Virtual Reality In Education Research Articles

An Educational Virtual Reality Game from an Embodied Cognitive Perspective -Take the Game Poetry as an Example

With the rapid development of virtual reality (VR) technology, it has become a trend to apply VR technology to assist teaching in the field of education. At present, the learning of traditional poetry is often in the form of book learning. The lack of physical and sensory interaction in the learning process leads to a lack of initiative and enthusiasm for learning, resulting in low learning efficiency. Based on this background, this paper develops a poetry learning game based on VR technology, which creates interactive scenarios based on the depiction of poems and allows users to learn poems in an immersive experience. Users can complete their poetry learning objectives by experiencing the games plots and completing game tasks. Based on embodied cognition theory, the game applies the strong sense of presence and immersion of VR technology to enhance the interaction between the users body and the poetry scene, thus improving the users knowledge and understanding of the poetry, deepening their memory of the poetry and enabling them to learn in a more effective and interesting form. The game uses Cinema4D to design and model the poetry scenes and the game engine Unity to realize the interaction with the user. Through the study of the game scenes and user evaluation, the experimental results show that the game achieves the design purpose and has an application value.

Exploring the Perception of the Effect of Three-Dimensional Interaction Feedback Types on Immersive Virtual Reality Education

Immersive virtual reality (VR) systems are becoming widely used for education with three-dimensional (3D) information. Specifically, three-dimensional spaces to create virtual environments can help increase students’ learning interest and ability with spatial interaction. Also, with the use of multimodal interaction, VR systems can provide highly effective ways to solve problems through natural experiences. Additionally, immersive environments can bring together people in remote locations, which has been increasingly applied in education applications with the use of technology to simulate real situations. However, effective interaction methods that improve the learning ability of people participating in educational activities in 3D immersive environments are yet to be well defined. In this study, we investigated the effect of the interaction feedback types on the perception of students participating in VR environments. We conducted the experiment on three types of interaction responses, and our study was designed as a virtual chemistry class. Our experimental study showed that the interaction feedback type of a deformable object had a greater educational effect than other types of visual or audio feedback, and our results are expected to provide guidelines on how to create effective immersive education content and interaction methods.

Procedural content generation for VR educational applications: The investigation of AI-based approaches for improving learning experience

In recent years, artificial intelligence (AI) has witnessed significant advancements in the field of education, with its ability to personalize and adapt content to individual student needs. In parallel, virtual reality (VR) has emerged as a powerful tutorial tool, providing immersive and interactive experiential learning experiences which has the advantages of improving students' motivation and engagement. Previous researchers have demonstrated the potential of ML algorithms, particularly RL, for generating educational content and VR environments. To create high-quality content, researchers have started exploring the integration of Machine Learning (ML) and Reinforcement Learning (RL) algorithms into Procedural Content Generation (PCG) methods for automatically generating both textual and non-textual content such as practice questions, quizzes, VR learning environments, etc., which have the potential to increase the efficiency and effectiveness of educational interventions. Nonetheless, the development of these techniques requires addressing several challenges. Significant advancements are yet to be made in developing and refining these algorithms to produce high-quality and effective educational content for VR applications. This article provides a comprehensive overview of the current state of research in reinforcement AI learning content generation for VR educational applications. For each area, it discusses the state-of-the-art techniques, applications, limitations, and challenges faced in development, covering the use of natural language processing, reinforcement learning, and machine learning algorithms. The review concludes by highlighting some of the key opportunities for future research in this field, including the development of more sophisticated models and the exploration of new applications of machine learning in educational technology.

Impact of Virtual Reality (Vr) and Augmented Reality (Ar) in Education

Virtual Reality (VR) and Augmented Reality (AR) technologies have emerged as powerful tools with the potential to revolutionize the field of education. This study provides an overview of the impact of VR and AR in education, drawing from existing research and analytical applications. The impact of VR in education is evident in its ability to create immersive and engaging learning experiences. Students can be transported to virtual environments that facilitate experiential learning, from exploring historical landmarks to simulating complex scientific experiments. The result is enhanced student engagement, improved retention of knowledge, and the development of practical skills. AR, on the other hand, overlays digital information onto the real world, enriching traditional educational materials. Interactive textbooks and guided field trips using AR provide students with dynamic and context-rich learning experiences. Language learners benefit from instant translations and pronunciation guides, while complex data becomes tangible through AR visualizations. Both VR and AR contribute to the promotion of collaborative learning, enabling students and educators to interact in virtual environments. These technologies offer new opportunities for special needs education, as they can be customized to cater to the unique requirements of individual learners. The adoption of VR and AR in education comes with challenges, including cost considerations, the need for suitable technical infrastructure, content development complexities, and the necessity to address safety concerns. Integrating VR and AR into the existing curriculum and ensuring alignment with educational objectives are also ongoing challenges. The study aim is to analyse the impact of VR and AR in education.

Design, development, and evaluation of educational virtual reality environment: EVRECA

Design, development, and evaluation of educational virtual reality environment: EVRECA

What is Your VR use Case for Educational Like: A State-Of-The-Art Taxonomy

Virtual reality has emerged as an influential technology in the educational landscape, offering learners and teachers immersive and interactive experiences that enhance traditional teaching methods. However, despite the increasing importance of virtual reality in education, a systematic description and classification of virtual reality use cases in education is still lacking. This limits the understanding and comparability of virtual reality use cases and highlights the need for a structured approach. This study asks the research question: How can virtual reality educational use cases, identified in the literature, be described, and classified? To classify these use cases, this study develops a state-of-the-art taxonomy. The taxonomy was developed in a combination of a conceptual-to-empirical and empirical-to-conceptual approach. The first stage to develop the taxonomy was based on a conceptual-to-empirical approach. Here, the concepts of virtual reality, use case and education serve as meta-characteristics and theoretical structure. To further detail the dimensions and characteristics, a systematic literature review was conducted by following a PRISMA-guided search and selection process. Therefore, the scientific databases Science Direct, AISel and Springer Link were used to search for studies between 2018 and 2023, obtaining a sample of 39 publications. As the conceptual-to-empirical approach did not richly describe the analysed virtual reality use cases from the studies, additional dimensions and characteristics were identified inductively. Therefore, a second iteration was conducted relating to the empirical-to-conceptual approach. This process explored the practical aspects of virtual reality scenarios and added applicable and practical characteristics to the initial theoretical foundation. The result is a comprehensive taxonomy of virtual reality use cases in education that contributes significantly to existing knowledge and provides a solid foundation for future research. The final taxonomy includes 17 dimensions and 37 characteristics. These findings can support educators to understand the nature of virtual reality use cases, enabling them to describe and implement such use cases effectively within educational settings.

Application Of VR In the Field of Education

VR in virtual reality and augmented reality technology is a new technology applied in the field of education in recent years. This paper combs and analyses the educational application research from three aspects: educational games, art education and political education. First, starting from education, the author expounds that virtual reality education is based on the teaching concept of "interesting" games and takes education and teaching objectives as the design concept. Then, it introduces the performance of virtual reality technology in the field of art. This part explains the important role of virtual reality technology in the field of art education. It mainly expounds the practical exploration of VR in teaching, the value of VR in art design teaching, the content of VR in the new path of art design curriculum reform, and the innovation of VR teaching. Finally, the application of virtual reality technology in ideological and political education is proposed. At the end of this paper, the application of VR in these three aspects is summarized and prospected.

Virtual Reality Training and Library Science Education: Examining the Possibilities

The use of virtual reality (VR) in social work (SW) and pre-service teacher education has become a promising tool for skills development for students. A review of existing scholarship was conducted to provide an overview of the current landscape of VR in SW and pre-service teacher education. This analysis focused on the use of VR in fields that involved working with people, particularly people in crisis. After an initial review of 115 articles, 60 were identified as relevant to this study. Our analysis of recent trends in the literature emphasizes the potential of VR for library and information science (LIS) education. This literature review provides a basis for a study that examines how VR training approaches may be implemented to support LIS graduate students to build communication and de-escalation skills and confidence in interacting with patrons in crisis. Therefore, this literature review demonstrates the value of using VR and informs our proposed future project examining the viability and usability of VR training for this skill development using the social VR platform Mozilla Hubs.

Virtual reality ideological and political games on students’ anxiety disorders

BackgroundAnxiety Disorder (AD) is a disorder characterised by excessive fear anxiety and related disturbing behaviour. Virtual reality (VR) technology has been applied in many fields because of its multi-sensory, visualisation and immersive interactivity. Therefore, the study proposes to combine VR technology with Civic Education and help students to better improve their anxiety disorders by designing Civic Games under VR experience.Subjects and MethodsStudents suffering from anxiety disorders were taken as research objects and randomly divided into an experimental group (VR teaching experience group) and a control group (conventional Civics teaching group). Both groups of patients were guided by classroom education to control students’ psychological conditions and emotions. In the experimental group, VR teaching is assisted by VR games or VR scene experience. The experimental intervention time was six weeks, and the experimental data were statistically analysed with the help of the Self-Assessment Scale of Anxiety (SAS) and the Hamilton Anxiety Scale (HAMA). The difference was statistically significant at P<0.05.ResultsAfter the experimental intervention, it was found that there was a significant statistical difference in SAS scores between the two groups of students (P<0.05), and the relief of anxiety disorder symptoms in the experimental group was significantly better than that in the control group.ConclusionsThe use of VR technology has broad development prospects. It can effectively help students alleviate their anxiety state, and its combination with ideological and political education also enables students to have a clearer understanding of their emotional changes.AcknowledgementScientific Research Program Funded by Shaanxi Provincial Education Department (No.22JK0587).

Virtual Reality Changes the Concept of Patients’ Education, Patient Experience Report Study

Patients undergoing radiotherapy will undergo a tidy process of frequent imaging modalities in a specified position. Before each scan, they are brought to the education clinic to explain the procedure, patients' positioning and any further specific instructions for the patient to be done during the scan. This however might increase the anxiety level of the patients as well as not comprehending it fully where it might affect scan quality and/or prolong scan duration which will play an important rule on patients' experience and satisfaction. We believe that virtual reality (VR) experience of the entire process could help increase the level of knowledge, satisfaction as well as reducing anxiety level. We created a 3D-360 Video module of radiation therapy treatment process. The module starts at CT/MRI simulation and treatment with specific instructions based on the desired site. Included sites of treatments' positioning were breast, head and neck, brain, pelvis as well as limp. then, we utilized a VR headset to preview it with the patient for clinical radiotherapy education. Patients were administered pre- and post-experience questionnaires and were assigned to 3 different groups. Group 1; conventional education; Group 2; VR education and Group 3; VR with conventional education. Questionnaires tested three main domains; patient experience & satisfaction, knowledge, and anxiety. Anxiety screening was done utilizing Stais-5 screening tool. Analysis was done utilizing SPSS version 23. A total of 62 patients participated in the study. In the VR group, Pre- patient's experience & satisfaction, knowledge, and anxiety scores were 90.8% and 93.4%, and only one patient screened positive for anxiety. In the post, 94.83%, 95.57%, and zero patients screened positive for anxiety. In the conventional arm, percentages were 90.2% and 87.5%, and four patients were anxious, whereas, post-reported, 89.8%, 90.3%, and two for anxiety. In conventional with VR arm, pre-recorded at 87.7%, 94.4%, and one patient for anxiety, whereas in the post, it was reported at 91.7%, 94.4 and one patient for anxiety. Virtual reality positively impacts patients' education & satisfaction and reduces anxiety levels for patients undergoing radiotherapy. More detailed prospective studies are needed to direct the future applicability of it in radiation therapy field.

DEVELOPMENT OF VIRTUAL REALITY TEACHING MATERIALS BUILDING MATERIALS PRACTICE COURSES BASED ON INDUSTRIAL NEEDS OF THE SOCIETY 5.0 ERA

This research aims to create a collaborative and participatory classroom atmosphere in the use of technology in the world of Education. The era of Society 5.0 makes educators minimize their role as Learning material providers to become educators as an inspiration for the growth of student creativity. This study examines the validity and effectiveness of virtual reality teaching materials for building materials practice courses based on the needs of industry Society 5.0. This research used a research and development (R&D) approach with the ADDIE development model (Analyze et al., Evaluation). This study resulted in media feasibility from several experts where the learning design score was 3.85, learning material expert 3.77, media design expert 3.86; and the increase in student learning outcomes using media with an average pretest score of 41.12 and an average post-test of 74.80 seen from these values, the learning outcomes of students in building materials practice courses using virtual reality media increased by 33.68 or 87.77%.

ENERGYSIM: techniques for advancing building energy education through immersive virtual reality (VR) simulation

An important practice for reducing the effects of global warming is the design and construction of energy-efficient buildings. In design education, the full comprehension of thermal behavior in buildings based on their geometry and material composition is required. The complexity of energy simulation principles, vis-a-vis the number of elements that impact the energy loads, their linkages, and their relationships to one another all combine to make this a challenging subject to absorb. Virtual Reality (VR) provides an immersive way to learn the concepts of building energy responses; however, the development of VR applications for education is difficult due to the knowledge, skill, and performance resource-related gaps. Unoptimized VR applications can adversely impact learning if user experiences are broken due to performance lags. This research, therefore, explores VR as a teaching tool for building energy education while showcasing the development process toward a visually accurate simulation and performant application. We developed EnergySIM; a multi-user VR building energy simulation prototype of the famous Farnsworth House. Using this prototype, we document rigorously tested development workflows for improved VR game performance, high visual fidelity, and user interaction, the three key factors which positively contribute to user knowledge retention. The study combines menu-driven interaction, virtual exploration, and miniature model manipulation approaches with the aim of testing user understanding and knowledge retention. Highlighted results provide reduced barriers of entry for educators towards developing higher quality educational VR applications. EnergySIM showcases pre-simulated building exterior surface heatmaps response from four seasons (winter, summer, fall, and spring) alongside an all-year-round sun-hour scenario. Four different material pre-simulated scenarios (single glazing, double glazing, concrete, and wood) for interior atmospheric temperature mapping are also explored. Preferred interaction methods are documented by allowing users’ visual appraisal of alternative building materials based on insulation capacity or resistance to heat flow (R-value). The significance of this work lies in its potential to revolutionize how students, designers, and instructors approach building energy education in today’s world. EnergySIM provides a hands-on and visually engaging learning experience towards the enhancement of knowledge retention and understanding. It pushes the boundaries of development for visual fidelity using geometry/mesh modeling input from various software into game engines and optimizing game performance using the HTC Vive Pro Eye and Meta Quest Pro headsets.

Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education

Augmented Reality (AR) and Virtual Reality (VR) are poised to revolutionize education by offering immersive and interactive learning experiences. This research comprehensively evaluates the educational applications of AR and VR, specifically emphasizing their impact on student motivation, learning outcomes, engagement, and overall learning experiences. The analysis explores how AR and VR can improve student learning, knowledge retention, and skill acquisition by systematically reviewing existing the literature from diverse educational domains, including K-12 education, higher education, STEM education, professional training, and lifelong learning. Additionally, the research investigates the pivotal role of AR and VR in fostering immersive and interactive learning environments, unveiling how these technologies promote active learning, collaboration, and critical thinking through simulations and interactive experiences. The evaluation considers the potential of AR and VR beyond traditional classroom settings in distance education and assesses the feasibility of virtual classrooms, web-based learning environments, and Massive Open Online Courses (MOOCs). A significant aspect of the study involves understanding student attitudes toward AR and VR technologies and their influence on intrinsic motivation, interest, and enthusiasm for the learning material. Based on a thorough analysis of relevant literature, the research aims to provide practical recommendations for educators to effectively incorporate AR and VR into education practices. The recommendations prioritize a pedagogically sound design, educator training, and accessibility consideration to ensure equitable access for all learners. In summary, this extensive research reveals the significant impact of AR and VR on education by understanding the strengths, limitations, and challenges of making informed decisions on utilizing these technologies to create engaging, impactful learning experiences, fostering a generation of technologically proficient and knowledge-driven learners.

Evaluating video virtual reality teaching for nursing students.

Evaluating video virtual reality teaching for nursing students.

Novice learners’ perspectives on obstetric airway crisis decision-making training using virtual reality simulation

BackgroundCurrent training on managing an obstetric difficult airway crisis is likely inadequate, as real-life opportunities to practice are rare. Frequent simulation training sessions could be helpful but are resource intensive. Virtual reality (VR) simulation training may be a potential tool to complement existing simulation curricula. MethodsIn this pilot qualitative study, a VR simulation scenario of an obstetric airway crisis was designed to test the decision-making of novice learners rotating through obstetric anesthesia training. Individual interviews were conducted pre-VR to assess learning needs and post-VR to assess perspectives on utilizing the VR teaching tool. The interviews were transcribed and thematically analyzed. ResultsTwenty-one residents were recruited and participated in the study. Analysis of pre-VR interviews identified three major themes, including gaps in the current curriculum, lack of confidence in managing obstetric difficult airway crises, and recognition that simulation is resource intensive. Post-VR interview themes revealed that VR could be helpful in learning decision-making under stress. Suggested improvements included better video and audio quality, and adding haptic feedback and potential multiplayer features in the future. ConclusionWe identified the advantages of VR simulation and its potential as an intervention to address gaps in our curriculum. Areas of improvement were identified for more effective future implementation.

Research and Analysis of VR Technology in the Field of Education

Virtual reality (VR) is an emerging medium that has the potential to be a brand-new visual form with uses in a variety of industries, including but not limited to education, the arts, and entertainment. The educational application study is combed through and examined in this work from three angles: ideological education, artistic education, and educational video games. The use of virtual reality technology in ideological and ideological instruction is first implemented, starting with the educational sector. The use of virtual reality technology in the sphere of art is then introduced. This section illustrates the significant contribution that virtual reality technology has made to the study of art. It basically explains how VR can be used in the classroom, how valuable it is for teaching art design, and what VR is used for in the new art design curriculum. The author concludes by explaining how virtual reality education is founded on the teaching principle of games and uses educational goals as the design idea. The use of VR in these three areas is compiled and discussed at the conclusion of this essay.

Immersive capability and spatial presence in virtual reality photo-based tours: implications for distance education

PurposeThe purpose of this study is to describe an educational virtual reality (VR) photo-based tour used in an online course and investigate the influence of immersive capability on the dimensions of spatial presence and their relationship with learning-related variables.Design/methodology/approachThe study employs a descriptive and an experimental methodological approach. The research objectives were achieved using a two-group (n1 = 29 and n2 = 30) experiment, employing descriptive statistics, t-test and correlation analysis.FindingsThe t-test revealed that the immersive capability had a significant effect on the sense of physical space (SP) , Engagement (EN) and negative effects (NE) dimensions. Correlations between the dimensions of spatial presence were found to confirm reports from the literature. Furthermore, some of the dimensions were found to be correlated with motivational and learning variables.Research limitations/implicationsThe study reported the results of a one-off experiment among 59 participants. While the results were promising, a longitudinal qualitative study could confirm the results in an actual distance learning context.Practical implicationsThe study confirmed that adding VR photo-based tours as learning activities may enhance the learning experience of distance learners.Social implicationsThe study shared a case of a learning activity that can be employed for flexible education. Virtual tours can support the need for context-based learning that the geographical or political constraints may limit.Originality/valueWhile the paper confirms previous reports on the benefits of using VR photo-based tours as learning activities, this paper has empirically shown the relationship between the dimensions of spatial presence and immersive capability in this specialized context.

Virtual Reality as a Tool for Sustainable Training and Education of Employees in Industrial Enterprises

The paper deals with the possibilities of using Virtual Reality in the training and safety of enterprises active in the raw materials industry. It examines the influence and impact on their employees. The main impetus for starting research in this area has been a need for more use of the full potential of Virtual Reality in the industrial sector. Virtual Reality (VR) has become a promising education and employee training tool. It provides an immersive and interactive learning environment, allowing users to engage with simulations, scenarios, and simulations in real time. VR can facilitate the acquisition of practical skills, help learners retain information better, and foster the development of soft skills, such as communication, teamwork, and leadership. The paper is divided into the following sections. The first two are devoted to the introduction to the issue and a review of the literature. The materials and methods section describes the possibilities of using photogrammetry to create virtual scenes and 3D models usable in Virtual Reality. This section also describes the research methods used to evaluate the approach for teaching and training employees. The last two sections evaluate and discuss the results achieved. Having regarded the research realized, it was found that our approach to researching the education of employees and the development of their skills brings excellent benefits and, compared to the traditional educational approach, is much more time-efficient so that employees can improve their work habits and behavior in a relatively short period. In employee training, VR can simulate real-life scenarios, providing workers with hands-on experience in a safe, controlled environment. This technology can also help companies save time and resources, eliminating the need for travel and reducing expenditure on expensive equipment. However, despite its many benefits, VR in education and training can be cost-demanding and requires specialized hardware and software, which may limit its widespread adoption.

Applicability of Augmented and Virtual Reality for Education in Robotics

The rapid development of automatic control and robotics requires an innovative approach to teaching. This is especially important in the case of studies at the academic level and in vocational schools, where training with expensive robotic stations is necessary. A solution for the problem may be substituting these with augmented reality (AR) and virtual reality (VR) due to their significantly lower costs. Therefore, AR/VR technologies have an advantage in terms of low-cos and effective practice in robotics. The described content is an outcome of the MILAN project, wherein those technologies are used for the online course purpose. This includes providing access to virtual laboratories via a mobile application and the real-life training stations connected to the network. The paper provides an overview of the available AR/VR applications implemented into robotics education and a detailed description of related best practices. The main sections contain a detailed methodology of designing an AR mobile tool for learning robotics in the AR environment. Moreover, the main challenges encountered during the development phase were listed and analysed. Additionally, the paper presents the possible future use of the application with the associated benefits. The literature overview and conclusions may be used to design similar online courses with an interactive form of teaching practical industrial robots programming.

A workflow to visualize vertebrate eyes in 3D.

To establish a workflow to visualize the surgical anatomy in 3D based on histological data of eyes of experimental animals for improving the planning of complex surgical procedures. Four C57BL/6J wild-type(wt) mouse eyes, three Brown Norway rat eyes and four Chinchilla Bastard rabbit eyes were enucleated and processed for standard histology with serial sections and hematoxylin and eosin staining. Image stacks were processed to obtain a representation of the eye anatomy in 3D. In addition, virtual image stacks and 3D point clouds were generated by processing sagittal sections of eyes with stepwise 180° rotation and projection around the eye axis to construct a rotationally symmetric 3D model from one single sagittal section. Serial sections of whole eyes of mice, rats and rabbits showed significant artifacts interfering with a practical image stack generation and straightforward 3D reconstruction despite the application of image registration techniques. A workflow was established to obtain a 3D image of the eye based on virtual image stacks and point cloud generation by rotation of a single sagittal section of the eye around the symmetry axis. By analyzing the tissue shrinkage during histological processing true biometric reconstructions of the eyes were feasible making the resulting model usable for 3D modeling and simulation, e.g. for planning of complex surgical procedures in different species. Because serial sections of the eye with standard histological protocols yielded too many artifacts for a straightforward 3D visualization we reconstructed a pseudorealistic 3D model based on virtual image stacks and point cloud generation calculated from a single sagittal section of the eye. Such a model detailing microscopic structures of the whole eye will allow for a specific planning of surgical procedures in small animal eyes in order to prevent surgical complications in a very early stage of an experiment and it will support the design and development of complex intraocular implants. It will therefore be helpful in surgical teaching and improve laboratory animal welfare by an expected reduction of experimental animal numbers. Further processing including integration of mechanical tissue properties is needed to convert these 3D models into a practical virtual reality teaching and simulation platform for eyes of several species.