Immersive Virtual Reality Technology Research Articles

Increasing the immersivity of 360° videos facilitates learning and memory: implications for theory and practice

AbstractRecent years have seen an increase in the use of immersive virtual reality (IVR) technology in education and training. Studies examining the efficacy of IVR-based interventions have shown improved performance compared to traditional training programmes; however, little is known about whether such improvements can be detected at the level of individual cognitive abilities. The present study sought to examine the effect of IVR on memory using an incidental learning paradigm. Undergraduate volunteers viewed a three-minute 360° video clip under immersive and non-immersive conditions—respectively, using a Head Mounted Display (HMD) or a 2D flat screen monitor—followed by a surprise recall task. Although both devices supported active exploration of the scene in 360°, recall was significantly improved for learners in the immersive condition. These findings suggest that IVR has a facilitative effect on cognition, and that learners may naturally engage with IVR-delivered content without any special instruction or preparation.

Adding immersive virtual reality laboratory simulations to traditional teaching methods enhances biotechnology learning outcomes

Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.

Interacting with virtual characters, objects and environments: investigating immersive virtual reality in rehabilitation

Purpose This pilot study aimed to (a) investigate opportunities for immersive Virtual Reality (VR) technology in communication, physical, and visual rehabilitation by examining the interaction of people without disabilities in a range of structured virtual environments; and (b) validate research protocols that might be used to evaluate the physical, visual, and verbal interaction of users in virtual worlds, and their safety while using the technology. Methods Thirteen adults identifying as people without disability were exposed to VR via a head-mounted display. A video-review method was used to qualitatively code and analyse each participant’s communication, movement, orientation, and support needs. Results All participants oriented to their virtual environments sufficiently to use applications. Their spoken language was effective for interaction, although unconventional social behaviours were also observed. Two participants reported minor adverse reactions consistent with mild cybersickness. Conclusion The results provide insight into the types of environments and characters that support the greatest communicative, physical, and visual interaction in immersive VR. The tested protocols are useful to assess safety when using VR, and to observe communicative, physical, and visual interaction with virtual environments and characters. Implications for future research and use of VR with people with communication, physical and visual disability are discussed.

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.

Orthopaedic sport medicine surgeons and fellows value immersive virtual reality for improving surgical training, procedural planning, and distance learning

ObjectivesOverall, the potential utility of immersive virtual reality (iVR) technology in orthopaedic surgery is promising. The attitudes of medical students and surgical trainees on virtual reality simulated surgical training have been overwhelmingly positive. However, further research and understanding of the attitudes of practicing orthopaedic surgeons and fellows are needed to appreciate its benefits for clinical practice. The purpose of this study was to establish the face validity of iVR technology by assessing the attitudes of Canadian orthopaedic surgeons on the value of iVR for surgical training, clinical practice, and distance learning. MethodsForty-three orthopaedic surgeons and fellows attended an iVR demonstration at an annual orthopaedic meeting. The view and audio from the lead headset were cast to a large screen so the audience could follow the procedure in real time. Immediately after the presentation, the audience members were asked to complete a paper questionnaire assessing their perceptions and attitudes toward iVR for use in orthopaedic learning, clinical practice and distance education and mentoring. ResultsiVR was perceived to be valuable for the field of orthopaedic surgery providing face validity for the technology. All 13 questions were rated with mean Likert scores of five or greater, indicating a positive observed value for all 13 questions. The respondents indicated that iVR had value (score of 5 or greater) in each questionnaire domain, with agreement ranging from 78 to 98% for teaching and learning, 66–97% for clinical practice, and 88–100% for distance education and mentoring questions. ConclusionThis study has demonstrated that a group of Canadian sport medicine orthopaedic surgeons and fellows had favourable attitudes toward, and perceived that iVR has value in, orthopaedic surgical training, clinical practice, and distance learning and mentorship. The potential for utilizing iVR technology for distance learning, mentorship and global education appears promising. Level of evidenceII.

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

The 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.

A multimodal group-based immersive virtual reality intervention for improving cognition and mental health in patients with post-covid-19 condition. A quasi-experimental design study.

Adults with Post-COVID-19 Condition (PCC) may show cognitive impairments in attention, processing speed, memory, and executive function. Multimodal programs that combine cognitive training, physical activity and emotional tasks, such as mindfulness-based interventions (MBIs), may offer a suitable alternative for improving PCC treatments. Immersive Virtual Reality (IVR) is a promising technology that can enhance traditional cognitive training, physical activity, and MBIs. The use of IVR technology may increase engagement with these interventions and potentially enhance the individual benefits of cognitive training, exercise and MBIs. The current study evaluated the impact of a multimodal IVR intervention, comparing this with a usual care intervention (control group), in order to assess changes in cognition and mental health in adults with PCC. We also aimed to assess user experience factors such as enjoyment, perceived improvement, and fatigue following each multimodal IVR session within the experimental group. Thirty-one participants with PCC symptoms were assigned to either the experimental group (IVR, n = 15) or the control group (usual care intervention, n = 16) in a quasi-experimental design study. The multimodal IVR intervention consisted of MBI, cognitive training and physical exercise and was delivered in a 60-min group session with 5 participants, twice a week, for 8 weeks (16 sessions in total). Measures of global cognition, attention, processing speed, verbal episodic memory and subjective memory complaints (primary measures), and depressive and anxiety symptoms and fatigue (secondary measures) were assessed at baseline and also after 8 weeks (post-intervention). Mixed between-group (group) and within-group (pre-post assessments) ANOVAs revealed significant group*time interactions in global cognition, simple attention, processing speed, memory and depressive symptoms, with large effect sizes (p < 0.05; partial η2 > 0.14). There was also a marginally significant group*time interaction for executive function (p = 0.05). Follow-up analyses comparing pre-and post-intervention outcomes for each group separately showed that the experimental group significantly improved in global cognition, processing speed, memory and depressive symptoms, while the control group showed no significant pre-post changes. Friedman tests showed a significant main effect of time (χ2(2) = 6.609, p = 0.04), with a gradual increase in enjoyment from the first, to the mid, and then to the final session. In addition, perceived improvement scores remained high throughout the intervention, and patient-reported fatigue levels did not fluctuate significantly throughout the intervention. To our knowledge, no previous research has combined cognitive training, physical exercise and MBI using an IVR paradigm in adults with PCC. Despite their inherent limitations, our findings mark a pioneering step toward improving cognition and mental health outcomes in PCC through the innovative use of new technology and multimodal approaches. This first study should be accompanied by more extensive, randomized clinical trials aimed at further exploring and refining these interventions.

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.