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Highlights: • This study proposes the practical utility of an immersive Virtual Reality (VR) experience for the dissemination and study of Palaeolithic Rock Art. • Thanks to a series of multidisciplinary studies, a virtual reconstruction of the archaeological context of an area with rock art has been achieved. • The Palaeolithic lighting systems documented in Atxurra cave have been virtually recreated, allowing real-time interaction through VR. Abstract: The Upper Palaeolithic period (ca. 45000 - 12000 BP) was the time when figurative art chiefly produced by Homo sapiens emerged and developed. The Upper Palaeolithic rock art entails a multisensory experience that goes beyond depicted images observation: it includes aspects related to the cognitive development of human mind, the spatial dimensions, the type of rock surface, artificial lighting, and challenges of navigating the underground environment. Traditionally, the study of Palaeolithic art in caves has focused on paintings and illustrated subjects' graphic analysis. However, a recent shift in methodological focus has favoured a comprehensive and interdisciplinary study of rock art. This new perspective has allowed the investigation of surrounding elements that significantly influence the art and its interpretation. Combining this with new digital technologies, it is now possible to reconstruct Palaeolithic artistic creation and contemplation environments with precision, offering researchers an immersive and interactive experience through virtual reality (VR). The two documented Palaeolithic lighting systems in the sector J “Ledge of the Horses” have been virtually recreated. The lighting simulation parameters are based on those obtained from an anthracological study of the charcoal remains found in the cave and the subsequent experimental program. The study included analysing both three-dimensional (3D) models of the cave, obtained through photogrammetry and laser scanning, and the lighting systems in the graphics engine ©Unreal Engine 5; this allowed the researchers to create an interactive VR environment that faithfully reflects the current state of scientific knowledge about the cavity. Using VR is a substantial methodological advancement, regarding both knowledge transmission and the creation of more robust and coherent archaeological interpretations through sensory perception and historical empathy. This approach has been applied to the main decorated sector of the Atxurra Cave (Basque Country, Spain), a space containing dozens of engraved and painted representations, and surface archaeological material, subjected to a comprehensive multidisciplinary study.

Industry 4.0 is potentially innovative in the workers' role, which is becoming increasingly involved in smart activities. In this situation, it is necessary to improve highly repetitive uncomfortable working postures to reduce physical risks. This study intends to assess physical risks during VR interaction for manufacturing work. Posture-related physical risk levels were calculated using ergonomic risk assessment tools RULA, REBA, and OWAS. Three task conditions were considered for the experiment in a VR-based car-assembly environment. An analysis of variance was applied to investigate significant differences between task conditions, and it suggested that a higher risk level was obtained while working in the overhead position for RULA and REBA, whereas the squatting position obtained a higher risk level for OWAS. Sensitivity analysis identified that the upper arm and neck were responsible for the highest risk level for RULA, the upper arm, neck, and trunk for REBA, and the back posture parameter for OWAS. [ABSTRACT FROM AUTHOR]

Providing patients with accurate and organized information about colonoscopy, while reducing anxiety, is critical to the procedure's success. This study evaluated the impact of an immersive 360° virtual reality (VR)-based educational intervention for first-time adult colonoscopy patients regarding anxiety, attitudes, knowledge, compliance with bowel preparation, and bowel cleanliness. A quasi-experimental design with a non-equivalent control group and non-synchronized pretest–post-test clinical trial was conducted with 40 patients in the experimental group and 40 in the control group. The 360° VR intervention included two sessions: precautions before colonoscopy and the colonoscopy process. The control group received education through individual verbal explanations with written materials. The findings indicated that the VR intervention significantly improved patients' colonoscopy-related anxiety, attitudes, adherence to bowel preparation instructions, and bowel cleanliness. Utilizing 360° VR as an educational tool has the potential to enhance the effectiveness of educational programs by providing realistic information and engaging patients. These findings suggest that 360° VR has the capacity to enhance screening rates and clinical outcomes by reducing negative perceptions associated with colonoscopy. Furthermore, the application of this method can extend to diverse diagnostic testing-related nursing situations in clinical settings. [ABSTRACT FROM AUTHOR]

AbstractThe integration of virtual, mixed, and augmented reality technologies in cognitive neuroscience and neuropsychology represents a transformative frontier. In this Commentary, we conducted a meta-analysis of studies that explored the impact of Virtual Reality (VR), Mixed Reality (MR), and Augmented Reality (AR) on cognitive neuroscience and neuropsychology. Our review highlights the versatile applications of VR, ranging from spatial cognition assessments to rehabilitation for Traumatic Brain Injury. We found that MR and AR offer innovative avenues for cognitive training, particularly in memory-related disorders. The applications extend to addressing social cognition disorders and serving as therapeutic interventions for mental health issues. Collaborative efforts between neuroscientists and technology developers are crucial, with reinforcement learning and neuroimaging studies enhancing the potential for improved outcomes. Ethical considerations, including informed consent, privacy, and accessibility, demand careful attention. Our review identified common aspects of the meta-analysis, including the potential of VR technologies in cognitive neuroscience and neuropsychology, the use of MR and AR in memory research, and the role of VR in neurorehabilitation and therapy. [ABSTRACT FROM AUTHOR]

This research explored how a virtual reality (VR) public service announcement (PSA) in a first-person perspective (vs non-VR PSA scripts: first-person perspective-taking, non-perspective-taking) impacted attitudes toward the PSA and attitudes toward people experiencing homelessness. Participants first reported their attitudes toward people experiencing homelessness. Seven days later, participants watched or read a PSA about the life of a person experiencing homelessness and reported their attitudes toward the people experiencing homelessness and the PSA. We explored how psychological processes (telepresence, empathy, reactance) related to persuasion. Results showed viewing or reading any of the PSAs led to more favorable attitudes toward the target group. The VR PSA was the most likely format to induce telepresence and empathy and the least likely to induce reactance. Attitudes toward the VR PSA were more positive than toward the script PSAs. Overall, our study provides insights into the effectiveness of VR and narrative formats for persuasion. [ABSTRACT FROM AUTHOR]

The metaverse, a burgeoning virtual reality realm, has garnered substantial attention owing to its multifaceted applications. Rapid advancements and widespread acceptance of metaverse technologies have birthed a dynamic and intricate digital landscape. As various platforms, virtual worlds, and social networks within the metaverse increase, there is a growing imperative for a comprehensive analysis of its implications across societal, technological, and business dimensions. Notably, existing review studies have, for the past decade, primarily overlooked a metaverse‐based multidomain approach. A meticulous examination encompassing 207 research studies delves into the technological innovation of the metaverse, elucidating its future trajectory and ethical imperatives. Additionally, the article introduces the term "MetaWarria" to conceptualize potential conflicts arising from metaverse dynamics. The study discerns that healthcare (45%) and education (22%) are pivotal sectors steering metaverse developments, while the entertainment sector (9%) reshapes the corporate landscape. Artificial intelligence (AI) plays a 9% role in enhancing the metaverse's marketing and user experience. Security, privacy, and policy concerns (11%) are addressed due to escalating threats, yielding practical solutions. The analysis underscores the metaverse's profound influence (57%) on the digital realm, a phenomenon accelerated by the COVID‐19 pandemic. The article culminates in contemplating the metaverse's role in future warfare and national security, introducing "MetaWarria" as a conceptual framework for such discussions. This article is categorized under:Application Areas > Health CareApplication Areas > Science and TechnologyFundamental Concepts of Data and Knowledge > Human Centricity and User Interaction [ABSTRACT FROM AUTHOR]

The study critically reassesses existing Metaverse concepts and proposes a novel framework for inclusiveness of physically disabled artists. The purpose is to enable and inspire physically disabled users and content creators to participate in the evolving concept of the Metaverse. The article also highlights the need for standards and regulations governing the inclusion of people with disabilities in Metaverse projects. The study examines current information technologies and their relevance to the inclusion of physically disabled individuals in the Metaverse. We analyse existing Metaverse concepts, exploring emerging information technologies such as Virtual and Augmented Reality, and the Internet of Things. The emerging framework in the article is based on the active involvement of disabled creatives in the development of solutions for inclusivity. The review reveals that despite the proliferation of Blockchain Metaverse projects, the inclusion of physically disabled individuals in the Metaverse remains distant, with limited standards and regulations in place. The article proposes a concept of the Metaverse that leverages emerging technologies, to enable greater engagement of disabled creatives. This approach is designed to enhance inclusiveness in the Metaverse landscape. Active involvement of physically disabled individuals in the design and development of Metaverse platforms is crucial for promoting inclusivity. The framework for accessibility and inclusiveness in decentralised Metaverses provides a basis for the meaningful participation of disabled creatives. The article emphasises the importance of addressing the mechanisms for art production by individuals with disabilities in the emerging Metaverse landscape. This article addresses a global challenge related to helping disabled people operate in the modern society, targeting new and emerging technologies, and enabling early understanding of required actions for inclusiveness of people with disabilities in the Metaverse. The increased use of advanced technologies (e.g., AI and IoT) in the Metaverse, amplified the importance of this research being conducted. The aggregate impact from this research for science and society is a more inclusive, and unbiassed Metaverses that are compliant with regulations on anti-disability discrimination. This is followed by the secondary values, related to increased technological opportunities from a breakthrough in designing new, more inclusive, and autonomous devices. The research study presents a new framework for integrating new technologies in existing Metaverses, resulting with a stronger accessibility and inclusiveness of the Metaverse. This creates a new understanding on how new technologies can be used for disability discrimination prevention and early understanding of disability requirements. We also highlighted normative constraints and the need for further reflection and weighing to avoid dystopian futures for the physically disabled in relation to the Metaverse. [ABSTRACT FROM AUTHOR]

Optimal radiographic image quality is critical because it affects the accuracy of the reporter's interpretation. Radiographers have an ethical obligation to obtain quality diagnostic images while protecting patients from unnecessary radiation, including minimizing rejected and repeated images. Repeated imaging due to positioning errors have increased in recent years. This study evaluated the effectiveness of non-immersive virtual reality (VR) simulation on first-year students' evaluation of positioning errors on resultant knee and lumbar spine images. Crossover intervention design was used to deliver radiographic image evaluation instruction through traditional lecture and guided simulation using non-immersive VR to 33 first-year radiography students at a single academic institution located across four geographic program locations. Pre- and post-test knowledge assessments examined participants' ability to recognize positioning errors on multiple-choice and essay questions. Raw mean scores increased on multiple choice questions across the entire cohort for the knee (M = 0.82, SD = 3.38) and lumbar spine (M = 2.91, SD = 3.69) but there was no significant difference in performance by instructional method (p = 0.60). Essay questions reported very minimal to no raw mean score increases for the knee (M = 0.27, SD = 2.78) and lumbar spine (M = 0.00, SD = 2.55), with no significant difference in performance by instructional method (p = 0.72). Guided simulation instruction was shown to be as effective as traditional lecture. Results also suggest that novice learners better recognize image evaluation errors and corrections from a list of options but have not yet achieved the level of competence needed to independently evaluate radiographic images for diagnostic criteria. Non-immersive VR simulation is an effective tool for image evaluation instruction. VR increases access to authentic image evaluation practice by providing a simulated resultant image based off the students' applied positioning skills. [ABSTRACT FROM AUTHOR]

Copyright of Romanian Journal of Information Technology & Automatic Control / Revista Română de Informatică și Automatică is the property of National Institute for Research & Development in Informatics - ICI Bucharest and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Virtual Archaeology Review is the property of Virtual Archaeology Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Window views are key factors that affect buildings' occupants psychological and physiological comfort and wellbeing. Window design should consider the holistic impacts on building energy, lighting performance, and the connection to the outdoors provided by the view which is usually overlooked. In this study, view perception, stress recovery, physiological, and psychological affect were evaluated in virtual environments of five different conditions varying the physical dimensions of a window located in the same office space with an urban view. This allowed three window-to-wall ratios (i.e. 10%, 20%, and 30%) and two different window layouts (i.e. narrow and wide) to be compared. Twenty-five participants were recruited. Subjective self-assessments on view perception (e.g. content and complexity), self-assessment and physiological measures (e.g. skin conductance and heart rate variability) stress recovery besides psychological affect were measured. Participants performed a Stroop-test to induce stress that was immediately followed by a period of recovery facilitated by exposure to one of the five window conditions. Results showed that increased window size advocated higher view perception assessments, increased stress recovery, and positive psychological affect. Measurements of skin conductance and heart rate variability also corroborated these findings. Differences in window layout were also revealed, but only for 10% WWRs. Therefore, WWR is not a reliable indicator for view perception for small window sizes, indicating that layout preference is dependent on window size. This study highlights the importance of considering view perception for occupant health and wellbeing when sizing window openings, since these may not necessarily align with other design criteria. [ABSTRACT FROM AUTHOR]

Purpose: Fatigue, imbalance, and walking disorder were commonly observed in patients with multiple sclerosis (MS) as debilitating symptoms. Therefore, the present study aims to examine the effect of transcranial direct current stimulation (tDCS) separately and in combination with virtual reality (VR) training on fatigue, balance, and walking (speed and stride... [ABSTRACT FROM AUTHOR]

As the virtual reality (VR) technology strives to provide immersive and natural user experiences, the challenge of aligning vast virtual environments with limited physical spaces remains significant. This survey comprehensively explores the advancements in redirected walking (RDW) techniques aimed at overcoming spatial constraints in VR. RDW addresses this by subtly manipulating users' physical movements to allow for seamless navigation within constrained areas. The survey delves into gain perception mechanisms, detailing how slight discrepancies between virtual and real-world movements can be utilized without user awareness, thus extending the effective navigable space. Various RDW control algorithms for gain-based RDW are analyzed, highlighting their implementation and effectiveness in maintaining immersion and minimizing perceptual disturbances. Furthermore, novel methods extending beyond traditional gain-based techniques are discussed, showcasing innovative approaches that further refine VR interactions. The practical implications of RDW in enhancing safety and reducing physical collisions in VR environments are underscored, alongside its potential to improve user experience by aligning virtual exploration more closely with natural human behavior patterns. Through a thorough review of existing literature and recent advancements, this survey provides a systematic understanding for researchers, developers, and industry professionals. It underscores the importance of RDW in the future of VR, emphasizing RDW's role in making VR more accessible and practical across various applications, from education and training to therapy and entertainment. The paper concludes with a forward-looking perspective on the continued evolution and potential of RDW in revolutionizing virtual reality experiences. [ABSTRACT FROM AUTHOR]

To understand how the human brain distinguishes itself from external stimulation, it was examined if motor predictions enable healthy adult volunteers to infer self-location and to distinguish their body from the environment (and other agents). By uniquely combining a VR-setup with full-body motion capture, a full-body illusion paradigm (FBI) was developed with different levels of motion control: (A) a standard, passive FBI in which they had no motion control; (B) an active FBI in which they made simple, voluntary movements; and (C) an immersive game in which they real-time controlled a human-sized avatar in third person. Systematic comparisons between measures revealed a causal relationship between (i) motion control (prospective agency), (ii) self-other identification, and (iii) the ability to locate oneself. Healthy adults could recognise their movements in a third-person avatar and psychologically align with it (action observation); but did not lose a sense of place (self-location), time (temporal binding), nor who they are (self/other). Instead, motor predictions enabled them to localise their body and to distinguish self from other. In the future, embodied games could target and strengthen the brain's control networks in psychosis and neurodegeneration; real-time motion simulations could help advance neurorehabilitation techniques by fine-tuning and personalising therapeutic settings. [ABSTRACT FROM AUTHOR]

Introduction: Diagnosis of Attention Deficit/Hyperactivity Disorder (ADHD) is based on clinical evaluation of symptoms by a psychiatrist, referencing results of psychological tests. When diagnosing ADHD, the child’s behavior and functionality in real-life situations are critical components. However, direct observation by a clinician is often not feasible in practice. Therefore, such information is typically gathered from primary caregivers or teachers, which can introduce subjective elements. To overcome these limitations, we developed AttnKare-D, an innovative digital diagnostic tool that could analyze children’s behavioral data in Virtual Reality using Artificial Intelligence. The purpose of this study was to explore the utility and safety of AttnKare-D for clinical application. Method: A total of 21 children aged between 6 and 12 years were recruited for this study. Among them, 15 were children diagnosed with ADHD, 5 were part of a normal control group, and 1 child was excluded due to withdrawal of consent. Psychological assessments, including K-WISC, Conners CPT, K-ARS, and KCBCL, were conducted for participants and their primary caregivers. Diagnoses of ADHD were confirmed by child and adolescent psychiatrists based on comprehensive face-to-face evaluations and results of psychological assessments. Participants underwent VR diagnostic assessment by performing various cognitive and behavioral tasks in a VR environment. Collected data were analyzed using an AI model to assess ADHD diagnosis and the severity of symptoms. Results: AttnKare-D demonstrated diagnostic performance with an AUC of 0.893 when compared to diagnoses made by child and adolescent psychiatrist, showing a sensitivity of 0.8 and a specificity of 1.0 at a cut-off score of 18.44. AttnKare-D scores showed a high correlation with K-ARS scores rated by parents and experts, although the correlation was relatively low for inattention scores. Conclusion: Results of this study suggest that AttnKare-D can be a useful tool for diagnosing ADHD in children. This approach has potential to overcome limitations of current diagnostic methods, enhancing the accuracy and objectivity of ADHD diagnoses. This study lays the groundwork for further improvement and research on diagnostic tools integrating VR and AI technologies. For future clinical applications, it is necessary to conduct clinical trials involving a sufficient number of participants to ensure reliable use. [ABSTRACT FROM AUTHOR]

The proliferation of digital technologies is substantially transforming inspection methodologies for construction activities. Although the implementation of a three-dimensional (3D) model has emerged as an advantageous, feasible inspection application, the selection of the most suitable 3D models is challenging due to multiple technology options. The primary objectives of this study were to investigate current trends and identify future technologies for 3D models in the construction industry. This study utilized systematic reviews by identifying and selecting quality journals, analyzing selected articles, and conducting content analysis and meta-analysis to identify dominant themes in 3D models. Results showed that the top technologies used to model construction projects are building information models, remote sensing, stereo vision system/photo processing programs, and augmented reality/virtual reality. The main benefits and challenges of these technologies for modeling were also determined. This study identified three areas with significant knowledge gaps for future research: (1) the amalgamation of two or more technologies to overcome project obstacles; (2) solution optimization for inspections in remote areas; and (3) the development of algorithm-based technologies. This research contributes to the body of knowledge by exploring current trends and future directions of 3D model technologies in the construction industry. [ABSTRACT FROM AUTHOR]

Virtualization plays a critical role in enriching the user experience in Virtual Reality (VR) by offering heightened realism, increased immersion, safer navigation, and newly achievable levels of interaction and personalization, specifically in indoor environments. Traditionally, the creation of virtual content has fallen under one of two broad categories: manual methods crafted by graphic designers, which are labor-intensive and sometimes lack precision; traditional Computer Vision (CV) and Deep Learning (DL) frameworks that frequently result in semi-automatic and complex solutions, lacking a unified framework for both 3D reconstruction and scene understanding, often missing a fully interactive representation of the objects and neglecting their appearance. To address these diverse challenges and limitations, we introduce the Virtual Experience Toolkit (VET), an automated and user-friendly framework that utilizes DL and advanced CV techniques to efficiently and accurately virtualize real-world indoor scenarios. The key features of VET are the use of ScanNotate, a retrieval and alignment tool that enhances the precision and efficiency of its precursor, supported by upgrades such as a preprocessing step to make it fully automatic and a preselection of a reduced list of CAD to speed up the process, and the implementation in a user-friendly and fully automatic Unity3D application that guides the users through the whole pipeline and concludes in a fully interactive and customizable 3D scene. The efficacy of VET is demonstrated using a diversified dataset of virtualized 3D indoor scenarios, supplementing the ScanNet dataset. [ABSTRACT FROM AUTHOR]

Breathing is one of the most vital functions for being mentally and emotionally healthy. A growing number of studies confirm that breathing, although unconscious, can be under voluntary control. However, it requires systematic practice to acquire relevant experience and skillfulness to consciously utilize breathing as a tool for self-regulation. After the COVID-19 pandemic, a global discussion has begun about the potential role of emerging technologies in breath-control interventions. Emerging technologies refer to a wide range of advanced technologies that have already entered the race for mental health training. Artificial intelligence, immersive technologies, biofeedback, non-invasive neurofeedback, and other wearable devices provide new, but yet underexplored, opportunities in breathing training. Thus, the current systematic review examines the synergy between emerging technologies and breathing techniques for improving mental and emotional health through the lens of skills development. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology is utilized to respond to the objectives and research questions. The potential benefits, possible risks, ethical concerns, future directions, and implications are also discussed. The results indicated that digitally assisted breathing can improve various aspects of mental health (i.e., attentional control, emotional regulation, mental flexibility, stress management, and self-regulation). A significant finding of this review indicated that the blending of different technologies may maximize training outcomes. Thus, future research should focus on the proper design and evaluation of different digital designs in breathing training to improve health in different populations. This study aspires to provide positive feedback in the discussion about the role of digital technologies in assisting mental and emotional health-promoting interventions among populations with different needs (i.e., employees, students, and people with disabilities). [ABSTRACT FROM AUTHOR]

Although first aid knowledge and skills are a necessity, global studies show that there is a lack of awareness, hence the need for training that is accessible to all. This case study focuses on developing a blended learning plan for first aid training and creating interactive VR videos as a distance learning resource. An interactive video was created for VR glasses that explains the basic first aid coma position, enriched with questions. The video was uploaded to a web platform and configured for VR. Participants were randomly selected among Anadolu University staff, ranked according to their first aid knowledge scores. They gave feedback after using the application with VR glasses. For qualitative data, content analysis was performed and key concepts and themes were identified. As a result of the research, it was concluded that individuals with different demographic characteristics had a positive view of first aid learning experiences with VR, understood the steps of first aid application and gained the correct application. The developed VR video has a modular structure and can be developed with different scenarios and can be used to teach other first aid applications and different skills. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) is a potent educational tool with untapped potential in medical training. However, its integration into medical schools faces challenges such as cybersickness and hesitancy among medical students and professionals. Notably, there has been no systematic assessment of the acceptance of medical educational VR applications by both students and educators. In our single-center study, we enrolled 133 medical students and 14 medical educators. Following a practical demonstration of the established VR anatomy application, Sharecare YOU VR, participants completed a self-reporting survey based on the Technology Acceptance Model (TAM), exploring user acceptance of information technologies and focusing on perceived usefulness (PU), perceived ease of use (PEU), and attitude toward using (ATU). We also sought insights into potential future applications of VR in medical education. Our findings indicate a high level of acceptance among medical students and educators upon structured exposure to VR with significantly positive responses for all three TAM variables (PU, PEU, and ATU). Intriguingly, hands-on experience influenced acceptance. Students envisioned VR's benefits in anatomy, surgery, emergency medicine, and communication skill training with patients. Both students and educators believed that VR could enhance traditional approaches and complement the existing curriculum, anticipating improved preparedness for medical students through VR training applications. In conclusion, our results demonstrate the receptivity of both students and educators to immersive technologies, including VR, in medical education. Importantly, the data suggest that the adoption of VR in this field would be welcomed rather than resisted, potentially enhancing students' self-efficacy and enriching the medical school curriculum. [ABSTRACT FROM AUTHOR]

Pain is a significant health issue, and pain assessment is essential for proper diagnosis, follow-up, and effective management of pain. The conventional methods of pain assessment often suffer from subjectivity and variability. The main issue is to understand better how people experience pain. In recent years, artificial intelligence (AI) has been playing a growing role in improving clinical diagnosis and decision-making. The application of AI offers promising opportunities to improve the accuracy and efficiency of pain assessment. This review article provides an overview of the current state of AI in pain assessment and explores its potential for improving accuracy, efficiency, and personalized care. By examining the existing literature, research gaps, and future directions, this article aims to guide further advancements in the field of pain management. An online database search was conducted via multiple websites to identify the relevant articles. The inclusion criteria were English articles published between January 2014 and January 2024). Articles that were available as full text clinical trials, observational studies, review articles, systemic reviews, and meta-analyses were included in this review. The exclusion criteria were articles that were not in the English language, not available as free full text, those involving pediatric patients, case reports, and editorials. A total of (47) articles were included in this review. In conclusion, the application of AI in pain management could present promising solutions for pain assessment. AI can potentially increase the accuracy, precision, and efficiency of objective pain assessment. [ABSTRACT FROM AUTHOR]

This study investigates the potential of enhancing collaborative learning in mobile environments through the integration of interactive virtual reality (VR) simulations. With the ubiquity of mobile devices and advancements in VR technology, there is a growing interest in using immersive experiences to promote collaborative learning among students. The study explores the design and implementation of interactive VR simulations customized for mobile platforms. The goal is to create engaging and immersive learning experiences that foster collaboration and knowledge sharing. By immersing students in virtual environments where they can interact with digital objects and manipulate scenarios, the study aims to facilitate active participation and teamwork, thereby enhancing learning outcomes. Furthermore, the study examines the impact of interactive VR simulations on student engagement, motivation, and knowledge retention in collaborative learning settings. Through empirical studies and user evaluations, the effectiveness of interactive VR simulations as a tool for collaborative learning in mobile environments is assessed. The findings provide valuable insights into the design and pedagogical integration of VR technologies in mobile learning contexts. They offer guidance for educators and instructional designers who aim to leverage the potential of immersive experiences to improve collaborative learning outcomes. [ABSTRACT FROM AUTHOR]

Multiple Sclerosis, also called MS, is an autoimmune disease and a chronic neurological condition resulting from a malfunction of tissue in the brain and spinal cord. Physical rehabilitation is one procedure that has been demonstrated to offer several advantages, though these treatments, which are centered on repetitive physical acts, can be discouraging for sufferers. This study investigates the use of Immersive Virtual Reality (IVR) as a non-pharmacological therapeutic intervention to enhance functional capabilities in individuals with MS. The primary objective is to determine the feasibility and efficacy of an IVR-based exercise program in improving physical function, reducing fall risk, and increasing personal autonomy among people with MS (pwMS). The idea is that an exergame strategy using Immersive Virtual Reality (IVR) is practical for people with a history of multiple sclerosis (pwMS) and may enhance their movement through more motivational sessions. This paper outlines the procedures for a single-blind randomized experimental examination that investigates the feasibility and effectiveness of an 8-week IVR intervention (ExeRVIEM program) in pwMS. Equilibrium, posture, risk of falling, movement efficiency, lower limb durability, fatigue, handgrip endurance, and reaction speed will be measured. [ABSTRACT FROM AUTHOR]

Copyright of Tourism Tribune / Lvyou Xuekan is the property of Tourism Institute of Beijing Union University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

360° videos enable viewers to watch freely from different directions but inevitably prevent them from perceiving all the helpful information. To mitigate this problem, picture-in-picture (PIP) guidance was proposed using preview windows to show regions of interest (ROIs) outside the current view range. We identify several drawbacks of this representation and propose a new method for 360° film watching called AdaPIP. AdaPIP enhances traditional PIP by adaptively arranging preview windows with changeable view ranges and sizes. In addition, AdaPIP incorporates the advantage of arrow-based guidance by presenting circular windows with arrows attached to them to help users locate the corresponding ROIs more efficiently. We also adapted AdaPIP and Outside-In to HMD-based immersive virtual reality environments to demonstrate the usability of PIP-guided approaches beyond 2D screens. Comprehensive user experiments on 2D screens, as well as in VR environments, indicate that AdaPIP is superior to alternative methods in terms of visual experiences while maintaining a comparable degree of immersion. [ABSTRACT FROM AUTHOR]

Extended Reality (XR), an umbrella term for Augmented Reality (AR), Mixed Reality (MR), and Virtual Reality (VR) technology, has the potential to enhance experiential learning and to close educational gaps, but the implementation of XR in higher education requires the competency of instructors, as well as guidance. In the fields of design (architecture, landscape architecture, interior design, urban planning, etc.), XR brings exciting opportunities to students for design visualization and presentation. However, how the XR-based immersive experience may supplement design learning is relatively underexplored and under-researched. This study investigates the role of co-created (with learners) VR modules in landscape architecture education, with a specific focus on landscape construction through an exercise focused on the construction detail of the iconic benches in the High Line Park (NY). This study aims to delineate the pedagogical possibilities and challenges of the implementation of XR in landscape architecture (LA) curricula, thereby offering LA educators actionable insights and frameworks for utilizing the new learning tools. Implementing a mixed methods approach, this research engaged undergraduate students (n = 16) to assess the pedagogical value of XR among five types of instructional modes—lectures, hand sketching, 2D drawing, 3D modeling, and a fully immersive co-created VR experience showcasing students' work. A focus group discussion with graduate students (n = 7) provided additional qualitative insights. The results indicate that, while all instructional materials were received positively, the 3D modeling was rated most effective in the learning process by the students, due to its versatility as a foundation and its overlap/integration with the other instructional modes e.g., hand sketching, 2D drawing, and VR creation. Although VR-aided teaching creates an immersive learning experience allowing learners to gain a clearer understanding of the learning topics, positioning it primarily as a visualization/presentation tool may limit its utility. This study concludes that repositioning VR at different stages of the educational framework may result in enhanced engagement and, by extension, improve its pedagogical effectiveness. These findings contribute to the ongoing discourse on the optimal integration of emerging XR tools and technology in LA education and other design disciplines and afford new avenues for future research. [ABSTRACT FROM AUTHOR]

In architectural education, the integration of Extended Reality (XR) technologies—including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—promises to revolutionise design studio teaching by offering immersive and interactive learning experiences. However, the broad adoption of XR in architectural education faces significant obstacles. These problems include a skills gap between students and educators, the challenge of establishing suitable simulation and experimental environments for specific educational needs, and the complexities of integrating these technologies into traditional curricula. This research aims to advance the pedagogical understanding of the value XR tools and techniques offer within an architectural design education context that engages students, teachers, and faculty members in a collective exploration of XR technologies. The study specifically focuses on integrating XR into the design studio's final review stage to enhance reviewer engagement and ensuing student learning outcomes, thereby transforming architectural design studio education. Utilising a Participatory Action Research (PAR) methodology, the study established an XR learning environment and created a collaborative review framework within a Master of Architecture programme. A mixed-methods strategy was employed for data collection to assess the impact of XR applications on design processes, review experiences, and learning outcomes. This strategy included creating digital prototypes of XR applications, followed by user testing to gather both qualitative feedback and quantitative performance data. In the practical implementation section, this article provides information on the applications that were developed for specific educational needs to create simulated and experimental environments. The focus is not only on the design of these applications but also on their ability to allow students to communicate with reviewers and audiences about their design projects. The findings indicate that XR technologies have the potential to enhance students' engagement by improving visualisation capabilities and bridging the gap between theoretical and practical aspects of architectural design. This study underscores the potential of XR technologies to transform architectural education, suggesting a framework for their integration into design studios. It contributes to the pedagogical discourse by providing insights into effective XR-based teaching methodologies and setting a foundation for future innovations and technology integration into architectural learning. [ABSTRACT FROM AUTHOR]

Research currently focuses on immersive technologies like virtual reality (VR), augmented reality (AR), and mixed reality (MR). However, there is limited exploration of their application in sustainable smart cities with Building Information Modeling (BIM), and there remains a lack of interdisciplinary integration within this domain aimed at fostering sustainable smart city development. Therefore, this paper aims to explore the development status of immersive technology and BIM in sustainable smart cities, identifying trends and research hotspots by employing a triangulation research method mixed with a quantitative method via bibliometric analysis and a qualitative method via content analysis to investigate the relationship between immersive technologies and BIM in sustainable smart cities. The results reveal a fragmented nature in the research on immersive technology and BIM in sustainable smart cities, with rapidly changing hotspots and new technologies following a cyclical pattern every 3 to 5 years. Two distinct cycles of growth were observed in the field over the last 10 years (2014–2023). The first cycle, from 2014 to 2017, represented modest growth, while the second cycle, from 2018 to 2022, showed rapid expansion, with the keywords AR, VR, MR, BIM, smart city, and smart city concept indicating the research hotspots. Immersive technologies and BIM, developed since 2017, have contributed to sustainable smart city construction. The emerging keywords AR, MR, and 360-degree VR have become research hotspots since 2021, particularly in collaborative construction. Future research trends include artificial intelligence, digitalization, AR, and MR, while building sustainability and intelligent construction have emerged as real-world applications. Additionally, this paper employs software tools to generate multidimensional knowledge maps to form a knowledge universe map at a "macro-knowledge" level followed by a "micro-knowledge" level comprising a standard knowledge system, such as lifecycle analysis, enhancing the objectivity and organization of the results and providing innovative references for future research. [ABSTRACT FROM AUTHOR]

The emergence of virtual reality (VR) simulation has brought about a significant shift in the healthcare industry, as it integrates modern technologies with human talents to foster patient-centered care, clinical efficiency, and a compassionate healthcare digital ecosystem. The use of clinical simulation in nursing education has become essential in the current day, revolutionizing the training of future medical professionals. This paper explored the realm of simulation-based learning, illuminating its importance, obstacles, and endless potential in the field of nursing education. Given the ever-changing healthcare landscape, nurses need to possess a broad range of skills and a thorough comprehension of real-world situations. But conventional didactic methods frequently fail to adequately prepare student-nurses for the intricacies of clinical practice. VR is one of the most crucial elements of immersive learning that increases constructive pedagogic engagements due to generative imagination it offers. By using VR headgear or goggles, student-nurses can fully submerge themselves in a customized digital world as if they were truly there, interacting with their surroundings and learn in an interactive and pedagogic informative digital ecosystem. In order to help student-nurses practice problem-solving techniques without really placing themselves in risk, VR can also be used to construct very realistic simulations. In this study, the authors offered the transformative potential of VR, with significances to improve nursing education by offering engaging and interactive learning environments. The paper presented a novel approaches in addressing nursing education through technology familiarization, proposing a cutting-edge simulation platform using actor network (ANT) model for the resource distribution. [ABSTRACT FROM AUTHOR]

Due to its ability to transcend the confines of a physical classroom, virtual reality (VR) technology has become a potent tool in the revolution of established educational paradigms. The revolutionary potential of virtual reality (VR) in education is examined in this paper, with particular attention to how it may produce immersive and captivating learning environments that go beyond traditional classroom boundaries. Virtual reality (VR) allows students to engage with difficult ideas, historical events, and scientific phenomena in ways that were not possible before by submerging them in virtual settings. Students can develop a lifetime love of learning, strengthen their comprehension, and develop critical thinking abilities through experiential learning and simulation-based learning. Additionally, virtual reality (VR) enables customized learning experiences based on each student's needs, fostering accessibility and inclusion for a range of learners. The technical infrastructure, content creation, and teacher preparation are some of the practical issues and difficulties that this study looks at when incorporating VR into educational settings. Every educator, from elementary schools to universities, may discover the enchantment of virtual reality in education through first-hand accounts and innovative research. Virtual reality (VR) turns abstract ideas into concrete experiences that pique students' curiosity and ignite their imagination by transporting them to far-off places, historical eras, and microscopic worlds. Virtual reality (VR) enables students of all backgrounds and skill levels, so it's more than simply immersive fun. It makes access obstacles disappear and provides individualized learning pathways so that every student can succeed in their academic endeavors. However, incorporating virtual reality (VR) into the classroom ethically and inclusively presents a unique set of challenges, ranging from technological obstacles to ethical issues. In the future, virtual reality will serve as both a tool and a doorway to a world of limitless educational opportunities. VR adoption tactics can also be discussed, including how to get over issues like restricted access to technology and worries about user comfort and safety. The advantages of using virtual reality in educational contexts are examined in this research. To begin with, virtual reality (VR) makes experiential learning easier by enabling students to interact hands-on with difficult subjects, which improves understanding and retention. Second, virtual reality (VR) breaks down geographical barriers, allowing students to investigate far-off places, historical occurrences, and scientific phenomena all from inside the classroom. This widens viewpoints and encourages curiosity. Virtual reality (VR) may also support a variety of learning methods by providing experiences that can be customized to meet the needs of each user. Additionally, by encouraging teamwork and problem-solving skills through multiplayer experiences, it improves collaboration and communication skills. In addition, virtual reality simulations offer a secure setting for students to hone their abilities in disciplines like engineering, medicine, and aviation, so augmenting their proficiency and self-assurance. All things considered, incorporating VR into the classroom promises to enhance the educational process, foster critical thinking, and better equip students for the problems of the future. [ABSTRACT FROM AUTHOR]

Background: Low self-confidence in patients with psychosis is common. This can lead to higher symptom severity, withdrawal from activities, and low psychological well-being. There are effective psychological techniques to improve positive self-beliefs but these are seldom provided in psychosis services. With young people with lived experience of psychosis we developed a scalable automated VR therapy to enhance positive-self beliefs. Aims: The aim was to conduct a proof of concept clinical test of whether the new VR self-confidence therapy (Phoenix) may increase positive self-beliefs and psychological well-being. Method: Twelve young patients with non-affective psychosis and with low levels of positive self-beliefs participated. Over 6 weeks, patients were provided with a stand-alone VR headset so that they could use Phoenix at home and were offered weekly psychologist meetings. The outcome measures were the Oxford Positive Self Scale (OxPos), Brief Core Schema Scale, and Warwick-Edinburgh Well-being Scale (WEMWBS). Satisfaction, adverse events and side-effects were assessed. Results: Eleven patients provided outcome data. There were very large end-of-treatment improvements in positive self-beliefs (OxPos mean difference = 32.3; 95% CI: 17.3, 47.3; Cohen's d =3.0) and psychological well-being (WEMWBS mean difference = 11.2; 95% CI: 8.0, 14.3; Cohen's d =1.5). Patients rated the quality of the VR therapy as: excellent (n =9), good (n =2), fair (n =0), poor (n =0). An average of 5.3 (SD =1.4) appointments were attended. Conclusions: Uptake of the VR intervention was high, satisfaction was high, and side-effects extremely few. There were promising indications of large improvements in positive self-beliefs and psychological well-being. A randomized controlled clinical evaluation is warranted. [ABSTRACT FROM AUTHOR]

Introduction: This study introduces a new method to create virtual reality (VR) environments for studying synchrony in human body movements and their prosocial effects. Previous studies have shown the positive effects of synchrony, but more controlled and ecologically valid paradigms are needed to explore these effects deeper and translate them to the therapeutic domain. Methods: A total of 82 healthy subjects participated in this study. They performed simple periodic hand movements in a virtual environment with a virtual character (VC) mimicking them. We used inverse kinematics (IKs) to create character movements. The VCs mimic the participants after a short delay in the synchronous group and after a great delay in the nonsynchronous group. The subjective feeling of synchrony and social closeness was measured using a set of rating questionnaires. Results: The participants in the synchronous group reported more synchrony than the nonsynchronous group. The degree of social closeness between the two groups was not significantly different; however, there was a significant positive correlation between the reported degree of synchrony and social closeness within each group. Conclusion: Using a simple VR environment in which body movements are simulated by IKs can engender the feeling of synchrony and exert its prosocial effects. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) has sparked substantial interest in language education, but its application in interpreting training is still in its early stages. This review provides the first comprehensive analysis of this emerging field by investigating research trends, study designs, methodological features, key research themes, and major findings. The results indicate a notable rise in research interest, with an increase in publications and a growing diversity of VR platforms being involved. The analysis reveals a shift from design-oriented papers to empirical investigations. The empirical studies primarily employed quantitative or mixed methods analysis, and gathered data through questionnaires, tests, and interviews. Thematic analysis identified four research themes: functionality evaluation and user experience, learning outcomes, platform design and features, and pedagogical and theoretical exploration. Prior studies revealed generally favorable attitudes among users towards the functionality, usability, and immersive learning experiences within VR environments. Additionally, these studies indicated the potential effectiveness of VR in promoting interpreting learning outcomes, as evidenced by self-reported evaluations or comparisons of test results. However, concerns remain regarding technical limitations and learning efficiency. This review highlights the potential for increased use of VR in interpreting training and the need for additional empirical data gathered through enhanced study designs. [ABSTRACT FROM AUTHOR]

Desktop-based virtual colonoscopy is a proven and accurate process for identifying colon abnormalities. However, it is time-consuming. Faster, immersive interfaces for virtual colonoscopy are still incipient and need to be better understood. This article introduces a novel design that leverages VR paradigm components to enhance the efficiency and effectiveness of immersive analysis. Our approach contributes a novel tool highlighting unseen areas within the colon via eye-tracking, a flexible navigation approach, and a distinct interface for displaying scans blended with the reconstructed colon surface. The path to evaluating and validating such a tool for clinical settings is arduous. This article contributes a formative evaluation using think-aloud sessions with radiology experts and students. Questions related to colon coverage, diagnostic accuracy, and time to complete are analyzed with different user profiles. Although not aimed at quantitatively measuring performance, the experiment provides lessons learned to guide other researchers in the field. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers' perceptions of using VR in their classrooms require further research. A brief review of the literature of 100 existing articles related to teaching within the primary school context was conducted. The articles were obtained by performing a word search within Google Scholar, with the keywords 'virtual reality primary school teachers 2018 - 2023'. Teachers indicated both hesitance and enthusiasm for incorporating VR. The findings of this study indicated that only a low number of articles (n = 11) addressed VR and primary school teachers, compared to the total number of articles reviewed (n=100). Researching VR and teaching assists in supporting the wider fringe aspects of e-learning practices, such as VR. It advances the compass of e-learning knowledge by integrating immersive learning tools into the primary school classroom. [ABSTRACT FROM AUTHOR]

This work expands the existing understanding of quality assessments of VR experiences. Historically, VR quality has focused on presence and immersion, but current discourse emphasizes plausibility and believability as critical for lifelike, credible VR. However, the two concepts are often conflated, leading to confusion. This paper proposes viewing them as subsets of authenticity and presents a structured hierarchy delineating their differences and connections. Additionally, coherence and congruence are presented as complementary quality functions that integrate internal and external logic. The paper considers quality formation in the experience of authenticity inside VR emphasizing that distinguishing authenticity in terms of precise quality features are essential for accurate assessments. Evaluating quality requires a holistic approach across perceptual, cognitive, and emotional factors. This model provides theoretical grounding for assessing the quality of VR experiences. [ABSTRACT FROM AUTHOR]

This study explores the alignment of specific landscape features within school environments with the core elements of Attention Restoration Theory (ART) that includes Coherence, Fascination, Compatibility, and Being Away. Utilizing Kansei Engineering, this research integrates emotional analysis into landscape design by employing Virtual Reality (VR) and Electroencephalogram (EEG) technologies to record students’ responses to different landscape simulations. Analytical techniques, including the Taguchi Method and Analysis of Variance (ANOVA), were applied to evaluate the data. The findings have revealed that students associate a sense of enclosure with a coherent landscape and openness with a fascinating landscape, the lawn’s significance was also highlighted for coherent landscape. However, limited insights were gained regarding Compatibility and Being Away. The study advocates for diverse cognitive zones within school landscapes to promote mental restoration, emphasizing the need for varied design elements that cater to the elevated experience of students.

The rapid advancement of virtual reality (VR) technology has brought many immersive experiences, each designed to transport users into captivating virtual worlds. While these experiences aim to provide a sense of presence and engagement, the factors contributing to a truly immersive experience are often complex and multifaceted. Existing scholarship has predominantly focused on specific aspects of user experience, such as psychological factors (e.g., sense of presence), emotional factors (e.g., enjoyment), or design-related factors (e.g., interface usability). This fragmented approach has impeded a comprehensive understanding of the overall quality of VR experiences. To address this, we propose a multidimensional taxonomy encompassing five essential qualities: immersivity, interactivity, explorability, plausibility, and believability. The framework aims to disentangle the complex, interrelated facets shaping VR experiences for a more systematic evaluation. Immersivity refers to the subjective sense of presence and “being there” in a virtual environment. Interactivity denotes the ability to interact with virtual objects, promoting engagement dynamically. Explorability refers to users’ freedom to navigate and discover new elements. Plausibility examines the logical congruence of the virtual environment’s rules and behaviors. Finally, believability relates to the world-building and internal coherence of the VR world. This taxonomy provides a structured approach to look at VR experiences holistically, assessing the interplay of these facets to facilitate a more objective, comprehensive evaluation, capturing the multidimensional nature of VR experiences. In summary, our proposed taxonomy marks an essential step toward systematic VR evaluation, providing guidance for researchers and highlighting factors integral to VR quality.