Virtual Reality Equipment Research Articles

Development of a virtual teaching module for advanced semiconductor fabrication and its learning effectiveness analysis

AbstractSemiconductor fabrication is the process of manufacturing semiconductor devices, typically integrated circuits (ICs) such as microprocessors and memory. This involves transferring circuit diagrams onto a silicon wafer using photomasks and photoresists. After a series of fabrication processes, ICs are created on the wafer surface and then diced into individual chips, which are packaged and tested with quality control procedures to become the final products. Virtual reality (VR) simulates imaginary experiences or environments difficult to achieve in the real world through human senses and immersive equipment, allowing users to interact in a virtual 3D space in real time, making it well suited for applications in science education and industrial training. This study transforms the essential knowledge of advanced semiconductor manufacturing processes into an easily understandable virtual teaching module, thereby creating educational resources for high school and college students. The objective is to enhance their scientific and technological literacy, yielding substantial benefits for the general public. This study utilized VR technology to simplify and clarify the knowledge about the semiconductor manufacturing process, making it more engaging for learners. The virtual teaching module's learning content includes an overview of wafer preparation, semiconductor fabrication, chip packaging, and IC testing. Users can interact with the virtual teaching module and conduct virtual experiments to enhance their understanding by trial and error. Experimental results show that it can improve students' learning achievement and learning motivation. Therefore, the virtual teaching module is suitable for high‐school students and the general public to understand semiconductor technology and its applications. The effectiveness of the virtual teaching module is heavily dependent on the availability and quality of VR hardware and software. Limited access to advanced VR equipment or technical issues could have affected the learning experience, thereby influencing the learning outcomes.

VR Simulation: Advancing Practical Skills in Computer Science Education

This study presents the successful integration of Virtual Reality (VR) tools as an element in the computer science curriculum at the German University of Technology, Oman. The research study investigates the use of MyScore, a VR application developed by RWTH Aachen University - Teaching & Research Field Engineering Hydrology as an environment for computer hardware assembly and troubleshooting exercises. The VR simulation utilized in this study acts as a gamified environment, incorporating elements like scorekeeping and interactive challenges to enhance practical learning in computer science, akin to game-based strategies that engage and motivate students. Over some weeks, the project involved seven students and one tutor in immersive learning sessions to develop applied skills in computer hardware assembly with VR technology over conventional teaching methods. Structured surveys and direct observations were used for data collection through students' interactions with the VR sessions. We also evaluated the student's learning experiences as well as the usability of technology. The results showed that the user-friendliness of the VR interface and its ability to accurately simulate real-world tasks associated with computer assembly received both positive and negative reactions. While some students praised the technology for being pretty cutting-edge, some criticized it as unrealistic or non-interactive. We also received complaints that ranged from actually moving around in the virtual space to navigating only through teleportation spark points. Specifically, two students got motion sickness, which is a well-known obstacle associated with VR environments, and consequently left the sessions prematurely. The feedback of the instructor pointed out that setting up the VR equipment is straightforward and described some potential methods. Still, a call for more reliability in simulations and better interfaces began to surface as nevertheless less controversial agenda items. However, the instructor saw how VR has the potential to revolutionize educational practices. Providing interactive views between the VR device and students that can act as new learning methods. The present study extends the discussion on educational technology by providing empirical evidence of the benefits and challenges experienced in deploying VR for technical education implementation. These findings thus support the continued development and validation of VR technologies in pursuit of improved commitment, cost-effectiveness, immersion, and environment quality that may maximize learning outcomes in future educational applications.

Human-robot collaborative decision method of hexapod robot based on prior knowledge and negotiation strategy

Against the unstructured terrain environment, human drivers often rely on remote operating patterns to accomplish tasks with robots. With the gradual improvement in robot intelligence, a key problem that urgently requires attention is how to bridge cognitive and perceptual differences between human and robot in collaborative decision-making processes. Particularly effective resolution of differences in decision outcomes is crucial. Therefore, this paper utilizes the decision logic process and prior knowledge model of human drivers to form a robot's decision framework, narrowing the cognitive differences between human and robot. Besides, embedding the human-robot-environment features that affect the decision-making process as prior knowledge into the robot's decision-making system can effectively reduce perceptual gaps. Under the same decision framework, a negotiation strategy is proposed for forming a unified decision outcome between human and robot by finding an optimal concession rate. This study utilizes a hexapod robot simulated driving platform to gather experimental data and develop prior knowledge for robots. It also leverages virtual reality equipment and visual augmentation technologies to establish a remote human-robot collaborative decision-making experimental system. The experimental results conducted in complex obstacle terrain demonstrate the effectiveness of adopting the negotiation strategy for human-robot collaborative decision-making. Compared with the individual human or robot decision, the human-robot collaborative decision method significantly enhances robot stability, reduces energy consumption, and minimizes collisions.

Urban Care for Unpaid Caregivers: Community Voices in the Care Block Program, in Bogotá, Colombia.

The Care Block of Bogotá, Colombia, is an urban program that offers services for low-income unpaid caregivers. This study aimed to (i) characterize unpaid caregivers' subjective well-being, mental health symptoms, physical activity levels, and use of public spaces linked to the Care Block; (ii) identify caregivers' perceived built and social environment facilitators and barriers to accessing the Care Block facility; and (iii) document the community-led advocacy process to improve the Care Block program. The quantitative component included a subjective well-being and mental health symptoms survey, and the System for Observing Play and Recreation in Communities (SOPARC) instrument. The qualitative component included the Our Voice citizen science method augmented with portable virtual reality equipment to engage participants in advocacy for changes. Participants (median age of 53years) dedicated a median of 13.8h a day to unpaid caregiving, had an average subjective well-being score of 7.0, and 19.1% and 23.8% reported having depression and generalized anxiety symptoms respectively. Caregivers reported that the program fosters their perception of purpose, enjoyment, resilience, and cognitive and emotional awareness. SOPARC evaluation showed that most women engaged in moderate to vigorous physical activity. The caregivers highlighted education, physical activity services, and integration of facilities as facilitators to accessing the Care Block program. Poor quality and lack of sidewalks and roads, limited personal safety, and the risk of pedestrian-vehicle collisions were identified as barriers. Virtual Reality sparked compelling dialogue between participants and stakeholders, allowing stakeholders to reflect on an urban program facilitating unpaid care work.

Hands-on training: Effects on virtual presence, learning-centered emotions, cognitive load and learning outcome when learning with virtual reality

The effect of highly immersive virtual reality (VR) on learning is mixed, partly due to technical challenges with VR equipment like head-mounted displays (HMDs) and control devices. These can distract learners from the learning environment and its relevant learning material within. This challenge might cause lower virtual presence, higher negative emotions, and extraneous cognitive (working memory) load; all of which have a negative impact on learning outcome. This study investigates whether hands-on training of the interface improves virtual presence, learning emotions, cognitive load and learning outcomes when learning about chemistry in an immersive VR environment. Seventy-six eighth graders participated in a between-subjects design (hands-on training vs. no training). The results show that pupils with hands-on training (n = 38) showed significantly higher virtual presence, lower extraneous cognitive load and higher learning outcomes than those without any initial hands-on training (n = 38). However, no significant differences in pupils’ learning emotions and in intrinsic and germane cognitive load were found. Implications for the design of highly immersive VR environments are discussed from both a cognitive and an affective perspective.

Virtual reality in telepsychiatry is a new horizon for immersive mental health therapy

AbstractThe use of virtual reality (VR) in telepsychiatry signifies a paradigm shift in mental health care. VR provides realistic, interactive environments for therapies like exposure therapy and cognitive behavioral therapy, resulting in reliable and reproducible scenarios that improve treatment effectiveness. This technology enhances accessibility for those with geographical or physical limitations, lowers stigma, and boosts patient engagement and adherence by making treatment activities more pleasurable and interesting. Furthermore, VR may emulate social interactions and circumstances that are difficult to replicate in typical treatment settings, providing useful practice for people with social anxiety or autism spectrum disorders (ASD). Despite its great potential, integrating VR into telepsychiatry offers problems such as high VR equipment costs, assuring clinical effectiveness and safety, and securing patient data. Future research should prioritize large-scale, randomized controlled trials to determine the efficacy of VR-based therapy, investigate long-term consequences, and offer cost-effective solutions. By tackling these issues and investing in novel research, VR has the potential to greatly improve telepsychiatry, making mental health care more effective, engaging, and easily available to people all over the world.

Virtual reality to aid in competency-based online nurse practitioner curriculum (VR-NP)

Virtual reality (VR) simulation use in graduate nursing education is a growing innovative trend that can help with competency-based education. The Virtual Reality Simulation to aid in competency-based online nurse practitioner curriculum (VR-NP) pilot innovation and quality improvement project sought to deliver VR simulation as an educational strategy in an online graduate nursing program advanced health assessment course that enrolled sixty-six students. Twenty-nine of the students were provided loaner VR equipment to complete simulated advanced health assessments from their home while the remainder of students completed the same simulations using screen-based technology. For all students, weekly simulations were paired with follow-up debriefing led by faculty using synchronous web conferencing. Students using VR completed a mid-implementation and post-implementation survey, consisting of the System Usability Scale (SUS), Simulation Effectiveness Tool-Modified (SET-M), and open ended questions. Students using screen-based technology, completed similar surveys with only the SET-M and open-ended questions. Necessary adjustments were made to the implementation process based on data received mid-implementation. Overall students were satisfied with the use of VR simulation from a distance and minimal implementation challenges were encountered. Recommendations for integration of VR into other graduate nursing programs are shared.

Is virtual reality (VR) a future trend in nursing education?

Background: Virtual reality (VR) has been developed and applied diversely from aviation into education. VR can help students for immersive experiences from different scenarios. In this regard, nursing educators play an important role in effective VR application. The feature aspects of VR in nursing education included safety, convenience, motivation, and interactivity. The challenges of VR in nursing education were related to participants’ recruitment and selection, as well as the budget and settings. The future VR in nursing education must be VR equipment well supported including maintenance, user friendly to better learning experiences among nursing students, reasonable budget and funding for the technology learning environment, and preparation of nursing educators to become more innovative in the application of VR in nursing. What this paper contributes: This paper aims to discuss the current VR application and the future aspects in nursing education. Nursing education should have the new aspects and views supported by the technology to improve nursing students’ comprehensive competencies for the better nursing cares in the future.

Immersive Virtual Reality for Pain and Anxiety Management Associated with Medical Procedures in Children and Adolescents: A Systematic Review.

(1) Objectives: The purpose of this study was to investigate the studies that evaluate the effectiveness of immersive virtual reality (VR) as a distraction technique for pain and anxiety associated with medical procedures in children and adolescents. (2) The methods involved a systematic review of randomized controlled trials retrieved from databases in health sciences (Pubmed, CINHAL, Scopus, WOS, ProQuest, Cuiden Plus, InDICEs-CSIC). PRISMA guidelines were followed. (3) Results: Twelve trials were included. Four involved venipuncture, four involved surgical procedures, one involved vaccination, one involved burn care, one involved secondary wound closure, and the last one involved subcutaneous port access. (4) Discussion: Children who undergo medical procedures often experience pain and anxiety, which affects their physical condition and their relationships with caregivers and health professionals. Immersive VR is an effective alternative to medications to help in these cases. No author found statistically significant differences against the use of VR for distraction and palliation of pain and anxiety, which seems to be more effective at a younger age. It is important to personalize the immersive VR experience and equipment. (5) Conclusions: VR, when used with analgesics and anesthetics, appears effective in managing pain and distress caused by medical procedures.

An exploration of the potential for the application of game-based educational metaverse to adolescent characterization

In recent years, with the introduction of the concept of metaverse and the upgrading of related virtual reality equipment. The number of research papers related to metaverse has shown an explosive growth, but the cross-research with psychology, especially the applicable research on the shaping of adolescent personality, is still in its infancy both at home and abroad. The formation and perfection of each person’s personality is precisely in his adolescence, a healthy adolescence. The formation and perfection of each person’s personality is precisely in his adolescence, a healthy personality will reduce the occurrence of mental illness and regulate individual behavior. Due to the lack of relevant knowledge and the generation gap in parents’ guidance and training of teenagers’ personality in the current society. This paper proposes the possibility of game-based metaverse. Possibility of game-based metaverse intervening in the cultivation of teenagers’ personality, and makes a preliminary research from the aspect of technical feasibility, which can provide certain reference for the research of metaverse in the development of teenagers’ personality.

Challenges and Limitations of Implementing Virtual Reality in K-12 Mathematics Education

This study critically examines the use of Virtual Reality (VR) in K-12 mathematics education, focusing on three key areas: the challenges of implementing VR, its impact on student engagement and learning outcomes, and the barriers to its adoption. The review uncovers significant issues such as potential gaps in conceptual understanding, distractions from learning objectives, lack of established standards and evaluation criteria, and the need for extensive teacher training. While VR can enhance learning interactivity, the evidence of its educational impact is varied. The study also highlights the high costs of VR equipment and content development, and the technical complexities of implementation, as major hurdles. The study concludes that while VR has the potential to enrich mathematics education, it is crucial to address these challenges to fully realize its benefits. This includes developing affordable VR solutions, establishing clear evaluation standards, and providing comprehensive training and support for educators to ensure successful integration into the classroom.

Virtual reality for interventional radiology patients: a preliminary study.

The aim of this prospective study was to evaluate the tolerance and feasibility of using virtual reality headsets with patients during interventional radiology procedures. In this single-center prospective study, the use of a virtual reality headset in addition to the usual analgesic and anxiolytic treatment was proposed to all patients presenting in the interventional radiology department from December 2020 to June 2022. Exclusion criteria were as follows: (1) patients with whom it was not possible to communicate (2) epileptic patients, (3) non-verbal patients, and (4) pregnant women. The main objective was to evaluate the safety of the procedure by screening complications during and after the procedure. The second objective was to evaluate feasibility, as defined by the number of patients using the helmet until the end of the procedure. Effectiveness (patient's self-evaluation of pain and anxiety), comfort, satisfaction, emotions felt, sense of security, and feeling of immersion were also evaluated. Caregivers completed a feedback questionnaire. Virtual reality headsets were offered to 100 patients, 9 of whom declined. Procedures were achieved in 93.5% of cases: 6/91 patients removed the headset before the end of the procedure. There were minor adverse events in 2/85 (2.3%) procedures (discomfort and nausea) and no major adverse events. 93.9% of patients found an overall benefit, and 90.2% would recommend virtual reality to another patient. 94.4% of caregivers were satisfied with the virtual reality equipment. The mean pain level was 2.5 ± 2.7 before the procedure, 3.3 ± 2.5 during the procedure, and 1.6 ± 2.7 after the procedure. Mean anxiety scores were 4.6 ± 2.9 before the procedure, 3.1 ± 2.7 during the procedure, and 1.1 ± 1.9 after the procedure. The use of virtual reality technology as a complement to traditional therapy for procedures under local anesthesia is feasible and safe in interventional radiology and can be beneficial for pain and anxiety management.

Exploring Human Emotions: A Virtual Reality-Based Experimental Approach Integrating Physiological and Facial Analysis

This paper researches the classification of human emotions in a virtual reality (VR) context by analysing psychophysiological signals and facial expressions. Key objectives include exploring emotion categorisation models, identifying critical human signals for assessing emotions, and evaluating the accuracy of these signals in VR environments. A systematic literature review was performed through peer-reviewed articles, forming the basis for our methodologies. The integration of various emotion classifiers employs a ‘late fusion’ technique due to varying accuracies among classifiers. Notably, facial expression analysis faces challenges from VR equipment occluding crucial facial regions like the eyes, which significantly impacts emotion recognition accuracy. A weighted averaging system prioritises the psychophysiological classifier over the facial recognition classifiers due to its higher accuracy. Findings suggest that while combined techniques are promising, they struggle with mixed emotional states as well as with fear and trust emotions. The research underscores the potential and limitations of current technologies, recommending enhanced algorithms for effective interpretation of complex emotional expressions in VR. The study provides a groundwork for future advancements, aiming to refine emotion recognition systems through systematic data collection and algorithm optimisation.

Current Perceptions of Virtual Reality Technology

User experience is a key predictor of future use of goods and services. The presented study collected a combination of qualitative and quantitative data from both experienced users and novices about their perceptions of virtual reality (VR) equipment, any concerns surrounding the data collected by the equipment, and facets that needed to be taken into consideration for future developments. The purpose of this research was to understand the current user experience of VR and ways in which it can be improved. The findings indicated that the majority of people have used VR, albeit infrequently, and that the most common use for it was for entertainment purposes. The most important characteristics of VR systems were judged to be the available content and price. While it was reported to be enjoyable to use, the ways in which it was suggested to be improved were through a reduction in size and weight of the headsets, and incorporating wireless capabilities. Concerns about the use of VR were the potential for sickness, discomfort, and eye strain, the disconnect from the real world and the subsequent risks that this poses, as well as the use and privacy of user data. The findings from this research can be used as a stepping stone toward the advancement of VR technologies.

Discussion on the Construction and Application of Virtual Reality-Based Curriculum Resources for Kindergarten Education

The construction of early childhood curriculum resources serves as a vital vehicle and precondition for the implementation of collective teaching activities in kindergartens. However, traditional curriculum resources based on graphic language or the linguistic descriptions of early childhood educators often fail to provide children with an immersive experience during collective teaching activities, leading to a lack of initiative and interest in learning. This paper discusses the methods for building a kindergarten curriculum resource library and, based on this foundation, employs virtual reality technology for three-dimensional modeling of the library to enrich the curriculum resources in kindergartens. Furthermore, this paper proposes to train early childhood educators in virtual reality technology to enhance their abilities to operate and utilize virtual reality equipment, which can emphasize the children’s central role in the learning process, better achieve educational goals, and improve teaching outcomes.

Using Virtual Reality in a Rehabilitation Program for Patients With Breast Cancer: Phenomenological Study.

Surgery is an essential treatment for early-stage breast cancer. However, various side effects of breast cancer surgery, such as arm dysfunction and lymphedema, remain causes for concern. Rehabilitation exercises to prevent such side effects should be initiated within 24 hours after surgery. Virtual reality (VR) can assist the process of rehabilitation; however, the feasibility of applying VR for rehabilitation must be explored, in addition to experiences of this application. This study explored patients' attitudes toward and experiences of using VR for their rehabilitation to determine the feasibility of such VR use and to identify potential barriers. A phenomenological qualitative study was conducted from September to December 2021. A total of 18 patients with breast cancer who had undergone surgical treatment were interviewed using open-ended questions. The Colaizzi 7-step procedure for phenomenological analysis was used for data analysis. To ensure high study reliability, this study followed previously reported quality criteria for trustworthiness. Three themes were identified: (1) VR was powerful in facilitating rehabilitation, (2) early and repetitive upper limb movements were an advantage of VR rehabilitation, and (3) extensive VR use had challenges to be overcome. Most of the interviewed patients reported positive experiences of using VR for rehabilitation. Specifically, VR helped these patients identify appropriate motion and angle limits while exercising; in other words, knowledge gained through VR can play a key role in the rehabilitation process. In addition, the patients reported that the use of VR provided them company, similar to when a physiotherapist is present. Finally, the gamified nature of the VR system seemed to make VR-based rehabilitation more engaging than traditional rehabilitation, particularly with respect to early rehabilitation; however, the high cost of VR equipment made VR-based rehabilitation difficult to implement at home. The interviewed patients with breast cancer had positive experiences in using VR for rehabilitation. The high cost of both VR equipment and software development presents a challenge for applying VR-based rehabilitation.

Virtual Reality Distraction for Needle-Related Pain and Distress in Children: A Multicenter Randomized Controlled Trial.

This international multicenter randomized controlled trial aimed to compare the effectiveness of virtual reality (VR) distraction with an identical non-VR game in reducing needle-related pain and anxiety in children undergoing venous blood draw. The study involved 304 children aged 5-9 years undergoing a blood draw procedure, randomly allocated to one of three groups: VR distraction, non-VR distraction, and control group (usual care). The distraction task was based on the Multiple Object Tracking (MOT) paradigm, and the game was identical in design and gameplay for both VR and non-VR distraction groups. The primary outcome was self-reported pain intensity using the Faces Pain Scale-Revised (FPS-R). Secondary outcomes included child distress, attention/distraction to the blood draw, and parent and medical staff satisfaction with procedure. Analyses were conducted using analysis of variance and multivariable linear regression models. The results showed that VR distraction and non-VR distraction performed similarly, showing large effect sizes compared with standard care. There was no significant difference between the two types of distraction. The study's findings suggest that VR and non-VR distraction are similarly effective in reducing needle-related pain and anxiety in children undergoing venous blood draw. This is the first well-powered study comparing modern VR distraction with an identical task displayed on a smartphone or monitor screen. The study's results have important implications for using VR in clinical settings and suggest that investing in expensive VR equipment for acute pain management may not be necessary. The study protocol was pre-registered on Open Science Framework at https://osf.io/frsyc.

The Application of Virtual Reality in Shoulder Surgery Rehabilitation.

To achieve a positive functional prognosis in orthopedic surgery, particularly in shoulder surgeries, effective rehabilitation is essential. Recently, there has been growing interest in the use of virtual reality (VR) in the field of orthopedics, particularly for preoperative education and training, as well as clinical and home-based rehabilitation. This report describes the process of developing an application utilizing Meta Quest 2 VR technology (Meta, CA, USA) for rehabilitation after shoulder surgery. This application assists patients in performing postoperative exercises at home by wearing VR equipment tailored to their postoperative weeks. The advantages of VR rehabilitation lie in overcoming the limitations of traditional rehabilitation methods and providing patients with a better rehabilitation experience. Moreover, automating the rehabilitation process and reducing patients' visits to clinics can lead to cost savings. This report raises expectations for the potential and scalability of VR utilization, extending beyond orthopedics to other fields. In addition, it anticipates that with better feedback and motivation, the rehabilitation effects for patients can be further enhanced.

Immersive virtual reality-based learning as a supplement for biomedical engineering labs: challenges faced and lessons learned.

Immersive virtual reality (VR) based laboratory demonstrations have been gaining traction in STEM education as they can provide virtual hands-on experience. VR can also facilitate experiential and visual learning and enhanced retention. However, several optimizations of the implementation, in-depth analyses of advantages and trade-offs of the technology, and assessment of receptivity of modern techniques in STEM education are required to ensure better utilization of VR-based labs. In this study, we developed VR-based demonstrations for a biomolecular engineering laboratory and assessed their effectiveness using surveys containing free responses and 5-point Likert scale-based questions. Insta360 Pro2 camera and Meta Quest 2 headsets were used in combination with an in-person lab. A cohort of 53 students watched the experimental demonstration on VR headsets in the lab after a brief lab overview in person and then performed the experiments in the lab. Only 28.29% of students reported experiencing some form of discomfort after using the advanced VR equipment as opposed to 63.63% of students from the previous cohort. About 40% of the students reported that VR eliminated or reduced auditory and visual distractions from the environment, the length of the videos was appropriate, and they received enough information to understand the tasks. The traditional lab method was found to be more suitable for explaining background information and lab concepts while the VR was found to be suitable for demonstrating lab procedures and tasks. Analyzing open-ended questions revealed several factors and recommendations to overcome the potential challenges and pitfalls of integrating VR with traditional modes of learning. This study provides key insights to help optimize the implementation of immersive VR to effectively supplement in-person learning experiences.

Teaching empathy: comparison of a virtual reality experience using head-mounted display versus group streaming

ABSTRACT Empathy, an integral component of bedside manners, correlates with good healthcare provision. Training physician assistant (PA) students using Head-Mounted Display (HMD) virtual reality (VR) contributed to significant empathy increases. This pilot study, which relied on a retrospective analysis, compared a VR experience using HMD to a streamed modality (due to COVID safety) with PA students to measure empathy. We hypothesized that fully immersive and interactive HMD VR would lead to a statistically significant increase in empathy versus the streaming modality. The “Alfred Lab” VR allows viewers to “embody” a 74-year-old African American man with vision and hearing loss. The University of New England PA class of 2021 (n = 47) completed the HMD lab while the class of 2022 (n = 50) viewed the streaming modality as a group. Identical pre/post surveys were completed by each cohort. The analysis utilized paired sample t-tests, ANOVA, frequency analysis (quantitative), and content analysis with thematic coding (qualitative). The results for each cohort revealed a statistically significant increase in empathy (p < 0.05) after completing the VR lab (pre- to post-test results). The comparison of both cohorts (HMD versus group streaming) revealed no noteworthy difference. Streaming VR could improve access to PA programs unable to acquire expensive VR equipment yet still allow for the development of empathy.