Virtual Reality In Education Research Articles

Analyzing Integration of Immersive Technologies in Aviation Education

As technology advances at a rapid pace, immersive tools such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) are increasingly being adopted in higher education, especially within universities. These technologies offer innovative approaches to enhance and digitize learning environments, opening up new avenues for enriched educational experiences and improved training methodologies. This paper investigates the integration of VR, AR, and MR in aviation education at the university level, evaluating their effectiveness, advantages, and limitations. It explores both the strengths and challenges associated with these technologies in relation to educational objectives, assessing their suitability for aviation training. Furthermore, the study examines emerging trends, particularly the synergy between artificial intelligence (AI) and immersive tools, underscoring the importance of continuous innovation and collaboration to maximize their potential. Through a comprehensive analysis of current practices and future directions, this paper sheds light on the transformative impact of VR, AR, and MR in aviation education. The conclusion reaffirms recent trends and positive outcomes of these technologies while also addressing cost implications for future developments.

Analyzing Integration of Immersive Technologies in Aviation Education

As technology advances at a rapid pace, immersive tools such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) are increasingly being adopted in higher education, especially within universities. These technologies offer innovative approaches to enhance and digitize learning environments, opening up new avenues for enriched educational experiences and improved training methodologies. This paper investigates the integration of VR, AR, and MR in aviation education at the university level, evaluating their effectiveness, advantages, and limitations. It explores both the strengths and challenges associated with these technologies in relation to educational objectives, assessing their suitability for aviation training. Furthermore, the study examines emerging trends, particularly the synergy between artificial intelligence (AI) and immersive tools, underscoring the importance of continuous innovation and collaboration to maximize their potential. Through a comprehensive analysis of current practices and future directions, this paper sheds light on the transformative impact of VR, AR, and MR in aviation education. The conclusion reaffirms recent trends and positive outcomes of these technologies while also addressing cost implications for future developments.

Application Research of 3D Virtual Interactive Technology in Interactive Teaching of Arts and Crafts

In the virtual reality teaching of arts and crafts, the uploaded image data often contains a lot of noise, which significantly reduces the quality of uploaded images and seriously affects the teaching effect of interactive teaching of arts and crafts based on virtual reality. For this reason, the research proposes an image denoising model based on convolutional neural network and wavelet transform, which adopts residual neural network structure and batch normalization algorithm, aiming at gradient explosion and gradient disappearance that may be caused by convolutional neural network, And the problem of low training efficiency has been optimized. The results show that when the noise standard deviation is 50, model 1 can achieve the target accuracy with only 82 iterations, while model 2 requires as many as 56 iterations. For images of different types and noise intensities, the average PSNR values of model 1 are 29.3dB, 30.5dB and 28.9dB, respectively. In addition, by applying Model 1 to VR teaching of arts and crafts, the average score of class 1 is 9.3 points higher than that of class 2. The proposed model effectively optimizes the virtual reality teaching process of arts and crafts, and provides a useful contribution to the application of virtual reality in the field of education.

Immersive virtual reality aggression and violence management education for nursing students: A pre-test, post-test, follow-up evaluation

BackgroundNursing students attending clinical placement encounter similar exposure to aggression and violence as qualified clinicians. Universities encounter barriers in aggression and violence management education delivery due to resourcing and time requirements. Immersive Virtual Reality (IVR) education may reduce barriers while maintaining comparable learning outcomes to face-to-face simulation-based education. MethodNursing students (n = 72), recruited from one public university in Perth, Western Australia, completed a 15-20 minute IVR education program. Pre-, post-, and 4-month post-intervention questionnaires investigated self-reported confidence. Cross-sectional data were collected for system usability and motion sickness. ResultsSignificant differences in self-reported confidence were observed (p < .001, partial η2 = 0.53), with large improvements from pre- to post-intervention (p < .001, d = 1.21) and follow-up (p < .001, d = 1.25). Cross-sectional data indicated the program is easy to use and incurs negligible motion sickness. ConclusionIVR can deliver effective aggression and violence education for nursing students. The short duration, high usability, and persistence of confidence improvements over time indicate potential for IVR to support current nursing education practices.

Is virtual reality enhancing dental anatomy education? A systematic review and meta-analysis

BackgroundTraditional dental anatomy education, reliant on cadaver dissections and lectures, faces challenges such as high costs, ethical concerns, and difficulty conveying complex 3D dental structures. Virtual reality (VR) offers a solution by providing immersive, interactive learning environments that can enhance students’ understanding. This study systematically reviews the effectiveness of VR in dental anatomy education compared to traditional methods, focusing on its potential to improve learning outcomes.MethodsA comprehensive search was conducted across Web of Science (WoS), PubMed, and Scopus databases until May 2024. Data were extracted, summarized, and analyzed for qualitative synthesis. The following keywords and their combinations were used: " dental OR dentistry”, “education OR teaching”, “virtual AND reality OR VR”, and “anatomy OR dental AND anatomy”. Studies were included if they met the following criteria: Investigated the use of VR in anatomy education. Compared VR-based learning to other methods such as lecture-based teaching, 3D printed or natural models, or non-interactive 3D models. Quantitative synthesis was performed using standardized mean differences (SMD) with Hedges’d and 95% confidence intervals (CI).ResultsOut of 178 records screened, seven studies were included in the meta-analysis and eight in the personal evaluation analysis. The analysis indicates a moderately positive effect of VR on dental anatomy education (SMD = 0.74, p = 0.05) compared to lecture-based education using X-ray, CBCT, or 3D models. However, at the same time, VR falls short compared to clinical experience, training with physical teeth, or quality printed models. Studies reported rare cases of discomfort, disorientation, diplopic image, and VR sickness.ConclusionsThe use of VR-based learning moderately positively affects educational outcomes, and enhances knowledge retention, especially before clinical experience. The personal evaluation of students showed a strong interest in VR, with positive feedback on its ease of use, accuracy, and educational value.

Exploration of the Role of Virtual Reality and Augmented Reality in Revolutionizing Art Education

Virtual reality (VR) and augmented reality (AR) technologies have become increasingly important instruments in the field of art education as information technology develops quickly, transforming the conventional art education approach. The present situation, benefits, difficulties, and potential development tendencies of VR and AR technologies in art education will be investigated in this study. By means of literature analysis and case studies, this paper presents the fundamental ideas of VR and AR technologies together with their several uses in art education, namely virtual museums, interactive art production, art history instruction, and distant art cooperation. The research examines how these technologies might improve students’ immersion, raise their learning motivation, and encourage innovative ideas and multidisciplinary cooperation. Practical application concerns including technology costs, content production obstacles, user acceptance, privacy, and ethical questions also come under discussion. At last, the article offers ideas and suggestions to help VR and AR technologies be effectively integrated into art education through teacher training, curriculum design, technology infrastructure development, and multidisciplinary cooperation. This study offers useful advice for teachers of art as well as important references for legislators and technology developers working together to further the creative growth of art education.

Exploring the Potential of Augmented Reality (AR) and Virtual Reality (VR) in Developing Immersive Experiences for Education, Entertainment, and Training: Innovations, Applications, and Future Prospects

Augmented reality (AR) and virtual reality (VR) have become groundbreaking technologies that are revolutionizing the way we interact with digital environments. These innovations have great potential in education, entertainment, and teaching by providing a fantastic and interactive experience to bridge the gap between the real and virtual worlds. AR and VR in education create engaging learning environments that encourage deeper understanding through simulations and hands-on virtual experiments. The entertainment industry is leveraging technology to create immersive games, videos, and live events that increase user engagement. AR and VR educational tools also enable safe, effective, and realistic simulations, especially in high-risk fields such as medicine, aviation, and defense. This technology often relies on hardware such as headsets, audio sensors, and haptics, supported by advanced software that can create dynamic 3D environments. Challenges include high construction costs, accessibility, and ensuring long-term user comfort. However, ongoing advances in hardware miniaturization, cloud computing, and artificial intelligence continue to overcome these challenges and encourage the integration of AR and VR into real-world applications. This study explores current innovations, applications, and future prospects for AR and VR, and highlights their potential to transform industries and redefine human-machine interactions.

Education in the metaverse: Developing virtual reality teaching materials for K–12 natural science

Education in the metaverse: Developing virtual reality teaching materials for K–12 natural science

Universally Designed Virtual Reality: Creating Inclusive and Immersive Learning Experiences with 'VRinDanger'.

This paper presents the design and implementation of VRinDanger, a universally designed (UD) educational virtual reality (VR) application aimed at providing an inclusive and immersive learning experience focused on the world's deadliest animals. A mixed-methods study involving participants with diverse ages, skills, and abilities was conducted to evaluate the application's accessibility, usability, user experience, and educational effectiveness in terms of learning outcomes. The findings demonstrate that integrating UD principles into VR design significantly improves accessibility, enhances user satisfaction, and promotes engagement and retention of educational content for diverse audiences. Furthermore, the study highlights the need for cost-effective, cross-platform VR solutions and the development of VR-specific accessibility guidelines. These insights contribute to the advancement of inclusive VR design and its broader application in educational technology.

Effectiveness of virtual reality application technology for mathematical creativity

As a development of metaverse technology, virtual reality (VR) application technology will be utilized to create a visual experience of abstract mathematical concepts and boost students' mathematical creativity in mathematics education. Thus, this study explores whether abstract mathematical concepts at the college level with VR application technology effectively foster students' mathematical creativity. Ninety-six students followed learning-based VR in mathematics education in Jakarta, Indonesia. The effectiveness of the VR experience was measured through indicators of immersive, interactive, focused attention, and imaginative experiences from the use of VR application technology. Meanwhile, mathematical creativity was measured by the flexibility and originality of students' ideas. Students will implement VR applications designed with 3D objects. After the implementation of the VR application, the creativity questionnaire and the VR technology usage questionnaire became data collection methods. Data analysis used multiple linear regression analysis. The study's results showed a positive impact of virtual reality application technology's immersive and interactive experience on the flexibility of students' mathematical ideas in enhancing mathematical creativity. On the other hand, focused attention and imaginative experiences from virtual reality application technology influenced the acquisition of originality of mathematical ideas in enhancing students' mathematical creativity. This study is essential because it identifies the effectiveness of virtual reality experiences in visualizing abstract mathematical concepts and improving students' mathematical creativity.

Implementing Virtual Reality in Special Education: Teachers’ Perspectives

ABSTRACT Developments in Virtual Reality (VR) technology have led to an increased use in research, practice, and for entertainment purposes. There is also a perceived applicability and suitability of the technology for educational purposes. For VR to be properly implemented in schools and special education, there is a need for understanding what teachers, special education teachers, and student teachers view as important implementation factors. We interviewed a total of 13 Norwegian teachers in which eight were interviewed individually and five were interviewed as a group. We thematically analysed the data, which resulted in five themes of implementation factors: training and knowledge, networks, resources, positive attitudes, and technological features. This study provides the educational-technology community with important insights from stakeholders for a successful implementation of VR in education. The themes elucidate the success factors, possible pitfalls, or challenges in implementing VR, and the perceived workload for the school personnel. Our findings are in line with existing research on the implementation of desktop computer technology, and we extended the scope to include VR technology in educational settings.

Classification of Internal and External Distractions in an Educational VR Environment Using Multimodal Features.

Virtual reality (VR) can potentially enhance student engagement and memory retention in the classroom. However, distraction among participants in a VR-based classroom is a significant concern. Several factors, including mind wandering, external noise, stress, etc., can cause students to become internally and/or externally distracted while learning. To detect distractions, single or multi-modal features can be used. A single modality is found to be insufficient to detect both internal and external distractions, mainly because of individual variability. In this work, we investigated multi-modal features: eye tracking and EEG data, to classify the internal and external distractions in an educational VR environment. We set up our educational VR environment and equipped it for multi-modal data collection. We implemented different machine learning (ML) methods, including k-nearest-neighbors (kNN), Random Forest (RF), one-dimensional convolutional neural network - long short-term memory (1 D-CNN-LSTM), and two-dimensional convolutional neural networks (2D-CNN) to classify participants' internal and external distraction states using the multi-modal features. We performed cross-subject, cross-session, and gender-based grouping tests to evaluate our models. We found that the RF classifier achieves the highest accuracy over 83% in the cross-subject test, around 68% to 78% in the cross-session test, and around 90% in the gender-based grouping test compared to other models. SHAP analysis of the extracted features illustrated greater contributions from the occipital and prefrontal regions of the brain, as well as gaze angle, gaze origin, and head rotation features from the eye tracking data.

Immersive collaborative virtual reality for case-based graduate student teaching in thoracic surgery: A piloting study

BackgroundIn medical education various non-digital teaching methods are established. However, studies have proven that the immersive character of virtual reality (VR) applications positively impact the understanding of spatial relationships.This study outlines the development and pilot testing of a novel system for collaborative, case-based VR teaching, utilizing real-time volume rendered computed tomography (CT) data of thoracic cases among graduate students. MethodsA system was configured and deployed to provide real-time volume rendered CT data in a collaborative, multiuser VR environment. A thoracic surgery VR course was implemented into the surgical graduate curriculum, which has subsequently been evaluated with questionnaires. ResultsSeventy students assessed the curriculum through a questionnaire. Usability was rated intuitive (77.14 %) while few students (5.71 %) reported cyber sickness.A vast majority (98.57 %) agreed VR improved their understanding of anatomy compared to traditional methods and most students found learning more effective. (88.57 %) and joy during participation was rated high (97,14 %). A majority of the students (61.43 %) believed VR could partly replace traditional methods. They supported integrating VR into preclinical (81.43 %) and clinical teaching (94.29 %) as well as taking VR courses from home (78.57 %). Most participants (90,72 %) encouraged the expansion of VR infrastructure. ConclusionThe concept of a collaborative real-time VR-based educational program in medical graduate teaching has proven its technical feasibility and positive acceptance with a desire for more VR integration in surgical curricula. A two-armed study will be conducted to evaluate the objective impact as the expansion of VR environments for teaching continues.

DVRT: Design and evaluation of a virtual reality drone programming teaching system

Virtual Reality (VR) is an immersive virtual environment generated through computer technology. VR teaching, by utilizing an immersive learning model, offers innovative learning methods for Science, Technology, Engineering and Mathematics (STEM) education as well as programming education. This study developed a Drone Virtual Reality Teaching (DVRT) system aimed at beginners in drone operation and programming, with the goal of addressing the challenges in traditional drone and programming education, such as difficulty in engaging students and lack of practicality. Through the system's curriculum, students learn basic drone operation skills and advanced programming techniques. We conducted a course experiment primarily targeting undergraduate students who are beginners in drone operation. The test results showed that most students achieved scores above 4 out of 5, indicating that DVRT can effectively promote the development of users' comprehensive STEM literacy and computational thinking, thereby demonstrating the great potential of VR technology in STEM education. Through this innovative teaching method, students not only gain knowledge but also enjoy the fun of immersive learning.

Curriculum System Reform in the Industry-University Cooperative Education Model Based on OBE

Firstly, the Outcome-Based Education (OBE) theory and the industry-university cooperative education mode are studied, and then the current situation and existing problems of virtual reality education are analyzed. On this basis, taking the course "Virtual Reality Applications" of the digital media art major at Zhejiang Normal University as the object, industry-university cooperative education as the path, a curriculum system reform guided by the OBE is designed and implemented. This reform is output-oriented, result-based, reverse-designed to create a curriculum system. Through online and offline blended teaching and multi-evaluation, so that enterprises can participate in all stages of the process. Through this reform, the innovation ability of students will be improved, and the disconnection between talent training and industry demand will be avoided, so as to improve the quality of talent development.

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

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

Virtual reality for preoperative patient education: Impact on satisfaction, usability, and burnout from the perspective of new nurses.

Traditional paper-based preoperative patient education is a struggle for new nurses and requires extensive training. In this situation, virtual reality technology can help the new nurses. Despite its potential benefits, there are studies on patient satisfaction but there is limited information on the usability of virtual reality (VR) technology for new nurses in giving preoperative education to patients. To investigate the impact on satisfaction, usability, and burnout of a system using VR technology in preoperative patient education. The study involved 20 nurses from the plastic surgery ward and 80 patients admitted between April and May 2019. Each nurse taught four patients: Two using traditional verbal education and two using virtual reality. The System Usability Scale, After-Scenario Questionnaire, and Maslach Burnout Inventory (MBI) were employed to evaluate the impact of these education methods. The VR education groups showed a statistically higher satisfaction than the traditional verbal education groups. Among the three subscales of the MBI, emotional exhaustion and personal accomplishment improved statistically significantly. VR was also better in terms of usability. This study suggests VR enhances usability and reduces burnout in nurses, but further research is needed to assess its impact on depersonalization and objective measures like stress and heart rate.

Virtual Reality in Education: Transforming Learning through Immersive Technology

Virtual Reality in Education: Transforming Learning through Immersive Technology

Exploring the Use of Virtual Reality in Vocational Training for Electricians in Egypt

The integration of Virtual Reality (VR) into vocational training programs presents a transformative opportunity to address the challenges faced by electrician education in Egypt. Current training methods often suffer from limited access to advanced tools and equipment, along with significant safety risks during hands-on practice with electrical systems. VR provides an innovative solution by creating immersive, interactive simulations of real-world electrical tasks, allowing students to develop practical skills in a risk-free environment. This paper explores the implementation of VR in electrician training, discussing the potential benefits, including enhanced hands-on learning, increased engagement, and the ability to overcome resource limitations. Additionally, it examines the logistical requirements for successful integration, such as the need for partnerships, infrastructure development, and teacher training. The study concludes by assessing the future prospects of VR in vocational education and its potential for scalability across other trades in Egypt, despite challenges related to cost and accessibility.

A Qualitative Exploration of Undergraduate Students’ Experiences of Using Virtual Reality for Dementia Inclusive Education

Abstract Background Dementia prevalence is expected to exponentially increase over the coming decades. Across society, an increased awareness of dementia inclusive environments is important, to promote inclusivity and foster empathy. The aim of this study was to explore the experiences of undergraduate students using virtual reality (VR) for dementia inclusive education. Methods Purposive sampling was employed in one University in Ireland to recruit first year undergraduate students who had completed a VR workshop on dementia inclusive environments. Five semi-structured in-person interviews were conducted during February 2024. Interviews were audio-recorded, transcribed, and thematically analysed. Results Three themes were identified. The first theme ‘Food for thought’ represented participants’ greater understanding, as a result of using VR, of the potential for design to impact the dementia experience. Participants felt as though they were able to virtually place themselves in someone else’s shoes, which was described as “eye-opening”. The second theme ‘Impact variation’ revealed that although participants’ showed enhanced levels of awareness, empathy and understanding of this global health issue, the depth of learning depended on the participants’ prior exposure to dementia. The final theme related to ‘The VR experience’ as a whole. Students described the VR experience as positive, engaging, easy to use, and revealed that they were excited to take part in the workshops. Conclusion The student experience of using VR for dementia inclusive education was positive and enlightening. Using VR to introduce universal design concepts could be integrated into a range of undergraduate programmes to foster understanding and has the potential to empower future designers and policymakers to create environments that are accessible and inclusive for everyone. While this is a small-scale study, the difference in impact of this VR initiative on students with prior personal exposure to people with dementia and those without was an interesting finding and requires further research.