Use Of Immersive Virtual Reality Research Articles

Training in the Use of Myoelectric Prostheses Through the Combined Application of Immersive Virtual Reality, Cross-education, and Mirror Therapy

ABSTRACT Introduction During the rehabilitation process (RHB) of the patient with traumatic upper-limb amputation, the use of immersive virtual reality (IVR) facilitates the incorporation of the prosthesis into the body schema. This reinforces and enhances sensorimotor and cognitive stimulation to improve motor learning and motor patterns, while normalizing global gestures. Objectives The aims of this study were to implement retraining of gestural acquisition and prosthetic control in patients with upper-limb injuries and amputations through IVR, and to then incorporate this in the normalization of functional patterns in activities of daily living (ADLs) with the work of “cross-education” as well as the therapy of observation of actions—mirror therapy to enhance the joint effect of the approach with IVR. Methods Standard sessions were established for transradial and transhumeral trauma patients with upper-limb amputation and traumatic injuries within the rehabilitation treatment. During the sessions, games and virtual environment were used. The software ran in desktop mode using a “Leap Motion” or for immersive versions of 3D glasses (Oculus Rift S). Results The application of IVR in combination with conventional treatment obtained significant benefits for functionality. These included learning correct motor execution as well as motivational and emotional state with distal traumatic injuries and upper-limb amputations with or without myoelectric prosthesis, obtaining 5.6 on average on the GROC (global rating of change) scale. Conclusions Immersive virtual reality shows benefit for the normalization of motor learning of functional patterns in DLA and on the emotional, motivational level of the patient. Clinical Relevance The integrated combination of cross-education, mirror therapy, and immersive virtual reality may represent greater acquisition of motor patterns in the prosthetic training of patients with upper-limb amputation.

Multisensory Stimulation in Amyotrophic Lateral Sclerosis Disease: Case Report of an Innovative Proposal through Immersive Virtual Reality

Physical–cognitive stimulation has emerged as a promising strategy for improving the quality of life of patients with amyotrophic lateral sclerosis (ALS). This case study reports on the use of immersive virtual reality (IVR) as a tool for multisensory stimulation in a woman with ALS (76 years old; 11 years since diagnosis; stage 2). The program consisted of IVR stimulation sessions (three sessions per week for 12 weeks). The results showed that the implementation of the program was feasible and safe (no adverse symptoms on the Simulator Sickness Questionnaire), as well as easy to execute (>80% on the System Usability Scale). Additionally, the participant reported improvements in aspects related to her mental health (44% depression and 20% anxiety) and improvements in her quality of life, and she also maintained her values in her functional capacity. This study presents novel and important findings by demonstrating the feasibility of implementing physical–cognitive stimulation programs with IVR in a person with ALS, allowing for multisensory stimulation with commercially available hardware and software and the generation of benefits in their health-related quality of life and mental health.

Exergames and Immersive Virtual Reality as a Novel Therapy Approach in Multiple Sclerosis: Randomised Feasibility Study

Background: Multiple sclerosis is a chronic, inflammatory, neurodegenerative autoimmune disease caused by myelin loss in the central nervous system, which leads to motor and non-motor problems. The main objective of this study was to explore whether an immersive virtual reality (IVR) exercise programme would be feasible as a form of physical therapy for people with MS (pwMS). Methods: 18 participants (13 women; 45.06 years) were assigned to an experimental group (EG, n = 8) and a control group (CG, n = 10). The EG took part in a twice-weekly IVR exergame physical therapy programme—ExeRVIEM programme. A randomised, single-blind clinical trial was conducted and was registered in clinicaltrials (NCT05870254). Results: The intervention was feasible and safe. The participants completed the programme with no adverse effects (no symptoms on the Simulator Sickness Questionnaire), high usability (System Usability Scale 90.31%), and outstandingly positive post-game experiences (Game Experience Questionnaire 3.10/4). In addition, the GE significantly improved several of their functional capacities: increased lower limb strength (Five Times Sit-to-Stand Test p = 0.042), improved functional mobility, and reduced fall risk (Timed Up and Go Test-simple p = 0.009; Timed Up and Go Test-cognitive p = 0.003). There were no statistically significant differences between the groups. Conclusions: The findings support that the use of exergames and IVR as physical therapy in pwMS is feasible and safe. Furthermore, there is the suggestion of possible benefits to participants’ functional abilities, all of which position IVR as a promising tool for the rehabilitation of this neurodegenerative pathology affecting young adults.

Redefining Spectral Data Analysis with Immersive Analytics: Exploring Domain-Shifted Model Spaces for Optimal Model Selection.

Modern developments in autonomous chemometric machine learning technology strive to relinquish the need for human intervention. However, such algorithms developed and used in chemometric multivariate calibration and classification applications exclude crucial expert insight when difficult and safety-critical analysis situations arise, e.g., spectral-based medical decisions such as noninvasively determining if a biopsy is cancerous. The prediction accuracy and interpolation capabilities of autonomous methods for new samples depend on the quality and scope of their training (calibration) data. Specifically, analysis patterns within target data not captured by the training data will produce undesirable outcomes. Alternatively, using an immersive analytic approach allows insertion of human expert judgment at key machine learning algorithm junctures forming a sensemaking process performed in cooperation with a computer. The capacity of immersive virtual reality (IVR) environments to render human comprehensible three-dimensional space simulating real-world encounters, suggests its suitability as a hybrid immersive human-computer interface for data analysis tasks. Using IVR maximizes human senses to capitalize on our instinctual perception of the physical environment, thereby leveraging our innate ability to recognize patterns and visualize thresholds crucial to reducing erroneous outcomes. In this first use of IVR as an immersive analytic tool for spectral data, we examine an integrated IVR real-time model selection algorithm for a recent model updating method that adapts a model from the original calibration domain to predict samples from shifted target domains. Using near-infrared data, analyte prediction errors from IVR-selected models are reduced compared to errors using an established autonomous model selection approach. Results demonstrate the viability of IVR as a human data analysis interface for spectral data analysis including classification problems.

A Proposed Framework for integrating IVR Technology in Architectural Design courses; Application on architectural schools in Egypt

Abstract Visual communication has a vital role in the architecture. Virtual reality (VR) is one of the various methods of visual communication and interaction, especially during pandemics. Although it has many benefits such as improved space perception and dimension visualization etc., it’s not commonly used in Egyptian architectural schools. This research aims to investigate the integration of Immersive Virtual Reality (IVR) into the design curriculums in Egyptian architectural schools and to propose a framework for its integration. A mixed method approach was used in this study along with the literature data that was reviewed to identify the benefits, limitations and different IVR setups. First, an interview was conducted with one of the VRCAVE founders in an Egyptian private university to understand the effect of IVR and whether it has affected the students’ outcome. This was followed by conducting an experiment including an IVR setup along with a 3D Virtual model, to conduct semi-structured interview with the participants to analyse the use of IVR in the design modules and whether its integration in the architecture schools design curriculum would be beneficial

The effectiveness of nursing education using immersive virtual reality or augmented reality: Systematic review and meta-analysis

Purpose: This study aims to comprehensively assess the characteristics and effectiveness of immersive virtual reality (VR) or augmented reality (AR) in nursing education among nursing students and nurses.Methods: A thorough search was conducted in seven databases (PubMed, Embase, Cochrane Library, CINAHL, RISS, KMbase, and KoreaMed) for randomized controlled trials (RCTs) published in English or Korean before February 20, 2024. The quality of the included RCTs was assessed using the revised Cochrane Risk of Bias tool for randomized trials. A random-effects model was applied for the meta-analysis using Review Manager 5.4.Results: Out of the 15,840 studies extracted, ten were selected. Of those ten, the majority (six, 60%) were conducted on education dealing with specific nursing situations. In addition to the use of immersive VR or AR during nursing education, lectures, debriefing, and discussion processes were applied together, and device usage orientation was also provided. The meta-analyses showed that immersive VR or AR in nursing education significantly improved knowledge (standardized mean difference, SMD=2.64; 95% confidence interval, 95% CI=1.10~4.17) and skills (SMD=0.58, 95% CI=0.02~1.15).Conclusion: Immersive VR or AR in nursing education can effectively enhance knowledge and skills. However, for their development and implementation, various factors should be considered, and these findings are expected to provide valuable evidence regarding that concern.

Opportunities overcome challenges in adopting immersive virtual reality in online learning

The use of immersive Virtual Reality (IVR) has witnessed an increasing demand in online learning, though challenges are slowing its adoption. This paper presents a scoping review on the deployment of IVR in online learning: its utilisation, challenges, and opportunities. The study reveals that IVR is mainly used to provide remote access to learning experiences, improve cognitive, affective and skills outcomes, and simulate experiences that are often available in traditional classrooms. Hardware-related issues are among the greatest challenges for the ubiquitous use of IVRs in online learning, with internet access being cited as the primary concern. Cost of hardware, physical side-effects, software design and amount of educator training required have also been raised as common challenges. The analysis of the reported opportunities revealed that the increasing availability of VR technologies shows the potential to overcome these challenges associated with hardware, where smartphone devices are still considered the most accessible and scalable tool. In addition, the increasing availability of modelling software creates an opportunity for faster and cheaper development of VR applications. Furthermore, the use of IVR in online learning presents solutions to common online learning issues associated with reduced student engagement and learning, access to work-based activities and lack of connectedness.

Use of Immersive Virtual Reality in Nursing Homes for People With Dementia: Feasibility Study to Assess Cognitive, Motor, and Emotional Responses

Use of Immersive Virtual Reality in Nursing Homes for People With Dementia: Feasibility Study to Assess Cognitive, Motor, and Emotional Responses

Behavioural Gap Assessment of Human-Vehicle Interaction in Real and Virtual Reality-Based Scenarios in Autonomous Driving

In the field of autonomous driving research, the use of immersive virtual reality (VR) techniques is widespread to enable a variety of studies under safe and controlled conditions. However, this methodology is only valid and consistent if the conduct of participants in the simulated setting mirrors their actions in an actual environment. In this paper, we present a first and innovative approach to evaluating what we term the behavioural gap, a concept that captures the disparity in a participant’s conduct when engaging in a VR experiment compared to an equivalent real-world situation. To this end, we developed a digital twin of a pre-existed crosswalk and carried out a field experiment (N = 18) to investigate pedestrian-autonomous vehicle interaction in both real and simulated driving conditions. In the experiment, the pedestrian attempts to cross the road in the presence of different driving styles and an external Human-Machine Interface (eHMI). By combining survey-based and behavioural analysis methodologies, we develop a quantitative approach to empirically assess the behavioural gap, as a mechanism to validate data obtained from real subjects interacting in a simulated VR-based environment. Results show that participants are more cautious and curious in VR, affecting their speed and decisions, and that VR interfaces significantly influence their actions.

Transforming science education with virtual reality: an immersive representations model

ABSTRACT Immersive virtual reality (IVR) offers significant transformative potential for science education by supporting learning experiences that deeply engage students and improve their understanding of scientific concepts. Despite considerable interest, research on the use of IVR in science education is still in its formative stage. Currently, there is a substantial gap in a tool that can help stakeholders evaluate key elements of immersive software for science education contexts. This research addresses this gap by conceptualising and applying a framework designed to assist educators, researchers, and designers in assessing essential components of an immersive science application. The framework highlights three key components: IVR technological affordances, the exploration of science within IVR, and scientific representations. These components are synthesised into the Immersive Representations Model (IRM). Employing screen capture methodology, we evaluated the application and significance of the IRM. This study pioneers a structured approach to evaluating immersive technologies in science education.

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.

Perspectives of healthcare professionals on the use of immersive virtual reality in teenage and young adult oncology: a qualitative interview study

BackgroundApplications of Virtual Reality (VR) in healthcare continue to grow at a rapid pace, yet the challenges and opportunities associated with VR from the perspective of clinicians and healthcare staff remain underexplored, particularly in the context of Teenage and Young Adult (TYA) oncology. This study aims to bridge this knowledge gap by interviewing clinicians and staff regarding the use of VR in TYA cancer care.MethodFourteen semi-structured qualitative interviews were conducted with a diverse range of healthcare professionals working in TYA oncology within the United Kingdom including oncologists, hematologists, clinical nurse specialists, clinical psychologists, radiographers, play specialists, clinical social workers and youth support coordinators. Data were analysed thematically with three themes and ten sub-themes developed.ResultsThe findings reveal that TYA healthcare professionals are optimistic and enthusiastic about the potential of using VR to enhance cancer care for teenagers and young adults. However, they also expressed notable concerns related to the practical implementation of VR in clinical settings. These concerns included infection and safety risks, privacy and security concerns, cost implications, storage requirements and staff burden. Clinicians and staff proposed valuable applications for VR in TYA oncology specifically in patient distraction, physiotherapy, procedure preparation, and the delivery of psychotherapy, including acceptance and commitment therapy.ConclusionsThis research has demonstrated that despite an enthusiasm to adopt VR in TYA oncology there are still many challenges, both practical and ethical, that must be addressed to enable the successful implementation of VR in hospitals within the UK. Further research into applications of VR for TYA oncology is warranted, particularly in areas of psychology, physiotherapy, and procedure preparation.

Designing for collaborative learning in immersive virtual reality: a systematic literature review

Immersive learning technologies such as virtual reality have long been deemed as the next generation of digital learning environments. There is a limited number of studies addressing how immersive technologies can be designed, applied, and studied in collaborative learning settings. This paper presents a systematic review of empirical studies reporting on use of immersive virtual reality in collaborative learning within educational and professional learning settings. 11 studies have been grouped and coded in a textual narrative synthesis, outlining the pedagogical concepts behind the learning design, as well as the design of virtual reality environments and the collaborative learning activities in which the technology is employed. The results suggest that collaborative learning in virtual reality can currently be conceptualised as a shared experience in an immersive, virtually mediated space, where there is a shared goal/problem which learners must attend to collaboratively. This conceptualisation implies a need to design technologies, environments, and activities that support participation and social interaction, fostering collaborative learning processes. Based on the outlined conceptualisation, we present a series of recommendations for designing for collaborative learning in immersive virtual reality. The paper concludes that collaborative learning in virtual reality creates a practice- and reflection space, where learning is perceived as engaging, without the risk of interfering with actual practices. Current designs however struggle with usability, realism, and facilitating social interaction. The paper further identifies a need for future research into what happens within virtual reality, rather than only looking at post-virtual reality evaluations.

Virtual reality check: A realist evaluation protocol for exploring the use of Immersive Virtual Reality (IVR) to support pre-service teachers’ understanding of approaches to behaviour management

Virtual reality check: A realist evaluation protocol for exploring the use of Immersive Virtual Reality (IVR) to support pre-service teachers’ understanding of approaches to behaviour management

Exploring the use of immersive virtual reality in adults with chronic primary pain: A scoping review

Exploring the use of immersive virtual reality in adults with chronic primary pain: A scoping review

Immersive virtual reality to improve functional capabilities in people with multiple sclerosis disorder

Multiple Sclerosis, also called MS, is an autoimmune disease and a chronic neurological condition resulting from a malfunction of tissue in the brain and spinal cord. Physical rehabilitation is one procedure that has been demonstrated to offer several advantages, though these treatments, which are centered on repetitive physical acts, can be discouraging for sufferers. This study investigates the use of Immersive Virtual Reality (IVR) as a non-pharmacological therapeutic intervention to enhance functional capabilities in individuals with MS. The primary objective is to determine the feasibility and efficacy of an IVR-based exercise program in improving physical function, reducing fall risk, and increasing personal autonomy among people with MS (pwMS). The idea is that an exergame strategy using Immersive Virtual Reality (IVR) is practical for people with a history of multiple sclerosis (pwMS) and may enhance their movement through more motivational sessions. This paper outlines the procedures for a single-blind randomized experimental examination that investigates the feasibility and effectiveness of an 8-week IVR intervention (ExeRVIEM program) in pwMS. Equilibrium, posture, risk of falling, movement efficiency, lower limb durability, fatigue, handgrip endurance, and reaction speed will be measured.

IMMERSIVE VIRTUAL REALITY IN PAIN RELIEF IN PATIENTS WITH BURNS: SYSTEMATIC REVIEW AND META-ANALYSIS

Objective: Evaluating the use of immersive virtual reality as a non-pharmacological intervention for pain relief and opioid consumption during dressing changes in patients with burn injuries. Methods: This review considered study designs, randomized clinical trials, non-randomized controlled trials, without restriction on the year of publication. An extensive search in six electronic databases (PubMed; EMBASE, Web of Science, CINAHL, Cochrane Library, Clinicaltrial.gov) was performed. RevMan version 5 software was used to carry out a meta-analysis. The certainty of the evidence was analyzed using GRADE. Results: Included 10 articles, total of 514 patients, aging 5 to 80 years old. In a combined analysis of pain variables, time thinking about pain from eight studies, the result favored the use of immersive virtual reality compared to control, the Standardized Mean Difference (SMD -0.86; 95% CI -1.22 - 0.49 N = 772 I2 = 82%). Conclusion: The evidence compiled in this review supports the use of immersive virtual reality to reduce pain.

Immersive Virtual Reality to Assess Arm Kinematics among Older Adults with and without Major Neurocognitive Disorder – An Exploratory Cross-Sectional Study

Despite the recommendation of improving assessment objectivity and frequency, the use of immersive virtual reality to measure and quantify movement quality remains underexplored. In this study, we aimed to evaluate the reliability, validity and usability of an immersive virtual reality application, KinematicsVR, to assess upper limb kinematics among older adults with and without major neurocognitive disorder. The KinematicsVR involves the drawing of three-dimensional straight lines, circles and squares using a controller in a virtual environment. Twenty-eight older adults with or without major neurocognitive disorder were recruited. Reliability was evaluated through correlations on test–retest and validity through correlations between KinematicsVR variables and other functional tests (TEMPA, BBT-VR and Finger-Nose Test). The usability of the KinematicsVR was assessed with the System Usability Scale questionnaire. Kinematic indexes were compared between eight adults with major neurocognitive disorder and eight matched controls. Results indicated that most variables provided by the KinematicsVR had excellent reliability for tasks involving the drawing of straight lines and circles, but moderate reliability for tasks involving the drawing of squares. Secondary analyses showed that the usability of the application was excellent but few significant and strong correlations were observed between variables of the KinematicsVR and the scores of the TEMPA scale, Finger-Nose Test and BBT-VR. Adults with major neurocognitive disorder, when compared to other older adults, made larger and less linear hand movements. These findings provide perspectives for the use of immersive virtual reality to improve assessment frequency and objectivity through the autonomous measure of upper limb kinematics in older adults.

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.

A Systematic Overview of Reviews of the Use of Immersive Virtual Reality in Higher Education

Objectives: Immersive virtual reality (IVR) provides opportunities to learn within a nonphysical, digital world. The purpose of this critical review was to examine published systematic reviews regarding the benefits and challenges of IVR in higher education to inform best practices. Method: We followed the Preferred Reporting Items for Overviews of Reviews (PRIOR) to ensure transparency and to afford an evidence-based approach for synthesizing insights from a broad range of research. We analyzed and synthesized 10 reviews that include 332 studies with over 9,878 participants, following an integrated synthesis design process using thematic analysis and emergent coding. Results: Results confirmed the various benefits and challenges of IVR. The benefits include improved student learning and behaviours, while challenges include technology issues, behaviours that inhibit learning, and learning how to use IVR. Conclusions: IVR holds considerable potential in disciplines requiring practical applications such as simulation-based training and testing. However, further research into contexts such as participant age, gender, instructional design or learning theory, and longitudinal study is required. Finally, higher education stakeholders will benefit from budgeting time and costs, aligning IVR use with real-world applications, maintaining an adaptive mindset, and developing scaffolded instructional design. Implications for Theory and/or Practice: The primary benefits of student learning through IVR include enhanced skill acquisition, experiences, and learning outcomes. In addition, while immersive platforms housed in static rooms may present financial challenges, the emergence of—and increased investment into—untethered headsets and haptic controllers can reduce operational costs and increase student access to high-quality learning experiences.