Virtual Reality In Education Research Articles

Virtual reality in education: The impact of high-fidelity nonverbal cues on the learning experience

Integrating variant Information and Communication Technologies (ICTs) into the learning process provides students and teachers alike with specialized tools which eliminate the distance between them and create a classroom-like experience. Virtual Reality (VR) is bound to not only match the qualities of interpersonal communication for distance-learning but reconfigure the learning process altogether, providing students and teachers with novel hyper-tools and methods for presentation and interaction. Virtual Reality Learning Environments (VRLEs) are already being designed, developed, and tested out as an educational tool. Among the less investigated aspects of VRLEs is the impact of avatars and characters Nonverbal Cues (NVCs) on the students' learning experience. This study presents the development of a prototype which uses off-the-shelf technologies commonly used in Social Virtual Reality (SVR) platforms to capture a real professor's body motion and gaze, along with his facial expressions, in real-time, during the delivery of a real lecture. The recorded data are later solved onto a high-fidelity avatar delivering the same lecture in a VRLE. A between-groups study including ninety-six (96) participants, all university students, revealed no correlation between the professor's avatar NVCs fidelity and perceived usability, realism, usefulness, and social presence, and no differences in knowledge acquisition as well.

Teaching and Talent Training Reform of Virtual Reality Course

With the rapid development of virtual reality technology, many industries have used the technology widely, and the demand for talent is multiplying. However, talent in virtual reality technology is scarce, and there are some problems in the current talent training. Because of the widespread problems in the present teaching, this paper first analyzes the three characteristics of virtual reality courses. It gives the teaching objectives of the design, application and algorithm of virtual reality talent training. Then, this paper puts forward the overall idea of training virtual reality talents in computer specialty and the teaching content planning of the course and gives the detailed prerequisite courses and follow-up courses. Finally, this paper provides the theoretical overview, knowledge points and experiments of the virtual reality courses at three levels of content organization. After years of practice, we have achieved good results in our teaching reform. Virtual reality teaching has promoted the cultivation of application-oriented talents in computer science.

Research on VR Immersive Instructional Design for Art Design Major—Taking Foundations of Design Composition Course as an Example

This paper explores using Virtual Reality (VR) in instructional design to enhance the Foundations of Design Composition course in art design. It examines the course's significance and identifies limitations of traditional teaching methods, such as a singular cognitive approach, limited curriculum presentation, lack of interactivity, absence of personalized instruction, and difficulties with abstract concepts. Implementing immersive VR teaching addresses these limitations, improving cognitive instruction, curriculum presentation, interactive experiences, personalized instruction, and comprehension of abstract concepts. A survey demonstrates the feasibility of VR immersive teaching. Practical applications include creating panoramic VR teaching experiences, virtual spaces for engagement, and comprehensive teaching resources. This study enhances art design programs and promotes educational innovation.

Ethical issues of educational virtual reality

In response to the high demand for digital learning as a surrogate for physical experiences, virtual reality (VR) is positioning itself as a tool for creating educational virtual experiences. VR technology faces a number of ethical issues, including a reduction of users’ autonomy, health problems, and privacy concerns. The use of VR and realism in education can turn out to be a double-edged sword. While realistic visualizations can promote learning for some content domains, they can hinder comprehension in others. Furthermore, the effects of realism on learning also depend on learners’ spatial abilities. Letting young children and teenagers engage in virtual educational experiences can expose them to manipulation, could lead to health issues, and may infringe on their privacy. In short, realism and virtual experiences may severely limit learners’ autonomy in a number of ways. Based on a review of the literature and considerations of emerging technologies such as generative artificial intelligence, this paper presents guidelines for the ethically sound utilization of VR and realism. By applying findings and conclusions established in the context of research on the ethics of VR to the educational utilization of this technology, I develop several suggestions that may help to avoid negative consequences of educational VR. These suggestions include the utilization of spatial ability testing, requiring virtual experiences to offer alternative paths to prevent manipulation, as well as using algorithms that deidentify the highly detailed developmental profiles that can be generated through educational VR use.

Implementation of virtual reality technology for sports education and training: Systematic literature review

Virtual Reality (VR) is a computer-generated environment with scenes and objects that appear natural, immersing the user in their surroundings. Numerous Virtual Reality (VR) experiments have been applied in sports education and training. These can significantly contribute to and improve decision-making, such as prediction. This study aims to determine insights into the current state of virtual reality applications in sports. This exploration would lead to the most effective way to implement virtual reality technologies in sports education and training. A systematic search was performed in the most influential scientific electronic databases (e.g., Google Scholar) between 2010 to 2022. After reviewing past research on the issue, the researcher formulates research questions. We identified 30 related samples out of 995 searched articles that satisfied our inclusion criteria. There is a significant increasing pattern of VR application in sports education and training. In addition, the most popular method to implement VR in sports education and training is using a head-mounted display (HMD) combined with a motion capture system. This research aims to provide effectiveness, benefit, problems, and possible solution for VR implementation in sports education and training. Through this article, we hope future researchers can provide a new approach to VR technology in sports education and training.

Research on immersive interactive method of simulated anatomy experiment teaching based on virtual reality

At present, most of the immersive interactive nodes in anatomy experiment teaching are set as single-target deployment, and the frequency of teaching interaction is limited, resulting in the reduction of interaction times. Therefore, this paper proposes the analysis and research on the immersive interactive method of simulated anatomy experiment teaching based on virtual reality. According to the actual interaction requirements and standards, the interactive environment of anatomy teaching is preprocessed, and the form of multi-objective layout is adopted to break the limit of traditional teaching interaction frequency. The teaching interaction node of anatomy experiment is set, the virtual reality teaching interaction model is constructed, and the three-dimensional servo virtual simulation conversion method is used to realize teaching interaction processing. The final test results show that, after three stages of measurement, the number of interactions of the four anatomical experimental courses has been significantly increased with the help of virtual reality immersion teaching interaction method, which also shows that this method can also exercise students' comprehensive practical ability to a certain extent and form a circular auxiliary learning tool, which has practical application value.

Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing.

During the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and - in the case of teaching experience - with in-person teaching. A compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience. The lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats. VR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance.

In technical higher education institutions current state of the use of modern educational virtual reality laboratories in the teaching of specialized sciences

The use of modern virtual reality laboratories in the teaching of specialized subjects in technical higher educational institutions is a rapidly developing field. These simulators provide an immersive and interactive learning experience that allows students to experiment with complex systems in a safe and controlled environment. In this article, the current state of the laboratories used in the teaching of «Basics of Power Supply» in 16 technical higher education institutions selected for research was analyzed, and the advantages and disadvantages of using modern virtual reality laboratories in this case were considered.

Examining the utility of a photorealistic virtual ear in otologic education

BackgroundOtolaryngology–head and neck surgical (OHNS) trainees’ operating exposure is supplemented by a combination of didactic teaching, textbook reading, and cadaveric dissections. Conventional teaching, however, may not adequately equip trainees with an understanding of complex visuospatial relationships of the middle ear. Both face and content validation were assessed of a novel three-dimensional (3D) photorealistic virtual ear simulation tool underwent face and content validation as an educational tool for OHNS trainees.MethodsA three-dimensional mesh reconstruction of open access imaging was generated using geometric modeling, which underwent global illumination, subsurface scattering, and texturing to create photorealistic virtual reality (VR) ear models were created from open access imaging and comiled into a educational platform. This was compiled into an educational VR platform which was explored to validate the face and content validity questionnaires in a prospective manner. OHNS post-graduate trainees were recruited from University of Toronto and University of Calgary OHNS programs. Participation was on a voluntary basis.ResultsTotal of 23 OHNS post-graduate trainees from the two universities were included in this study. The mean comfort level of otologic anatomy was rated 4.8 (± 2.2) out of 10. Senior residents possessed more otologic surgical experience (P < 0.001) and higher average comfort when compared to junior residents [6.7 (± 0.7) vs. 3.6 (± 1.9); P = 0.001]. Face and content validities were achieved in all respective domains with no significant difference between the two groups. Overall, respondents believed OtoVIS was a useful tool to learn otologic anatomy with a median score of 10.0 (8.3–10.0) and strongly agreed that OtoVIS should be added to OHNS training with a score of 10.0 (9.3–10.0).ConclusionsOtoVIS achieved both face and content validity as a photorealistic VR otologic simulator for teaching otologic anatomy in the postgraduate setting. As an immersive learning tool, it may supplement trainees’ understanding and residents endorsed its use.Graphical

Virtual Hydrogen, a virtual reality education tool in physics and chemistry

In efforts to explore possibilities of virtual reality (VR) as education tools, we focus on one of the most important subjects taught in undergraduate physics and chemistry classes, namely, the quantum atomic orbitals or wave functions of the hydrogen atom. Our goal is to enable students to experience attractive and enjoyable scenarios which make it more amenable to master the concepts of quantum mechanics or quantum chemistry. Along this line, we have built a virtual environment of the hydrogen atom, named “Virtual Hydrogen”, enabling to explore the atomic orbitals in 3D space. The most fundamental 21 atomic orbitals of hydrogen have been successfully visualized and will be experienced through modern VR head-mounted displays.

Using Virtual Reality Technology in Biology Education

The use of virtual reality (VR) as a medium for education can contribute to the learning efficiency of students. This study aimed to assess the effectiveness of VR application in advanced biology courses, specifically in enhancing the comprehension and understanding of high school students toward the topic of human organs and other related systems. Four high school teachers and 138 high school students selected from three separate classes participated in this study. To determine the impact of VR education from both teachers’ and students’ perspectives, learning satisfaction and the effectiveness of instructional material were assessed with questionnaires. We found that from teachers’ perspective, VR was an efficient teaching tool that enhanced students’ attention and contributed to the improvement of learning outcomes. From the students’ perspective, they were willing to use VR instructional material and were satisfied with this learning method. Applying VR technology in the classroom should be encouraged. However, some students identified dizziness as a concern when VR glasses were used for longer periods of time. Therefore, we suggest that VR glasses be limited to 30 minutes of use at a time.

Virtual reality in education – analysis of teachers opinions on the use of VR technology in school education

Celem artykułu jest zbadanie opinii nauczycieli i specjalistów pracujących w placówkach edukacyjnych na temat wykorzystania wirtualnej rzeczywistości w edukacji. Przeprowadzone badania koncentrują się także na kwestii dostępności gogli VR w polskich szkołach, możliwości wykorzystania gogli VR na poszczególnych przedmiotach szkolnych oraz na ocenie pozytywnych i negatywnych aspektów wykorzystania VR w nauczaniu. Przeanalizowano aktualny stan wiedzy, korzystając z literatury polskiej oraz zagranicznej, na temat tej nowoczesnej technologii w kontekście różnych obszarów życia człowieka, w tym edukacji, terapii, rehabilitacji czy sportu oraz przedstawiono praktyczne zastosowania. W części empirycznej artykułu dokonano analizy zebranych danych ilościowych, z których między innymi wynika, że zdecydowana większość badanych polskich szkół nie posiada jeszcze VR. Nauczyciele natomiast dostrzegają potencjał edukacyjny tej technologii i większość respondentów chciałaby posiadać VR w swojej szkole.

Virtual Reality in education: Attempting an epistemic justification

In discussing the limits of human knowledge, physical objects are, in principle, not identical to the apparent ones. This is because the latter depend also on the observer. Virtual reality (VR) models are environments that address the senses and therefore belong to the apparent space. Therefore, they seem to prevent an epistemic justification. Based on that, this paper discusses VR technology’s potential to provide knowledge of external reality to students. This is particularly important in light of the conditions imposed by the COVID-19 pandemic, which have led to an increasingly significant role of VR related technologies in education. The research question of this study is whether VR models being used as educational tools, bring us closer – or not – to knowing the properties of physical objects. The main focus of this epistemic investigation is Russell’s theory of perception with an emphasis to the concept of space. Analysis indicates that VR is educationally useful especially when it comes to objects that are absent from our perceptual range. VR technology brings us closer to the theoretical properties of non-perceptual objects, those that cannot be perceived by the senses, like exoplanets. Furthermore, it brings us closer to the non-perceptual properties of directly perceived objects, properties referring, for example to subatomic structures. In a theoretical level, this macro and micro “terra incognita” may be linked to the sensibilia entities proposed by Russell (1914).

VIRTUAL REALITY IN MALAYSIAN ENGLISH AS A SECOND LANGUAGE LEARNING: A SYSTEMATIC REVIEW AND IMPLICATIONS FOR PRACTICE AND RESEARCH

Virtual Reality (VR) technology was crucial in aiding remote teaching and learning session during the Covid-19 pandemic. Transitioning to the post pandemic era, VR technologies are deemed as a useful tool to facilitate learning. Several literature reviews have analysed and synthesized the use of VR in education; however, academic activity lacks a recent systematic literature review (SLR) on VR in the field of English as a Second Language Learning (ESL) in the context of Malaysian ESL learning. 13 scholarly manuscripts from 12 journals were retrieved from the year 2011 to 2021, analysed, and synthesized under the following focus: (a) VR technology utilized, the duration of educational activities, and the language learning settings in the Malaysian ESL context; (b) the possible benefits and drawbacks of adopting VR as a teaching tool in the Malaysian ESL classroom; (c) future directions regarding the educational use of VR. The study concluded that VR technologies encourage English language learning; intrinsically motivate pupils to learn; provide convenience for feedback and communication; practicality; and creates an enjoyable authentic classroom environment. However, challenges like lacks of technical support for practitioners; limited internet access; limited application designated for language learning; participants’ unfamiliarity with VR; outdated software and/or hardware; and dearth number of research papers were also identified in this study. It is suggested that in the future, bigger-scale research on main language skills should be done; further research on VR technologies available; increase duration of study; research in other areas and levels of schools, and initiate more experimental studies.

Usability Evaluation of Imikode Virtual Reality Game to Facilitate Learning of Object-Oriented Programming

Many empirical studies have shown that educational games and recent technologies impact education and increase learning effectiveness, students’ motivation and engagement. The overall aim of this study is to evaluate the usability of Imikode, a virtual reality (VR) game that was developed to introduce the concepts of object-oriented programming to novices. The improved version of the Imikode VR game consists of three features: An artificial intelligence component designed to provide real-time error feedback to users, an intelligent agent that guides and teaches users how to play the game and finally, the integration of multiple game play that gives learners more opportunities to explore the VR environment for greater immersive learning experience. This study adopted a survey approach and recruited first-year computer science students to measure learner satisfaction with educational virtual reality games and examined the correlations among the attributes of the Usefulness, Satisfaction and Ease of Use questionnaire of usage of Imikode. The results showed that the students were satisfied with Imikode and perceived the virtual reality educational game as very useful for learning object-oriented programming concepts. In addition, there was a correlation among the questionnaire variables, which means that researchers can use the instrument for future usability studies in the context. We further proffered some design recommendations for building software tools.

Patients' voices in the development of pre-surgical patient education using virtual reality: A qualitative study.

To identify the information needs and perceptions of patients regarding the application of virtual reality in pre-surgical patient education. A qualitative study was conducted between March and July 2020. The study population consisted of a purposive sample of patients scheduled for cardiac surgery from a single institution. Semi-structured individual interviews (n=19) were conducted and analysed using thematic analysis. Patient perceptions regarding virtual reality and information needs related to hospitalisation and surgery could be categorised into three themes: Creating familiarity, contents to explore and challenges and preconditions. Virtual reality technology is a promising tool that can enhance conventional patient education to improve understanding and to potentially reduce concerns and anxieties. The virtual reality environment creates an opportunity for patients to be in control of the timing, quantity, depth and frequency of patient education. A virtual reality education tool should not be a substitute for personal contact with the physician. Patient information needs were identified profoundly to the further development of a virtual reality intervention. This intervention aims to educate patients prior to elective cardiac surgery.

The future of health in the metaverse

Metaverse references an immersive three-dimensional digital space, conceptions about its specific nature and organization have changed over time, and more strongly emphasize the evolution from considering the metaverse as an extended version of a single virtual world to a wide network of an infinite number of interconnected worlds. The aim of this article is to describe the potential of the metaverse in health care. One potential feature of a doctor's office in the metaverse could be the use of virtual reality technology to create immersive, personalized treatment environments for patients. The doctor may also be able to use virtual reality tools to demonstrate treatment options or procedures, or to provide educational materials to the patient. There are several potential applications of the metaverse in medicine, including the use of virtual reality and other immersive technologies for patient care. Some examples of these applications include: Virtual reality exposure therapy for anxiety disorders; Virtual reality-based cognitive behavioral therapy for depression; Virtual reality-based rehabilitation and physical therapy; Virtual reality pain management; and Virtual reality education and training. There are several potential benefits to delivering clinical care in the metaverse. Metaverse may allow for more efficient and convenient access to care, particularly for patients who live in remote or underserved areas. These platforms will contribute for more personalized and immersive treatment experiences, as virtual reality technology can be used to create tailored environments and experiences for patients. There may also be concerns around patient privacy and security, as well as the potential for cyber-attacks.

Virtual Reality Education In Era 5.0

Advances in technology and information that are increasingly fast must be accompanied by the current quality of education so that they are able to answer the challenges of the times and are also ready to compete in the international realm. Because in fact, rapid technological progress is not enough to build progress in a country without being accompanied by the quality of its human resources so that poverty and various other social problems are resolved. Therefore, researchers want to find out more about virtual reality education models in the 5.0 era. The purpose of this study is to determine the application of virtual reality models in the world of education as a form of adaptation from the 5.0 era. The research method used is descriptive qualitative with data collection techniques through observation, interviews and documentation to 40 respondents at school X. The data obtained will be analyzed in depth, so that it is known that the results of the study show that the virtual reality model can improve students' understanding in learning with students' KKM scores. which was previously achieved by 25% of students to 90% of students who completed the KKM. In addition, learning is also more fun and has a superior human sense and focuses on the quality of human resources which is considered through the quality of the graduates of school X.

Virtual Reality Education In Era 5.0

Advances in technology and information that are increasingly fast must be accompanied by the current quality of education so that they are able to answer the challenges of the times and are also ready to compete in the international realm. Because in fact, rapid technological progress is not enough to build progress in a country without being accompanied by the quality of its human resources so that poverty and various other social problems are resolved. Therefore, researchers want to find out more about virtual reality education models in the 5.0 era. The purpose of this study is to determine the application of virtual reality models in the world of education as a form of adaptation from the 5.0 era. The research method used is descriptive qualitative with data collection techniques through observation, interviews and documentation to 40 respondents at school X. The data obtained will be analyzed in depth, so that it is known that the results of the study show that the virtual reality model can improve students' understanding in learning with students' KKM scores. which was previously achieved by 25% of students to 90% of students who completed the KKM. In addition, learning is also more fun and has a superior human sense and focuses on the quality of human resources which is considered through the quality of the graduates of school X.

Application of Metaverse and virtual reality in education

&lt;p&gt;The objective of this article is to develop a literature review on the use of Metaverse and virtual reality focused on education. Taking into account that education lives a continuous process of change in search of quality, the use of new tools favors this process, therefore, the use of virtual platforms focused on virtual reality and Metaverse are in essence tools that energize the teaching and learning processes, contribute to organize and update the contents, and allow the student and learner to interact within the virtual environment. In this context, the present work was developed based on an exploratory, descriptive methodology; using the categories Metaverse, virtual reality and teaching, a search was carried out in the Science, Scopus and web Science databases, obtaining one hundred reference articles, from which the above categories are analyzed.&lt;/p&gt;