Use Of Immersive Virtual Reality Research Articles

Assessing Heuristic Evaluation in Immersive Virtual Reality—A Case Study on Future Guidance Systems

A variety of evaluation methods for user interfaces (UI) exist such as usability testing, cognitive walkthrough, and heuristic evaluation. However, UIs such as guidance systems at transit hubs must be evaluated in their intended application field to allow the effective and valid identification of usability flaws. However, what if evaluations are not feasible in real environments, or laboratorial conditions cannot be ensured? Based on adapted heuristics, in the present study, the method of heuristic evaluation is combined with immersive Virtual Reality (VR) for the identification of usability flaws of dynamic guidance systems (DGS) at transit hubs. The study involved usability evaluations of nine DGS concepts using the newly proposed method. The results show that compared to computer-based heuristic evaluations, the use of immersive VR led to the identification of an increased amount of “severe” usability flaws as well as overall usability flaws. Within a qualitative assessment, immersive VR is validated as a suitable tool for conducting heuristic evaluations involving significant advantages such as the creation of realistic experiences in laboratorial conditions. Future work seeks to further prove the suitability of using immersive VR for heuristic evaluations and compare the proposed method to other evaluative methods.

An Immersive Virtual Field Experience Structuring Method for Geoscience Education

Digital outcrop models (DOMs) have facilitated quantitative and qualitative studies in digital and virtual environments of source and reservoir rock analogs important to the oil industry. The use of immersive virtual reality (iVR) to extend field experiences has motivated several research groups to develop software integrating iVR techniques with tools to interpret and derive geological information from DOMs. This virtual approach can also contribute to the development of geological and spatial thinking skills taught in the classroom and during field trips. The immersive virtual field trips (iVFTs) can provide students access to outcrops and additional data restricted to field learning activities while allowing additional interactions impossible in the field. iVFTs have been developed recently; however, the structuring of iVFTs for geology classes has not been presented in a way that inexperienced iVR users can make use of such systems. In this scenario, our work proposes a method to structure an iVFT using georeferenced data containers and the virtual reality software Mosis LAB while evaluating users' perceptions during an iVFT study case. The evaluation using technology acceptance model questionnaires showed that users were positively impacted by the observational iVFT experience, effectively supporting e-learning, and class field learning activities and preparations. This approach allows field trip experiences in less accessible study sites, especially in less favorable conditions like the ones during the Coronavirus 2019 pandemic where many geoscience departments had their field trips hampered.

Use of virtual reality for the management of phantom limb pain: a systematic review

Purpose To summarize the research on the effectiveness of virtual reality (VR) therapy for the management of phantom limb pain (PLP). Methods Three databases (SCOPUS, Ovid Embase, and Ovid MEDLINE) were searched for studies investigating the use of VR therapy for the treatment of PLP. Original research articles fulfilling the following criteria were included: (i) patients 18 years and older; (ii) all etiologies of amputation; (iii) any level of amputation; (iv) use of immersive VR as a treatment modality for PLP; (v) self-reported objective measures of PLP before and after at least one VR session; (vi) written in English. Results A total of 15 studies were included for analysis. Fourteen studies reported decreases in objective pain scores following a single VR session or a VR intervention consisting of multiple sessions. Moreover, combining VR with tactile stimulation had a larger beneficial effect on PLP compared with VR alone. Conclusions Based on the current literature, VR therapy has the potential to be an effective treatment modality for the management of PLP. However, the low quality of studies, heterogeneity in subject population and intervention type, and lack of data on long-term relief make it difficult to draw definitive conclusions. IMPLICATION FOR REHABILITATION Virtual reality (VR) therapy has emerged as a new potential treatment option for phantom limb pain (PLP) that circumvents some limitations of mirror therapy. VR therapy was shown to decrease PLP following a single VR session as well as after an intervention consisting of multiple sessions. The addition of vibrotactile stimuli to VR therapy may lead to larger decreases in PLP scores compared with VR therapy alone.

Perspectives of Motor Functional Upper Extremity Recovery with the Use of Immersive Virtual Reality in Stroke Patients.

Stroke is one of the leading causes of disability, including loss of hand manipulative skills. It constitutes a major limitation in independence and the ability to perform everyday tasks. Among the numerous accessible physiotherapeutic methods, it is becoming more common to apply Virtual Reality "VR". The aim of this study was to establish whether immersive VR was worth considering as a form of physical therapy and the advisability of applying it in restoring post-stroke hand function impairment. A proprietary application Virtual Mirror Hand 1.0 was used in the research and its effectiveness in therapy was compared to classical mirror therapy. A total of 20 survivors after ischaemic stroke with comparable functional status were divided into a study group (n = 10) and control group (n = 10). Diagnostic tools included 36-Item Short Form Survey "SF-36" and the Fugl-Meyer Assessment Upper Extremity "FMA-UE". Collected metrics showed a normal distribution and the differences in mean values were tested by the student's t-test. In both, the study and control groups' changes were recorded. A statistically significant outcome for FMA-UE and SF-36 measured by the student's t-test for dependent or independent samples (p > 0.05) were obtained in both groups. Importantly, proven by conducted studies, an advantage of VR proprietary application was subjective sensations amelioration in pain and sensory impressions. Applying Virtual Mirror Hand 1.0 treatment to patients after a stroke appears to be a good solution and definitely provides the opportunity to consider VR applications as an integral part of the neurorehabilitation process. These results give a basis to plan further larger-scale observation attempts. Moreover, the development of the Virtual Mirror Hand 1.0 as an innovative application in physiotherapy may become equivalent to classical mirror therapy in improving the quality and effectiveness of the treatment used for post-stroke patients.

Virtual Reality for Learning.

The consumer age of the Personal Computer and mobile devices has opened up a new world of opportunities for innovative teaching methodologies, many based on serious games and virtual worlds. Similar levels of market penetration are expected for the use of Immersive Virtual Reality (iVR) over upcoming decades, once all the core technologies for game engines and head-mounted displays are available on the market at affordable prices. In this chapter, a general overview of the state of the art of iVR learning experiences is presented. Firstly, the advantages of iVR over traditional learning are described - advantages that must be considered when defining iVR experiences for the optimization of student learning and satisfaction. Secondly, the relationship between learning theories and iVR experiences is briefly summarized; an area where constructivist theories appear to be the most commonly used theory in iVR experiences. Thirdly, some examples of the success of iVR applications at different learning levels, from primary school to higher education, are summarized. Fourthly, the key factors for the successful design and use of an iVR experience in education are identified, from the predesign stage to the final evaluation - with special attention given to the different possibilities of each type of HMD for different kinds of educational experiences. Finally, the main limitations of iVR for learning today and the future trends of this technology for teaching are also identified and discussed.

Сognitive rehabilitation methods in multiple sclerosis patients

The prevalence of cognitive impairment in patients with multiple sclerosis is 40 to 65%. Improvement of cognitive-oriented therapy and search for its new techniques is considered to be promising for slowing the progression or for recovery of cognitive functions. It is related to low efficacy of medical treatment, preserved neuroplasticity in most patients with multiple sclerosis, positive results of studies on selected cognitive rehabilitation techniques in other nervous system disorders. The spectrum of techniques for cognitive training varies from technically feasible methods using a sheet of paper and a pen to the most advanced ones, such as the use of immersive virtual reality. The effectiveness of cognitive rehabilitation in patients with multiple sclerosis with virtual reality technologies has not been studied in large-scale randomized placebo-controlled studies.

Exploring the Potential of Immersive Virtual Reality in the Treatment of Unilateral Spatial Neglect Due to Stroke: A Comprehensive Systematic Review.

The present review aims to explore the use of Immersive Virtual Reality (IVR) in the treatment of visual perception in Unilateral Spatial Neglect (USN) after a stroke. PubMed, Scopus, Embase and Pedro databases were searched, from inception to 1 February 2022. All studies that investigated the effect of IVR on USN, such as outcome in the stroke population, have been included. The current comprehensive systematic review was performed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations and was registered in the PROSPERO database [CRD42022311284]. Methodological quality was assessed through JBI critical appraisal tool. A total of 436 articles were identified through the database searches. A total of 10 articles, with a heterogeneous study design, which involved 77 patients with USN with low-to-moderate methodological quality, have been selected. Five out the included studies tested usability of IVR for assessed or treated visual perception deficits in USN, comparing the results with 134 healthy subjects. In the rest of studies that tested IVR such as treatment, three showed statistical positive results (p < 0.05) in visual perception outcome. To date, the literature has suggested the potential benefits in the use of IVR for the treatment of visual perception disorders in USN. Interestingly, IVR motivates patients during the rehabilitation process improving compliance and interest. The heterogeneity in the studies' design and in IVR treatments indicate the need of future investigations in the consideration of potentiality and low-cost of this technology.

Experience using immersive virtual reality simulation during an AO trauma regional course in Latin America

Virtual reality has been used in orthopedics for several years now, both as a training and assessment tool. The use of extended reality technologies in surgical training and simulation is the most developed and validated of all the current applications. However, formal and massive implementation in continuous orthopedic education has yet to happen. This report aimed to present our experience during the first AO trauma regional courses in Latin America that incorporated the use of immersive virtual reality (IVR) simulation as a hands-on activity as part of the program. IVR was used for the first time as part of a course activity during the advanced principles of fracture treatment course as part of the AO regional courses in Rio de Janeiro, Brazil, in 2022. The activity was implemented for 120 participants in a back-to-back fashion. Each participant used the IVR simulation for the trochanteric nail application and did a traditional hands-on exercise with a synthetic bone model. An appreciation survey was answered by participants. Seventy-four persons answered the survey. About 62% considered that the IVR simulation was like reality, and 76.38% thought that IVR was helpful in the learning process. The majority (91.6%) would like to use IVR for training, and 93% would be willing to use IVR again. This was the first time, IVR simulation was implemented as a massive and structured educational activity during the principles of fracture treatment course. Participant feedback was positive, and most people would use IVIR again. A systematic way of implementing IVR simulation sessions with educational goals needs to be developed for these activities.

111 (PB-111) Poster - Use of immersive virtual reality for management of anxiety and depression among chemotherapy-naïve Filipino breast cancer outpatients in a national university hospital

Background: Anxiety and depression have negatively influenced the quality of life among breast cancer patients, potentially interfered with their compliance to treatment, and eventually affected their overall survival. The use of antidepressants has been the standard therapy but may present with several side effects, e.g., drug-to-drug interactions, dependence, and tolerance. As a novel method to address these stressors, virtual reality (VR) utilizes non-invasive simulation digital technology that generates sensory experiences which allow the subjects to interact with the stimuli.

Re-Live History: An immersive virtual reality learning experience of prehistoric intangible cultural heritage

The use of immersive virtual reality for learning is a growing opportunity that has so far suffered from limited application in the classroom, particularly with students in the 11 to 12 year bracket. Due to more concern being shown toward usability rather educational goals, mixed feelings exist about the technology’s ability to teach. Meanwhile, historical games usually have fun as the main or sole objective, which may cause problems by diminishing the value of the depicted cultural heritage and supersede the intended learning outcomes of the experience. This research aims to contribute toward this gap by working closely with teachers in developing an immersive virtual reality learning experience to teach prehistoric intangible cultural heritage to history students aged 11 to 12 years. The research question of this study is how to go about designing an immersive learning experience for secondary school teachers to teach 11 to 12 year old students about prehistoric cultural heritage on which very little documented evidence is available. To this end, the Re-Live History project was built upon a virtual reality navigation experience of a Maltese Neolithic hypogeum, adding a representation of intangible cultural heritage in the form of human behavior. A content requirement study from heritage experts’ perspective was carried out, followed by a similar study from the history teachers’ perspective. These provided which learning outcomes can be potentially addressed by the immersive learning experience, what form of intangible cultural heritage can be represented, and what success criteria were to be used for its evaluation. A prototype of the experience was then developed and reviewed by the heritage experts and subsequently developed into the experience evaluated by teachers and heads of department. Evaluation was carried out in terms of authenticity relative to the historic site, ease of navigation, impact in terms of achievable learning outcomes, and utility in the classroom. This ensured that educational objectives were given priority and should help teachers embrace and adopt the technology in the classroom. Future work should pilot the use of the IVR in the classroom and provide further empirical evidence to its ability to help such students achieve the learning outcomes expected by the syllabus.

Does virtual reality in the perioperative setting for patient education improve understanding? A scoping review

The potential uses of Virtual Reality (VR) to educate patients perioperatively are now an emerging field of research. The objective of this scoping review is to assess the extent of the literature on how immersive VR is being used perioperatively to specifically improve patient understanding of their pathology or procedure. A systematic search was carried out with inclusion criteria; adults (≥18 years old); use of immersive VR; perioperative setting for patient education. Twelve studies were reviewed, the majority of which were unpowered, non-randomised experimental trials. VR was mainly used during procedure consent to show patients a 3D anatomical model of the relevant anatomy. Subjective and objective patient understanding was improved after exposure to VR. Continuing advances in VR technology will make this option more accessible to health care settings in the future and further research in this arena should prioritise statistically powered, high quality study design.

The use of immersive virtual reality for teaching fieldwork skills in complex structural terrains

Innovations in virtual reality (VR) technology have led to exciting possibilities in teaching earth sciences, allowing students to experience complex geological sites that, due to cost and logistical reasons, they would not normally be able to experience. The need for high quality online digital learning resources and blended learning was brought to the forefront during the SARS-CoV-2 pandemic, as courses with a traditional physical field work component were forced to move online and provide alternatives to students. While it is unlikely that virtual field trips (VFT) would be accepted by students as a replacement of real-world fieldwork moving out of the pandemic, research shows promise that using IVR experiences can lead to enhanced learning outcomes in geosciences, warranting its inclusion on the curricula. This paper presents the outputs of a project to improve student learning in complex geological environments using VR. Here we outline a workflow that was developed to collect high resolution imagery using remote sensing to create digital outcrop models (DOM) of complex geological sites. Using this framework, this paper will then explore the use of VR for an investigation of the Husavik Triple Junction, a complex structural site in northern Iceland, explaining how the drone data was converted to a 3D DOM and demonstrating how VR can be used to simulate real world field mapping. Finally, we describe how these IVR activities have been integrated into taught modules at postgraduate level and discuss how the use of IVR experiences can complement existing geoscience curriculum design.

Altered effective connectivity in the emotional network induced by immersive virtual reality rehabilitation for post-stroke depression.

Post-stroke depression (PSD) is a serious complication of stroke that significantly restricts rehabilitation. The use of immersive virtual reality for stroke survivors is promising. Herein, we investigated the effects of a novel immersive virtual reality training system on PSD and explored induced effective connectivity alterations in emotional networks using multivariate Granger causality analysis (GCA). Forty-four patients with PSD were equally allocated into an immersive-virtual reality group and a control group. In addition to their usual rehabilitation treatments, the participants in the immersive-virtual reality group participated in an immersive-virtual reality rehabilitation program, while the patients in the control group received 2D virtual reality rehabilitation training. The Hamilton Depression Rating Scale, modified Barthel Index (MBI), and resting-state functional magnetic resonance imaging (rsfMRI) data were collected before and after a 4-week intervention. rsfMRI data were analyzed using multivariate GCA. We found that the immersive virtual reality training was more effective in improving depression in patients with PSD but had no statistically significant improvement in MBI scores compared to the control group. The GCA showed that the following causal connectivities were strengthened after immersive virtual reality training: from the amygdala, insula, middle temporal gyrus, and caudate nucleus to the dorsolateral prefrontal cortex; from the insula to the medial prefrontal cortex; and from the thalamus to the posterior superior temporal sulcus. These causal connectivities were weakened after treatment in the control group. Our results indicated the neurotherapeutic use of immersive virtual reality rehabilitation as an effective non-pharmacological intervention for PSD; the alteration of causal connectivity in emotional networks might constitute the neural mechanisms underlying immersive-virtual reality rehabilitation in PSD.

The Use of Immersive Virtual Reality (IVR) in Pediatric Orthopaedic Education

The traditional postgraduate surgical master-apprenticeship education model is undergoing a significant paradigm shift. For the past century, the transition from trainee to orthopaedic surgeon has been accomplished through stepwise integration of theoretical knowledge, observation of senior faculty, basic surgical skill acquisition, and gradual autonomy in complex procedures. Over the past decade, the explosion of virtual reality has heightened interest in this field for surgical residency training. The core principle of simulation training is “learning by doing” for acquisition and retention of surgical skills. It allows trainees to integrate theoretical knowledge with procedural skills in a risk-free setting prior to application in the operating room. Significant data supports the use of surgical simulation and virtual reality training modalities for skill acquisition in nearly every surgical specialty. The advancement in technology will allow immersive reality to become a standard educational platform in the future and this article provides a basic framework for understanding this ever-changing field.

Surgical Device Representatives Preference for Experiential Learning via Immersive Virtual Reality

Background Surgical device representatives (SDRs) traditionally receive product training through didactic and hands-on learning. Immersive virtual reality (IVR) training effectiveness and user perceptions has not been studied in this population. The purpose of this study was to evaluate the learning efficiency of IVR for SDRs using a revision total knee arthroplasty system, determine SDR views on the use of IVR for training, and to perform a cost analysis of IVR training compared to traditional means. Methods A cross-sectional study of SDRs attending an anual sales meeting of a single orthopaedic implant company completed a revision total knee arthroplasty module using the Precision OS IVR System after a 1-hour traditional didactic lecture and small-group discussion training format. Immersive VR performance was tracked by the Precision OS software including repetitions, completion times, and performance measured using a previously validated performance metric, the Precision Score. An eight question survey was collected after IVR module completion. Results Two-hundred eighty-six SDRs completed over 1048 module repetitions for an average of approximately 4 module completions per SDR. The cumulative IVR training time was 18.3 minutes (SD 8.5). There was a high rate of critical injuries (n=458, 74%) measured including the medial and lateral collateral ligaments, popliteal artery, and amount of bony resection. The Precision Score had strong, inverse correlation to these injuries and were tracked over module repetitions. Two-hundred forty-five SDRs completed the post-training survery for a response rate of 86%. Most participants (91%) preferred IVR to standard training formats. Almost all participants (99%) intended to use their IVR learning in their current roles, and 99% felt the use of IVR was relevant to their roles. Similarly, 99% would recommend IVR training to others. The cumulative direct costs of IVR training compared to traditional didactic, in-person training formats for SDRs was 2.8x less costly, a lower bound as this did not account for lost productivity. Conclusion Immersive VR training is able to assess and track SDR learner performance and is valued by SDRs greater than traditional training formats. The cost of incorporating this technology is 2.8x less than current didactic and in-person learning formats. This is the first study of its kind to assess the use of IVR in the SDR population.

Immersive Virtual Reality as a Novel Physical Therapy Approach for Nonagenarians: Usability and Effects on Balance Outcomes of a Game-Based Exercise Program.

Physical exercise has been recognized as an important strategy in the promotion of healthy aging. Positive effects on older adults’ motor ability are brought about by engaging their motor skills and promoting sensorimotor learning and cortical plasticity. These processes could be increased with the use of immersive virtual reality (IVR) technology, since the multisensory stimulation is greater. The aim of this study was to explore the usability and balance effects of an IVR exercise program in community-dwelling nonagenarian people. A sample of 12 women were allocated to an experimental group (EG n = 6; 91.67 ± 1.63 years) and a control group (CG n = 6; 90.83 ± 2.64 years). For 10 weeks, the EG used a commercial IVR exergame three times a week. All the sample completed the program without adverse effects (without Simulator Sickness Questionnaire symptoms). Post-gaming usability was good (System Usability Scale 78.33). The EG improved some balance parameters significantly (Tinetti test: balance (10.97 %; Sig = 0.017), gait (9.23%; Sig = 0.047) and total score (10.20%; Sig = 0.014) and maintained total TUG test times (−0.45%)). There were significant differences between groups (Tinetti test: balance (Sig = 0.004) and total score (Sig = 0.0032)). We successfully demonstrated that IVR training is feasible and is an effective and personalized method to enhance balance and to reduce the risk of falls in community-dwelling nonagenarian women.

Effects of immersive virtual reality cardiopulmonary resuscitation training on prospective kindergarten teachers' learning achievements, attitudes and self‐efficacy

Children's unexpected cardiac arrest warrants cardiopulmonary resuscitation (CPR) by kindergarten teachers. Yet, recent research revealed trained personnel reporting poor transfer of acquired skills during real‐world emergencies with conventional CPR training. Immersive virtual reality (IVR) training induces a greater sense of presence and agency than conventional CPR training and may be more effective in terms of increasing trainees' intention and initiative to perform CPR in real‐world emergencies. A quasi‐experiment was conducted to assess the effectiveness of the IVR‐based CPR training method in terms of enhancing the intention to perform CPR. The trial enrolled 50 participants, 25 of whom examined a child patient in an IVR virtual scenario, using an AED, and performed two rounds of two‐minute chest compressions. The remaining 25 participants were trained using a video with consistent content on a monitor. A generalised estimating equation analysis demonstrated that the IVR training method significantly increased prospective kindergarten teachers' self‐efficacy for performing CPR, positive attitudes towards CPR, and CPR knowledge. This advantage was also maintained after the five‐week follow‐up. Thus, CPR teaching via IVR looks to be an excellent way to enhance the intention to perform CPR and may be of great value in improving existing CPR training systems. Practitioner notesWhat is already known about this topic Many trainees who have received traditional cardiopulmonary resuscitation (CPR) training hesitate to perform the skills learned in a real‐world emergency. The critical determinant of whether an individual performs a behaviour is the individual's ‘intention’ to perform that behaviour. Individual's self‐efficacy to perform CPR, attitudes towards CPR, and perceived social norms are three determinants that influence intention to perform CPR. Immersive media such as virtual reality may elicit more attitudinal changes and a greater sense of learner self‐efficacy than current mainstream media. What this paper adds The study's results indicated that compared to conventional technology‐supported video training, immersive virtual reality (IVR) training significantly increased participants' self‐efficacy about performing CPR, positive attitudes towards CPR and CPR knowledge. CPR training through IVR may enhance trainees' intention to perform CPR in real‐world emergencies. Implications for practice and/or policy The effectiveness of combining IVR technology into existing CPR training methods such as mixed reality training, which blends virtual environments with realistic mannequins, should be further examined in the future. IVR may be a more effective medium for enhancing the intention to perform behaviour than conventional technology. Future research could further experiment with the use of IVR as a behavioural intervention technique in education

The use of immersive virtual reality for cancer-related cognitive impairment assessment and rehabilitation: A clinical feasibility study

ObjectiveThis brief study aimed to examine the potential effects of virtual reality (VR)-assisted cognitive rehabilitation intervention on the health outcomes of patients with cancer. MethodsA single group of pre-test and post-test study designs were used. An innovative VR system was developed to assess cancer-related cognitive impairment and provide cognitive rehabilitation. The potential effects of the system were determined by measuring changes in cognitive function (learning and memory, information processing speed, executive function, and verbal fluency) and the severity of depression, anxiety, and insomnia. ResultsNine subjects completed the entire VR intervention and were included in the analysis. The participants’ mean age was 43.3 years (standard deviation, 8.9 years). The VR-based cognitive intervention significantly improved the subjective cognitive measures of perceived cognitive impairment and perceived cognitive ability (P ​= ​0.01 and P ​< ​0.01, respectively). The intervention also improved the objective cognitive measures of verbal learning memory as measured using the Auditory Verbal Learning Test (eg., P ​< ​0.01 for 5-min delay recall), information processing speed as measured using the trail-making test-A (P ​= ​0.02) and executive function as measured using the trail-making test-B (P ​= ​0.03). Only the subtest of delayed recall showed no statistically significant difference after the intervention (P ​= ​0.69). The VR-based psychological intervention significantly reduced the severity of sleep disorders (P ​< ​0.01). ConclusionsThe use of immersive VR was shown to have potential effects on improving cognitive function for patients with cancer. Future studies will require a larger sample size to examine the effects of immersive VR-assisted cognitive rehabilitation on the health outcomes of patients with cancer.

On the Practical Use of Immersive Virtual Reality for Rehabilitation of Intimate Partner Violence Perpetrators in Prison.

Virtual reality (VR) allows the user to be immersed in environments in which they can experience situations and social interactions from different perspectives by means of virtual embodiment. In the context of rehabilitation of violent behaviors, a participant could experience a virtual violent confrontation from different perspectives, including that of the victim and bystanders. This approach and other virtual scenes can be used as a useful tool for the rehabilitation of intimate partner violence (IPV) perpetrators, through improvement of their empathic skills or for training in non-violent responses. In this perspective, we revise and discuss the use of this tool in a prison environment for the rehabilitation of IPV perpetrators with a particular focus on practical aspects based on our experience.

Immersive virtual reality on childbirth experience for women: a randomized controlled trial

ObjectiveTo evaluate the effectiveness of immersive virtual reality (VR) on patient satisfaction as a distractive tool and pain relief among laboring women.MethodsThis was a randomized, controlled clinical trial with 42 laboring women allocated to VR intervention and control groups. Among women in the VR group, patient satisfaction with the use of VR was assessed by a Virtual Reality Satisfaction Survey, measured by a Visual Analog Scale (VAS) score and evaluated by questioning them about whether they would choose VR in future labor. As a primary outcome, patient satisfaction scores regarding the overall childbirth experience were compared between women in the two groups. A secondary outcome was pain assessed by a visual pain rating scale in the early and active phases of labor in women in both groups. Psychometric information was also collected from participants in each group using the Beck Anxiety Inventory and Beck Depression Inventory.ResultsWe observed a high level of patient satisfaction with the use of immersive VR during labor. The VAS revealed a mean satisfaction score of 87.7 ± 12.9 out of a maximum of 100. Twenty out of 21 (95%) women in the VR group stated that they would like to use VR again in future labor. VR improved pain scores in early labor and contributed positively to the overall childbirth experience. The mean pain score pre-VR was 2.6 ± 1.2 compared to 2.0 ± 1.3 post-VR (p < 0.01). Anxiety and depression scores were similar in participants in the intervention and control groups (p = 0.103 and p = 0.13, respectively).ConclusionImmersive VR application during labor was associated with higher patient satisfaction based on our study findings. VR also improved participants’ pain scores in early labor before epidural administration. Immersive VR may find a place as an adjunct in labor and delivery units to improve lengthy labor experiences for women. Studies with larger groups of participants are needed to confirm these observations.Trial RegistrationClinicalTrials.gov: NCT05032456