment of people with dementia.

Effects of Using Immersive Virtual Reality for Science Education on Learning Outcomes: A Randomized Controlled Pilot Study

Immersive virtual reality (IVR) technology influences students cognitive process and affective experience according to previous research findings. Yet empirical studies that investigate the impact of immersive virtual reality (IVR) on science education in secondary schools are limited. This article reports a pilot study that has two objectives: 1) To investigate whether learning science with IVR leads to more positive learning outcomes than that with a traditional video-viewing activity; 2) To investigate whether corrective feedback produces more positive learning outcomes than explanatory feedback in IVR-mediated contexts. A randomized controlled pilot trial was designed during a school year at a secondary school in western China. Forty-seven participatory students were randomly assigned to a control group (learning with instructional videos, n = 17), an intervention group 1 (learning with IVR with corrective feedback, n = 15), and an intervention group 2 (learning with IVR with explanatory feedback, n = 15). We evaluated an array of student learning-related outcomes, including extraneous and germane cognitive load, intrinsic learning motivation, academic self-efficacy, learner satisfaction, and academic achievement. The results revealed significant difference in intrinsic learning motivation, academic self-efficacy, learner satisfaction, and academic achievement and insignificant difference in extraneous and germane cognitive load when students learned with video and IVR. In terms of the type of feedback provided in IVR-mediated environments, students who were prompted with corrective feedback and explanatory feedback showed little difference in their learning outcomes. Reasons related to the findings and limitations are discussed.

Utilizing Virtual Reality for Gender-Affirming Voice Training: Surveying the Attitudes and Perspectives of Potential Consumers.

Undertaking voice and communication training is an important part of the gender-affirming journey for many trans, gender-diverse and non-binary individuals. Training supports the alignment of voice with gender identity helping to reduce gender dysphoria as individuals are better able to connect with their voices. However, for training to be effective, regular practice is needed and the demands of training can often be difficult to meet. To investigate the interest, attitudes and perspectives on the use of immersive virtual reality (VR) to support gender-affirming voice and communication training by transgender, gender non-binary and gender-diverse people, and speech-language pathologists providing gender-affirming voice and communication training. A mixed-methods survey (i.e., collecting quantitative data through multiple-choice question and qualitative data through free text questions) was hosted online from 23 August to 21 September 2021. A total of 17 questions asked about technology use, and attitudes and perspectives towards VR. The survey included video examples of three different voice-activated VR applications to prompt participant responses about the technology. A total of 70 survey responses were included in the analysis. All participants had previous experience using smart phones, but only 27.2% had previously used VR. Four key themes were identified relating to potential uptake of VR in gender-affirming voice and communication training: (1) general audience appeal, (2) perceived therapeutic value, (3) exposure to or protection from harm and (4) relatability to real life. VR games may represent a viable option to support practice of voice exercises. Gamification through VR is likely to motivate some to increase frequency of practice. VR applications that are used in voice training need to be fit-for-purpose, and detailed co-design is necessary to build appropriate applications for future use. This study provides a foundation to inform the design, development and implementation of VR applications to be used in gender-affirming voice training. What is already known on the subject? Speech-language pathologists work closely with transgender and gender-diverse individuals to help them achieve gender congruent voice and communication. Clients need to undertake regular and ongoing practice outside of training sessions to achieve and maintain their ideal voice. Motivation and adherence to regular practice sessions remain an ongoing challenge. What this study adds to the existing knowledge This study explores the use of immersive VR technologies to create safe, motivating and enjoyable environments to encourage regular practice of gender-affirming voice and communication exercises. It engages stakeholders in an early-stage participant-involved design to gauge interest in, and perspectives on, VR and technology-based training support tools. The results suggest that voice-activated VR applications would highly motivate some individuals if they were appropriately designed but would not be ideal for all. What are the actual and clinical implications of this work? Immersion in VR can be a highly motivating tool to enhance adherence to practice schedules for some individuals. However, tools need to be specifically designed with outcomes in mind to be fit-for-purpose, to support individual goals and to minimize the risk of harm. The few existing VR voice-activated applications that are available require further assessment, and redesign through co-design with users to functionally and safely support gender-affirming voice and communication training.

Using immersive virtual reality technology to enhance nursing education: A comparative pilot study to understand efficacy and effectiveness

The U.S. faces a national shortage of nurses. The emergence of human-centered digital technologies has directly impacted nursing education. Using immersive Virtual Reality related digital technology to assist and enhance nurse education is promising but not yet fully understood. This study aims to understand the effectiveness and efficacy of immersive Virtual Reality nursing education approaches through a comparative pilot study. Three immersive Virtual Reality scenarios based on basic nursing skills were developed. A traditional video lecture approach including the same contents was used as a comparable approach to investigate the effectiveness and efficacy performance of the proposed immersive Virtual Reality approach. 22 participants were recruited from a college. Effectiveness was measured through motivation and knowledge gain, while efficacy was evaluated through simulation sickness, user experience, and system usability. The results showed that the VR approach has above “acceptable” efficacy performance, which indicates participants are willing to accept this novel education approach. The effectiveness results indicate that the VR approach has similar performance with the video approach in delivering nursing contents. One limitation of this investigation is that the sample size is relatively small and further larger sample sizes are needed for future analysis.

Pre-occupancy evaluation of a virtual music school classroom: Influence of color and type of lighting on music performers

The built environment has the potential to influence human emotions, behaviors, and cognitive abilities. This study examined the influence of classroom architectural design variables on musicians’ emotional and cognitive experiences during solo performance. Specifically, the effects of color and type of lighting were explored. Using immersive virtual reality technology, musicians were immersed in a virtual representation of a real conservatory classroom. Study participants were exposed to variations in room design while playing their instruments. Questionnaires were used to assess the musicians’ level of immersion in the virtual environment and to determine how design variables affected their perception of the environment and emotional state. In addition, eye tracking was used to record eye behavior during performance and to identify involuntary eye movements indicative of emotional arousal. The results of this study support the feasibility of enhancing the musician experience and reducing performance anxiety during solo performances by manipulating environmental design variables. Our research showed that the combination of daylight and window views contributed significantly to a more positive evaluation of the environment, making it appear more pleasant, open, warm and light. In contrast, the absence of daylight and no outside views not only had a negative impact on environmental ratings, but also significantly increased saccadic eye movements, which are associated with higher levels of anxiety. In addition, rooms with reddish walls and floors were perceived as warmer than those with blue or gray tones.

Rehabilitation Supported by Immersive Virtual Reality for Adults With Communication Disorders: Semistructured Interviews and Usability Survey Study.

Individuals who have acquired communication disorders often struggle to transfer the skills they learn during therapy sessions to real-life situations. Immersive virtual reality (VR) technology has the potential to create realistic communication environments that can be used both in clinical settings and for practice at home by individuals with communication disorders. This research aims to enhance our understanding of the acceptance, usefulness, and usability of a VR application (SIM:Kitchen), designed for communication rehabilitation. Additionally, this research aims to identify the perceived barriers and benefits of using VR technology from the perspective of individuals with acquired communication disorders. Semistructured interviews and usability surveys were conducted with 10 individuals with acquired neurogenic communication disorders aged 46-81 (mean 58, SD 9.57) years after trialing an immersive VR application. The audio-recorded interviews were transcribed and analyzed to identify themes. The quantitative data regarding the usability of the system associated with participants' immersion experience in the VR application were promising. Findings from semistructured interviews are discussed across five key thematic areas including (1) participant's attitude toward VR, (2) perceived usefulness of the VR system, (3) perceived ease of use of the VR system, (4) their willingness to continue using VR, and (5) the factors they perceived as challenges or facilitators to adopting this VR technology. Overall, participants in this study found the VR experience to be enjoyable and were impressed by the realism of the VR application designed for communication rehabilitation. This study highlighted personally relevant, immersive VR interventions with different levels of task difficulty that could enhance technology uptake in the context of communication rehabilitation. However, it is essential that VR hand controller technology is refined to be more naturalistic in movement and able to accommodate user capabilities.

Comparing the effects of immersive and non-immersive real estate experience on behavioral intentions

Nowadays, the web presents real estate sites providing the possibility to use low-cost virtual reality (VR) solutions without sacrificing the high quality of graphic visualization of their contents to attract customers through enhanced digital experiences and increase the probability of selling their products. However, whether immersive VR technologies improve the chances of selling real estate is unclear. This study examines the effects induced by a real estate website that offers the opportunity to evaluate the potential purchase of a property in two ways: by viewing photos of the house (non-immersive conditions) and by taking a virtual tour of the same house using a VR head-mounted display (immersive conditions). Forty participants interested in evaluating the purchase of a new house, randomly assigned to one of the experimental conditions, participated in the experiment. During the real estate experience, electroencephalography (EEG) and skin conductance (SC) were recorded to collect biological data about the emotional effects raised by each condition. After the study, psychological self-reported questionnaires were collected measuring: emotions, presence, user experience (UX), and a three-item ad hoc scale exploring behavioral intentions (e.g., the perceived pleasantness of the house, the willingness to visit the house, and the purchase intention). Results show that immersive navigation is associated with more positive emotions (EEG), more intense physiological arousal (SC), higher scores on the presence questionnaire, and higher scores on the UX questionnaire compared to the non-immersive one. The psychological scales measuring emotions did not yield significant results. No significant difference in the three-item ad-hoc self-questionnaire was found, except for the item examining willingness to visit the real house building. Implications are also discussed.