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Purpose: This study aims to create and deform 3D garment apparel in an immersive virtual reality using head-mounted display and controllers. For this, adequate design methods for immersive virtual environment were explored and developed in order to confirm the suitability of the developed methods. Design/methodology/approach: An immersive virtual environment was prepared using Unreal Engine (UE) version 5.1 and Meta Human Lexi to create template garment that corresponds to the sizes of a human model. Dual quaternion skinning was adopted for pose deformation. For size deformation, patches were constructed with the measurement lines defined on Lexi. This patch-based approach was adopted not only for automatic generation but also for flat pattern projection of the template garment. Findings: The research found that garment-making process can be brought into immersive virtual reality. Free use of one's hands and body made apparel deformation in an immersive environment conform with the real garment draping process. Originality/value: Simulating garment making in an immersive virtual reality has not previously been explored in detail. This research discovered, implemented and tested methods that best suit the environment where head-mounted display and controllers are essential in detail. [ABSTRACT FROM AUTHOR]

Background and aim: Depression in Parkinson's disease (DPD) has a high incidence rate among patients with Parkinson's disease (PD). It is a common nonmotor symptom of PD that seriously affects the quality of life of patients. Thus, improving DPD is important for improving the quality of life of patients. Psychotherapy for depression is limited for many reasons, and only a few patients are able to benefit from this therapy. Several studies have demonstrated that relaxation therapy, playing, and exercise therapy are effective treatments for depression. In recent years, virtual reality (VR) has rapidly developed as a form of rehabilitation due to its immersive characteristics and accessibility. It has also been applied in the psychological treatment of phobia and anxiety. However, no relevant research on the treatment of DPD has been conducted using VR. This study aims to assess the effects of immersive VR-assisted training on patients with DPD. Methods: This single-blind randomized controlled trial will recruit 74 patients with DPD. The patients will then be randomly allocated into two groups. The patients in the VR group (n = 37) will receive VR-assisted training (40 min) three times a week for 8 weeks. The patients in the non-VR training group (n = 37) will receive treatment as usual. The outcome measures will be assessed before intervention, and after 8 weeks, 3 months, and 6 months of the intervention. The primary outcomes will include the Hamilton Depression Scale-24. The secondary outcomes will include the 36-Item Short-Form Health Survey questionnaire, neuroinflammation factors (brain-derived neurotrophic factor, interleukin-6, and C-reactive protein), and functional magnetic resonance imaging. Discussion: The traditional treatment of depression has limited resources and requires a lot of time and energy. It is not suitable for patients with PD having mobility difficulties and residing in remote areas. VR can make up for limitations in traditional treatment methods. An advantage of VR is that it makes patients more invested in active participation. This study may provide an improved method for the clinical treatment of patients with DPD, which is suitable for clinical decision-making and future practice. Trial registration: The study has been registered in the Chinese Clinical Trial Registry ChiCTR2200065843, November 16, 2022. https://www.chictr.org.cn/showproj.html?proj=174551 {2a and 2b} [ABSTRACT FROM AUTHOR]

Monitoring the reality status of conscious experience is essential for a human being to interact successfully with the external world. Despite its importance for everyday functioning, reality monitoring can systematically become erroneous, for example, while dreaming or during hallucinatory experiences. To investigate brain processes associated with reality monitoring occurring online during an experience, i.e., perceptual reality monitoring, we assessed EEG microstates in healthy, young participants. In a within‐subjects design, we compared the experience of reality when being confronted with dream‐like bizarre elements versus realistic elements in an otherwise highly naturalistic real‐world scenario in immersive virtual reality. Dream‐like bizarreness induced changes in the subjective experience of reality and bizarreness, and led to an increase in the contribution of a specific microstate labelled C′. Microstate C′ was related to the suspension of disbelief, i.e. the suppression of bizarre mismatches. Together with the functional interpretation of microstate C′ as reported by previous studies, the findings of this study point to the importance of prefrontal meta‐conscious control processes in perceptual reality monitoring. [ABSTRACT FROM AUTHOR]

Mild cognitive impairment is associated with many neurodegenerative diseases. It is essential to detect mild cognitive impairment on time to reduce the prevalence of such disorders. Nevertheless, present clinically employed test scales and biomarkers are time-consuming, user-unfriendly, and expensive. Hence, we developed a neuropsychological test system based on virtual reality in this study, the Virtual Reality Neuropsychological Mild Cognitive Impairment Test (VRNPT). The diagnosis and classification of MCI were achieved by effectively combining digital cognitive parameters and EEG signal features obtained during the VRNPT cognitive task. The VRNPT contains three head-mounted display-based cognitive tasks that assess participants' attention, memory, spatial perception, working memory, and visuospatial executive ability across multiple cognitive domains of functioning. We investigated how to design and optimize these tasks. We conducted a field study by recruiting 80 participants (40 MCI patients and 40 normal older adults). The results showed that the classification accuracy of combining digitized cognitive parameters and EEG signals during VRNPT was 91.3%, higher than using only digitized parameters from VRNPT and applying EEG signals alone, demonstrating the validity and feasibility of this method for diagnosing MCI. The user satisfaction survey showed that the subjects were satisfied with VRNPT. [ABSTRACT FROM AUTHOR]

The use of virtual reality (VR) training in medical school education has increased over the last decade partly due to coronavirus-19 (COVID-19) and due to technology advancements in this integrative area. As medical students are being trained in new pedagogical interventions, it is important to drill-down and focus on the areas of most translational concern for assessing their competency and proficiency. Thus, the present pilot study sought to evaluate a group of fourth-year medical students' ability to learn a modified medical school curriculum on implementing a subdermal drain by first learning how to stitch on a silicone model (i.e., proper stitching only) and then being randomly assigned to either a third-person point-of-view (TP-POV) or first-person point-of-view (FP-POV) immersive VR group to learn how to conduct the surgical procedure (i.e., conceptually and procedurally). Then, the participants' surgical procedural motor skills were assessed on a single attempt to demonstrate their competency and proficiency on a cadaver. The results showed that the pedagogical learning differences in FP-POV immersive VR improved the cleanliness and accuracy of the surgical dissection movement and drain placement with 100% proficiency in the first attempt at implementing this surgical technique on a cadaver. Additionally, there was statistically significant improvement in the dissection movement (p < 0.05*) and the tension test (p < 0.01**) in the FP-POV group compared to the TP-POV group, even with a small sample size in the present pilot study. These findings offer unique training opportunities to be considered when designing future VR curriculum with the suggested use of repeated-measures designs on the surgical procedural motor skills to assess learning curves and their potential translations in reducing operating room errors, costs, planning and scheduling times, and surgery overlaps, thereby positively contributing to a more efficient and safer OR surgical experience by staff and patients in the near future. [ABSTRACT FROM AUTHOR]

Embodied virtual agents (EVAs) are used in various online shopping scenarios to enhance consumer experience. Humanoid avatars and output modalities of EVAs are two important factors affecting online shopping experience, which have been widely studied in shopping websites before. Moreover, immersive virtual reality (IVR) shopping is a future trend in online shopping, but research on EVAs in IVR environments is limited. The impact of them in an IVR shopping environment is not yet fully understood. Therefore, this study aims to investigate the effect of an EVA's humanoid avatar and output modalities on the online shopping experience in an IVR environment. First, 66 participants were invited to participate in a 2 (humanoid avatar: presence vs. absence) × 3 (output modalities: text-only, voice-only, and text and voice) within-group experiment to complete the specified purchase task. After each purchase task was completed, participants were required to fill in a subjective questionnaire to score the six different combinations of virtual agents (VAs). After all purchase tasks were completed, a follow-up interview was conducted to better obtain the participants' preferences and detailed reasons for the six different combinations of VAs. The results showed that humanoid avatars significantly enhanced participants' perceptions of warmth, communication, trust, and satisfaction. Additionally, output modalities significantly enhanced participants' perception of warmth, communication, trust, comfort, and satisfaction. Finally, the humanoid avatar and output modalities had significant interactions in terms of comfort. The results of this research provide theoretical reference and guidance for the design of VAs in IVR shopping environment, and also provide inspiration for the design and research of VAs in other online shopping environments. [ABSTRACT FROM AUTHOR]

Purpose: The reemergence of immersive virtual technology (IVR) provides both opportunities and challenges for workplace learning (WPL). The purpose of this study is to explore and develop knowledge about how gamification influences the WPL experience by addressing two research questions: RQ1. What characterizes a gamified immersive safety training experience with IVR technology? and RQ2. How does gamified immersive safety training with IVR technology impact the WPL experience? Design/methodology/approach: The study adopted a mixed methods approach by combining a systematic literature review with a case study on an empirical project about immersive fire safety training for train operators that are used at the Swedish train operating company SJ. The case study included data from semistructured interviews, Web survey and observation studies. The data was analyzed in two stages combining inductive and deductive data analysis for identifying themes and categories. Findings: The findings of the study are twofold: (1) themes that conceptualize the gamified immersive safety training experience based on outputs from both the literature review and the first round of data analysis; and (2) a framework with three overarching categories that are mapped with the identified themes, and which were deduced throughout the second round of data analysis. Originality/value: The originality of the findings stresses the implications of how a body of knowledge that synthesizes gamification concepts with immersive safety training, can inform the design of WPL experiences that are facilitated with IVR technology. As such, the implications of the findings are targeted toward both the advancement of the IVR discourse in the WPL field, but also toward practical considerations for design of immersive learning experiences that enrich WPL practices and culture. [ABSTRACT FROM AUTHOR]

The assessment of unilateral spatial neglect (USN) primarily relies on paper-and-pencil tests, which do not fully represent daily life difficulties. To address this limitation, ecological tests, like the Baking Tray Test (BTT), have been developed. However, the original BTT identifies the presence of USN without providing information on its severity. In this aim, a new severity measure, the Centre of Mass (CoM), has been proposed, but its calculation in real environments poses challenges. Immersive virtual reality (VR) offers a promising solution for implementing a BTT in which measures are automatically calculated. This study aimed to assess the feasibility and relevance of an immersive VR BTT. Nineteen right brain-damaged patients with and without USN and 25 healthy participants were included. Group analyses showed an equivalence between the two BTT versions. Individual analyses revealed that all USN patients, except one, had pathological results in both versions. They also underlined pathological scores in patients without USN signs on paper-and-pencil tests. Finally, the CoM strongly correlated with paper-and-pencil tests and appeared to be a good indicator of USN severity. These findings support the relevance of implementing the BTT in an immersive VR version, suggesting its potential to enhance USN assessment. [ABSTRACT FROM AUTHOR]

In virtual reality (VR), users can embody a wide variety of avatars, fromdigital replicas of themselves through diverse human body styles and appearances to non-humanoid representations. Although choosing a body to inhabit is part of what makes VR such an engaging experience, various studies have shown how embodiment may change the way we perceive ourselves and others both inside and outside VR. In our study, we explored whether first-person versus third-person avatar customization would lead to changes in embodiment. Furthermore, participants were embodied in larger-sized avatars based on the hypothesis that embodiment would lead to a change in implicit bias toward larger-sized people. Our results show that third-person avatar customization led to a decrease in the perceived embodiment of the larger-sized avatar and that, on the contrary, higher embodiment was associated with a reduction in implicit biases toward larger-sized people in the first-person avatar customization mode. These findings suggest that third-person avatar customization leads to reduced feelings of embodiment, while first-person avatar customization may support more radical body changes. [ABSTRACT FROM AUTHOR]

Immersive virtual reality (IVR) offers significant transformative potential for science education by supporting learning experiences that deeply engage students and improve their understanding of scientific concepts. Despite considerable interest, research on the use of IVR in science education is still in its formative stage. Currently, there is a substantial gap in a tool that can help stakeholders evaluate key elements of immersive software for science education contexts. This research addresses this gap by conceptualising and applying a framework designed to assist educators, researchers, and designers in assessing essential components of an immersive science application. The framework highlights three key components: IVR technological affordances, the exploration of science within IVR, and scientific representations. These components are synthesised into the Immersive Representations Model (IRM). Employing screen capture methodology, we evaluated the application and significance of the IRM. This study pioneers a structured approach to evaluating immersive technologies in science education. [ABSTRACT FROM AUTHOR]

A substantial amount of media comparison research has been conducted in the last decade to investigate whether students learn Science, Technology, Engineering, and Mathematics (STEM) content better in immersive virtual reality (IVR) or more traditional learning environments. However, a thorough review of the design and implementation of conventional and IVR conditions in media comparison studies has not been conducted to examine the extent to which specific affordances of IVR can be pinpointed as the causal factor in enhancing learning. The present review filled this gap in the literature by examining the degree to which conventional and IVR conditions have been controlled on instructional methods and content within the K-12 and higher education STEM literature base. Thirty-eight published journal articles, conference proceedings, and dissertations related to IVR comparison studies in STEM education between the years 2013 and 2022 were coded according to 15 categories. These categories allowed for the extraction of information on the instructional methods and content characteristics of the conventional and IVR conditions to determine the degree of control within each experimental comparison. Results indicated only 26% of all comparisons examined between an IVR and conventional condition were fully controlled on five key control criteria. Moreover, 40% of the comparisons had at least one confound related to instructional method and content. When looking at the outcomes of the studies, it was difficult to gather a clear picture of the benefits or pitfalls of IVR when much of the literature was confounded and/or lacked sufficient information to determine if the conditions were controlled on key variables. Implications and recommendations for future IVR comparison research are discussed. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) applications are developing rapidly, becoming more and more affordable, and offer various advantages for learning contexts. Dynamic visualizations are generally suitable for depicting continuous processes (e.g., different movement patterns), and particularly dynamic virtual 3D-objects can provide different perspectives on the movements. The present study investigated through a low immersive (desktop "VR", Study 1) and a high immersive virtual environment (immersive VR; Study 2) the effectiveness of different interaction formats to view 3D-objects from different perspectives. Participants controlled either the orientation of the 3D-objects (Study 1, mouse interaction; Study 2, hand interaction via VR controllers) or their viewpoint in relation to the 3D-objects (Study 1, camera position; Study 2, position of participants' own body). Additionally, the moderating influence of learners' visuospatial ability was addressed. Dependent variables were pictorial recognition (easy, medium, difficult), factual knowledge, presence, and motion sickness. Results showed that higher-visuospatial-ability learners outperformed lower-visuospatial-ability learners. In Study 1, higher-visuospatial-ability learners showed higher recognition performance (difficult items) by controlling the camera position, whereas lower-visuospatial-ability learners suffered from this interaction format. In Study 2, higher-visuospatial-ability learners achieved better recognition performance (easy items) by controlling the 3D-models, whereas lower-visuospatial-ability learners tended to profit from moving around the 3D-objects (medium items). The immersive VR yielded more presence and higher motion sickness. This study clearly shows that different interaction formats to view 3D-objects from multiple perspectives in Desktop-VR are not transferable on a one-to-one basis into immersive VR. The results and implications for the design of virtual learning environments are discussed. [ABSTRACT FROM AUTHOR]

Background: Immersive Virtual Reality (IVR) has shown promise in the assessment, understanding, and treatment of eating disorders (EDs), providing a dynamic platform for clinical innovation. This scoping review aims to synthesize the recent advancements and applications of IVR in addressing these complex psychological disorders. Methods: This review followed the Preferred Reporting Items for Systematic Reviews and Meta-analysis Protocols, focusing on studies published in the past five years. It included peer-reviewed papers that used IVR for ED assessment, examination, or treatment. A comprehensive database search provided a selection of relevant articles, which were then methodically screened and analyzed. Results: Twenty studies met the inclusion criteria, with a primary focus on Anorexia Nervosa (AN), Bulimia Nervosa (BN), and Binge Eating Disorder (BED). The application of IVR was categorized into three areas: assessment, understanding, and treatment. IVR was found to be an effective tool in assessing body image distortions and emotional responses to food, providing insights that are less accessible through traditional methods. Furthermore, IVR offers innovative treatment approaches by facilitating exposure therapy, modifying body-related biases, and enabling emotional regulation through embodied experiences. The studies demonstrate IVR's potential to improve body image accuracy, reduce food-related anxieties, and support behavioral changes in ED patients. Conclusion: IVR stands out as a transformative technology in the field of EDs, offering comprehensive benefits across diagnostic, therapeutic, and experiential domains. The IVR's ability to simulate the brain's predictive coding mechanisms provides a powerful avenue for delivering embodied, experiential interventions that can help recalibrate distorted body representations and dysfunctional affective predictive models implicated in EDs. Future research should continue to refine these applications, ensuring consistent methodologies and wider clinical trials to fully harness IVR's potential in clinical settings. [ABSTRACT FROM AUTHOR]

In the wake of the COVID-19 pandemic and the rise of social justice movements, increased attention has been directed to levels of intergroup tension worldwide. Racial prejudice is one such tension that permeates societies and creates distinct inequalities at all levels of our social ecosystem. Whether these prejudices are present explicitly (directly or consciously) or implicitly (unconsciously or automatically), manipulating body ownership by embodying an avatar of another race using immersive virtual reality (IVR) presents a promising approach to reducing racial bias. Nevertheless, research findings are contradictory, which is possibly attributed to variances in methodological factors across studies. This systematic review, therefore, aimed to identify variables and methodological variations that may underlie the observed discrepancies in study outcomes. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, this systematic review encompassed 12 studies that employed IVR and embodiment techniques to investigate racial attitudes. Subsequently, two mini meta-analyses were performed on four and five of these studies, respectively — both of which utilised the Implicit Association Test (IAT) as a metric to gauge these biases. This review demonstrated that IVR allows not only the manipulation of a sense of body ownership but also the investigation of wider social identities. Despite the novelty of IVR as a tool to help understand and possibly reduce racial bias, our review has identified key limitations in the existing literature. Specifically, we found inconsistencies in the measures and IVR equipment and software employed, as well as diversity limitations in demographic characteristics within both the sampled population and the embodiment of avatars. Future studies are needed to address these critical shortcomings. Specific recommendations are suggested, these include: (1) enhancing participant diversity in terms of the sample representation and by integrating ethnically diverse avatars; (2) employing multi-modal methods in assessing embodiment; (3) increasing consistency in the use and administration of implicit and explicit measures of racial prejudice; and (4) implementing consistent approaches in using IVR hardware and software to enhance the realism of the IVR experience. [ABSTRACT FROM AUTHOR]

Veterinary parasitology is study of parasitic diseases, treatment and prevention. It is a major component of animal health courses due to impacts parasites have on production and companion animals. Extant tertiary education in parasitology typically involves theory sessions coupled with practical experience. In this study we propose tertiary parasitology teaching would be enhanced through adoption of immersive Virtual Reality (I-VR) as an intrinsically motivating learning tool to complement their studies. To evaluate this adoption, a custom I-VR parasitology game was developed that tertiary veterinary science students experienced (n = 109), with feedback assessed using the Hedonic-Motivation System Adoption Model (HMSAM). HMSAM proved appropriate for measuring student’s hedonistic and utilitarian perspectives of I-VR experience with perceived ease of use, perceived usefulness, joy, ability to control, immersion levels and intention to use displaying significant positive relationships in derived model. However, in a departure from similar studies, the curiosity construct was not a useful predictor of intention to use in this context of a scaffolded, instructional application. This study highlights suitability of I-VR and provides a statistically robust evaluation method using a modified HMSAM to evaluate acceptance, usefulness, and ease of use of I-VR in tertiary education. [ABSTRACT FROM AUTHOR]

Abstract Background and aim Depression in Parkinson’s disease (DPD) has a high incidence rate among patients with Parkinson’s disease (PD). It is a common nonmotor symptom of PD that seriously affects the quality of life of patients. Thus, improving DPD is important for improving the quality of life of patients. Psychotherapy for depression is limited for many reasons, and only a few patients are able to benefit from this therapy. Several studies have demonstrated that relaxation therapy, playing, and exercise therapy are effective treatments for depression. In recent years, virtual reality (VR) has rapidly developed as a form of rehabilitation due to its immersive characteristics and accessibility. It has also been applied in the psychological treatment of phobia and anxiety. However, no relevant research on the treatment of DPD has been conducted using VR. This study aims to assess the effects of immersive VR-assisted training on patients with DPD. Methods This single-blind randomized controlled trial will recruit 74 patients with DPD. The patients will then be randomly allocated into two groups. The patients in the VR group (n = 37) will receive VR-assisted training (40 min) three times a week for 8 weeks. The patients in the non-VR training group (n = 37) will receive treatment as usual. The outcome measures will be assessed before intervention, and after 8 weeks, 3 months, and 6 months of the intervention. The primary outcomes will include the Hamilton Depression Scale-24. The secondary outcomes will include the 36-Item Short-Form Health Survey questionnaire, neuroinflammation factors (brain-derived neurotrophic factor, interleukin-6, and C-reactive protein), and functional magnetic resonance imaging. Discussion The traditional treatment of depression has limited resources and requires a lot of time and energy. It is not suitable for patients with PD having mobility difficulties and residing in remote areas. VR can make up for limitations in traditional treatment methods. An advantage of VR is that it makes patients more invested in active participation. This study may provide an improved method for the clinical treatment of patients with DPD, which is suitable for clinical decision-making and future practice. Trial registration The study has been registered in the Chinese Clinical Trial Registry ChiCTR2200065843, November 16, 2022. https://www.chictr.org.cn/showproj.html?proj=174551 {2a and 2b}

To investigate perspectives of people with chronic pain regarding aspects of immersive virtual reality (IVR) that enhance and reduce engagement and the outcomes of engagement in IVR. This content analysis was performed on data obtained through open-ended interview questions from a study aiming to understand the influence of IVR on chronic pain study at a research lab at a university. Participants included a sample of 20 adults who completed the parent study. Results highlight that presence, agency, customization, and novelty are important aspects that enhance engagement in IVR, with agency and presence being mentioned most frequently. Meanwhile, secondary effects of IVR and usability were said to reduce engagement with the IVR. Outcomes of engagement with IVR include enjoyment, mood elevation, relaxation/calming, a distraction from pain, and a loss of reality. This study provides an initial understanding of individuals’ perspectives of engagement with IVR in relation to chronic pain management. Health professionals using IVR to treat people with chronic pain can use these elements to facilitate engagement in their clients. Further research should be done to study the association between engagement in IVR and pain reduction to improve the development of IVR programs for chronic pain management. [ABSTRACT FROM AUTHOR]

Abstract Background A paradigm shift in nursing education is required to prepare Z generation of nursing students through integrated innovative technologies as teaching strategies such as immersive virtual reality in several bioscience and main courses to facilitate and enhance learning process. Aim/objective Examine the effect of utilizing an immersive virtual reality application on students’ perceptions, knowledge, and satisfaction in an anatomy course. Methods A quasi-experimental (pre-post test, one group) design was conducted among 1st year nursing students (N = 138) enrolled in an anatomy course in the spring semester of 2023–2024 in the nursing program in the health professions faculty at Al-Quds University. The technology acceptance model (TAM) was used for data collection. Results The results showed that 96% of participants were satisfied with using the VR application, and it retains their knowledge in the human anatomy course. 92% of the total, were under the age of twenty, and 84% were females. 80.1% (2.99 ± 0.58) of those students had more positive perspectives of VR applications in the nursing courses. Additionally, there were significant differences in students’ satisfaction and knowledge toward using VR applications after the anatomy lecture (p = 0.029, p = 0.05, respectively). Conclusion Virtual reality is a supplemental innovative tool for promoting learning. Nursing students perceive immersive virtual reality technologies positively and prefer using three-dimensional images in their anatomy courses, which helps them recall their knowledge, understand concepts of educational content, identify learning objectives, and improve learning outcomes. This study found that virtual reality can improve nursing students’ understanding, satisfaction, and knowledge of anatomy.

Abstract In the rapidly evolving landscape of educational technologies, Immersive Virtual Reality (iVR) stands out as a transformative tool for teaching and learning. The learner must actively engage, particularly when visual and auditory knowledge information is presented simultaneously. Generative learning strategies support learners in processing and integrating the information provided effectively and help them select, organize, and integrate information into a coherent mental model. Yet, learners often do not use such strategies spontaneously, so pre-training of the learning strategy is recommendable. IVR provides a spatial context for learning, where an essential strategy for promoting learning is to integrate auditory knowledge information into visually perceived space. We hypothesize that this can be done effectively through imagination, i.e., learners mentally visualize auditory information. This study investigated an imaginative pre-training strategy that targets integrating visual-spatial and auditory knowledge information. In a pre-post between-subjects design, we tested the effects of imaginative strategy pre-training. Students received either a pre-training (EG = 30) or no training (CG = 30) before exploring an iVR learning environment. Against our expectations, the EG did not outperform the CG on semantic and spatial knowledge. These findings may be explained by the demands on learners to process sensory input, and focus directed attention in a spatial iVR environment, suggesting that imagination strategies need to be anchored and complemented by other selection and organization strategies. This study contributes to a critical understanding of the possibilities and limitations of iVR in education, shedding light on the learners' processes and needs.

Background: A paradigm shift in nursing education is required to prepare Z generation of nursing students through integrated innovative technologies as teaching strategies such as immersive virtual reality in several bioscience and main courses to facilitate and enhance learning process. Aim/objective: Examine the effect of utilizing an immersive virtual reality application on students' perceptions, knowledge, and satisfaction in an anatomy course. Methods: A quasi-experimental (pre-post test, one group) design was conducted among 1st year nursing students (N = 138) enrolled in an anatomy course in the spring semester of 2023–2024 in the nursing program in the health professions faculty at Al-Quds University. The technology acceptance model (TAM) was used for data collection. Results: The results showed that 96% of participants were satisfied with using the VR application, and it retains their knowledge in the human anatomy course. 92% of the total, were under the age of twenty, and 84% were females. 80.1% (2.99 ± 0.58) of those students had more positive perspectives of VR applications in the nursing courses. Additionally, there were significant differences in students' satisfaction and knowledge toward using VR applications after the anatomy lecture (p = 0.029, p = 0.05, respectively). Conclusion: Virtual reality is a supplemental innovative tool for promoting learning. Nursing students perceive immersive virtual reality technologies positively and prefer using three-dimensional images in their anatomy courses, which helps them recall their knowledge, understand concepts of educational content, identify learning objectives, and improve learning outcomes. This study found that virtual reality can improve nursing students' understanding, satisfaction, and knowledge of anatomy. [ABSTRACT FROM AUTHOR]

Immersive virtual reality (IVR) and Metaverse applications are gaining attention in the educational field, showing potentials in transforming traditional learning methods by supporting active and experiential forms of learning. Our study, conducted within the context of an Italian university course, employs the Extended Expectation-Confirmation Model (EECM) as a theoretical framework to explore the key aspects of students' acceptance and continued intention to use IVR and Metaverse integrated learning environments in educational settings. The EECM, which bridges the gap between pre-adoption expectations and post-adoption experiences, provides a comprehensive perspective for exploring technology adoption in education. Students' attitudes were assessed before and after they completed an elective course offered by the university that delved into IVR and Metaverse applications. During the course, students explored the theoretical and practical applications of these technologies, engaging in a variety of experiences, from immersive relaxation exercises to immersive educational platforms in the emerging Metaverse. Contrary to common assumptions, pre-adoption factors like performance and effort expectancy had limited impact on expectancy confirmation. However, when students' initial expectations matched their experiences, their perceptions of the technology's usefulness, satisfaction, and confidence in its use were positively enhanced, influencing their continued intention to integrate these tools in education. [ABSTRACT FROM AUTHOR]

Introduction: Sensorimotor adaptation has often been studied in the visual modality through the Prism Adaptation (PA) paradigm. In this paradigm, a lateral shift in visual pointing was found after wearing prismatic goggles. An effect of PA has sometimes been observed on hearing, in favor of a cross-modality recalibration. However, no study has ever shown if a biased auditory-motor adaptation could induce this lateral shift, which appears essential to a better understanding of the mechanisms of auditory adaptation. The present study aimed at inducing an auditory prism-like effect. Methods: Sixty healthy young adults underwent a session of active audio-proprioceptive training in immersive virtual reality based on Head Related Transfer Functions (HRTF). This training consisted of a game in which the hand-held controller emitted sounds either at its actual position in a control group or at 10° or 20° to the right of its actual position in two experimental groups. Sound localization was assessed before and after the training. Results: The difference between both localization tests was significantly different between the three groups. As expected, the difference was significantly leftward for the group with a 20° deviation compared to the control group. However, this effect is due to a significant rightward deviation in the control group whereas no significant difference between localization tests emerged in the two experimental groups, suggesting that other factors such as fatigue may have cumulated with the training after-effect. Discussion: More studies are needed to determine which angle of deviation and which number of sessions of this audio-proprioceptive training are required to obtain the best after-effect. Although the coupling of hearing and vision in PA still needs to be studied, adding spatial hearing to PA programs could be a promising way to reinforce after-effects and optimize their benefits. [ABSTRACT FROM AUTHOR]

Social responses to virtual humans in immersive Virtual Reality (VR) may depend on whether users perceive them to be controlled by a person (avatar) or by the computer (agent). As related evidence is growing, this meta-analysis set out to synthesize corresponding findings. Specifically, we analyzed whether the perceived agency of a virtual human affects (1) social presence, (2) the evaluation of the virtual entity, and (3) behaviors toward it differently. Additionally, we controlled for task type, the virtual entity's appearance, the type of interaction, and agency manipulation. A literature search yielded 20 studies examining 911 participants (agent condition: 460, avatar condition: 451). Differences between perceived avatars and agents in social responses were calculated using Hedges' g. Results showed differences for social presence (g = 0.65, p =.001) and evaluation (g = 0.30, p =.024) in favor of avatars over agents. No effects emerged for behavioral outcomes. Meta-regressions revealed larger agency-differences in social presence for neutral than for negative tasks, and differences in evaluation for positive compared to mixed and neutral tasks. Overall, our findings suggest that while deliberate social responses like social presence and evaluation depend on perceived agency, automatic behaviors do not. For future research, particularly consistent conceptualizations of key variables are necessitated. [ABSTRACT FROM AUTHOR]

Introduction: Adults with Post-COVID-19 Condition (PCC) may show cognitive impairments in attention, processing speed, memory, and executive function. Multimodal programs that combine cognitive training, physical activity and emotional tasks, such as mindfulness-based interventions (MBIs), may offer a suitable alternative for improving PCC treatments. Immersive Virtual Reality (IVR) is a promising technology that can enhance traditional cognitive training, physical activity, and MBIs. The use of IVR technology may increase engagement with these interventions and potentially enhance the individual benefits of cognitive training, exercise and MBIs. The current study evaluated the impact of a multimodal IVR intervention, comparing this with a usual care intervention (control group), in order to assess changes in cognition and mental health in adults with PCC. We also aimed to assess user experience factors such as enjoyment, perceived improvement, and fatigue following each multimodal IVR session within the experimental group. Method: Thirty-one participants with PCC symptoms were assigned to either the experimental group (IVR, n = 15) or the control group (usual care intervention, n = 16) in a quasi-experimental design study. The multimodal IVR intervention consisted of MBI, cognitive training and physical exercise and was delivered in a 60-min group session with 5 participants, twice a week, for 8 weeks (16 sessions in total). Measures of global cognition, attention, processing speed, verbal episodic memory and subjective memory complaints (primary measures), and depressive and anxiety symptoms and fatigue (secondary measures) were assessed at baseline and also after 8 weeks (post-intervention). Results: Mixed between-group (group) and within-group (pre-post assessments) ANOVAs revealed significant group*time interactions in global cognition, simple attention, processing speed, memory and depressive symptoms, with large effect sizes (p < 0.05; partial η² > 0.14). There was also a marginally significant group*time interaction for executive function (p = 0.05). Follow-up analyses comparing pre-and post-intervention outcomes for each group separately showed that the experimental group significantly improved in global cognition, processing speed, memory and depressive symptoms, while the control group showed no significant pre-post changes. Friedman tests showed a significant main effect of time (χ²(2) = 6.609, p = 0.04), with a gradual increase in enjoyment from the first, to the mid, and then to the final session. In addition, perceived improvement scores remained high throughout the intervention, and patient-reported fatigue levels did not fluctuate significantly throughout the intervention. Conclusion: To our knowledge, no previous research has combined cognitive training, physical exercise and MBI using an IVR paradigm in adults with PCC. Despite their inherent limitations, our findings mark a pioneering step toward improving cognition and mental health outcomes in PCC through the innovative use of new technology and multimodal approaches. This first study should be accompanied by more extensive, randomized clinical trials aimed at further exploring and refining these interventions. [ABSTRACT FROM AUTHOR]

This study investigated how different learning tasks influence students' collaborative interactions in immersive Virtual Reality (iVR). A set of chemistry learning activities was designed with iVR, and 35 pairs of undergraduate students went through the activities. Videos of students' interactions were analysed to identify patterns in students' physical, conceptual, and social interactions. When students were manipulating conceptually familiar virtual objects (several water molecules), they perceived the tasks as a simple extension of prior knowledge and did not attempt to explore the 3D visualisation much. They did not move around to take different perspectives, and conceptual discussions were brief. Their prior power relations (leader–follower) carried over in iVR environments. In contrast, when conceptually unfamiliar chemical structures (protein enzyme) were displayed, students perceived the tasks as complex, demanding a new mode of learning. They spontaneously moved around to explore and appreciate the 3D visualisation of iVR. Walking to different positions to observe the virtual objects from multiple angles, students engaged in more collaborative, exploratory conceptual discussions. As the perceived complexity of learning tasks or virtual objects triggers different collaborative interactions amongst students, careful considerations need to be placed on the design of iVR tasks to encourage productive collaborative learning. [ABSTRACT FROM AUTHOR]

The affordance of immersive virtual reality (VR) holds great potential for education, supporting learning through simulation and visualization. However, the literature on STEM education indicates that VR learning is not necessarily more effective than traditional learning, because participants are immersed in learning environments with high visual loads, which increases cognitive load, resulting in poor learning outcomes. In addition, VR studies rarely evaluate learner performance in physical hands-on activities after participating in VR learning programs. Therefore, in this study, we seek to reduce cognitive load by incorporating feedback into the VR learning environment. This study conducts a quasi-experiment and proposes a VR learning environment for embedded electronic circuits and a practical hands-on task, to investigate learners' learning performance on practical hands-on task skills and their cognitive load. Participants were randomly assigned to groups with and without feedback. The results show that feedback in the VR environment is effective in reducing participants' extraneous cognitive load and increasing engagement, with fewer trial-and-error times in the learning units and better performance in the physical hands-on task. [ABSTRACT FROM AUTHOR]

Introduction: Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context. Methods: In the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi‐year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application. Results: The impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi‐year gymnasium students consistently outperformed comprehensive school students in the pre‐test and demonstrated greater learning gains, regardless of the learning media. Conclusion: The present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts. Lay Description: What is already known about this topic: Media comparison studies typically assess the effectiveness of immersive virtual reality as a learning medium in comparison to other instructional methods in education.The findings of these studies differ markedly.Numerous factors impact learning outcomes in an immersive virtual environment. What this paper adds: Recommendation that research in the field should explore not only if but also when and how IVR learning is effective.Evidence that learning achievements may not be affected by the medium used.Evidence that the type of school can significantly influence learning gains.Evidence that cognitive dispositions, such as spatial abilities, can be another factor that influence learning outcomes. Implications for practice: A technology‐centred approach alone does not allow for a proper evaluation of the learning gain potential of IVR, learner characteristics and broader educational context should also be taken into account.IVR as a learning medium may not be appropriate for all students and every educational setting.To ensure reliable evaluation of learning gains, it is necessary to align the content and format of the intervention in both learning mediums as closely as possible.Measuring learning gains not only immediately after the intervention but also with a significant time delay can contribute to a more comprehensive understanding. [ABSTRACT FROM AUTHOR]

Technological progress leads to new advances in dental education. One of the applications involves the use of virtual and augmented reality as educational aids. The emerging question is to establish if and how these enhancements may prove beneficial to the overall student learning process. A review of recent literature was conducted with the aim of providing evidence for the development of relevant clinical guidelines. The proposed topic attempted to provide answers to the questions of (a) how participants perform when using haptic devices compared to traditional tooth preparation methods on typodonts, (b) how the use of simulators is perceived by both students and educators, and (c) what added value simulators may have in prosthetic dentistry training. The main findings of this study showed that participants expressed satisfaction with the educational experience, finding it both stimulating and very similar to the actual clinical environment. However, differences between haptic and conventional methods were also apparent. Haptics was a significant predictor of clinical crown performance. Significantly better results and shorter preparation times tended to increase with experience. In conclusion, self‐directed learning appears to be beneficial in the clinical education that follows data‐driven approach. At the pre‐laboratory level, simulators may act as an initial familiarization instrument. At the preclinical level, they may aid in detecting students who require extra assistance, or to provide extra training hours for students lacking adequate competency to enter the clinical training phase. [ABSTRACT FROM AUTHOR]

The use of immersive virtual reality (iVR) technology creates an infinite set of possibilities for language learners both inside and outside the traditional classroom setting. In contributing a deeper understanding of language education with iVR, the present study explored how low-proficiency level English learners perceived iVR and how iVR benefited language learning. This mixed-method study included qualitative data (screen and in-class recordings, post-interviews) and quantitative data (pre-and posttests, post-surveys). Twenty-five 4th graders in a Korean elementary school participated in this study and the study explored their language learning experiences with an iVR platform, Immerse. Findings showed that the students perceived the activities in iVR as motivating, enjoyable, and useful for learning English. Specifically, the current study investigated students' behavioral, affective, and cognitive engagement. The results showed that the iVR learning environment had a positive impact on students' engagement in all three dimensions. The pre- and post-test results indicated that learning outcomes were significantly enhanced after the iVR sessions. The study suggests pedagogical implications to effectively utilize iVR technology for language learning based on the results. [ABSTRACT FROM AUTHOR]

Pain is the most common reason for medical consultation and use of health care resources. The high socio-economic burden of pain justifies seeking an appropriate therapeutic strategy. Immersive virtual reality (VR) has emerged as a first-line non-pharmacological option for pain management. However, the growing literature has not been accompanied by substantial progress in understanding how VR could reduce the pain experience, with some user experience factors being associated with the hypoalgesic effects of immersive VR. The aim of this review is (i) to summarize the state of the art on the effects of VR on adults and children suffering from pain conditions; (ii) to identify and summarize how mechanisms across immersive VR user experience influence hypoalgesic effects in patients with acute and chronic pain among adults and children. A critical narrative review based on PICOT criteria (P = Patient or Population and Problem; I = Intervention or Indicator; C = O = Outcome; T = Type) was conducted that includes experimental studies or systematic reviews involving studies in experimentally induced pain, acute pain, or chronic pain in adults and children. The results suggest an association between immersive VR-induced hypoalgesia and user experience such as distraction, presence, interactivity, gamification, and virtual embodiment. These findings suggest that hierarchical relationships might exist between user experience-related factors and greater hypoalgesic effects following an immersive VR intervention. This relationship needs to be considered in the design and development of VR-based strategies for pain management. [ABSTRACT FROM AUTHOR]

Academic self-concept plays a central role in successful learning and is substantially shaped by social comparisons. Research on the so-called Big-Fish-Little-Pond Effect (BFLPE) has yielded a highly robust and generalizable pattern of negative effects of higher class/school average achievement on students' self-concept when controlling for individual achievement. However, most BFLPE studies have not provided information about the causes behind or the mechanisms underlying the proposed effects. To address this, we used a fully immersive virtual reality (IVR) classroom to experimentally test the extent to which students recognized performance-related classroom behavior as implicit social comparison information and how these perceptions explained differences in students' self-concepts. Participants (N = 381 sixth-grade students) experienced an authentic yet standardized IVR teaching situation with virtual classmates who exhibited different performance levels (operationalized as 20% vs. 35% vs. 65% vs. 80% of classmates raising their hands). Hand-raising behavior had a significant positive effect on students' perceptions of the class' performance level (d20% vs. 65% = 0.60; d20% vs. 80% = 1.24). In line with the BFLPE, results showed a negative effect of higher performing classmates on students' situational self-concept (d20% vs. 80% = 0.30). Students' perceptions of the class' performance level fully explained the effect of classmates' hand-raising behavior on students' situational self-concept. The study's experimental approach provided new insights into the emergence of social comparison effects in the classroom, highlighting the major role of students' perceptions of their classmates' performance-related behavior, and moreover demonstrated the general potential of using IVR in classroom research. [ABSTRACT FROM AUTHOR]

The aim of this study is to understand the experiences of university students who took part in a pilot program for an experiential learning opportunity in immersive virtual reality (iVR). Experiential learning opportunities are essential for students who will be expected to apply their knowledge in a professional setting. Head-mounted display devices were distributed to university students and individuals with developmental disabilities at a partnering community organization. The university students met community partners in a virtual world and interacted with them to learn about their partners' self-selected goals related to communication and job skills. A mixed methods analysis of survey responses and journal entries was conducted. Students reported an overall positive experience with iVR and indicated an interest in pursuing future opportunities to include iVR in their learning. [ABSTRACT FROM AUTHOR]

As technological advancements continue to redefine the landscape of adult education and training, virtual reality (VR) has emerged as a potent tool for enhancing skill acquisition. This literature review synthesizes existing research on the utilization of immersive and discrete VR in training adults in the medical domain. The primary focus was on understanding the effectiveness, challenges, and potential applications of VR-based training programs. Specifically, we reviewed studies related to practical skills critical to safety that target a non-surgical, discrete medical procedure (e.g., diabetes care procedures, how to correctly set a G-tube, CPR, correct personal protective equipment [PPE] usage) using an immersive VR technology as a training modality. Further, the studies reviewed had to include a comparison of immersive VR training to that of a business-as-usual (BAU) method. We conducted a review of the six studies that met the criteria and coded variables related to what technology was used, targeted skills being trained, social validity, effectiveness of the intervention, and whether generalization occurred. Key themes explored in the literature include the role of immersive experiences in enhancing learning outcomes when comparing VR training to BAU and the adaptability of VR platforms to different skill sets. Special attention was given to identifying factors that contribute to the success or limitation of VR-based training initiatives, including individual differences, technology acceptance, and effectiveness. [ABSTRACT FROM AUTHOR]

Virtual reality and technology-driven 'exergaming' have grown in tandem to expand the possibilities of exercise. However, few studies have investigated these aspects together in the context of treadmill walking. This study examined the effects of immersive virtual reality (IVR) on heart rate (HR) and ratings of perceived exertion (RPE) while walking on a treadmill at three different speeds, only one of which was disclosed to participants. Using a single-blinded, randomized control trial with a crossover research design, sixteen college-aged adults (eight females, mean age of 20.5 ± 1.2 years) were randomly assigned a testing order for six trials of treadmill walking. Three 10 min trials were conducted with IVR and three were conducted without on two separate days; a 3 min break was given in between trials. Borg RPE scores were assessed after each trial, while HR was monitored throughout. The IVR trials produced lower mean RPE scores in comparison to the non-IVR group at 3.5 and 3.7 mph. The IVR trials also yielded a lower mean HR compared to the non-IVR trials at the highest speed of 3.7 mph. These findings suggest that IVR may be able to attenuate RPE scores and HR while walking on a treadmill. [ABSTRACT FROM AUTHOR]

Memory for object locations in proximity is an essential aspect of everyday activities and has high clinical relevance. Immersive Virtual Reality (VR) has the potential to bridge the gap between the experimental control of laboratory conditions and reliable predictions of functional abilities. We developed the immersive Virtual Memory Task (imVMT), a neuropsychological assessment tool for spatial memory that combines gesture-based natural hand interaction and a head-mounted display. Our aim was to investigate the imVMT task characteristics, to validate the imVMT regarding the underlying cognitive processes, and to evaluate its applicability and feasibility in the clinical context in a sample of thirty-five patients with various neurological disorders and functional deficits. We further aimed to assess object-location memory in a small-scale virtual environment. Our results show that task difficulty can be efficiently manipulated by increasing the number of objects to memorize and rotation angle against the encoding perspective. We demonstrate construct validity as our primary outcome measure was significantly related to spatial memory performance in conventional neuropsychological tests. The imVMT was highly feasible and received high ratings for usability. The imVMT represents an ecologically relevant and valid VR task for assessing object-location memory in a wide range of neurological patients. German Clinical Trials Register identifier: DRKS00024005. [ABSTRACT FROM AUTHOR]

Neural radiance fields (NeRFs) and 3D Gaussian splatting have emerged as promising 3D reconstruction techniques recently. However, their application in virtual reality (VR), particularly in firefighting training, remains underexplored. We present an innovative VR firefighting simulation system based on 3D Gaussian Splatting technology. Leveraging these techniques, we successfully reconstruct realistic physical environments. By integrating the Unity3D game engine with head-mounted displays (HMDs), we created and presented immersive virtual fire scenes. Our system incorporates NeRF technology to generate highly realistic models of firefighting equipment. Users can freely navigate and interact with fire within the virtual fire scenarios, enhancing immersion and engagement. Moreover, by utilizing the Photon PUN2 networking framework, our system enables multi-user collaboration on firefighting tasks, improving training effectiveness and fostering teamwork and communication skills. Through experiments and surveys, it is demonstrated that the proposed VR framework enhances user experience and holds promises for improving the effectiveness of firefighting training. [ABSTRACT FROM AUTHOR]

Students in secondary vocational education often have to learn and practice their skills in potentially dangerous situations, operating complex machinery or working in hazardous conditions. As a consequence, they need to be trained on how to work safely, to respect safety regulations, to wear protective gear and related equipment, to consider ergonomics, and to follow emergency procedures. However, this is difficult in current teaching on hazard perception due to a lack of authentic and real-life learning conditions, and due to learning materials often not being adapted to secondary vocational students. To address these challenges, we adopted an Educational Design Approach in which we designed, developed, and tested a low-cost, mobile immersive virtual reality serious game, teaching hazard perception to secondary vocational students. We engaged 8 teachers and 50 students from 5 secondary vocational schools to co-design and test the prototype serious game. Final test results demonstrate both students and teachers valued the learning experience positively, in terms of spatial presence, involvement, design, interest/enjoyment and value/usefulness. During several iterations, we were also able to identify critical design elements, which were valued positively in terms of both enjoyment and perceived usefulness. The design elements are discussed in a detailed way to support both researchers and practitioners in their future design of immersive virtual reality learning experiences. Finally, directions for future research are presented. [ABSTRACT FROM AUTHOR]

Purpose: Despite the increasing interest in the metaverse—immersive three-dimensional virtual worlds wherein personalized avatars interact with one another—little is known about how users cognitively appraise and emotionally experience it. To fill this gap, the present study explores the emotional, behavioral and social consequences of users' cognitive appraisals, while focusing on social virtual reality (VR) as a representative entry point to the metaverse. Design/methodology/approach: Drawing on cognitive appraisal theory against the backdrop of a framework for classifying emotions, this study develops and tests a theoretical model to account for users' continuance intention and its consequences in the social VR context based on two-wave panel survey data collected from 216 users of social VR platforms, including AltspaceVR, VRChat, Bigscreen and Rec Room. Findings: The results of the first survey showed that perceived opportunity was more strongly influenced by technological opportunity than social opportunity, whereas perceived threat was more strongly affected by social threat than technological threat. Integrating the data collected from the first survey with those of the second survey, we also found that users' continuance intention positively influenced both their behavioral engagement and social self-efficacy. Originality/value: By adopting a longitudinal approach, this study provides insights that may be valuable to researchers and practitioners who seek to use social VR for business purposes. This study also contributes to the metaverse literature by conceptualizing and operationalizing the opportunity and threat factors of social VR and identifying salient emotions that users experience in this context. Finally, this study has practical implications for addressing the social and technological features that may cause adverse user experiences in social VR. [ABSTRACT FROM AUTHOR]

Navigation and interaction in the virtual world will occur via controllers. Previous literature suggests that not all buttons on these controllers are suitable for all functions and that unclear or uncomfortable operations can lead to frustration. This study aimed to determine if an operation with freely selectable buttons differs from one with mapped buttons, in which human-factor differences can be identified, and if there are differences between primary and advanced training. A field experiment with professionals employed by Swiss Federal Railways and apprentices and future apprentices (N = 60) was conducted in a VR tutorial that was previously developed using design cues from existing literature. Controller operation was varied in the groups. The results show significant differences and interaction effects, which indicate that a different operation is more appropriate for apprentices than for professionals in further education. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación e Innovación en Ciencias de la Salud (RIICS) is the property of Fundacion Universitaria Maria Cano 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.)

Background: The use of immersive Virtual Reality (VR) in stroke rehabilitation appears to be promising for the improvement of motor and cognitive functions. Methods: The purpose of this pilot study was to investigate the suitability, usability and safety of VR applications that combine motor and cognitive training. Patients suffering from stroke in a subacute phase, and with Mini Mental State Examination (MMSE) ≥18/30, participated in the study. In the context of the REACT project, two IVR applications were designed and created, combining the use of motor and cognitive skills. Full immersion was achieved using the Head Mounted Display (HMD) Oculus Rift S. The intervention lasted for 4 weeks. The Suitability Evaluation Questionnaire (SEQ) was used for measurements. Values are expressed in the median (25th75th percentile). Results: Four patients [age: 64.5(61.0-69.5) years, gender:1 female / 3 male] in the 3rd -14th week of rehabilitation were finally included. Overall, the patient's SEQ score was 61(55-63). No adverse effects were reported, only one patient reported mild confusion 5.0(4.8-5.0) in one assessment. No differences were found in the comparison between first and second evaluation [61(58-62) vs 61(48- 64), p>0.05]. Conclusions: The primary results of this study show that the equipment is usable, safe, and suitable for use in the rehabilitation of patients with stroke in the early stages of rehabilitation. However, more large-scale studies are needed to investigate the validity and effects of VR applications in the neurorehabilitation of various disorders. [ABSTRACT FROM AUTHOR]

Stroke is the second most common cause of death worldwide, and it greatly impacts the quality of life for survivors by causing impairments in their upper limbs. Due to the difficulties in accessing rehabilitation services, immersive virtual reality (IVR) is an interesting approach to improve the availability of rehabilitation services. This systematic review evaluates the technological characteristics of IVR systems used in the rehabilitation of upper limb stroke patients. Twenty-five publications were included. Various technical aspects such as game engines, programming languages, headsets, platforms, game genres, and technical evaluation were extracted from these papers. Unity 3D and C# are the primary tools for creating IVR apps, while the Oculus Quest (Meta Platforms Technologies, Menlo Park, CA, USA) is the most often used headset. The majority of systems are created specifically for rehabilitation purposes rather than being readily available for purchase (i.e., commercial games). The analysis also highlights key areas for future research, such as game assessment, the combination of hardware and software, and the potential integration incorporation of biofeedback sensors. The study highlights the significance of technological progress in improving the effectiveness and user-friendliness of IVR. It calls for additional research to fully exploit IVR's potential in enhancing stroke rehabilitation results. [ABSTRACT FROM AUTHOR]

Background: Immersive virtual reality (IVR) is a new technology that could motivate learners, but also could contain distracting elements that increase cognitive demands on learners. In contrast, learning with conventional media, such as a narrated slideshow could be less motivating, but also less distracting. Objectives: This experiment investigates: (1) in what situations executive function and working memory capacity play a role in learning in IVR and a slideshow lesson and (2) whether people learn science content better with IVR or with a narrated slideshow lesson. Method: Participants watched a lesson on ocean acidification either using a head‐mounted display IVR device or a pre‐recorded narrated slideshow lesson. A week later, they took a test on this material and completed tasks to assess executive function and working memory capacity. Results and Conclusion: On a post‐test, there was no difference between IVR and slideshow lessons, but there were differences in the role of executive function in learning with these two media. For students learning in IVR, executive function correlated significantly with post‐test scores, such that learners with stronger executive function did better on the posttest than those with weaker executive function, while for students learning with a slideshow lesson, executive function and working memory capacity did not correlate significantly with posttest scores. This research indicates that it is important to understand how a learner's attentional controls impact their understanding when using IVR for learning. Lay Description: What is already know about this topic: Immersive virtual reality increases demands on cognition for learners.Immersive virtual reality for learning has inconsistent effects in prior research.Executive function and working memory capacity are important components in processing material while learning. What this paper adds: Research focused on the role individual differences play in learning with technology.Using common cognitive assessments to understand the process of learning better. Implications for practice and/or policy: Executive function predicted test score for an immersive virtual reality lesson.Use of immersive technology needs to take into account executive function to reduce potential inequity in learning. [ABSTRACT FROM AUTHOR]

This research aims to design immersive virtual reality with cognitive conflict to support practical learning of quantum physics. This type of research is design research through the stages of needs analysis, product design, validity test, and practicality test. The needs analysis used questionnaire sheets distributed with Google Forms and obtained from 97 students. Immersive virtual reality design was developed by utilizing the Blender and Unity applications in the form of Android Package Kit (APK) format installed on virtual reality devices. The validity test involved six experts using validity instruments, and the practicality test involved nine students using practicality instruments. The validity test results on the learning and material indicators obtained a value of 0.89 in the valid category. A validity value of 0.95 was obtained in the valid category of the media aspect indicator. The average overall practicality score of the ease of use, display, design efficiency, and benefits indicators was 92 in the very practical category. The novelty of these research results is that they combine immersive virtual reality with cognitive conflict models applied to quantum physics learning that have been tested to be valid and practical. [ABSTRACT FROM AUTHOR]

Featured Application: The results of this work can be applied to the design, implementation, and evaluation of immersive virtual reality experiences that utilize gesture-based user interfaces. The affordability of equipment and availability of development tools have made immersive virtual reality (VR) popular across research fields. Gesture-based user interface has emerged as an alternative method to handheld controllers to interact with the virtual world using hand gestures. Moreover, a common goal for many VR applications is to elicit a sense of presence in users. Previous research has identified many factors that facilitate the evocation of presence in users of immersive VR applications. We investigated the user experience of Four Seasons, an immersive virtual reality simulation where the user interacts with a natural environment and animals with their hands using a gesture-based user interface (UI). We conducted a mixed-method user experience evaluation with 21 Korean adults (14 males, 7 females) who played Four Seasons. The participants filled in a questionnaire and answered interview questions regarding presence and experience with the gesture-based UI. The questionnaire results indicated high ratings for presence and gesture-based UI, with some issues related to the realism of interaction and lack of sensory feedback. By analyzing the interview responses, we identified 23 potential presence factors and proposed a classification for organizing presence factors based on the internal–external and dynamic–static dimensions. Finally, we derived a set of design principles based on the potential presence factors and demonstrated their usefulness for the heuristic evaluation of existing gesture-based immersive VR experiences. The results of this study can be used for designing and evaluating presence-evoking gesture-based VR experiences. [ABSTRACT FROM AUTHOR]

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua 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.)

Enhancing the educational experience through Immersive Virtual Reality (IVR) is a promising avenue, elevating the authenticity and responsiveness of simulations. Particularly in educational settings, IVR holds the potential to augment accessibility and engagement in learning. However, one pivotal aspect lies in assessing the learners' acceptance of such environments to ensure optimal and effective utilization of these technologies. This paper delves into the Didascalia Virtual-ClassRoom usability testing —an immersive IVR environment tailored for pre-service secondary school teachers. The platform transports users into a simulated classroom, where they are invited to play the role of a teacher. During the simulation, three scenarios are recreated, reproducing disruptive behaviours commonly faced in real classrooms. 84 participants (28 teachers and 56 pre-service teachers) engaged in decision-making to manage the classroom climate influenced by the simulated situations. To collect data, we used a questionnaire based on the Technology Acceptance Model (TAM) to assess and gauge users' inclinations and attitudes towards embracing the technology in question. To gain deeper insights into the user experience, participants were further invited to participate in semi-structured interviews, offering reflections and suggestions for potential enhancements. The evaluation process encompassed the perceived usefulness of the Didascalia Virtual-ClassRoom, shedding light on factors that could either facilitate or impede the adoption of this platform to enhance classroom management competence. The participants' perspectives serve as a valuable foundation for refining the tool's functionality, and their feedback fuels recommendations for its seamless integration into initial teacher training programs. [ABSTRACT FROM AUTHOR]

In the rapidly evolving landscape of educational technologies, Immersive Virtual Reality (iVR) stands out as a transformative tool for teaching and learning. The learner must actively engage, particularly when visual and auditory knowledge information is presented simultaneously. Generative learning strategies support learners in processing and integrating the information provided effectively and help them select, organize, and integrate information into a coherent mental model. Yet, learners often do not use such strategies spontaneously, so pre-training of the learning strategy is recommendable. IVR provides a spatial context for learning, where an essential strategy for promoting learning is to integrate auditory knowledge information into visually perceived space. We hypothesize that this can be done effectively through imagination, i.e., learners mentally visualize auditory information. This study investigated an imaginative pre-training strategy that targets integrating visual-spatial and auditory knowledge information. In a pre-post between-subjects design, we tested the effects of imaginative strategy pre-training. Students received either a pre-training (EG = 30) or no training (CG = 30) before exploring an iVR learning environment. Against our expectations, the EG did not outperform the CG on semantic and spatial knowledge. These findings may be explained by the demands on learners to process sensory input, and focus directed attention in a spatial iVR environment, suggesting that imagination strategies need to be anchored and complemented by other selection and organization strategies. This study contributes to a critical understanding of the possibilities and limitations of iVR in education, shedding light on the learners' processes and needs. [ABSTRACT FROM AUTHOR]

A differentiated science activity was created for gifted students. The focus is on Sustainable Development Goal 15 (SDG-15) for life on land, enhancing engagement, self-regulated learning skills, and scientific creativity in gifted students. The activity spanned eight lesson hours, with tasks encouraging observation, inquiry, and creative thinking. Evaluation included achievement, process, and product forms, along with teacher observations and student feedback. Differentiating the learning environment and process through the utilization of Metaverse and immersive virtual reality technologies is crucial as it affords gifted students the chance to explore novel strategies in differentiated science education. In this particular context, three 3D scenes were created and imported into the Imedu Metaverse platform. Students used laptops to view 3D scenes at three separate occasions. During their visits, they examined living and non-living components of the forest ecosystem, including natural life and environmental conditions. Students experienced immersion with Oculus Quest 2 VR headsets. Following this encounter, they participated in querying procedures. Before and after utilizing applications within the Metaverse, efforts were made to enhance awareness of SDG-15 and foster scientific creativity.