VR Platform Research Articles

The influence of virtual technologies on motivation and engagement: a comparative analysis of male and female students

ABSTRACT Virtual technologies can have a positive impact on the educational process, and their integration into teaching has become increasingly popular over the years. The primary aim of this article is to analyze whether the use of virtual reality affects the growth of motivation and engagement among students and to identify significant differences between the results of male and female students. The study involved 200 s-year students from one of the Chinese universities, who utilized three VR platforms for studying English, mathematics, and history: VirtualSpeech, Prisms VR, and DW Shift. The instruments employed were the Academic Motivation Scale (AMS) and the Academic Engagement Scale (AES). Statistical analysis revealed significant changes for all indicators (p < 0.000). Additionally, no gender differences were found in the effectiveness of virtual technologies. The SWOT analysis highlighted both the strengths and potential threats associated with the use of VR in education. The article confirms the potential of virtual reality to enhance student motivation and engagement and sheds light on gender differences in its effectiveness, which holds high scientific and practical value for educational practitioners and the scientific community alike.

Simulation of Image Restoration Technology on Museum VR Platform Based on Adaptive Segmentation and Wireless Sensor Network

Simulation of Image Restoration Technology on Museum VR Platform Based on Adaptive Segmentation and Wireless Sensor Network

Exploring the Impact of VR Integration on ESL Leaners’ English Verbal Communication Skills: A Case Study in a Malaysian High School

Today’s young people spend a lot of time on gaming and mobile devices, which limits their social interactions and ability to communicate well. Integrating Virtual Reality technology in language learning provides a simulated or gaming-like environment for students to practice their communication skills. The main aim of the study is to explore the impact of integrating VR technology into the learning of English verbal communication skills among ESL students. Essentially, this study provides evidence-based insights into the potential of VR technology to improve learners’ essential verbal communication skills. Thus, the aim was addressed through the research question on how the use of the ImmerseMe VR platform impacts the development of ESL learners’ English verbal communication skills, particularly fluency and accuracy while highlighting the evidence of the impact on participants’ communicative competence during speaking assessments. The study focused on 15 Form 6 students from a Chinese Independent High School in Malaysia, exploring their encounters with VR-integrated lessons. This study investigated how the ImmerseMe VR platform affects ESL learners’ English verbal communication skills and evaluates its effectiveness in enhancing language proficiency and communicative competence in ESL classrooms. The data were collected through ImmerseMe auto-generated report and speaking assessment. The quantitative analysis reported significant improvement in learners’ skills following VR intervention, highlighting VR’s potential as a useful tool for language learning. This research shows how VR platforms like ImmerseMe can improve language proficiency and communicative competence among learners while providing valuable insights into innovative teaching methods for ESL classrooms.

Research on Pedestrian Wayfinding Behavior in Large Public Space Utilizing Non-immersive VR Platform

In this study, we conducted experiments to investigate pedestrian wayfinding behavior using a non-immersive virtual reality platform. We developed a route choice model that combines environmental factors and individual pedestrian attributes, employ-ing a hybrid Logit model. The dataset for pedestrian route choices is collected from partic-ipants’ walking trajectories within the Tianjin West Railway Station scenario. The results of our experiments demonstrate that the model effectively represents pedestrians’ route choices within the environment and exhibits strong predictive capabilities for wayfinding.

Co-design in virtual environments with 3D scanned childcare rooms in social virtual reality

AbstractThis research proposes a virtual environment (VE) for co-designing in early childhood education and care settings using a social VR platform with 3D-scanned childcare rooms. Co-design workshops were analyzed focusing on perceived presence and experience and workshop outcomes. The results indicate a high level of presence in the VE, with unique advantages like facilitating 3D prototyping. However, challenges such as unbalanced prototyping tools distribution were also noted. The study highlights the potential of VEs with 3D scanned rooms in co-design.

Using Unity for Scientific Visualization as a Course-based Undergraduate Research Experience.

We have developed a series of course-based undergraduate research experiences for students integrated into course curriculum centered around the use of 3D visualization and virtual reality for science visualization. One project involves the creation and use of a volumetric renderer for hyperstack images, paired with a biology project in confocal microscopy. Students have worked to develop and test VR enabled tools for confocal microscopy visualization across headset based and CAVE based VR platforms. Two applications of the tool are presented: a rendering of Drosophila primordial germ cells coupled with automated detection and counting, and a database in development of 3D renderings of pollen grains. Another project involves the development and testing of point cloud renderers. Student work has focused on performance testing and enhancement across a range of 2D and 3D hardware, including native Quest apps. Through the process of developing these tools, students are introduced to scientific visualization concepts, while gaining practical experience with programming, software engineering, graphics, shader programming, and cross-platform design.

Automatic Control of Virtual Cameras for Capturing and Sharing User Focus and Interaction in Collaborative Virtual Reality

As VR technology advances and network speeds rise, social VR platforms are gaining traction. These platforms enable multiple users to socialize and collaborate within a shared virtual environment using avatars. Virtual reality, with its ability to augment visual information, offers distinct advantages for collaboration over traditional methods. Prior research has shown that merely sharing another person’s viewpoint can significantly boost collaborative efficiency. This paper presents an innovative non-verbal communication technique designed to enhance the sharing of visual information. By employing virtual cameras, our method captures where participants are focusing and what they are interacting with, then displays these data above their avatars. The direction of the virtual camera is automatically controlled by considering the user’s gaze direction, the position of the object the user is interacting with, and the positions of other objects around that object. The automatic adjustment of these virtual cameras and the display of captured images are symmetrically conducted for all participants engaged in the virtual environment. This approach is especially beneficial in collaborative settings, where multiple users work together on a shared structure of multiple objects. We validated the effectiveness of our proposed technique through an experiment with 20 participants tasked with collaboratively building structures using block assembly.

Virtual vs. real: exploring perceptual, cognitive and affective dimensions in design product experiences

BackgroundVirtual Reality (VR) has already emerged as an effective instrument for simulating realistic interactions, across various domains. In the field of User Experience (UX), VR has been used to create prototypes of real-world products. Here, the question is to what extent the users’ experience of a virtual prototype can be equivalent to that of its real counterpart (the real product). This issue particularly concerns the perceptual, cognitive and affective dimensions of users’ experiences.MethodsThis exploratory study aims to address this issue by comparing the users’ experience of a well-known product, i.e., the Graziella bicycle, presented either in Sumerian or Sansar VR platform, or in a physical setting. Participants’ Emotional Engagement, Sense of Presence, Immersion, and Perceived Product Quality were evaluated after being exposed to the product in all conditions (i.e., Sumerian, Sansar and Physical).ResultsThe findings indicated significantly higher levels of Engagement and Positive Affect in the virtual experiences when compared to their real-world counterparts. Additionally, the sole notable distinction among the VR platforms was observed in terms of Realism.ConclusionsThis study suggests the feasibility and potential of immersive VR environments as UX evaluation tools and underscores their effectiveness in replicating genuine real-world experiences.

Design and Evaluation of Abstract Aggregated Avatars in VR Workspaces

Avatars are commonly used in digital platforms to provide a visual representation of individual users to each other. Generally, avatar design in the past has focused on achieving visual fidelity and realism of social interactions. In this paper, we broaden the concept of avatars to incorporate displays using an abstract visual language and conveying information on aggregated, interpersonal information from the perspective of the digital platform as a whole. We propose a general design methodology for such aggregated avatars, and also introduce and experimentally evaluate an aggregated avatar which we have developed on the MaxWhere VR platform. Results are promising in that users were able to discern several key states of the avatar and correctly associate them with the correct virtual reality scenarios in a statistically meaningful way.

The impact of the mobile applications usage on the quality of tourism specialists training

Problem statement . The modernization of the educational system involves the adoption of technologies based on artificial intelligence, AR, VR, and mobile platforms. The use of mobile tools in the training of workers in the tourism industry meets the requirements for training programs for highly qualified professionals in this area and the challenges of economic integration. The study aimed at substantiating the efficacy of the use of mobile applications in the training of tourism industry specialists for the quality improvement. Methodology . Theoretical and methodological analysis and generalization were applied in determining the content and problems of mobile learning in the area of tourism and identifying the prospects for the development of travel applications. For designing mobile applications, the iBuildApp tool was chosen. A testing was developed, including the blocks “Fundamentals of tourism activities” (20 points), and “Mobile applications in the field of tourism” (20 points). The study involved 49 students of the Orel State Institute of Culture (the direction of training “Tourism”, profile “Technology and organization of excursion services”). Pearson's chi-squared test was used as a statistical processing method. Results . The ideas of a methodological approach are formulated, reflecting the necessary changes in the system of training specialists in the tourism sector, taking into account the challenges of economic integration, the requirements of a professional standard, and the strategy for the development of tourism in Russia. The difficulties that affect the effectiveness of the inclusion of mobile applications in the training of industry workers are highlighted: dependence on foreign software solutions, the high expense of creating own mobile application and its post-maintenance, and technical failures in the network. Statistically significant differences in the qualitative changes that occurred in the training system were determined. Conclusion . The incorporation of mobile applications in the training of tourism industry specialists advances the quality of their training due to new opportunities for collaboration and project activities, cost optimization, innovative work experience, etc. There are also negative aspects, such as a decrease in the overall level of oral communication, the risks of losing the phone, distraction, and addiction.

Questionnaire survey of virtual reality experiences of digestive surgery at a rural academic institute: A pilot study for pre-surgical education.

We developed a prototype VR platform, VECTORS L&M (VLM), aiming to enhance the understanding of digestive surgery for students, interns, and young surgeons by limiting costs. Its efficacy was assessed via questionnaires before implementation in surgical education. The VLM provides nine-minute VR views of surgeries, from both 180- and 360-degree angles. It was created with L.A.B. Co., Ltd. and incorporates surgery videos from biliary malignancy patients. Following VLM development, a survey was conducted among surgeons who had experienced it. Twenty-eight participants (32% of observers) responded to the survey. A majority (81%) reported positive experiences with the VR content and showed interest in VR video production, though some reported sickness. Most respondents were experienced surgeons, and nearly all believed VR was important for medical education with a mean score of 4.14 on a scale of up to 5. VR was preferred over 3D printed models due to its application versatility. Participants expressed the desire for future VR improvements, such as increased mobility, cloud connectivity, cost reduction, and better resolution. The VLM platform, coupled with this innovative teaching approach, offers experiential learning in intraabdominal surgery, effectively enriching the knowledge of students and surgeons ahead of surgical education and training.

Teaching With Immersive Virtual Reality

Immersive virtual reality (iVR), an emerging technology, is starting to lead and shape the future of education. Yet, due to technical, financial, or pedagogical reasons, this novel technology has been seldom applied directly in classroom teaching by language learners and teachers. The present study attempts to contribute a qualitative understanding of language learning in the iVR environment from trainee teachers' perspectives. These trainee teachers, armed with basic pedagogical knowledge, designed and practiced teaching with a commercial VR platform. Through analysis of interviews and reflective journals, insights were gathered from the participants who organized teaching in a completely new setting. Findings suggested a great line of contributing and hindering factors of using iVR in language education from teachers' perspectives. Implications are discussed at the end of the article to guide future learning and teaching with immersive technology.

Revolutionizing engineering education: Creating a web-based teaching platform for immersive learning experiences

Innovative pedagogy is more oriented towards the use of new technology in future education. Virtual and augmented realities, as well as the metaverse, are today the catalysts for the development of future teaching tools. They allow students to discover, via their smartphones or headsets, destinations around the world while remaining in their classrooms or even from their homes. These technologies are also used to put into practice, especially for the engineering sciences, lessons, and practical work by creating immersive experiences for users. This will significantly change the role of the teacher and the student in digital spaces. The realization of VR or AR learning platforms requires multidisciplinary skills ranging from 3D modeling to web and mobile platforms. In this paper, we present a method for creating a teaching platform for engineering sciences based on WebXR. We have created in our virtual environment a lesson about the Arduino board to train STEM students.

Social VR: A Promising Platform for Enhancing Mental Wellness among College Students

ABSTRACTIn recent decades, there has been an alarming increase in the number of university and college students struggling with intensifying psychological distress, which has become a mental health crisis on campuses. To address this issue, this study proposes social VR as a potential platform to promote social interaction and improve mental well‐ being for college students. In this study, 68 students explored a variety of social VR applications in a classroom setting. Results showed that a) virtual space, audio, avatar, communication types, and activities were key contributing features that facilitated social interaction among college students in social VR and have the potential to enhance mental wellness, and b) the anonymous nature, communicative cues, and designated private areas provided by social VR platforms were effective in facilitating self‐disclosure, indicating social VR's potential in delivering mental health services such as individual and group counseling and therapy. This study provides evidence that social VR can enhance social interaction and communication while serving as a platform for professional mental health care, a venue that has yet to be explored in previous studies.

Understanding consumers' purchase intention in virtual reality commerce environment

AbstractVirtual reality (VR) has developed rapidly and drawn the attention of businesses. E‐commerce practitioners have used VR to improve business performance and satisfy consumers' needs by enhancing the shopping experience and increasing purchase intention. To explore the effects of VR shopping platforms on purchase intention, this study developed a theoretical framework on the basis of task–technology fit. The framework comprises technological characteristics and user needs (intrinsic and extrinsic motivation) and can be used to investigate perceived needs–technology fit and identify factors affecting intention to purchase on VR platforms. This study distributed an online questionnaire and received 336 responses. Analysis was performed using partial least squares structural equation modeling. The results suggested that purchase intention is stronger when perceived needs–technology fit is closer. Hedonic needs play a vital role in perceived needs–technology fit. In terms of technological characteristics, relative advantage, and service compatibility strongly affect perceived needs–technology fit. In addition, feelings of spatial presence, a key component of VR, positively affect relative advantage, service compatibility, and trialability and negatively affect complexity. The implications of the findings are also discussed.

Understanding Safety Risks and Safety Design in Social VR Environments

Understanding emerging safety risks in nuanced social VR spaces and how existing safety features are used is crucial for the future development of safe and inclusive 3D social worlds. Prior research on safety risks in social VR is mainly based on interview or survey data about social VR users' experiences and opinions, which lacks "in-situ observations" of how individuals react to these risks. Using two empirical studies, this paper seeks to understand safety risks and safety design in social VR. In Study 1, we investigated 212 YouTube videos and their transcripts that document social VR users' immediate experiences of safety risks as victims, attackers, or bystanders. We also analyzed spectators' reactions to these risks shown in comments to the videos. In Study 2, we summarized 13 safety features across various social VR platforms and mapped how each existing safety feature in social VR can mitigate the risks identified in Study 1. Based on the uniqueness of social VR interaction dynamics and users' multi-modal simulated reactions, we call for further re-thinking and re-approaching safety designs for future social VR environments and propose potential design implications for future safety protection mechanisms in social VR.

Corporeal Interactions inVRChat: Situational Intensity and Body Synchronization

Erving Goffman's work on interaction in everyday life focuses on joint spatio‐temporal and face‐to‐face situations and denies the constitution of social situations via mediatized interaction. In contrast, we argue that shared immersive media such as Social Virtual Reality enable intense, delocalized forms of co‐present interactions that constitute closeness and intimacy. By discussing Goffman in the context of current works that open up his perspective for mediatization, we present an understanding of social situations that focuses on intensity and synchronized embodiment—physical, digital, and corporeal. On the Social VR platform VRChat, synchronized bodies allow for intimate corporeal practices, such as cuddling, dancing, or cybersex. Virtual Reality technology facilitates delocalized forms of affective‐bodily interaction, thereby contributing to the social negotiation of mediatized closeness and intimacy—despite physical distance. Our findings are based on a digital ethnographic analysis of lifeworlds and practices of enthusiast VRChat‐users, combined with qualitative semi‐structured interviews.

The use of mobile applications in the study of specialists in the hospitality industry to improve the quality of their training

The problem and the purpose. The modernization of the educational system involves the use of technologies based on artificial intelligence, AR, VR, and mobile platforms. The inclusion of mobile tools in the training of workers in the hospitality industry meets the requirements for training programs for highly qualified professionals in this area and the challenges of world economic integration. The purpose of the study is to substantiate the effectiveness the use of mobile applications in the training of hospitality industry specialists to improve the quality of their training. Research methods. Theoretical and methodological analysis and generalization are used in determining the content and problems of mobile learning and identifying the prospects for the development of travel applications. For designing mobile applications, the authors chose the iBuildApp tool. A test was developed, including the blocks "Fundamentals of tourism activities" (20 points), and "Mobile applications in the hospitality industry" (20 points). The study involved 50 students of Vyatka State University from the Faculty of Management and Service and 50 students of Russian State Agrarian University named after K. A. Timiryazev, Institute of Economics and Management (Russian Federation). The direction of training: "Tourism", profile: "Technology and organization of excursion services". Pearson's χ2 (chi-square) test was used as a statistical processing method. Statistical data processing was performed by means of Pearson's χ2 (chi-square) test. Results. The development and use of mobile applications in the experimental group were carried out in the following stages: analysis of mobile travel applications, requests, and opportunities of the hospitality industry; working in a software environment to create a mobile application; project presentation and application in practice. Statistically significant differences in the qualitative changes that occurred in the training system were determined (χ2 = 6.017; p &lt; 0.05). In conclusion presents decisions about the features of using mobile applications in training specialists in the hospitality industry, contributing to improving the quality of their training: new opportunities for collaboration and project activities, cost optimization, innovative work experience, etc. However, there are also negative aspects: a decrease in the overall level of oral communication, the risks of losing the phone and personal data leaks, distraction, and addiction.

AI-Enhanced Adaptive Chinese Language Learning Using VR “Mondly” App and “Uptale” Platform

This paper explores the impact of AI applications in adaptive learning on learners with varying levels of Chinese proficiency and diverse learning needs. The study investigates the robustness of VR technology in enhancing Chinese oral proficiency and pragmatic skills among 1st year and 2nd year learners. It compares the established VR app Mondly with Uptale, an Immersive VR authoring platform, focusing on AI-based voice recognition and analysis features. Additionally, it compares the adaptability of the Uptale VR platform with Mondly by analyzing factors such as difficulty adjustments, interactive features, learner engagement, and support for learner autonomy. It was found that VR technology, in general, enhances the Chinese learning experience. Uptale’s additional features extend its potential utility in student assessment. These features include custom learning modules that incorporate students' self-shot 360-degree videos and interactive elements, such as multiple-choice questions, audio prompts, speaking/recording tags, feedback mechanisms, and analysis reports.

РАЗРАБОТКА ИНТЕРАКТИВНОГО ВИРТУАЛЬНОГО ТРЕНАЖЕРА ОСМОТРЩИКА ВАГОНОВ В СРЕДЕ UNITY НА ПЛАТФОРМЕ STEAMVR

The paper presents an interactive trainer of a car inspector (on the example of a four-axle open-box car) that uses possibilities of virtual reality. The trainer allows selecting an overview mode (training or testing) and studying car design and training inspection skills. Development of virtual reality was carried out in Unity with the use of Virtual Samples on Steam VR platform with the use of VR-helmets. 3-D models are created in Blender environment, subsequent texturing is made in Substance Painter. At realization of a trainer the authors have developed a script for lighting and blinking of a studied part with the use of a dynamic material and shaders for two-sided materials.