Virtual Reality Platform Research Articles

Sign language in immersive virtual reality: design, development, and evaluation of a virtual reality learning environment prototype

ABSTRACT Non-Verbal Cues (NVCs) add to communication effectiveness among individuals in both real and virtual world. Thus, NVCs transference between the two receives increased attention from both the industry and research community. Their efforts lead to sophisticated technological solutions which allow high fidelity NVCs to be transferred from real individuals to virtual characters/avatars, in real-time, adding to the communication effectiveness of both standalone Immersive Virtual Reality (IVR) applications and Social Virtual Reality (SVR) platforms. That combination triggered the development of Virtual Reality Learning Environments (VRLEs), aiming at assisting students towards learning sign language and communicating through it in both virtual and real world. Still, technological limitations affect the quality of such learning and communication experience. This work presents the design, development, and evaluation of an SVR compatible system for sign language learning and communication in virtual worlds. The system considers lessons learned from previous studies and was used to create a VRLE mimicking learning and examination processes students of sign language follow in real life. The results of our study show that despite the appreciation of technological solutions efficiency towards NVCs transference, there are still several issues to be investigated to increase the effectiveness of communication through sign language in virtual worlds.

Simulation and Evaluation Method of Landscape Design Scheme Based on OPENGL Virtual Reality Platform

Simulation and Evaluation Method of Landscape Design Scheme Based on OPENGL Virtual Reality Platform

Social virtual reality helps to reduce feelings of loneliness and social anxiety during the Covid-19 pandemic

Evidence shows that the Covid-19 pandemic caused increased loneliness, anxiety and greater social isolation due to social distancing policies. Virtual reality (VR) provides users with an easy way to become engaged in social activities without leaving the house. This study focused on adults, who were socialising in Altspace VR, a social VR platform, during the Covid-19 pandemic and it explored whether social VR could alleviate feelings of loneliness and social anxiety. A mixed-methods research design was applied. Participants (n = 74), aged 18–75, completed a questionnaire inside the social VR platform to measure levels of loneliness (UCLA 20-item scale) and social anxiety (17-item SPIN scale) in the social VR platform (online condition) and real world (offline condition). Subsequently, a focus group (n = 9) was conducted to gather insights into how and why participants were using the social VR platform. Findings from the questionnaire revealed significantly lower levels of loneliness and social anxiety when in the social VR platform. Lower levels of loneliness and social anxiety were also associated with participants who socialised with a regular group of friends. In addition, findings from the focus group suggested that being part of an online group facilitates stronger feelings of belonging. Social VR can be used as a valuable intervention to reduce feelings of loneliness and social anxiety. Future studies should continue to establish whether social VR can help to encourage group formation and provide people with enhanced social opportunities beyond the COVID-19 pandemic.

Evaluation of a Virtual Reality Platform to Train Stress Management Skills for a Defense Workforce: Multisite, Mixed Methods Feasibility Study.

Psychological stress-related injuries within first-responder organizations have created a need for the implementation of effective stress management training. Most stress management training solutions have limitations associated with scaled adoption within the workforce. For instance, those that are effective in civilian populations often do not align with the human performance culture embedded within first-responder organizations. Programs involving expert-led instructions that are high in quality are often expensive. This study sought to evaluate a tailored stress management training platform within the existing training schedule of the Australian Defense Force (ADF). The platform, known as Performance Edge (PE), is a novel virtual reality (VR) and biofeedback-enabled stress management skills training platform. Focusing on practical training of well-established skills and strategies, the platform was designed to take advantage of VR technology to generate an immersive and private training environment. This study aimed to assess the feasibility of delivering the VR platform within the existing group-based training context and intended training population. In this setting, the study further aimed to collect data on critical predictors of user acceptance and technology adoption in education, including perceived usability, usefulness, and engagement, while also assessing training impacts. This study used a mixed methods, multisite approach to collect observational, self-reported, and biometric data from both training staff and trainers within a real-world "on-base" training context in the ADF. Validated scales include the Presence Questionnaire and User Engagement Scale for perceived usefulness, usability, and engagement, as well as the State Mindfulness Scale and Relaxation Inventory, to gain insights into immediate training impacts for specific training modules. Additional surveys were specifically developed to assess implementation feedback, intention to use skills, and perceived training impact and value. PE training was delivered to 189 ADF trainees over 372 training sessions. The platform was easy to use at an individual level and was feasible to deliver in a classroom setting. Trainee feedback consistently showed high levels of engagement and a sense of presence with the training content and environment. PE is overall perceived as an effective and useful training tool. Self-report and objective indices confirmed knowledge improvement, increased skill confidence, and increased competency after training. Specific training elements resulted in increased state mindfulness, increased physical relaxation, and reduced breathing rate. The ability to practice cognitive strategies in a diverse, private, and immersive training environment while in a group setting was highlighted as particularly valuable. This study found the VR-based platform (PE) to be a feasible stress management training solution for group-based training delivery in a defense population. Furthermore, the intended end users, both trainers and trainees, perceive the platform to be usable, useful, engaging, and effective for training, suggesting end-user acceptance and potential for technology adoption.

Multiplatform of SVC Device for User Experience Mobile Robot Teleoperation

The industrial revolution 4.0 and the rapid advancement of technology during pandemic era has made significant progress in robot industry. There are three types of robots based on the level of independent control such as autonomous mobile robots, semi-autonomous mobile robots, and controller mobile robots. Semi-autonomous mobile robot and Controlled mobile still require human intervention in carrying out the tasks. In this study, teleoperation on mobile robots is displayed on various platforms such as Smartphone, Virtual reality headset as a virtual reality platform, and Computer (SVC) device. A camera is used as a visual sensor that dispatches the information of the surroundings to each platform. The controller used for the teleoperation varies depending on the platforms. The computer platform uses the arrow key on the keyboard. The smartphone platform uses touchscreen. Virtual reality uses Oculus Touch that has been integrated with Oculus Quest 2. ROS# as a robot API framework with Unity engine is used for the communication process between the robot and each platform. Teleoperation Experiments on SVC devices refer to four parameters including task completion rates, task time, satisfaction, and error counts. all these parameters will be combined into a single usability metric (SUM). The SUM results from SVC devices show 54.9% on Smartphones, 79.5% on VR devices, and 90.4% on Computers.

Virtual Clinical Simulation for Training Amongst Undergraduate Medical Students: A Pilot Randomised Trial (VIRTUE-Pilot).

Clinical virtual simulators are promising new technologies that might facilitate teaching clinical skills. This study aimed to assess whether a virtual reality simulator might facilitate learning and improve adherence to current clinical guidelines. A double-masked randomised trial was undertaken among fourth-year medical students at Universidad Andres Bello, Chile. Participants were randomised to a clinical virtual simulator (Body Interact®, Body Interact Inc., Austin, TX) or a small-group discussion session on the management of myocardial infarction. Main outcomes included performance in an objective structured clinical examination (OSCE) and adherence to clinical recommendations. Analyses were undertaken under the intention to treat principle by an independent statistician. Fifty students volunteered to participate. Most were female (30 students, 58.8%) and had a mean age of 23.0±2.7 years. Thirty-two participants (62.8%) had used virtual reality platforms before. Students allocated to the simulator showed better OSCE scores (mean difference: 2.8 points; 95% confidence interval (CI): -3.2 to +8.7 points, p=0.14) and were faster to implement diagnostic and therapeutic interventions, but not in a statistically significant way. Academic performance was slightly improved by the use the simulator, although the overall effect was smaller than expected. This study examined the influence of a clinical virtual simulator on the academic performance and guideline adherence of undergraduate medical students, with small group discussions as a point of comparison. The findings revealed that there were no statistically significant distinctions between the two methods, potentially attributed to the selection of the comparator and the relatively brief intervention period.

A virtual reality paradigm with dynamic scene stimuli for use in memory research.

Episodic memory may essentially be memory for one's place within a temporally unfolding scene from a first-person perspective. Given this, pervasively used static stimuli may only capture one small part of episodic memory. A promising approach for advancing the study of episodic memory is immersing participants within varying scenes from a first-person perspective. We present a pool of distinct scene stimuli for use in virtual environments and a paradigm that is implementable across varying levels of immersion on multiple virtual reality (VR) platforms and adaptable to studying various aspects of scene and episodic memory. In our task, participants are placed within a series of virtual environments from a first-person perspective and guided through a virtual tour of scenes during a study phase and a test phase. In the test phase, some scenes share a spatial layout with studied scenes; others are completely novel. In three experiments with varying degrees of immersion, we measure scene recall, scene familiarity-detection during recall failure, the subjective experience of déjà vu, the ability to predict the next turn on a tour, the subjective sense of being able to predict the next turn on a tour, and the factors that influence memory search and the inclination to generate candidate recollective information. The level of first-person immersion mattered to multiple facets of episodic memory. The paradigm presents a useful means of advancing mechanistic understanding of how memory operates in realistic dynamic scene environments, including in combination with cognitive neuroscience methods such as functional magnetic resonance imaging and electrophysiology.

Evaluating an Immersive Virtual Classroom as an Augmented Reality Platform in Synchronous Remote Learning

Previous research has explored different models of synchronous remote learning environments supported by videoconferencing and virtual reality platforms. However, few studies have evaluated the preference and acceptance of synchronous remote learning in a course streamed in an immersive or augmented reality platform. This case study uses ANOVA analysis to examine engineering students’ preferences for receiving instruction during the COVID-19 pandemic in three classroom types: face-to-face, conventional virtual (mediated by videoconferencing) and an immersive virtual classroom (IVC). Likewise, structural equation modeling was used to analyze the acceptance of the IVC perceived by students, this includes four latent factors: ease of receiving a class, perceived usefulness, attitude towards IVC and IVC use. The findings showed that the IVC used in synchronous remote learning has a similar level of preference to the face-to-face classroom and a higher level than the conventional virtual one. Despite the high preference for receiving remote instruction in IVC, aspects such as audio delays that affect interaction still need to be resolved. On the other hand, a key aspect for a good performance of these environments is the dynamics associated with the teaching–learning processes and the instructor’ qualities.

The impact of eye gaze on social interactions of females in virtual reality: The mediating role of the uncanniness of avatars and the moderating role of task type

The introduction of the Metaverse and the rise of social virtual reality platforms such as VRChat has led to increased communication and collaboration in virtual reality. As interactions in social virtual reality take place through avatars, the behaviour, and in particular the eye gaze of an avatar can have an impact on the user experience. However, it is still unclear which features of the user experience are most influenced. Therefore, this study used data from 44 female participants to investigate how avatar gaze behaviour (static eyes vs. real-time tracked eyes) affects their perceived quality of communication and the amount of one-sided eye contact participants make during a communicative or collaborative task in virtual reality. In addition, the study investigated the mediating role of perceived avatar “uncanniness” (i.e., the finding that humanoid objects that imperfectly resemble real people evoke feelings of discomfort) in this relationship and the moderation effect of two multi-user scenarios (collaboration vs. communication). The results showed that uncanniness directly affected the perceived quality of communication. However, it did not significantly mediate the relationship between avatar eye gaze behaviour and the quality of communication or the amount of one-sided eye contact. Finally, there were no significant differences in user experience between the two scenarios. From this, we can conclude that the uncanniness of an avatar being interacted with in VR is not enough to hinder communication and collaboration in an immersive medium. And even if an avatar is perceived as uncanny, normative communication cues such as eye contact are still present. Notably, due to sample availability, the results of this study are based on a female-only sample. Thus, future research can benefit from exploring the outlined effects in a more gender-balanced sample.

STEM education and personnel training: systematic review

This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster “STEM education and training” has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of “traditional” STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.

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.

A strategy for human safety monitoring in high-temperature environments by 3D-printed heat-resistant TENG sensors

Flexible wearable devices based on triboelectric nanogenerators (TENGs) can be used to track many parameters around the human body, including signals from motions, gestures, and contacts, to perform a variety of tasks. However, it is still a challenge to achieve wide working temperature and multi-parameter body motion sensing with TENG sensors. To address that, this work reports a facile 3D printing-based strategy for preparing functionalized heat-resistant TENG sensors. In detail, a printable heat-resistant ink and multiple 3D printing-based assembly methods are proposed. The as-fabricated ink, which could maintain up to 200 ℃, then serves as multiple components in the TENG sensors through patterning. Functionalized TENG sensors and human–machine interfaces are printed and subsequently networked on a human body to sense comprehensive motion information. The results indicate six typical motions can be recognized with 94.85% accuracy based on neural network algorithms. A simple digital twin for motion capture and trace tracking in virtual space is furthermore implemented. Combining the proposed TENG sensors with virtual reality (VR) platforms opens up a new road for human safety monitoring in high-temperature environments.

Virtual Reality Simulation for the Middle Cranial Fossa Approach: A Validation Study.

Virtual reality (VR) surgical rehearsal is an educational tool that exists in a safe environment. Validation is necessary to establish the educational value of this platform. The middle cranial fossa (MCF) is ideal for simulation because trainees have limited exposure to this approach and it has considerable complication risk. Our objectives were to assess the face, content, and construct validities of an MCF VR simulation, as well as the change in performance across serial simulations. Using high-resolution volumetric data sets of human cadavers, the authors generated a high-fidelity visual and haptic rendering of the MCF approach using CardinalSim software. Trainees from Neurosurgery and Otolaryngology-Head and Neck Surgery at two Canadian academic centers performed MCF dissections on this VR platform. Randomization was used to assess the effect of enhanced VR interaction. Likert scales were used to assess the face and content validities. Performance metrics and pre- and postsimulation test scores were evaluated. Construct validity was evaluated by examining the effect of the training level on simulation performance. Twenty trainees were enrolled. Face and content validities were achieved in all domains. Construct validity, however, was not demonstrated. Postsimulation test scores were significantly higher than presimulation test scores (P < .001). Trainees demonstrated statistically significant improvement in the time to complete dissections (P < .001), internal auditory canal skeletonization (P < .001), completeness of the anterior petrosectomy (P < .001), and reduced number of injuries to critical structures (P = .001). This MCF VR simulation created using CardinalSim demonstrated face and content validities. Construct validity was not established because no trainee included in the study had previous MCF approach experience, which further emphasizes the importance of simulation. When used as a formative educational adjunct in both Neurosurgery and Otolaryngology-Head and Neck Surgery, this simulation has the potential to enhance understanding of the complex anatomic relationships of critical neurovascular structures.

Virtual simulations for neonatal education

Virtual simulation (VS) education involves the use of virtual reality, augmented reality, mixed reality and screen-based platforms, collectively referred to as extended reality, to provide education and assessment. This novel simulation modality supports experiential learning and increases access to practice opportunities, supplementing manikin-based simulation. VS has been used successfully for neonatal resuscitation training in high and low resource settings. Virtual simulators can be used to objectively assess learner performance in neonatal resuscitation knowledge and skills. When implementing VS for neonatal resuscitation training, key considerations include matching learning objectives with suitable technology, pre-session preparation, supporting learners, and debriefing. Additional research is needed to evaluate the impact of VS applications on clinical practice and patient outcomes.

The Use of Virtual Reality Learning on Transition Education in Adolescents with Congenital Heart Disease.

Improvement in congenital heart disease (CHD) outcomes has created a growing population of adolescents and young adults with unique health needs that require thoughtful transition planning and eventual transfer of care to an adult provider. Often, poor health literacy and limited resources can lead to interrupted care, which places them at risk for adverse health-related consequences. In 2019, the Wisconsin Adult Congenital Heart Disease transition program partnered with Stanford Virtual Heart (SVH), a virtual reality (VR) platform, to allow young adult patients to learn about their CHD in a clinic-based setting. We completed a single-center pilot study to evaluate these patients' experience and perceptions to using VR during their transition education. At an initial transition visit, we used an immediate post-VR experience survey, scored using Likert scales of 1-5 (1 = strongly disagree, 5 = strongly agree). Twenty-two patients (13 males) between the ages of 16 and 19 participated. Lesions included pulmonary stenosis, Tetralogy of Fallot, atrial and ventricular septal defect, coarctation, aortic stenosis, hypoplastic left heart syndrome, and patent ductus arteriosus. Likert averages were 4.7 for finding VR helped with understanding their heart lesion, 4.6 for finding VR helped with understanding their heart surgery, 4.7 for enjoying the VR heart simulation, and 4.6 for finding that it was a good use of time. This study demonstrates that adolescents enjoyed using SVH and found it helpful. Clinical implementation shows promise as a plausible adjunct tool for transition education.

Hidden Markov Model Deep Learning Architecture for Virtual Reality Assessment to Compute Human–Machine Interaction-Based Optimization Model

Virtual Reality (VR) is a technology that immerses users in a simulated, computer-generated environment. It creates a sense of presence, allowing individuals to interact with and experience virtual worlds. Human-Machine Interaction (HMI) refers to the communication and interaction between humans and machines. Optimization plays a crucial role in Virtual Reality (VR) and Human-Machine Interaction (HMI) to enhance the overall user experience and system performance. This paper proposed an architecture of the Hidden Markov Model with Grey Relational Analysis (GRA) integrated with Salp Swarm Algorithm (SSA) for the automated Human-Machine Interaction. The proposed architecture is stated as a Hidden Markov model Grey Relational Salp Swarm (HMM_ GRSS). The proposed HMM_GRSS model estimates the feature vector of the variables in the virtual reality platform and compute the feature spaces. The HMM_GRSS architecture aims to estimate the feature vector of variables within the VR platform and compute the feature spaces. Hidden Markov Models are used to model the temporal behavior and dynamics of the system, allowing for predictions and understanding of the interactions. Grey Relational Analysis is employed to evaluate the relationship and relevance between variables, aiding in feature selection and optimization. The SSA helps optimize the feature spaces by simulating the collective behavior of salp swarms, improving the efficiency and effectiveness of the HMI system. The proposed HMM_GRSS architecture aims to enhance the automated HMI process in a VR platform, allowing for improved interaction and communication between humans and machines. Simulation analysis provides a significant outcome for the proposed HMM_GRSS model for the estimation Human-Machine Interaction.

Digital Approaches for the Presentation of Tourist Sites with Historical Significance

This paper explores the digital approaches for the presentation of tourist sites with historical significance, focusing on the integration of cutting-edge technologies and innovative strategies. It investigates the use of virtual reality (VR), digital libraries and interactive web platforms to create immersive and interactive experiences for visitors. The paper highlights the benefits of these digital approaches in enhancing tourism, conservation efforts, and cultural understanding. Additionally, it discusses the role of digital representations in preserving both – the tangible and intangible heritage, while also promoting global accessibility, passing down the generations, volunteering and cultural exchange. Through case studies and examples, the paper showcases the transformative potential of digital approaches in presenting and safeguarding cultural heritage.

Enhancing teaching and learning in STEM Labs: The development of an android-based virtual reality platform

Integrating information technology as an ancillary tool in education is indispensable, especially in an era witnessing a remarkable transition in teaching and learning. Globally, Higher Education Institutions (HEIs) are applying digital e-learning tools to complement teaching aids for educational purposes. The paradigm shift to the fourth industrial revolution is a significant problem educators face and requires a rapid response through STEM implementation. Practical concepts are presented visually to learners using digital media devices and computer-based interactive platforms, including Virtual Reality (VR), Augmented Reality (AR), Extended Reality (XR), and Mixed Reality (MR). The paper presents the development process and final output of a mobile VR application relevant to Science, Technology, Engineering, and Mathematics (STEM) labs, fit for purpose. Recently, HEIs have been utilizing VR technological platforms to communicate abstract ideas through this seamless approach, improving the learning process. A VR platform for education engineering students in induction motor technology was developed. Using VR, students interact in multiuser rooms within 3-Dimensional (3D) and multidimensional virtual environments. As a recommendation, the endless possibilities of VR may be explored by educators, as VR simulations enable the comprehension of imagined concepts.

Exploring the landscape of STEM education and personnel training: a comprehensive systematic review

This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster "STEM education and training" has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of "traditional" STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.

Baseline performance in a robotic virtual reality platform predicts rate of skill acquisition in a proficiency-based curriculum: a cohort study of surgical trainees.

Residency programs must prepare to train the next generation of surgeons on the robotic platform. The purpose of this study was to determine if baseline skills of residents on a virtual reality (VR) robotic simulator before intern year predicted future performance in a proficiency-based curriculum. Across two academic years, 21 general surgery PGY-1s underwent the robotic surgery boot camp at the University of Texas Southwestern. During boot camp, subjects completed five previously validated VR tasks, and their performance metrics (score, time, and economy of motion [EOM]) were extracted retrospectively from their Intuitive learning accounts. The same metrics were assessed during their residency until they reached previously validated proficiency benchmarks. Outcomes were defined as the score at proficiency, attempts to reach proficiency, and time to proficiency. Spearman's rho and Mann-Whitney U tests were used; median (IQR) was reported. Significance level was set at p < 0.05. Twenty-one residents completed at least three out of the five boot camp tasks and achieved proficiency in the former during residency. The median average score at boot camp was 12.3 (IQR: 5.14-18.5). The median average EOM at boot camp was 599.58cm (IQR: 529.64-676.60). The average score at boot camp significantly correlated with lower time to achieve proficiency (p < 0.05). EOM at boot camp showed a significant correlation with attempts to proficiency and time to proficiency (p < 0.01). Residents with an average baseline EOM below the median showed a significant difference in attempts to proficiency (p < 0.05) and time to proficiency (p < 0.05) compared to those with EOMs above or equal to the median. Residents with an innate ability to perform tasks with better EOM may acquire robotic surgery skills faster. Future investigators could explore how these innate differences impact performance throughout residency.