VR-based Simulation Research Articles

Enhancing Conceptual Understanding of Electricity and Magnetism through VR Simulations

The study explores the efficacy of Virtual Reality (VR) simulations in enhancing students’ conceptual understanding of electricity and magnetism, using the Labster platform. Traditional teaching methods often need to adequately convey the complexities of these topics, leading to limited student engagement and poor comprehension. The research compares two groups: one receiving traditional instruction and another using VR-based simulations. The study found that students in the experimental group, who used VR simulations, showed a 35% improvement in post-test scores, compared to a 15% improvement in the control group. The VR group also reported higher levels of engagement and found abstract concepts such as electric fields and circuits easier to understand through interactive, immersive learning environments. Teachers noted that VR aided in visualizing difficult concepts, although challenges included a learning curve in technology usage and the need for proper integration into curriculum. The findings suggest that VR, when used as a supplemental tool, has the potential to significantly improve learning outcomes in physics education. However, the study highlights the need for further research into long-term impacts and accessibility issues and strategies to better integrate VR into traditional teaching methods.

Educational needs for virtual reality-based simulation training in the nursing care of adult respiratory patients: an explanatory sequential mixed-methods study.

We aimed to ascertain the current state of and needs for virtual reality (VR)-based simulation training in the care of adult respiratory patients. Learning to care for patients with infectious respiratory disease is crucial in nurses' practical education. Thus, studies on the state of VR-based simulation-training are required. We used an explanatory sequential mixed-methods design. The sample included 122 new nurses at two advanced general hospitals and five educators at a nursing college. The educational needs of virtual reality-based simulation education were measured by the tool developed in this study. Research data were collected from August 31 to September 26, 2022. Quantitative data were subjected to a descriptive analysis, while qualitative data were subjected to content analysis. The new nurses in this study had a mean age of 24.51 years and total clinical experience of 11.18 months; 82.8% of the participants had experience in adult respiratory patient care, and 94.3% were aware of the need for this training. In the qualitative data analysis of six new nurses, all participants had experience with simulation training and were aware of its need. Moreover, all participants wanted repeated VR-based simulation training using real clinical cases. Regarding the qualitative data analysis of five nursing college educators, most of them had experience providing and receiving simulation training, and they were aware of its need in caring for respiratory patients. They reported the need for VR learning spaces that reflect the clinical environment, alongside sufficient duration and frequency of learning. Our findings could help develop simulation training programs for nursing students to assist adult respiratory patients. We provide a basis for developing VR-based simulation training for respiratory care by studying the current state of and demand for nurses' VR-based simulation training. The results can contribute to improving the quality of nursing for adult respiratory patients.

Using Virtual Reality-Based Simulation in Neonatal Resuscitation Program Training.

In this article, we investigate the incorporation of virtual reality (VR) into Neonatal Resuscitation Program (NRP) training. We describe the potential advantages and challenges of the use of VR with NRP. We compare conventional training approaches to VR-based simulation, reviewing diverse VR platforms and their specific roles in neonatal resuscitation education. In addition, technological and ethical aspects in medical training, current research, and prospective developments in this innovative educational tool are discussed.

Virtual reality-based simulation learning on geriatric oral health care for nursing students: a pilot study

BackgroundThere is a great need for training and education in the nursing curriculum to improve nurses’ knowledge and skills to provide oral health care.MethodsA pilot study was conducted to evaluate the use of a virtual reality (VR)-based Oral Health Care Learning System to train geriatric oral health care among nursing students. Fifty undergraduate nursing students were randomly assigned to experimental (n = 25) and control (n = 25) groups. The experimental group received the VR-based simulation training on geriatric oral health care and the training was implemented twice at two weeks apart from March to November 2021. The control group did not receive the training intervention. Knowledge, attitude, and self-efficacy of geriatric oral health care as well as the intention to assist oral health care for older adults were assessed at the beginning, second, and fourth weeks. Generalized estimating equations were used to analyze the effectiveness of the VR-based simulation training.ResultsAfter the first round of training, students in the experimental group had significantly greater improvements in knowledge and self-efficacy of geriatric oral health care than in the control group. After the second round of training, students in the experimental group had significantly greater improvements in knowledge, attitude, and self-efficacy of geriatric oral health care as well as the intention to assist oral health care for older adult than in the control group.ConclusionsThe VR-based simulation training was effective to improve undergraduate nursing students’ knowledge, attitudes and self-efficacy of geriatric oral health as well as the intention to assist oral health care for older adults. The VR-based simulation learning system is an effective tool to provide practice experiences to build confidence and skills and to bridge the gap of understudied geriatric oral health content in entry-level nursing curricula.Trial RegistrationClinicalTrials.gov (NCT05248542; registration date 21/02/2022).

Impact of a virtual reality-based simulation training for shoulder dystocia on human and technical skills among caregivers: a randomized-controlled trial

This study analyzed the adherence to the modified Advanced Life Support in Obstetrics (ALSO) algorithm (HELP-RER) for handling shoulder dystocia (SD) using a virtual reality (VR) training modality. Secondary outcomes were improvements in the post-training diagnosis-to-delivery time, human skills factors (HuFSHI), and perceived task-load index (TLX). Prospective, case–control, single-blind, 1:1 randomized crossover study. Participants were shown a 360° VR video of SD management. The control group was briefed theoretically. Both groups underwent HuFSHI and HELP-RER score assessments at baseline and after the manikin-based training. The TLX questionnaire was then administered. After a washout phase of 12 weeks, we performed a crossover, and groups were switched. There were similar outcomes between groups during the first training session. However, after crossover, the control group yielded significantly higher HELP-RER scores [7 vs. 6.5; (p = 0.01)], with lower diagnosis-to-delivery-time [85.5 vs. 99 s; (p = 0.02)], and TLX scores [57 vs. 68; (p = 0.04)]. In the multivariable linear regression analysis, VR training was independently associated with improved HELP-RER scores (p = 0.003). The HuFSHI scores were comparable between groups. Our data demonstrated the feasibility of a VR simulation training of SD management for caregivers. Considering the drawbacks of common high-fidelity trainings, VR-based simulations offer new perspectives.

Virtual Reality Simulation of Airway Management Post-Cleft Palate Surgery: A Model for Sustainable and Equitable Education.

The effectiveness of virtual-reality (VR) simulation-based training in cleft surgery has not been tested. The purpose of this study was to evaluate learners' acceptance of VR simulation in airway management of a pediatric patient post-cleft palate repair. This VR simulation was developed through collaboration between BioDigital and Smile Train. 26 medical students from a single institution completed 10 min of standardized VR training and 5 min of standardized discussion about airway management post-cleft palate repair. They spent 4-8 min in the VR simulation with guidance from a cleft surgery expert. Participants completed pre- and post-surveys evaluating confidence in using VR as an educational tool, understanding of airway management, and opinions on VR in surgical education. Satisfaction was evaluated using a modified Student Evaluation of Educational Quality questionnaire and scored on a 5-point Likert scale. Wilcoxon signed-rank tests were performed to evaluate responses. There was a significant increase in respondents' confidence using VR as an educational tool and understanding of airway management post-cleft palate repair after the simulation (P < .001). Respondents' opinions on incorporating VR in surgical education started high and did not change significantly post-simulation. Participants were satisfied with VR-based simulation and reported it was stimulating (4.31 ± 0.88), increased interest (3.77 ± 1.21), enhanced learning (4.12 ± 1.05), was clear (4.15 ± 0.97), was effective in teaching (4.08 ± 0.81), and would recommend the simulation (4.2 ± 1.04). VR-based simulation can significantly increase learners' confidence and skills in airway management post-cleft palate repair. Learners find VR to be effective and recommend its incorporation in surgical education.

Virtual Reality–Enabled Resident Education of Lateral-Access Spine Surgery

OBJECTIVELateral access spine surgery has many benefits, but adoption has been limited by a steep learning curve. Virtual reality (VR) is gaining popularity and lends itself as a useful tool in enhancing neurosurgical resident education. We thus sought to assess if VR-based simulation could enhance the training of neurosurgery residents in lateral spine surgery. METHODSNeurosurgery residents completed a VR-based lateral spine module on lateral patient positioning and performing lateral lumbar interbody fusion (LLIF) using the PrecisionOS VR system on the Meta Quest 2 headset. Simulation occurred 1x/week every other week for a total of 3 simulations over 6 weeks. Pre- and post-intervention surveys as well as intra-simulation performance metrics were assessed over time. RESULTSThe majority of resident participants showed improvement in performance scores, including an automated PrecisionOS precision score, number of X-rays used within the simulation, and time to completion. All participants showed improvement in comfort with anatomic landmarks for lateral access surgery, confidence performing lateral surgery without direct supervision, and assessing fluoroscopy in spine surgery for hardware placement and image interpretation. Participant perception on the utility of VR as an educational tool also improved. CONCLUSIONVR-based simulation enhanced neurosurgical residents’ ability to understand lateral access surgery. Immersive surgical simulation resulted in improved resident confidence with surgical technique and workflow, perceived improvement in anatomical knowledge, and simulation performance scores. Trainee perceptions on virtual simulation and training as a curriculum supplement also improved following completion of VR training.

The effect of 3D stereopsis and hand-tool alignment on learning effectiveness and skill transfer of a VR-based simulator for dental training.

Recent years have seen the proliferation of VR-based dental simulators using a wide variety of different VR configurations with varying degrees of realism. Important aspects distinguishing VR hardware configurations are 3D stereoscopic rendering and visual alignment of the user's hands with the virtual tools. New dental simulators are often evaluated without analysing the impact of these simulation aspects. In this paper, we seek to determine the impact of 3D stereoscopic rendering and of hand-tool alignment on the teaching effectiveness and skill assessment accuracy of a VR dental simulator. We developed a bimanual simulator using an HMD and two haptic devices that provides an immersive environment with both 3D stereoscopic rendering and hand-tool alignment. We then independently controlled for each of the two aspects of the simulation. We trained four groups of students in root canal access opening using the simulator and measured the virtual and real learning gains. We quantified the real learning gains by pre- and post-testing using realistic plastic teeth and the virtual learning gains by scoring the training outcomes inside the simulator. We developed a scoring metric to automatically score the training outcomes that strongly correlates with experts' scoring of those outcomes. We found that hand-tool alignment has a positive impact on virtual and real learning gains, and improves the accuracy of skill assessment. We found that stereoscopic 3D had a negative impact on virtual and real learning gains, however it improves the accuracy of skill assessment. This finding is counter-intuitive, and we found eye-tooth distance to be a confounding variable of stereoscopic 3D, as it was significantly lower for the monoscopic 3D condition and negatively correlates with real learning gain. The results of our study provide valuable information for the future design of dental simulators, as well as simulators for other high-precision psycho-motor tasks.

VR-based simulation training for de-escalation of responsive behaviours in persons with dementia: efficacy and feasibility

Caregivers of persons with dementia (PWD) frequently face physical assault and emotional abuse when providing care. Providing experiential opportunities for caregivers to develop skills that maximize safe, compassionate care is a priority. Human simulation has demonstrated greater effectiveness than didactic activities in developing clinical skills. However, this requires consideration of physical safety for both learners and simulated participants (SPs), limiting the full expression of behaviours. To address this limitation, we conducted a proof-of-concept study engaging SPs on a synchronous, facilitated VR platform responding realistically, but safely, to learners’ communication approaches. Learners negotiated online with potential threats of violence from the SPs. This study used a pre/post mixed-method research design. Both qualitative and quantitative approaches were used to explore the impact of this training on participants’ knowledge, confidence and comfort when providing care to PWD. Overall, participant ratings of knowledge, confidence and comfort increased post-training, as compared to pre-training ( Our findings provide insights into the implications of VR-based training for managing responsive behaviours of PWD. VR training has the ability to increase caregiver knowledge, confidence and comfort working with PWD who are exhibiting responsive behaviours, as shown by participants.

Simulators and other tools in orthopedic-trauma surgery training

The classic paradigm of "learning on the patient in the operating room" is more and more in conflict with the growing requirements of cost-efficient work and patient safety. With the technology available today for simulator systems, the accessibility of digital tools and the development of ametaverse as adigital meeting place result in various application scenarios and alternatives to classic orthopedic training. First VR-desktop simulations in orthopedics and traumatology were developed more than 20years ago. VR-desktop simulators consist of acomputer with a video screen and ajoint model. Different instruments can be paired with this system and allow haptic feedback. With innovative software, numerous training programs can be selected, and the user receives precise feedback on their performance. Immersive VR simulators have also played an increasingly important role in recent years. The use of digital media such as audio and video podcasts as learning and information sources increased in the context of COVID-19. There is also an increasing number of orthopedic and trauma surgery topics on social media platforms. In all fields, however, there is arisk of the spread of misinformation. Aquality standard must be maintained. In order to evaluate simulators and their value as atraining tool, it is important to comply with various validity criteria. Transfer validity plays an essential role for clinical application. Various studies demonstrate that the skills learned on simulators can also be successfully transferred to real clinical scenarios. A lack of availability, costs and high effort are limitations of classic training methods. In contrast, there are versatile use cases of VR-based simulations that are individually adapted to the trainees and cannot endanger patients. The still high acquisition costs, technical obstacles and the not yet widespread availability are limiting factors. The metaverse still offers unimaginable possibilities today to transfer VR-based applications to experimental learning methods.

Development and Evaluation of Virtual Reality-based Simulation Content for Nursing Students Regarding Emergency Triage

Purpose: The purpose of this study was to develop a virtual reality (VR)-based simulation program for nursing students regarding emergency triage and evaluate its usability.Methods: The content was developed according to the system development lifecycle: analysis, design, implementation, and evaluation. Experts and fourth-year nursing students verified the validity and usability of the content. The study was conducted from November 2021 to June 2022.Results: The VR content was constructed using Keller’s ARCS (attention, relevance, confidence, and satisfaction) model of motivational design as a basic strategy. Nurses were dispatched to an emergency site where a major accident had occurred, and 20 casualties were classified according to the triage and acuity scale. The research participants assigned scores for the following sub-factors after applying the VR content developed in this study: Relevance scored highest (4.23 out of 5), followed by confidence (3.81 out of 5), attention (3.76 out of 5), and content satisfaction (2.52 out of 5).Conclusion: The VR-based simulation content for emergency patient classification developed in this study may be useful for nursing students. However, inconveniences caused by the use of VR devices or problems with adaptation to the virtual environment may occur. Therefore, establishing countermeasures and systematically developing content for various disaster environments will help improve the core competencies of nursing students in disaster nursing.

Advancing immersive virtual reality-based simulation practices: developing an evidence-based and theory-driven pedagogical framework for VR-based simulations of non-technical skills among healthcare professionals

ABSTRACT Virtual reality (VR) based simulation is emerging as an innovative tool for the training and education of healthcare professionals. However, pedagogical frameworks specific to this type of simulation are yet missing. This paper explores participants’ experiences with VR-based simulation training in non-technical skills (VR-SIMI) and integrates them with established pedagogical theory. Non-technical skills refer to cognitive, social, and personal resource skills such as effective communication, relational competence, and stress management. An observational study was conducted involving 11 healthcare professionals in children and adolescents’ mental healthwho attended four VR-SIMI sessions over one year. Data were collected through field notes during participant observation and informal conversations with the participants. Directed content analysis was conducted, informed by the established practice of VR-SIMI (including INACL standards of best practice simulation), Jeffries simulation theory, Kolb’s experiential learning theory, and adult learning theory. The findings indicate that the participants positively evaluated the use of VR-SIMI. However, they also reported that the implementation and learning outcomes should be further refined. Based on these findings, an evidence-based and theory-driven pedagogical framework is proposed to guide and enhance the quality of VR-based simulations of non-technical skills for various of healthcare professionals, as well as inform future research.

Impact of haptic feedback on surgical training outcomes: A Randomised Controlled Trial of haptic versus non-haptic immersive virtual reality training.

This study aimed to evaluate the educational impact of integrated haptic feedback in an immersive VR bone drilling simulation on the performance of a cohort of junior surgeons. Block randomised, controlled, double-blinded study. St Georges University Hospital, London, United Kingdom. and methods: 31 trainee doctors (postgraduate years 1-3) with limited orthopaedic experience were recruited to participate in this randomised controlled study through e-mail and poster advertising. They were allocated to haptic or non-haptic group through block randomisation prior to entering the study environment. All participants provided verbal and written consent to participate in this study. All participants were blinded to the nature of the study as well as its intervention arms. All participants completed an immersive virtual reality training module with either haptic feedback or no haptic feedback in which they had to drill 3 bicortical holes in a VR tibia bone model in preparation for screw insertion followed by an ex vivo equivalent task on a tibial sawbone model once again drilling 3 holes through both cortices of the tibia. Outcome measures were plunge gap distance, drilling time and objective structures assessment of technical skills (OSAT) as well as qualitative questionnaire outcomes. Haptic feedback in the VR training module showed significantly less plunge gap distance compared to the non-haptic group (7.6mm±4.3 vs 13.6mm±7.4 (p=0.012)). The haptic group also had longer drill times (17.5s±4.0 vs 13.8s±4.2 (p=0.027)), higher combined OSAT cores (14 (10,17) vs 8.5 (7.75, 12), p=0.0006) and greater number of safe drills of <5mm plunge gap in at least 2 out of 3 attempts (6 (40) vs 0 (0), p=0.021. This study demonstrates better performance for an orthopaedic surgical task when using a VR-based simulation model incorporating haptic feedback, compared to one without haptic feedback supporting the pursuit and implementation of haptics in surgical training simulation models to enhance their educational value.

Interval assessment using task- and procedure-based simulations: an attempt to supplement neurosurgical residency curriculum.

The longer learning curve and smaller margin of error make nontraditional, or "out of operating room" simulation training, essential in neurosurgery. In this study, the authors propose an evaluation system for residents combining both task-based and procedure-based exercises and also present the perception of residents regarding its utility. Residents were evaluated using a combination of task-based and virtual reality (VR)-based exercises. The results were analyzed in terms of the seniority of the residents as well as their laboratory credits. Questionnaire-based feedback was sought from the residents regarding the utility of this evaluation system incorporating the VR-based exercises. A total of 35 residents were included in this study and were divided into 3 groups according to seniority. There were 11 residents in groups 1 and 3 and 13 residents in group 2. On the overall assessment of microsuturing skills including both 4-0 and 10-0 microsuturing, the suturing skills of groups 2 and 3 were observed to be better than those of group 1 (p = 0.0014). Additionally, it was found that microsuturing scores improved significantly with the increasing laboratory credits (R2 = 0.72, p < 0.001), and this was found to be the most significant for group 1 residents (R2 = 0.85, p < 0.001). Group 3 residents performed significantly better than the other two groups in both straight (p = 0.02) and diagonal (p = 0.042) ring transfer tasks, but there was no significant difference between group 1 and group 2 residents (p = 0.35). Endoscopic evaluation points were also found to be positively correlated with previous laboratory training (p = 0.002); however, for the individual seniority groups, the correlation failed to reach statistical significance. The 3 seniority groups performed similarly in the cranial and spinal VR modules. Group 3 residents showed significant disagreement with the utility of the VR platform for improving surgical dexterity (p = 0.027) and improving the understanding of surgical procedures (p = 0.034). Similarly, there was greater disagreement for VR-based evaluation to identify target areas of improvement among the senior residents (groups 2 and 3), but it did not reach statistical significance (p = 0.194). The combination of task- and procedure-based assessment of trainees using physical and VR simulation models can supplement the existing neurosurgery curriculum. The currently available VR-based simulations are useful in the early years of training, but they need significant improvement to offer beneficial learning opportunities to senior trainees.

Virtual reality-based simulated training: evaluation and assessment

PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsAdkere et al. (2020) use a multi triangulation approach including biometric measures to complement quantitative and qualitative data and provide and more holistic approach. The inclusion of biometric data alongside quantitative and qualitative approaches offsets some of the disadvantages of these methods and enhances the assessment evaluation of VR-based simulation training.Originality/valueThe briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Analysis of the Effect of Human-Machine Co-Driving Vehicle on Pedestrian Crossing Speed at Uncontrolled Mid-Block Road Sections: A VR-Based Case Study.

The current study investigates the effects of speed and time headway of human-machine co-driving vehicles on pedestrian crossing speed at uncontrolled mid-block road sections. A VR-based simulation study is conducted to study pedestrian crossing behaviour when facing human-machine co-driving vehicles. A total of 30 college students are recruited, and each participant is required to complete 5 street-crossing simulator trials facing human-machine co-driving vehicles with varying time headway levels and speeds. The correlations and differences between demographic information, time headway, vehicle speed, and pedestrian crossing speed are analyzed. The results show that gender and pedestrian’s trust in human-machine co-driving vehicles are significantly correlated with pedestrian crossing speed. The pedestrian crossing speed increases with the increase in vehicle speed and decreases with the increase in vehicle time headway. In addition, the time headway has a stronger correlation with the pedestrian crossing speed than the vehicle speed. The findings will provide theoretical and methodological support for the formulation of pedestrian crossing control measures in the stage of human-machine co-driving.

Feasibility of virtual reality based training for optimising COVID-19 case handling in Uganda

BackgroundEpidemics and pandemics are causing high morbidity and mortality on a still-evolving scale exemplified by the COVID-19 pandemic. Infection prevention and control (IPC) training for frontline health workers is thus essential. However, classroom or hospital ward-based training portends an infection risk due to the in-person interaction of participants. We explored the use of Virtual Reality (VR) simulations for frontline health worker training since it trains participants without exposing them to infections that would arise from in-person training. It does away with the requirement for expensive personal protective equipment (PPE) that has been in acute shortage and improves learning, retention, and recall. This represents the first attempt in deploying VR-based pedagogy in a Ugandan medical education context.MethodsWe used animated VR-based simulations of bedside and ward-based training scenarios for frontline health workers. The training covered the donning and doffing of PPE, case management of COVID-19 infected individuals, and hand hygiene. It used VR headsets to actualize an immersive experience, via a hybrid of fully-interactive VR and 360° videos. The level of knowledge acquisition between individuals trained using this method was compared to similar cohorts previously trained in a classroom setting. That evaluation was supplemented by a qualitative assessment based on feedback from participants about their experience.ResultsThe effort resulted in a COVID-19 IPC curriculum adapted into VR, corresponding VR content, and a pioneer cohort of VR trained frontline health workers. The formalized comparison with classroom-trained cohorts showed relatively better outcomes by way of skills acquired, speed of learning, and rates of information retention (P-value = 4.0e-09). In the qualitative assessment, 90% of the participants rated the method as very good, 58.1% strongly agreed that the activities met the course objectives, and 97.7% strongly indicated willingness to refer the course to colleagues.ConclusionVR-based COVID-19 IPC training is feasible, effective and achieves enhanced learning while protecting participants from infections within a pandemic setting in Uganda. It is a delivery medium transferable to the contexts of other highly infectious diseases.

Quantitative influence and performance analysis of virtual reality laparoscopic surgical training system

BackgroundVirtual reality (VR) surgery training has become a trend in clinical education. Many research papers validate the effectiveness of VR-based surgical simulators in training medical students. However, most existing articles employ subjective methods to study the residents’ surgical skills improvement. Few of them investigate how to improve the surgery skills on specific dimensions substantially.MethodsOur paper resorts to physiological approaches to objectively study the quantitative influence and performance analysis of VR laparoscopic surgical training system for medical students. Fifty-one participants were recruited from a pool of medical students. They conducted four pre and post experiments in the training box. They were trained on VR-based laparoscopic surgery simulators (VRLS) in the middle of pre and post experiments. Their operation and physiological data (heart rate and electroencephalogram) are recorded during the pre and post experiments. The physiological data is used to compute cognitive load and flow experience quantitatively. Senior surgeons graded their performance using newly designed hybrid standards for fundamental tasks and Global operative assessment of laparoscopic skills (GOALS) standards for colon resection tasks. Finally, the participants were required to fill the questionnaires about their cognitive load and flow experience.ResultsAfter training on VRLS, the time of the experimental group to complete the same task could drop sharply (p < 0.01). The performance scores are enhanced significantly (p < 0.01). The performance and cognitive load computed from EEG are negatively correlated (p < 0.05).ConclusionThe results show that the VRLS could highly improve medical students' performance and enable the participants to obtain flow experience with a lower cognitive load. Participants' performance is negatively correlated with cognitive load through quantitative physiological analysis. This might provide a new way of assessing skill acquirement.

Design of a toolkit for real-time executive function assessment in custom-made virtual experiences and interventions

Virtual Reality (VR) and other game-like experiences are popular intervention platforms in neurocognitive rehabilitation research. Executive Functions (EF), the cognitive processes that regulate attention and goal-oriented action, are recognized as a domain of concern in several congenital and acquired neurocognitive conditions (e.g.: ADHD, autism, addiction, cognitive decline, traumatic brain injury, and stroke). VR-based simulations of real-world tasks have shown potential for rehabilitation in independent functioning. The custom nature of such projects makes cross-intervention analysis difficult and complicates development of best-practices. We have designed a toolkit for building virtual interactions that can consistently replicate traditional cognitive tests (such as the Wisconsin Card Sorting Task and Multitasking Task) as well as extend to more complex tasks in any virtual context. Analysis of participant performance data between traditional tasks and these VR replications may indicate the toolkit can successfully replicate traditional measures while also extending into more complex contexts.

Exploring multiuser virtual teaching simulation as an alternative learning environment for student instructors.

In this mixed-method study, we investigated the impact and design of a multiuser, virtual reality (VR) supported teaching simulation, in comparison with live classroom teaching simulation, on the participatory training of teaching and the teaching knowledge development of student instructors. A total of 40 university teaching assistants participated in a 4-h training session in which they were randomly assigned to a VR simulation or a live classroom simulation condition. The study indicated that the VR simulation better promoted the lab-teaching knowledge development than the live simulation, whereas the latter better fostered class-teaching knowledge development. All participants reported higher teaching self-efficacy after the training. The qualitative data indicated that domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching. However, VR participants lacked mutual engagement in collaborative role-playing. The study findings suggest that VR-based simulation can supplement and work as an alternative to the live classroom simulation to host participatory teaching development.