Virtual Reality Learning Research Articles

Toward the Consolidation of Filming Simulators: A Systematic Literature Review of Virtual Environments for Audiovisual Learning and Practice

In recent decades, virtual reality (VR) learning environments have expanded across various fields, promising procedural knowledge acquisition. While health and engineering have extensively explored these spaces, the audiovisual production domain has received comparatively less attention. Conversely, the entertainment and media sectors aim to reduce costs in immersive production, leveraging advancements in 360 cameras, VR headsets, and 3D visualization. This systematic literature review covers 14 years, aiming to comprehensively address this gap. Initially identifying 319 references, 33 were meticulously selected for analysis. The review elucidates key themes regarding needs, implementation strategies, and outcomes. While tool development prioritizes enhancing accessibility and affordability, applications remain confined to experimental pilots. This review highlights the need for further investigation of virtual environments for audiovisual learning and practice, with future research prioritizing broader implementations integrated into curricula or full-scale productions, as well as comparative studies to comprehensively assess the benefits of virtual environments.

Nuclear Reactor Operations Education and Training with Virtual Reality and an Immersive Desktop Application

A virtual reality learning module to train nuclear engineering students in reactor operations to understand reactor power excursions has been developed. The learning module was taught with an Oculus-2 headset and controllers (now called Meta Quest 2). The class was comprised of 71 undergraduate students, mostly in their fourth year of the nuclear engineering curriculum at Texas A&M University. The learning module simulation of power excursion, called pulsing the reactor, was modeled after the Texas A&M Engineering Experiment Station TRIGA reactor. First, the students visited the TRIGA reactor for pulsing and answered a technical quiz on the subject. Next, the students performed pulsing in the equivalent virtual reality module developed in this work. One of the primary learning objectives in the laboratory exercise was the role of passive and active safety mechanisms in a rapid reactivity insertion and power excursion. Data from the actual reactor visit showed that most students did not understand a key passive safety mechanism during the reactor visit. However, the students showed a notable improvement in their understanding of the safety mechanisms after the virtual reality reactor visit. When asked if the virtual reality learning module would have made the quiz at the reactor easier, 96% of the students reported that at least one of the quiz questions would be have been better answerable with the virtual reality module. Students also noted that the virtual reality module needed to expand its scope to include more details and teaching components. Although most students were reluctant to completely replace the pulsing reactor visit with its virtual reality module version available at the time of the study, they appreciated it as a learning reinforcement tool. Student opinion may change more favorably in the future with continued improvements and enhancements of the module.

Integrating feedback mechanisms and ChatGPT for VR-based experiential learning: impacts on reflective thinking and AIoT physical hands-on tasks

ABSTRACT This study investigates the application of Virtual Reality (VR) in the educational field, particularly its integration with GAI technologies such as ChatGPT to enhance the learning experience. The research indicates that while VR provides an immersive learning environment fostering student interaction and interest, the lack of a structured learning framework and personalized feedback may limit its educational effectiveness and potentially affect the transfer of VR-learned knowledge to physical hands-on tasks. Hence, it calls for the provision of more targeted and personalized feedback in VR learning environments. Through a randomized controlled trial (RCT), this study collected data from 77 university students, integrating experiential learning in VR for acquiring AIoT knowledge and practical skills, and compared the effects of traditional feedback versus GPT feedback on promoting reflective thinking, learning motivation, cognitive levels, and AIoT hands-on abilities among the students. The results show that the group receiving GPT feedback significantly outperformed the control group across these learning indicators, demonstrating the effectiveness of GAI technologies in providing personalized learning support, facilitating deep learning, and enhancing educational outcomes. This study offers new insights into the integration of GAI technology in VR learning environments, paving new pathways for the development and application of future educational technologies.

Impacts of a spherical video-based virtual reality-integrated problem-based learning mode on working staff’s counseling competences in professional training

ABSTRACT Immersing learners in authentic scenarios to prompt them to apply what they have learned to problem solving is an essential learning approach in medical and nursing education. However, nurses often do not have the opportunity to experience many specialized or emergency situations in the real world, such as providing grief counseling to terminally ill patients and their families. Therefore, this study proposed a model of Problem-Based Learning (PBL) in Virtual Reality (VR) which allowed learners to experience the sorrowful scenario of dealing with families facing a “patient nearing end of life,” and to learn grief counseling strategies. To validate the effectiveness of this learning method, a quasi-experimental design was conducted in a nurse preceptor training course in a teaching hospital. The participants were 34 nurses from a teaching hospital in Taiwan, randomly assigned to two groups; the experimental group adopted a Spherical Video-based Virtual Reality-integrated Problem-Based Learning (SVVR-PBL) model, while the control group utilized a Conventional PBL (C-PBL) model. Experimental results indicated that the SVVR-PBL model can better enhance nurses’ professional knowledge in palliative care, and supports superior memory retention. Simultaneously, in terms of attitudes toward palliative care, problem-solving orientation, and perceived value, it also significantly outperformed the C-PBL model.

The Influence Of Virtual Reality Learning Media On The Vocabulary And Pronunciation Mastery Of Class Vii Students In The English Subject Of An-Nisa Gumukmas Middle School Students In 2023

VR learning media in the learning process of mastering students' vocabulary and pronunciation in the long term will help them communicate better in English. This research uses a quantitative cause and effect (causalistic) research method in looking at the relationship of variables to the object under study. The population in this research in class VII children/students, An-Nisa Gumukmas Middle School, Jember, a total of 33 students. In this research, data analysis techniques used inferential statistics, Android-based Virtual Reality Learning Media on Vocabulary Mastery and Pronunciation in English Subjects for Class VII, An-Nisa Middle School Gumukmas 2023 will have a real impact on improving Vocabulary Mastery and Pronunciation skills in learning English

Learning in the spherical video-based virtual reality context: effects of immersion level and spatial ability on learning performance and experience

ABSTRACT Spherical video-based virtual reality (SVVR) is an emerging technology in the creation of virtual reality learning contexts. Existing studies have shown that immersion level and spatial ability affect learning performance and experience. Different levels of spatial ability also result in different learning performances and experiences in different levels of immersion, but this interaction effect remains unclear in the SVVR context. We conducted a 2 × 2 factorial experimental study to investigate the interactive effect of immersion level (high vs. low) and students’ spatial ability (high vs. low) on learning performance and experience in the SVVR context. A total of 120 college students participated in the study. The results showed that learning performance, presence, and motivation were significantly higher for high immersion than for low immersion. Learning performance was significantly higher for learners with high spatial ability than for those with low spatial ability. There was a significant interaction effect between immersion level and spatial ability on learning performance. The learning performance of learners with low spatial ability was significantly higher at high immersion than at low immersion. These findings provide a reference for educators to better apply SVVR to their teaching and help them personalize their instruction to students.

Teaching children pedestrian safety in virtual reality via smartphone: a noninferiority randomized clinical trial.

To evaluate whether child pedestrian safety training in a smartphone-based virtual reality (VR) environment is not inferior to training in a large, semi-immersive VR environment with demonstrated effectiveness. Five hundred 7- and 8-year-old children participated; 479 were randomized to one of two conditions: Learning to cross streets in a smartphone-based VR or learning in a semi-immersive kiosk VR. The systems used identical virtual environments and scenarios. At baseline, children's pedestrian skills were assessed in both VR systems and through a vehicle approach estimation task (judging speed/distance of oncoming traffic on monitor). Training in both conditions comprised at least six 30-min sessions in the randomly assigned VR platform and continued for up to 25 visits until adult-level proficiency was obtained. Following training and again 6months later, children completed pedestrian safety assessments identical to baseline. Three outcomes were considered from assessments in each VR platform: Unsafe crossings (collisions plus close calls), time to contact (shortest time between child and oncoming simulated traffic), and missed opportunities (unselected safe opportunities to cross). Participants achieved adult-level street-crossing skill through VR training. Training in a smartphone-based VR system was generally not inferior to training in a large semi-immersive VR system. There were no adverse effects. Seven- and 8-year-old children can learn pedestrian safety through VR-based training, including training in a smartphone-based VR system. Combined with recent meta-analytic results, the present findings support broad implementation and dissemination of child pedestrian safety training through VR, including smartphone-based VR systems.

It feels so real! Situated authentic language learning in immersive virtual reality

It feels so real! Situated authentic language learning in immersive virtual reality

Metaverse VR technologies in contemporary Chinese music education

ABSTRACT The research purpose is to explore the need to introduce innovations in the curriculum and the classroom in music colleges and universities influenced by virtual reality multimedia environments with elements of metaverse VR technologies. Particular attention is paid to the metaverse platforms with VR games in academic disciplines such as Applied Music, Fundamentals of Composition, and Learning to Play Musical Instruments. The practical part involves the analysis of the experimental and control groups of 240 individuals, selected and structured using the sampling method and the quasi-experimental method. Method Questioning is used by scholars to summarise the information and survey results collected from students. The experiment reveals that up to 72.2% of students suppose that the introduction of the art course based on digital multimedia virtual reality is effective, and their music teachers prefer to use multimedia virtual reality learning tools. The gamification elements in different musical disciplines are interesting for 78% of students. The results’ significance is the possibility to adapt the music curriculum in colleges to students’ needs. Further research is needed to evaluate the use of VR technologies for musical workshops as part of playing musical instruments and the basics of musical composition.

Developing mathematics virtual reality based on understanding mathematical concepts

This research was motivated by students' difficulties understanding the basic concepts of abstract flat-side spatial shapes. So, learning media is needed to help students understand the material that is made interesting by utilising technology in the form of virtual reality. The research aims to determine the development of virtual reality media towards students' conceptual understanding, which has been tested validly and practically, so that it can be used as an active and exciting learning media. The method used in this research is a qualitative approach using the Research and Development method and the ADDIE model using the Millealab application. Participants were eighth-grade students at junior high schools. The outcomes of the research show that virtual reality is an innovative learning media that utilises technological developments in learning media and provides a quick, engaging, and fun understanding so that students can more easily understand mathematical concepts in flat-sided material. Virtual reality learning media has been extensively tested to be valid, practical, and suitable for use in learning. Suggestions for this research can provide an innovative development of virtual learning media, which still has many shortcomings, so that it is much better and produces like learning.

Examining the Predictive Relationships Between Presences of a Community of Inquiry in a Desktop Virtual Reality (VR) Learning Environment

Examining the Predictive Relationships Between Presences of a Community of Inquiry in a Desktop Virtual Reality (VR) Learning Environment

A Roadmap to Support the Development of Chemistry Virtual Reality Learning Environments Merging Chemical Pedagogy and Educational Technology Design

A Roadmap to Support the Development of Chemistry Virtual Reality Learning Environments Merging Chemical Pedagogy and Educational Technology Design

ІНТЕЛЕКТУАЛЬНА СИСТЕМА КЕРУВАННЯ РОБОТОМ-САПЕРОМ У ВІРТУАЛЬНОМУ СЕРЕДОВИЩІ

Intelligent industry is mostly composed of cyber-physical systems, however humans are still essential. Under these circumstances, virtual reality technologies are quickly incorporated into intelligent systems. These techniques will surely have a bigger impact on the simplicity of use and flexibility of cyber-physical systems. The ongoing need to modify production systems to meet client requirements necessitates the introduction of new methods for process organisation or production management. When making decisions on the automation and computerization of the data flow, it is very important to have experience and training in novel scenarios. Virtual reality technology undoubtedly aids in achieving these goals without obstructing actual operations or imposing undue financial burdens. Experience training sessions may be used more frequently and in a wider variety of ways thanks to the cost and risk reductions associated with the use of virtual reality in training. By specifying the sub-components, models, tools, and settings of the virtual reality training course as well as the tasks that participants must complete, this method enables the entire programme to be organised in an immersive context. Coordinated and recorded actions are taken. The following benefits are justifying the use of virtual reality: Saving time: people learn faster thanks to exciting trainings. Cost savings: unlike real-time training, which is difficult to scale and replicate, training can be easily distributed across different convenient Improves engagement: soft communication skills and procedural learning require a realistic environment. Improves memory: students retain more information for longer when they are fully engaged physically and emotionally. Increases safety: on-site training is challenging and access to areas may be dangerous or difficult. Also, repeating the operation as many times as necessary to learn from mistakes is not a risk. Improves analysis: the digital aspect of virtual reality learning allows for real-time data collection. It can provide immediate feedback to listeners and quickly demonstrate results to the board through large-scale impact analysis.

Recent Trends in Virtual Reality for Meaningful and Fun Science Learning: A Systematic Literature Review

The use of Virtual Reality in education can revolutionize the learning experience of students through immersive and captivating encounters that can enhance their understanding of the subject can provide a meaningful and enjoyable Virtual Reality experience. Where the research objective is to examine the latest trends in Virtual Reality for meaningful and enjoyable science learning: Systematic Literature Review. The review was conducted based on state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. The results of this research explain that there are Learning Trends in the Future, namely: Collaboration, Learning Inspiration from a Young Age, Rapidly Growing Online Learning, Using Virtual Reality for Learning, Learning with AI Technology; Uses of Virtual Reality in science learning: Use of Virtual Reality as a learning medium, Use of Virtual Reality as a competency testing medium, Learning & competency testing in the Film Industry; The essence of science learning: Science as a way of thinking, Science as a way of inquiry, Science as a building of knowledge, Science as a form of interaction between technology and society.

Enhancing music rhythmic perception and performance with a VR game

This study analyzes the effect of using a virtual reality (VR) game as a complementary tool to improve users’ rhythmic performance and perception in a remote and self-learning environment. In recent years, remote learning has gained importance due to various everyday situations; however, the effects of using VR in such situations for individual and self-learning have yet to be evaluated. In music education, learning processes are usually heavily dependent on face-to-face communication with a teacher and are based on a formal or informal curriculum. The aim of this study is to investigate the potential of gamified VR learning and its influence on users’ rhythmic sensory and perceptual abilities. We developed a drum-playing game based on a tower defense scenario designed to improve four aspects of rhythmic perceptual skills in elementary school children with various levels of music learning experience. In this study, 14 elementary school children received Meta Quest 2 headsets for individual use in a 14-day individual training session. The results showed a significant increase in their rhythmical skills through an analysis of their rhythmic performance before and after the training sessions. In addition, the experience of playing the VR game and using the HMD setup was also assessed, highlighting some of the challenges of currently available affordable headsets for gamified learning scenarios.

Can desktop virtual reality effectively enhance academic achievement? —A meta-analysis

ABSTRACT Virtual Reality (VR) is gradually integrating into classroom teaching, emerging as a new trend in educational development in the era of artificial intelligence. Desktop virtual reality stands out due to its lower cost and greater convenience. To elucidate the effectiveness of desktop virtual reality in learning, this paper employs a meta-analysis to systematically analyze 31 relevant studies. The findings suggest that desktop virtual reality can effectively enhance students’ academic achievement, fostering improvements in their knowledge, emotions, and abilities. Moreover, its effects in developing countries surpass those in developed countries. There is a linearly increasing relationship between the duration of the experiment and students’ academic achievement. Notably, there is no significant difference in learning outcomes across different subjects, with the implementation in high school showing the most promising results. The immersive VR teaching effectiveness in the control group slightly exceeds that of traditional teaching, particularly at higher levels.

Studying the Use of Virtual Reality Learning Environments to Engage School Children in Safe Cycling Education

Background The promotion of cycling for children is beneficial from a health and environmental perspective, however road safety and awareness amongst this age group remain a considerable issue. As children are developing their cognitive and physical abilities, they are considered a high-risk group for injuries and fatalities on the roads. Virtual learning environments have demonstrated promising ways to engage children in learning about road risks and teach children about safe cycling. Intervention A web-based Virtual Learning Environment (VLE) and Virtual Reality (VR) environment was designed to offer a platform for schoolchildren to learn about safe cycling and to develop skills for them to better detect hazards in traffic. Both learning environments were used by 455 school children and 20 class teachers. Methods Fun toolkit methods, specifically designed for child participants were used to assess the design of the technology, and for teachers a qualitative survey to provide evidence around the use of both learning environments. Results Results suggest both learning environments were appealing for lower school grade participants. For grades five and six a need to review the relevance and user design of the learning content was evident. The VR environment was highly attractive across all school grades, suggesting that VR could be a feasible way to teach road safety and safe cycling for school children. Discussion Although VLE and VR environment were attractive and fun to use, some users of VR experienced motion sickness. This would need to be considered and further examined before engaging a young learner in a VR learning environment. Several considerations are provided for teachers, practitioners, researchers, and designers seeking means to promote safe cycling for children.

Development and Assessment of Learners’ Experiences with a Virtual Reality Learning Platform: Constructivist and Experiential Learning Pedagogies in Master of Physical Therapy Curriculum

Teaching competencies for psychomotor skill development for manual handling techniques in the cervical regions is necessary for safe practice in physiotherapy. However, grasping anatomy and palpation can be challenging for students, and practice in the lab can lead to discomfort for students. To facilitate teaching and learning of this complex skill, we worked in partnership with a virtual reality (VR) industry partner who developed a customized VR application focusing on transverse ligament stress testing for manual therapy skills for Master of Physical Therapy (MPT) students. In this scholarship of teaching and learning (SoTL) project, eight MPT students participated in the evaluation of an innovative VR learning experience for manual therapy in the cervical spine. Students’ learning experiences with the custom virtual reality learning application were assessed using an observational study design with semi-structured interviews. Interview questions aligned with constructs that are recommended to assess learners’ attitudes toward VR environments. Student participants appreciated the usefulness of the application for studying and practicing the transverse ligament stress test and provided recommendations for enhancing the learning experience.

Multimodal emotion classification using machine learning in immersive and non-immersive virtual reality

Affective computing has been widely used to detect and recognize emotional states. The main goal of this study was to detect emotional states using machine learning algorithms automatically. The experimental procedure involved eliciting emotional states using film clips in an immersive and non-immersive virtual reality setup. The participants’ physiological signals were recorded and analyzed to train machine learning models to recognize users’ emotional states. Furthermore, two subjective ratings emotional scales were provided to rate each emotional film clip. Results showed no significant differences between presenting the stimuli in the two degrees of immersion. Regarding emotion classification, it emerged that for both physiological signals and subjective ratings, user-dependent models have a better performance when compared to user-independent models. We obtained an average accuracy of 69.29 ± 11.41% and 71.00 ± 7.95% for the subjective ratings and physiological signals, respectively. On the other hand, using user-independent models, the accuracy we obtained was 54.0 ± 17.2% and 24.9 ± 4.0%, respectively. We interpreted these data as the result of high inter-subject variability among participants, suggesting the need for user-dependent classification models. In future works, we intend to develop new classification algorithms and transfer them to real-time implementation. This will make it possible to adapt to a virtual reality environment in real-time, according to the user’s emotional state.

Assessing the Use of Virtual Reality as a Tool for Teaching Body Responses to Hypoxia in Pre-clinical Medical Education: A Mixed-Methods Study Focusing on Student Experience and Learning

Virtual reality (VR) has revolutionized medical education, yet its specific effcacy in teaching medical physiology remains underexplored. Conveying the complexities of physiological responses to hypoxia through traditional teaching methods poses logistical challenges, potentially hindering students’ deep understanding. This study investigates the impact of incorporating VR into pre-clinical medical physiology teaching, focusing on students’ self-reported 1) knowledge acquisition and understanding of body responses to hypoxia, 2) VR technology acceptance and satisfaction, and 3) overall learning experience. Methods: In 2022, an ANU Medical School teaching enhancement grant funded data collection to develop a comprehensive storyboard for a VR hypoxia simulation program. With support from the school’s Technology-enhanced Learning and Teaching team and the university’s Centre for Learning and Teaching, we created an in-house limited prototype focusing on key aspects of the scripted VR simulation program to test its feasibility and perceived usefulness within our MCHD program. The tool was integrated into a year 1 practical session, followed by a two-part series of data collection, comprising a questionnaire and video interviews. The questionnaire used a mixed-methods approach, including 5-point Likert scale closed-ended questions rating VR perceived usefulness and ease of use, and open-ended questions allowing participants to provide qualitative responses. Interviews delved deeper into users’ experience, interactivity, collaboration, realism, practicality, knowledge acquisition, improvement suggestions, and overall technology and learning satisfaction. Results: Although the implemented intervention did not represent the full range of features envisioned for the final program, preliminary findings from the first round of data collection via questionnaires (n=45/96) reported positive user experiences. Sixty percent of responses showed agreement (agree (n=22) and strongly agree (n=5)) that learning outcomes were clear and aided by VR. Qualitative findings revealed higher motivation to use VR for learning and an intuitive interface. Thematic analysis identified improvement opportunities, including enhancing hypoxia symptom discernibility and refining visual resolution. These insights will inform the next study phase, refining features to improve the overall learning experience and address technical challenges. Conclusion: Grounded in constructivist learning theory and technology acceptance frameworks, our findings leverage realistic VR simulations to enhance knowledge acquisition and understanding of complex physiological responses. We express gratitude to the hypoxia simulation development project team (Dr Katie Freund, Yili Peng, Dr Siddarth Iyer, Dr Benjamin Mead, Prof Kevin Saliba and Dr Suzanne Estaphan) for their exceptional contributions. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.