Implementation Of Virtual Reality Research Articles

Virtual Reality and Augmented Reality: Reshaping the Future of Interactive Experiences

In the modern society, nowadays, Virtual Reality (VR) and Augmented Reality (AR) are permeating into our daily lives. Not only it changes the way individuals interact with digital content, but also has a significant influence on urbanization, migration, social justice, urban right and so on. This paper aims at analyzing the potential of VR and AR, particularly in different areas of society as they transform society in different ways. Regarding the concepts above, it investigates how these technologies affect questions of urbanism, equality, mobility, prejudice, and rights in cities. Through the examination of the concepts of Virtual Reality and Augmented Reality and their utilization, the paper exposes the possibility of developing an equitable built environment in cities. In this paper, having provided an overview of the existing literature and cases, issues and prospects are revealed in VR and AR development. Thus, studies imply that the implementation of both VR and AR into the main urban planning and social policies can promote social equity and inclusion.

Potential of mobile virtual reality as a tool for supporting students’ motivation in school geography

The purpose of this study is to present the possibilities of implementing mobile virtual reality (VR) in school geography and to examine its benefits and risks. A total of 163 students from various elementary schools in Slovakia participated in this study. We used qualitative and quantitative data analysis from students’ feedback and observations of the VR activities. The Intrinsic Motivation Inventory questionnaire and researcher observation sheet were used as research tools. The study showed that the implementation of mobile VR is possible in the environment of Slovak schools and has positive effects on several areas of students’ internal motivation. The best results were achieved in the areas of interest/pleasure, understanding of the activity, and perception of the value and usefulness of the activity. We also found that the gender or age of the students in our research sample did not have a significant impact on students’ internal motivation when working with VR. Our work not only provides evidence to support the wider adoption of mobile VR in education but also clarifies several possibilities for its implementation in school geography. In conclusion, we identify the most significant benefits and risks of using mobile virtual reality in geography education. The results of testing mobile VR show the great usefulness of this technology, which serves as a motivational tool for 3D visualization of various locations and phenomena on Earth.

Augmented and virtual reality imaging for collaborative planning of structural cardiovascular interventions: a proof-of-concept and validation study.

Virtual reality (VR) and augmented reality (AR) have led to significant advancements in cardiac preoperative planning, shaping the world in profound ways. A noticeable gap exists in the availability of a comprehensive multi-user, multi-device mixed reality application that can be used in a multidisciplinary team meeting. A multi-user, multi-device mixed reality application was developed, supporting AR and VR implementations. Technical validation involved a standardized testing protocol and comparison of AR and VR measurements regarding absolute error and time. Preclinical validation engaged experts in interventional cardiology, evaluating the clinical applicability prior to clinical validation. Clinical validation included patient-specific measurements for five patients in VR compared with standard computed tomography (CT) for preoperative planning. Questionnaires were used at all stages for subjective evaluation. Technical validation, including 106 size measurements, demonstrated an absolute median error of 0.69mm (0.25 to 1.18mm) compared with ground truth. The time to complete the entire task was on average, with VR measurements being faster than AR ( versus , ). On clinical validation of five preoperative patients, there was no statistically significant difference between paired CT and VR measurements (0.58 [95% CI, to 2.74], ). Questionnaires showcased unanimous agreement on the user-friendly nature, effectiveness, and clinical value. The mixed reality application, validated through technical, preclinical, and clinical assessments, demonstrates precision and user-friendliness. Further research of our application is needed to validate the generalizability and impact on patient outcomes.

Enhancing TVET Education for the Future: A Comprehensive Review of Strategies and Approaches

This systematic literature review investigates the future enhancement of TVET education. The review examines a variety of studies and research articles to gain insight into the role of vocational education in shaping and improving the TVET system. The review begins with an introduction that provides background information on the importance of TVET and vocational education in preparing individuals for the workforce. The review's objective is to analyse and synthesize existing literature to identify the critical role of vocational education in developing the TVET system. In the method section, we describe the systematic approach we used to identify relevant studies and select appropriate articles for review. In this paper, we provide a systematic review analysis based on preferred reporting items for the Systematic Reviews and Meta-Analysis (PRISMA) technique for virtual reality implementation. We conduct advanced searches using two robust databases: Scopus and Eric. Our search finally yielded the primary data (n = 35), which we will analyse using the synthesis approach. Four central themes were decided: (1) career development and employability in TVET; (2) digital transformation in TVET; (3) pedagogy and teaching approaches in TVET; and (4) assessing competency and training in TVET education. The findings section presents the key findings extracted from the selected studies, highlighting vocational education's various roles and contributions to the TVET system. The conclusion section summarizes the review's main findings and provides insights into the importance of vocational education in fostering the growth and effectiveness of the TVET system. The review highlights the need for continued research and collaboration to further enhance the role of vocational education in TVET education and meet the evolving demands of the workforce.

Beyond the hype: quantifying the impact of VR visualization on client preferences and price perception in AEC client pitching

The architectural, engineering, and construction (AEC) industries are using virtual reality (VR) to improve engagement and interactions. However, VR visualization’s effectiveness in client pitching is unclear. This study analyzes how VR visualization affects customer preferences and price, as well as the complex interaction between architectural scale and demographic aspects. The outcomes enable more precise and personalized VR implementation. VR is the favoured alternative, with 14% price premiums according to a statistical analysis. Its realistic field of view and immersion allow users to explore sites at their own leisure. VR represents all architectural typologies and sizes without compromise. This VR utilization can serve as an ameliorating tool to augment marketing and sales for the client pitching stage in the AEC sectors.

Needs Analysis of Virtual Reality Implementation in Indonesian Medical Curricula: A Qualitative Study

Virtual reality (VR) is an immersive technology that can be a learning tool for medical students. However, VR devices are costly and need high maintenance. In addition, prior research rarely integrates VR into medical education’s pedagogical and learning aspects. Questionnaires and guidelines for implementing VR are also scarce. This study analysed the need for VR implementation in medical curricula in Indonesia using qualitative descriptive methods. A non-discriminative snowball sampling technique was used, and in-depth semi-structured interviews were conducted for data collection. Data analysis was carried out using thematic analysis. This study included nine respondents from five medical schools (three state and two private). The results show that the VR implementation process must consist of several stages: needs exploration, blueprint creation, multidiscipline or multi-centre collaboration, training provision, success stories and scientific evidence, appreciation, and evaluation. Readiness factors assessed during the needs exploration stage include human resources, curriculum, infrastructure, funding, and regulations. In conclusion, VR implementation in Indonesian medical curricula must be carried out in seven steps, and five essential readiness factors must be extensively explored to ensure that the implementation is successful, has educational value, and has further potential development in the future.

Multisite usability and safety trial of an immersive virtual reality implementation of a work organization system for autistic learners: implications for technology design

AbstractThe increased availability of low-cost, standalone and immersive virtual reality (VR) can facilitate adoption in autism education. An immersive VR implementation of the individual work system (IWS) from the TEACCH® approach has the potential to be a safe and predictable environment for autistic learners with or without intellectual disability. This study is a multi-site usability and safety trial examining an immersive VR implementation of the IWS co-designed with autistic pupils and their teachers from three educational centers in the UK, Spain, and Turkey. Twenty-one autistic students aged between 6 and 17 years were involved in the study, six of whom had an intellectual disability. The students tested a total of 164 customized tasks. All participants were able to finish all the tasks. No significant safety issues were identified. The student’s average score on the SUS Usability Scale was 85.36 points. A linear regression analysis showed that autistic children with intellectual disability scored significantly lower on feasibility than children without intellectual disability (p < 0.01) across all locations. This study concluded that an immersive VR-IWS proved usable and safe for the 21 students. However, our findings highlight the need for further adaptations and further research on those with an intellectual disability before recommending universal use. Our findings also have implications for game design for learners with special educational needs.

Study of Augmented Reality & Virtual Reality Technology in Education System

In recent times, there has been a growing inclination towards the implementation of Augmented Reality (AR) and Virtual Reality (VR) technologies in the education and training fields owing to their proven efficacy in enhancing the learning process. This study delves into the incorporation of AR and VR technologies within educational frameworks and explores their potential for transformation. It investigates how AR and VR can enhance learning by fostering interest and aiding in information retention. Despite the potential cost implications and the need for training, the utilization of AR and VR in educational institutions holds promise for improving learning outcomes for all students. By offering immersive experiences, these technologies contribute to heightened engagement and better retention of learning materials. Properly trained educators can leverage these tools to revolutionize the learning experience. Keywords: Augmented Reality (AR), Virtual Reality (VR), education, integration, transformative potential, immersive experiences, learning engagement, retention, training, schools, students, teachers, learning enhancement.

Reflection on the Application of Virtual Reality in Tourism Education

With the widespread application of virtual reality (VR) technology in tourism education, educators must critically reflect on the ethical issues it raises. This paper analyzes the implementation of VR in tourism education and explores its impact on students' authentic learning experiences. The study examines the practical effects of virtual learning in teaching, offering advanced case studies of VR education and addressing the challenges encountered during its use. Findings suggest that the application of VR in education must prioritize the process-based experience of learners, emphasizing the importance of preserving students' opportunities to engage with educational reality. The study advocates for maintaining the humanistic care found in traditional teaching while reconfiguring new pedagogical practices in integrating technology and education.

Using in situ research-based design to explore learning module effectiveness and usability in a virtual reality system for workforce training

This study examines the implementation and effectiveness of Virtual Reality (VR) into employee communication training for Texas Department of Transportation employees. The study also explores the impact of iterative, in situ research-based design on VR system usability, and potential relationships between the usability and ergonomics of VR devices, and user receptiveness to VR content. For this work we adapt the definition of in situ to mean a learning activity that takes place in the location or environment where the participants will actually be trained. Following the pandemic, many office-based workers adopted hybrid-remote work formats (Yang, Kim, & Hong, 2023), necessitating updated approaches to employee training and instruction which VR may provide. Further, VR may offer opportunities for private role-play for employee communication practice, as well as an overall more high-fidelity learning opportunity. Findings indicate that VR is an effective and engaging solution for workforce and management communication training, and that hardware configurations influence overall employee enthusiasm for VR-based training.

Current applications and future perspective of virtual reality in dental education and practice in Saudi Arabia: A scoping review

ObjectiveThis scoping review aimed to evaluate the current state of virtual reality (VR) implementation in dental education and practice in Saudi Arabia, highlighting its advantages and challenges. MethodsA scoping review examined VR’s role in regrading dental education and practice in Saudi Arabia by searching electronic databases, including PubMed, Web of Science, and Scopus, from inception to July 2024. Studies including VR applications for education, skills development, or anxiety/pain management involving Saudi dental students and practitioners were included. ResultsEleven relevant studies were identified: 5 focused on education and 6 on clinical practice. Educational studies showed mixed effectiveness of VR versus traditional methods but positive student perceptions. Clinical application studies also had mixed results on VR’s impact on anxiety and pain, though some benefits were noted. VR systems included distraction-based, simulator-based, and hybrid VR/augmented reality with artificial intelligence. ConclusionWhile the current implementation of VR in dental practice in Saudi Arabia shows promise, particularly in enhancing students’ engagement and reducing patients’ anxiety, more comprehensive and robust research is needed to validate its effectiveness fully. Strategic efforts should focus on expanding research, tailoring applications, and integrating VR with traditional methods to align with the healthcare objectivesofVision2030.

Transforming Hospitality with Virtual Reality

The hospitality industry plays a crucial role in promoting sustainable community resilience. However, the potential of Virtual Reality (VR) technology to enhance this resilience within the hospitality sector remains underexplored. This study aims to bridge this research gap by investigating the applications of VR in the hospitality industry and its impact on sustainable community resilience. A qualitative methodology was employed, involving in-depth interviews with hospitality industry professionals and technology experts. Thematic analysis techniques were applied to analyze the data and identify key themes.The findings reveal that VR implementation in the hospitality sector has significant potential to enhance guest experiences, operational efficiency, and employee training. Notably, the study highlights VR's capacity to serve as a platform for promoting sustainable and inclusive tourism, thereby fostering community resilience. Furthermore, VR can be utilized to develop comprehensive training programs for individuals with specific needs, enhancing accessibility and inclusivity within the hospitality industry. This research underscores the importance of adopting VR technology in the hospitality sector to strengthen sustainable community resilience. The findings provide valuable insights for stakeholders in the hospitality and tourism industry to develop innovative and sustainable strategies. By addressing the research gap, this study contributes to the limited body of knowledge on VR's role in promoting sustainable community resilience within the hospitality context.

Virtual reality current use, facilitators and barriers to implementation in paediatric physiotherapy: cross-sectional online survey of UK paediatric physiotherapists

Background The literature is scarce about virtual reality (VR) use and its integration into clinical practice. Given the growing interest toward using VR in healthcare in the UK, the aims of this survey were to explore its current use by paediatric physiotherapists in clinical practice in the UK, identify the facilitators and barriers to VR implementation in clinical practice and investigate the factors that will enhance intentions to use it in the future. Methods An online survey using Assessing Determinants of Prospective Take-Up of Virtual Reality (ADOPT-VR2) was distributed to UK paediatric physiotherapists through the Association of Paediatric Chartered Physiotherapists. Descriptive statistics and regression analysis were conducted. Results Out of 128 responses, 81 UK-based paediatric physiotherapists completed the survey. The therapists worked in the National Health Service, in the private sector and education. Most of the respondents reported not using VR in clinical practice (n = 75; 93%). Only 7% of respondents reported using VR in clinical practice. Attitudes toward VR, compatibility, and the peer influence constructs of ADOPT-VR2 all significantly predicted the behavioural intention to use VR (R2 = 0.612, p = <0.001). Conclusions This study shows that the current use of VR is limited. The findings from this study suggest that multiple factors need to be reconciled to enhance VR implementation. Specifically, therapists need to be provided with time, appropriate training, and financial and technical support. Stakeholders may also need to consider developing practical manuals to ensure therapists are implementing VR consistently and correctly.

Student informed development of virtual reality simulations for teaching and learning in the molecular sciences

ABSTRACT The development of accurate spatial conceptualisations of molecular biology structures, processes and interactions represents a critical learning outcome for a wide array of life sciences students. In this study, we investigated student learning through a bespoke virtual reality (VR) simulation focused on interactive assembly of an expression vector and visualisation of the recombinant protein expression process, encompassing constructivist pedagogical principles. A mixed methods approach was pursued involving surveys, assessments, and online simulation data capture to facilitate student partnered inputs into virtual simulation design and implementation in the teaching of molecular and cellular biology. The scope of student learning modalities, effective teaching practices and perspectives on challenging curriculum were also captured to position VR implementation within a wider learning framework. Students expressed a consensus view towards the application of this innovative teaching modality and appear well equipped to adapt to this new teaching and learning approach. The visual and kinaesthetic elements of the simulations were found to offer a unique entry point to challenging and abstract molecular concepts that has the potential to transform life science education for students, where a partnership approach can best deliver a roadmap for effective integration into the curriculum.

Navigating virtual realities: identifying barriers and facilitators to implementing VR-enhanced PT for youth with chronic pain.

Virtual reality (VR) can enhance engagement in outpatient physical therapy (PT) through distraction and gamification of movement. This study assessed barriers and facilitators to VR-enhanced PT. Data were collected during a feasibility trial of VR-enhanced PT for youth with chronic musculoskeletal pain. Semistructured and informal interviews were conducted with youth participants, their caregivers, and collaborating physical therapists. To analyze transcriptions, content analysis was employed in multiple rounds. Barriers and facilitators to VR implementation were coded using a deductive approach, then an inductive approach was used to identify emergent themes within each deductive code category. We completed interviews with youth participants (n = 9), caregivers (n = 7), and clinician stakeholders (n = 5). Coded barriers included: (1) participant identity and self-narrative inconsistent with the intervention, (2) system-level, structural constraints of healthcare, (3) lack of guidance and leadership from clinicians around VR use, (4) research burnout, (5) expectation violation and disappointment, and (6) missing the optimal treatment window. Coded facilitators included: (1) viewing VR as a bridge to achieving treatment goals, (2) having access to resources, (3) sustained positive experience and immersion in the game, (4) alignment between identity and the intervention, and (5) champion-level collaborations. This study highlights the importance of considering the VR technology, person using the VR, and the context in which VR is being implemented to optimize uptake and acceptability. Adopting an implementation science lens to the field of VR for chronic pain will enhance the applicability and scale of impact.

Impact of virtual reality on peri-interventional pain, anxiety and distress in a pediatric oncology outpatient clinic: a randomized controlled trial

PurposePain and anxiety-inducing interventions have a major impact on pediatric patients. Pain reduction by virtual reality (VR) during port and vein punctures is well studied. This study investigates peri-interventional reduction of pain, anxiety and distress using VR compared to the standard of care (SOC) in a pediatric oncology outpatient clinic.MethodsIn a randomized, controlled cross-over design, patients aged 6–18 years experience potentially painful interventions accompanied by VR. Observational instruments include NRS, FPS-r, BAADS, mYPAS-SF, PedsQL and SSKJ3-8R. All patients undergo two observations: SOC (A) and VR (B) in a randomized order. In addition, parents and staff are interviewed. Specific conditions for VR in an outpatient clinic setting derived from interprofessional focus group discussion are being explored.ResultsBetween July 2021 and December 2022 57 eligible patients were included and randomized to the orders A/B (n = 28) and B/A (n = 29). Thirty-eight patients completed both observations. Characteristics in both groups did not differ significantly. More than half of the patients had no previous experience with VR, 5% decided to discontinue VR prematurely. Peri-interventional pain, anxiety and distress were significantly reduced by VR compared with SOC. 71% of patients and 76% of parents perceived punctures with VR to be more relaxed than previous ones. 95% of patients perceived fun with VR goggles. Detailed questionnaires on individual stress and anxiety were returned from 26 of 38 patients. Focus group discussion with staff yielded evidence for successful implementation of VR in an outpatient clinic.ConclusionsThe present study shows that VR can be used for peri-interventional reduction of pain, anxiety, and distress in the special environment of a pediatric outpatient clinic. Specific conditions must be met for successful implementation. Further studies are needed to identify particularly susceptible patients and to illuminate alternatives for distraction that are feasible to implement with limited resources.Trial registration number(ClinicalTrials.gov ID): NCT06235723; 01/02/2024; retrospectively registered. This study adheres to the standard checklist of CONSORT guidelines.

Virtual Reality as a Method to Cope With Labor Pain: What Do Women Want?

This study aimed to determine what childbearing women want when using virtual reality as an intrapartum pain management method. Researchers performed a qualitative exploratory study using content analysis. Two focus groups were organized including pregnant women anticipating a vaginal birth and women who recently had given birth, no longer than 6 months ago. The focus groups included a 30-minute virtual reality demo. In total, 10 women participated. Five themes emerged: (1) "try, test and explore": the need to receive information and to get acquainted with virtual reality during the antenatal period; (2) "variety and diversity in physical and digital options": the preference for a variety in virtual content and view virtual reality as a complementary method to methods for intrapartum pain management; (3) "distraction versus focus": virtual reality as a method to distract from pain, from the clinical context or to help them focus; (4) "comfort both physical and digital": measures to ensure a comfortable physical and virtual experience; and (5) "birthing partner": the potential need to include partners. This study is an essential step informing the development, implementation, and research of labor-specific virtual reality and informing antenatal healthcare providers when offering women virtual reality as intrapartum pain management.

Virtual Reality Application for the Safety Improvement of Intralogistics Systems

Immersive technologies from the spectrum of Industry 4.0, such as Virtual Reality (VR), are increasingly used in research and safety analysis in industrial and intralogistics systems, including distribution warehouses and production plants. Safety in intralogistics systems is influenced by design and management processes, human behavior, and device performance. In all these areas, VR can serve as a supportive technology for visualization, testing, and employee training. However, this requires the development of principles for integrating VR into standard procedures for the design, modernization, and analysis of intralogistics and production systems. This article discusses the use of VR to analyze the occupational and functional safety of intralogistics systems. It reviews the literature and VR implementations aimed at examining and improving safety in industrial systems. The article explores the integration of VR into the design and analysis procedures for intralogistics and production systems. The authors present a five-dimensional decision space for assessing the use of VR, including identifying subjects of safety analysis, threats and hazards specific to intralogistics, countermeasures for these threats, factors affecting safety, and mechanisms by which VR can improve safety in intralogistics systems. As a subsequent step, the authors discuss using universal simulation environments that support VR technology to study and enhance safety in intralogistics systems, providing a framework example based on the FlexSim (2023 update 2) environment. Finally, this article addresses the threats and limitations of VR technology, along with the challenges and future prospects of VR in the context of Industry 4.0. The article concludes that VR can be an essential tool for increasing safety in the future, albeit with some reservations about certain features of this technology.

Use and Design of Virtual Reality-Supported Learning Scenarios in the Vocational Qualification of Nursing Professionals: Scoping Review.

Numerous reviews advocate using virtual reality (VR) in educational contexts. This medium allows learners to test experiences in realistic environments. Virtually supported scenarios offer a safe and motivating way to explore, practice, and consolidate nursing skills in rare and critical nursing tasks. This is also cited as one of the reasons why VR can significantly increase the knowledge acquisition of nursing students. Nevertheless, studies are limited in their significance owing to the chosen design. Despite great interest, this results in a low level of confidence in VR as a curricular teaching method for nursing education. Therefore, defining concrete design and didactic-methodological parameters that support teachers in the use and implementation of VR is more relevant. This scoping review aims to provide an overview of significant design aspects for VR scenario conception and its transfer to generalist nursing education to generate value for the development of teaching scenarios and their sustainable implementation in teaching. A comprehensive literature search was performed using the MEDLINE (via PubMed) and CINAHL databases, and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) checklist was applied. The search was conducted from May to July 2022, using a specific search principle corresponding to the focus and the growing study corpus. A previously defined "population, concept, and context" scheme was employed as the basis for the double-blind review of all relevant international German and English publications released up to May 1, 2022. In accordance with the predefined selection procedure, 22 publications were identified. The identified aspects aided in the development of design, didactic, and research recommendations. The intuitive operation of realistically designed VR scenarios, which are standardized, reliable, and modifiable, as well as clear instructions and specific multimodal feedback functions were described positively. The same applied to the linear structure of the sequences with graduated demands and high image quality for increased immersion with low sensory overload. Changes in perspectives, multiuser options, dialogs, and recording functions can contribute to an interactive care practice. On the research side, it is advisable to define VR terminologies. In addition to considering larger samples, varying settings, and financial issues, it is recommended to conduct long-term studies on knowledge acquisition or improved patient outcomes. VR scenarios offer high potential in the context of nursing education if teachers and learners develop them co-creatively according to design features and implement them by means of a well-conceived concept. VR enables trainees to develop practical skills continuously in a standardized way. In addition, its deployment supports the sensitization of trainees to digital nursing technologies and the expansion of their digital skills in a practical setting. Furthermore, it allows sustainability issues to be addressed.

Exploring the Potential of VR Technology in Education in Indonesia

This paper explores the impact of Virtual Reality (VR) on teacher training and elementary education, highlighting the improvement in teachers' understanding and skills as well as students' learning motivation. The paper contributes to the understanding of the benefits and potential applications of VR in educational settings, particularly focusing on teaching and elementary school learning. A literature review was conducted to identify previous findings and research gaps related to the implementation of VR. The study was conducted through observations, surveys, and interviews. The collected data were analyzed qualitatively and quantitatively, and the results were used to develop recommendations regarding VR content design, implementation strategies, and supporting policies. Despite challenges such as cost, accessibility, teacher capacity development, and data security, addressing these challenges could enable VR to become a revolutionary learning tool that can improve the quality of education in Indonesia. With the right approach, including relevant content development and further research, VR can become an effective and engaging learning tool in sports education, taking the learning experience to a more interactive and innovative dimension.