Virtual Reality In Education Research Articles

Integrating Virtual Reality Laboratories (VRLs) in Chemistry Education: A Systematic Literature Review

This systematic literature review investigates the importance of integrating Virtual Reality (VR) in chemistry education. It was discovered that only six countries are actively implementing and improving Virtual Reality Laboratories (VRLs) in chemistry education, with the United States (US) being the foremost country in research on VRLs. After 2021, there has been a significant surge in interest in the field, particularly through the Oculus system. Two specific topics that can be augmented by VR learning are laboratory safety and studying atomic and molecular structures. Unity 3D is the most widely used and accessible programming tool, and further studies are necessary to broaden the precise application of VR in chemistry education within the ASEAN and Malaysian settings.

WhatsApp as a Tool in Blended Learning in Dental Education.

Dental education is unique, with clinical/practical learning much different from other professionals. In dentistry, students are exposed much earlier in their curriculum to patients, performing procedures under direct/indirect supervision. Hence, the present review attempted to assess the standing position of dentistry in blended learning worldwide. E-learning modality was at its primitive stage as food for thought among educational task force committees, with only a handful of developed and developing countries equipped with it. During this pandemic, "WhatsApp" became a savior, as it was a widely used educational device among dental teachers and students. Furthermore, it was easily applicable in places where there was difficulty in obtaining regular internet bandwidth, especially in remote/rural areas. It is noteworthy that blended learning/e-learning, when complemented with the conventional teaching method, upskill critical thinking and problem-solving capabilities. Blended learning or virtual reality education should be made feasible without disparity, worldwide. Mind training, both students and staff in hybrid e-learning, is the need of the hour not only to keep pace with digitalized dentistry but to prepare the students to face real-world situations. The sustainability of dental education should be rethought by dental schools with "Complimented Digital learning" wherever feasible, not only to cope with current trends but also to face unforeseen future challenges.

Exploring the intersections of TAM and TRI models in middle school VR technology acceptance

BackgroundIn recent years, the attitudes of middle school principals toward virtual reality (VR) have received much attention from the educational technology community. As VR continues to gain popularity in education, researchers have begun to explore middle school principals’ perceptions of VR using the Technology Acceptance Model (TAM) (perceived usefulness, and perceived ease of use) and Technology Readiness Index (TRI) (optimism, innovativeness, discomfort, and insecurity) models to explore middle school principals’ perceptions of VR. This helps to reveal the influencing factors of middle school principals’ acceptance of VR, which in turn provides theoretical support and guidance for promoting the application of VR in education.MethodsTo explore the factors influencing the acceptance of VR by middle school principals. We searched several databases such as Google, Scopus, and Elsevier. We focused on peer-reviewed English-language publications on VR, TAM, TRI, and middle school education from 2013 to 2023.ResultsThrough the literature review, we found that middle school principals’ intention to use VR was significantly influenced by the TAM (perceived usefulness, perceived ease of use) and TRI (optimism, innovation, discomfort, and insecurity) models. In addition, there was some degree of intersection between the dimensions of the TRI and TAM models.ConclusionVR has been widely recognized by middle school principals as an educational tool. By providing an immersive and interactive experience, VR can be effective in improving the efficiency of school operations to a great extent.

Development of a second‐screen system for sharing virtual reality information

AbstractSince virtual reality technology can easily realize a particular environment, it has been applied to various training. This technology is also expected in education such as those dealing with three‐dimensional figures because they can represent phenomena in three dimensions. One of the standard virtual reality technologies is wearing a head‐mounted display to experience a virtual reality project. However, the virtual reality experience is limited to the person wearing the head‐mounted display (in most cases) when considering the use of head‐mounted display‐based virtual reality in education, making its usage unsuitable for mass education. Therefore, in this study, we develop a second‐screen system that can share virtual reality information using an Android device. Healthy first‐ and second‐year high school students between the ages of 15 and 17 were asked to use the virtual reality educational materials that implemented the developed system, and a questionnaire survey was conducted. There were no negative comments in the survey on whether proposing second‐screen system was necessary, demonstrating the usefulness of the proposed system. Therefore, the second‐screen system may adapt VR technology to mass education. In addition, we developed a package to integrate our second‐screen system into the pre‐existing virtual reality projects. This package simplifies the procedure for implementing a second‐screen system, thus helping to reuse the virtual reality projects that have been developed so far.

Virtual reality education program for women with uterine tumors treated by high-intensity focused ultrasound

This study aimed to develop and determine the effects of a nursing education program using virtual reality (VR) for women with uterine tumors undergoing treatment with high-intensity focused ultrasound (HIFU). Various nursing education methods need to be developed alongside new treatment methods and their effects should be clinically verified. Nursing intervention using VR has recently been attempted. The study comprises a pre- and post-test design with a non-equivalent control group.We assigned 54 women to experimental (n = 26) and control (n = 28) groups. The patients were diagnosed with benign uterine tumors and were treated with HIFU at two women's hospitals in D city. Data collected from these hospitals were analyzed using descriptive statistics, a pre-test of homogeneity, independent t-tests, and repeated measures analysis of variance. In the experimental group, uncertainty (t = 4.26, p < 0.001) and anxiety (t = 4.09, p < 0.001) were significantly lower compared to the control group. However, nursing satisfaction was significantly higher in the experimental group than in the control group (t = −4.50, p < 0.001). The VR education program is an educational nursing intervention that reduces uncertainty and anxiety and improves nursing satisfaction among women with uterine tumors treated by HIFU. We suggest that future nursing research integrates and converges disciplines according to progressive treatment methods and technological advancements for patients.

VIRTUAL REALITY (VR) ASSISTED GEOMATICS LAB DEVELOPMENT

Abstract. Virtual Reality (VR) lab components provide the opportunity to explore the efficacy of this technology on Geomatics education and lay the groundwork for the VR as an emerging education paradigm. Geomatics education at UF has been innovatively optimized towards a hybrid education system, with most of the curriculum taught using distance communication. Nevertheless, Geomatics teaching still involves intensive indoor and outdoor lab components. VR labs enable learning and practicing lab techniques as an alternative or supplement to live lab activities. These technically and physically demanding activities require intensive training on expensive lab equipment. The labs often go beyond allocated lab time and are susceptible to bad weather conditions. Using VR technology provides an integrated learning experience that mixes instructions with simulated physical activities, eliminating many limitations associated with lab instruction. In this study, we demonstrate the development of the total station device centring and levelling lab activity using the Meta Quest 2 Headset on the Unity Software Development Platform, as well as Unity’s XR Interaction Toolkit. Development challenges related to different setup components (e.g., bubble-level setup, effective gravity for editing tripod placement, component intractability) are presented. Among multiple challenges of using Unity for the development of an educational VR application, adjusting the functions of the XR Toolkit in order to get the desired outcomes stands as one of the largest difficulties. Unity’s physics is not intuitive for the intended purposes of this project, so multiple technical workarounds were required including the use of Unity’s UI (User Interface) features.

Cognitive overload in immersive virtual reality in education: More presence but less learnt?

Cognitive overload in immersive virtual reality in education: More presence but less learnt?

Exploring Cybersecurity Education and Training Techniques: A Comprehensive Review of Traditional, Virtual Reality, and Augmented Reality Approaches

Considering the alarming increase in cyberattacks and their potential financial implications, the importance of cybersecurity education and training cannot be overstated. This paper presents a systematic literature review that examines different cybersecurity education and training techniques with a focus on symmetry. It primarily focuses on traditional cybersecurity education techniques and emerging technologies, such as virtual reality (VR) and augmented reality (AR), through the lens of symmetry. The main objective of this study is to explore the existing cybersecurity training techniques, identify the challenges involved, and assess the effectiveness of cybersecurity training based on VR and AR while emphasizing the concept of symmetry. Through careful selection criteria, 66 primary studies were selected from a total of 150 pertinent research studies. This article offers valuable insights into the pros and cons of conventional training approaches, explores the use of VR and AR in cybersecurity education concerning symmetry, and thoroughly discusses the challenges associated with these technologies. The findings of this review contribute significantly to the continuing efforts in cybersecurity education by offering recommendations for improving employees’ knowledge, engagement, and motivation in cybersecurity training programs while maintaining symmetry in the learning process.

The Promise of the Fourth Industrial Revolution: Unleashing the Potential of Virtual Reality in the Teaching of History Curriculum

The growing economic viablity of virtual reality has made it possible for educational institutions to use the technology in their teaching. The growth of mobile networks and the spread of digital gadgets, which are more widely available to teachers and students, support this. Notwithstanding the known critical role of virtual reality in the teaching of engineering and medical education, its use and application in history curriculum stays unchartered terroitory. This paper interrogates the affordances of virtual reality in education with a slant towards its use in History teaching. Understanding how the adoption of the fourth industrial revolution and the affordances of virtual reality in education could unlock new avenues in the teaching of history curriculum. Thus by exploring the potentialities of virtual reality in the teaching of history, the paper hopes to lay a foundation on which social science researchers can further explore how the affordances of virtual reality improve the teaching fraternity especially so in developing countries. The paper advances the arguement that virtual reality is not only useful in engineering and medical education but also to social sciences in general and history in particular. This study provides insights about this underexplored territory through assessing the functional implications of virtual reality in the teaching of history curriculum.

Are virtual reality applications effective for construction safety training and education? A systematic review and meta-analysis

Introduction: Virtual reality (VR) gains attention in construction safety training because it allows users to simulate real activities without the risks of real activities. However, a literary work comprehensively describing the effectiveness of VR in construction safety training and education (CSTE) is lacking. Method: This study provides a systematic review of the research related to VR applications for CSTE over the past decade using meta-analysis techniques. Standardized mean differences between traditional training methods and VR training were grouped by measurement. Potential moderators possibly affecting the effectiveness of VR in CSTE were analyzed. Results: Results showed that VR is significantly more effective in construction training and education than traditional methods. The effectiveness of VR was 0.593, 0.432, and 0.777 higher than that of traditional methods for behaviors, skills, and experience measurements, respectively. The training context and mean work experience of trainees were two important moderators that significantly affected the effectiveness of VR in CSTE (p < 0.001). Practical Applications: The presented results suggested the need for targeted development and management of VR technology in the construction industry and the early promotion of VR for general safety training among young, inexperienced construction workers.

Interactive Multimedia Vocal Music Teaching System Based on Virtual Reality Technology

Abstract Virtual teaching with the help of virtual reality technology to realize two-way interactive thinking and innovative teaching to create a good virtual learning environment for vocal learners. This paper combines the activity form and learning content of the virtual learning environment, designs the virtual scene, realizes the virtual display and virtual operation with the help of virtual reality technology, and completes the physical modeling of the virtual reality teaching environment. Combined with the objectives of vocal music teaching and the teaching needs of teachers and students, respectively, the teacher’s end, the student’s end of the functional design, the virtual simulation teaching and interactive multimedia vocal music teaching combined, using B/S architecture as the basis, follow the MVC design mode, virtual interactive multimedia vocal music teaching system design. The database design utilizes a top-down approach to demand analysis, using the teaching-centered E-R model and focusing on the three elements of the actual teaching curriculum. The vocal music teaching system underwent environment-building analysis, functional and performance testing, and real-world application testing. The practical application test shows that 92.5% of the students think that the virtual interactive multimedia vocal teaching system has a very strong degree of participation, and 90% of the students think that the virtual interactive multimedia vocal teaching system has a better learning efficiency compared with the traditional teaching mode.

Exploring the Potential of Immersive Virtual Reality in Italian Schools: A Practical Workshop with High School Teachers

In recent years, there has been a surge of interest in affordable and accessible extended reality devices. Big tech companies like Apple and Meta have announced advanced devices expected to become more prevalent in everyday life. As younger generations embrace immersive digital realities for socialization, entertainment, and information retrieval, there is a need to explore immersive digital technologies that support experiential learning and reevaluate educational approaches. In Italy, the COVID-19 pandemic has sparked a growing interest in immersive virtual reality (VR) and the metaverse for distance education. However, the integration of VR in Italian schools could be faster, primarily due to cost and teacher knowledge challenges. Our study aims to involve high school teachers in a practical workshop to assess their knowledge, skills, and intention to use VR in their teaching after brief training. The focus is on evaluating the acceptability of VR for educational purposes among Italian high school teachers. The workshop involved up to 16 teachers at once and was repeated eight times to reach 120 teachers. Participants received VR training and explored three educational VR applications. The results show that teachers are interested in learning and integrating VR into their lessons. They believe it can enhance teaching practices by actively engaging students and enabling experiential learning. This work provides an overview of the current state of VR in education, describes the workshop with high school teachers, and presents the obtained results.

The effect of VR on learners' engagement and motivation in K12 English education

This paper examines how virtual reality (VR) technology can be used in K-12 classrooms, specifically focusing on its potential impact on learners' engagement and motivation, with a particular emphasis on English language learning. The paper begins by providing an introduction to VR technology and its relevance in education, especially in the COVID-19 pandemic context. It reviews existing literature on learners' engagement and motivation, emphasizing the importance of these factors in the learning process. The study explores the initial step of VR technology in English instruction, highlighting the challenges faced in traditional language classes and the opportunities that VR presents. A case study on English VR teaching in middle school is presented, followed by a detailed case design for a cutting-edge VR learning platform tailored for young primary school English learners. The case study for K-12 students and design showcase how VR technology can be utilized to create engaging and immersive learning environments that foster comprehensive language skills development. The paper concludes by acknowledging the potential of VR educational games and embodied cognition theory in enhancing language learning outcomes and encourages further research in this area.

Virtual reality space in architectural design education: Learning effect of scale feeling

In teaching architectural design, accurately visualizing a space's realistic size through the dimensional figures on the architectural drawings (scale feeling) is considered a crucial design competency. Typically, students learn this through field surveys and measurements of numerous buildings and rooms. However, this process might be time-consuming. Therefore, to expedite the improvement of students' scale feeling, we used virtual reality (VR) instead of real space and verified whether VR training can also develop students' scale feeling and achieve similar training effects as in real space. In this study, we used undergraduate architectural students as subjects and observed the change in verbal responses to the length of some objects before and after training using VR or real space to confirm the learning effect of scale feeling. Consequently, younger students who lacked architectural knowledge demonstrated a 19.4 % (p < 0.01) decrease in inaccuracy after VR training and a 31.4 % (p < 0.01) decrease in real space, while older students demonstrated a small decrease: 8.2 % (p < 0.1) with VR and 3.1 % (n.s.) with real space. No significant difference occurred between students trained in VR and real space. In summary, we conclude that utilizing VR in architecture education can improve students' scale feelings to a similar extent as in real space. When VR space is used for teaching scale feeling, the focus should be on students without architectural knowledge, which is more meaningful than teaching those with architectural knowledge. This study provides theoretical support for the researcher's further use of VR as a tool in teaching architectural design.

Optimizing Foreign Language Learning in Virtual Reality: A Comprehensive Theoretical Framework Based on Constructivism and Cognitive Load Theory (VR-CCL)

With the widespread application of virtual reality (VR) in education, optimizing foreign language learning in VR has become a focal point of research. This paper introduces a comprehensive theoretical framework (VR-CCL) based on constructivism and cognitive load theory to enhance foreign language learning in VR. Through a literature review, we explore the applications of VR in education, foreign language learning theories, and prior works on technology-assisted language learning. We further detail the three main components of the VR-CCL framework and validate its effectiveness through two case studies: Duolingo VR and Rosetta Stone VR. Finally, we discuss the strengths and limitations of the framework and its implications for educators and developers.

The effects of introducing virtual reality communication simulation in students' learning in a fundamentals of nursing practicum: A pragmatic randomized control trials

AimThis study was conducted to examine the effectiveness of a virtual reality communication simulation (VRCS) in teaching communication skills in fundamentals of nursing practicum. BackgroundEffective communication skills are an integral part of the nursing profession and the foundation of high-quality nursing care. Effective communication not only addresses the needs of patients but is also necessary for maintaining patient safety. Many studies have reported the inadequacy of nursing students in communicating with patients. Nursing students often experience stress due to their lack of adequate skills to communicate effectively with patients and their family members. DesignA pragmatic randomized controlled trial research with four within-subjects assessments (at the baseline (T0), 1st week (T1) and 3rd week (T2) of the clinical practice and 1 week after the end of the clinical practice (T3)) and between-subjects assessments. Settings and participantsEighty-four nursing students at a university of Science and Technology in central Taiwan. MethodsThe students were randomly assigned to an experimental group (n = 42) and a control group (n = 42). The experimental group received a VRCS, whereas the control group received the nurse–patient communication teaching video. The data were collected from April 2022 to August 2022. The Kalamazoo Essential Element Communication Checklist, Communication Self-Assessment Scale, Learning Satisfaction Questionnaire and Stress Scale for Nursing Students in Clinical Practice were used for data collection. ResultsAt baseline, the control group had higher scores on communication ability and confidence compared with the experimental group (t = −3.91, p <.001; and t = −2.35, p =.021). In the first week of clinical practice, the experimental group had significantly higher mean scores for communication ability compared with the control group (β = 15.99, 95 % confidence interval [CI] 13.79, 18.18) and communication confidence and learning satisfaction compared with controls at T1, T2 and T3 of the clinical practice (all, p <.001). The clinical practice stress scores of the experimental group were significantly lower than those of the control group at T1, T2 and T3 of the clinical practice (all, p <.05). ConclusionsThe newly developed VRCS is acceptable and worthwhile for training nursing students to develop communication abilities. This study suggests that VRCS practice should be arranged as early as possible in fundamentals of nursing practice courses and before the fundamentals of nursing practicum so as to facilitate the learning of effective communication. Follow-up research is needed to evaluate the long-term effects of virtual reality education in nursing practice.

Creating a Tool to Explore Intergenerational Understandings

This paper provides an introduction to a research-creation project, focusing on developing a prototype Virtual Reality (VR) educational tool. Younger people in Malaysia have limited exposure to or interest in information relating to the elderly, resulting in an intergenerational disconnect. The wider project aims to develop a VR teaching tool inspired by an existing role-playing simulation game (Aging Game). As a storytelling-based experience, VR can be used to share the discomfort faced by older people when using information and communications technology (ICT) such as computers/cell phones, internet and social media.The project is to explore the potential VR has to act as a bridge between the generations and to raise awareness in younger people about intergenerationalissues. The primary focus of this discussion paper is to discuss design and modification of the VR tool for creating interactive experiences that inhabit both the real and the unreal (virtual) world.

The Role of integrating AI and VR in fostering environmental awareness and enhancing activism among college students

Given the increasing concern about the destructive impact of sympathetic activities on the Earth, involving the next generation in environmental conservation is crucial. Therefore, this study aims to explore how artificial intelligence (AI) and virtual reality (VR) can strengthen college students' environmental awareness and encourage them to make a move on environmental issues. Four hundred college students from diverse socioeconomic backgrounds participated in a six-month study, and 375 valid questionnaires were successfully collected. By combining AI and VR, we provided interactive and engaging courses to deliver knowledge about environmental issues and inevitable disasters. The research demonstrates that using AI and VR technologies to teach environmental challenges can significantly improve college students' understanding of these topics, assist them in developing a conservationist value system, and provoke them to carry on environmental advocacy. This study adopted scale items to measure college students' environmental awareness and activities. More isolated structural equation modeling validated the value of AI and VR in environmental education. Additionally, mediation and moderation analyses indicated that the strength of college students' ecological susceptibility and motivation indirectly influenced their enthusiasm and environmental awareness through AI and VR. Through comparative analysis, we found that AI and VR exert differential effects on college students. Further correlational and regression analyses demonstrated that raising college students' environmental awareness can effectively promote their pro-environmental behavior, offering them more critical agency, possibly without the need for continued use of AI and VR. Therefore, employing AI and VR in environmental education may effectively help young people in ecological sustainability. Ultimately, we discussed the current AI and VR technologies adoption in Chinese universities and proposed relevant policy implications.

What variables are connected with system usability and satisfaction? Results from an educational virtual reality field trip

Exploring the usability of educational virtual reality (VR) is essential. Research in this area can explain the adoption of VR as a new technology, contribute to examining paths toward effective learning, and provide recommendations for effective educational design. This study investigated usability in a sample of N = 64 university students learning about simplified construction engineering topics from an interactive VR field trip. Two research objectives were pursued. First, the level of achieved usability was examined using a mixed-methods approach, including data from semi-structured interviews and a survey on system usability and satisfaction. Second, the relationships between several connected variables (ease of use, usefulness, presence, and cognitive load) and system usability and satisfaction were investigated quantitatively. With respect to the first research objective, system usability and satisfaction were evaluated positively in the interviews and rated highly in the surveys. These results indicate that VR field trips, which are increasingly replacing excursions, are regarded as an appropriate instructional method. Concerning the second research objective, ease of use, usefulness, presence, and extraneous load were found to predict system usability. Further, the factors of usefulness, presence, and intrinsic cognitive load helped explain the variance in satisfaction. These findings highlight that the variables connected to system usability and satisfaction in VR learning vary. In addition to these and other theoretical implications, practical implications and recommendations for educational design are discussed.

The Impact of Virtual Reality on Online Education

Virtual reality technology was proposed and developed by Mr. Jaron Lanier, founder of VPL in the United States, in 1984, which is the first popular virtual reality device in the world. However, due to equipment, functions, etc., the technology has been in a slow development stage. Especially when the epidemic breaks out, many students were forced to study online at home, at which time, software such as classic Zoom burst out one after another, but students are isolated from each other and only face a computer when they have classes at home. Therefore, students cannot timely communicate with teachers about their doubts in the class, at the same time, teachers cannot get feedback from students in time. For this reason, this paper makes a specific analysis of the impact of virtual reality technology, on online education through using eye tracking technology to judge whether the virtual reality classroom is conducive to students' learning by comparing students' concentration and immersion. This study finds that there are still some shortcomings in virtual reality education, and it is not feasible to completely replace offline education. However, as an auxiliary tool for reality education, it is currently the main development direction. The significance of this study lies in discovering the advantages and disadvantages of current virtual reality education and providing direction for the development of virtual reality education in the future.