Search

Open heart surgery requires a proper understanding of the endocardial surface of the heart and vascular structures. While modern four-dimensional (4D) imaging enables excellent dynamic visualization of the blood pool, endocardial surface anatomy has not routinely been assessed. 4D image data were post-processed using commercially available virtual reality (VR) software. Using thresholding, the blood pool was segmented dynamically across the imaging volume. The segmented blood pool was further edited for correction of errors due to artifacts or inhomogeneous signal intensity. Then, a surface shell of an even thickness was added to the edited blood pool. When the cardiac valve leaflets and chordae were visualized, they were segmented separately using a different range of signal intensity for thresholding. Using an interactive cutting plane, the endocardial surface anatomy was reviewed from multiple perspectives by interactively applying a cutting plane, rotating and moving the model. In conclusions, dynamic three-dimensional (3D) endocardial surface imaging is feasible and provides realistic simulated views of the intraoperative scenes at open heart surgery. As VR is based on the use of all fingers of both hands, the efficiency and speed of postprocessing are markedly enhanced. Although it is limited, visualization of the cardiac valve leaflets and chordae is also possible.

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 childs 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 childrens 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 K-CBCL, 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.

English speaking has been seen as a challenge for many English as a foreign language (EFL) learners, since they have limited chances to practice English-speaking skills. Therefore, it is essential to provide learners with adequate English-speaking contexts. To address this issue, this study integrated virtual reality (VR) into English speaking classes and aimed to explore the effects of VR on English oral proficiency, speaking anxiety, and emotions, as well as students' perceptions. Forty university students from two classes were assigned as an experimental group and a control group. The students in the experimental group practiced English speaking with the VR tools, while those in the control group used PowerPoint. Data analysis revealed conflicting results. While ANCOVAs disclosed no significant difference between the two groups regarding their post-intervention oral proficiency, speaking anxiety, and emotions, qualitative analysis of semi-structured interviews indicated that the independent VR environment could reduce their speaking anxiety, and VR tools could act as effective tools to practice speaking before formal situations in real life. Furthermore, three themes characterized students' perceptions: "training simulation," "learning without time or space limitations," and "providing a safe learning environment." Finally, interpretations of such conflicting results are offered and implications are proposed. [ABSTRACT FROM AUTHOR]

Virtual reality (VR)–guided motor imagery (MI) is a widely used approach for motor rehabilitation, especially for patients with severe motor impairments. Most approaches provide visual guidance from the first‐person perspective (1PP). MI training with visual guidance from the third‐person perspective (3PP) remains largely unexplored. We argue that 3PP MI training has its own advantages and can supplement 1PP MI. For some movements beyond the view of 1PP, such as shoulder shrugging and other axial movements, MI are suitable performed under 3PP. However, the efficiency of existing paradigms for 3PP MI is unsatisfactory. We speculate that the absence of sense of body ownership (SOO) from 3PP could be one possible factor and hypothesize that 3PP MI could be enhanced by eliciting SOO over a 3PP avatar. Based on our hypothesis, a novel paradigm was proposed to enhance 3PP MI by inducing full‐body illusion (FBI) from 3PP, which is similar to the so‐called out‐of‐body experience (OBE), using synchronous visuo‐tactile stimulus with VR. The event‐related Electroencephalograph (EEG) desynchronization (ERD) at motor‐related regions from 31 healthy participants were calculated and compared with a control paradigm without "OBE" FBI induction. This study attempts to enhance 3PP MI with FBI induction. It offers an opportunity to perform MI guided by action observation from 3PP with elicited SOO to the observed avatar. We believe that 3PP MI could provide more possibilities for effective rehabilitation training, when SOO could be elicited to a virtual avatar and the present work demonstrates its viability and effectiveness. [ABSTRACT FROM AUTHOR]

Understanding blindness or imagining being blind can be challenging for individuals without visual impairments. One of the affordances of high-immersion virtual reality (VR) is its ability to build empathy and facilitate perspective-taking. VR can be potent when providing narrative, experience-laden education that exposes users to ideas and settings that may be beyond their immediate reach. This paper reports on a pilot study based on a series of workshops conducted at a university intended to give participants the opportunity to experience a VR non-fiction story, documenting the experience of a man who became blind after years of deteriorating vision. The workshops intended to trigger participants’ interest in VR technology and brainstorm ways that VR can address equity and inclusion of individuals with visual disabilities in education and the workforce. Findings from survey responses and group discussions of 34 workshop attendees revealed that participants’ general empathy levels slightly increased after the VR experience. Participants’ perceptions of blind people’s productivity significantly increased following the VR experience, suggesting that immersive technology can be integrated in various educational and training settings to enhance empathy and understanding of the experiences of diverse populations, including populations that are underrepresented in higher education and the workforce. This pilot study is a stepping stone for a larger project aiming to confirm the preliminary findings and to derive more exhaustive recommendations for educators and educational policy makers to address inclusion of people with visual disabilities in education and the workforce. [ABSTRACT FROM AUTHOR]

Dynamic Virtual Reality (VR) has revolutionized gaming and entertainment industries by providing immersive experiences that take users to new locations. This study presents a novel and exciting idea called virtual reality horror sports, which combines aspects of horror with sports in the VR medium. We provide a novel approach to developing adaptive VR horror games by combining player modeling approaches with an adaptive means-based system that learn about each player's individual fears and adjust the game's content accordingly. This work presents two significant advances: a unique method for determining a player's specific fears via game data and machine learning methods and an adaptive game system that employs agents to monitor players' terror experiences and restrict exposure to components that they find upsetting. Additional evidence from user studies and statistical significance testing suggests that our method may boost the stress and anxiety felt by gamers, resulting in rewarding gaming experience. When VR, horror and sports are all brought together, the outcome may compel and absorbing entertainment experience. Players will be immersed in a virtual environment that is both realistic and exciting. A dynamic virtual reality horror sports experience improved by Artificial Intelligence (AI) and player modeling provide a novel and comprehensive form of entertainment by fusing physical activity, customization and immersion in a single package. An endeavor of this kind has the potential to advance state of VR and artificial intelligence in gaming while also offering exciting and memorable adventures for gamers. [ABSTRACT FROM AUTHOR]

Design for assembly (DFA) is a common engineering technique aiming to reduce assembly costs, increase productivity, and reduce parts cost and material flow. Traditional DFA methods are based on CAD modelling and analysis using specific algorithms comprising the DFA rules. However, such traditional approaches lack of practicality and capability to consider the assembly know-how of designers and manufacturers. In order to overcome some of the limitations of current DFA methods, in this paper a new DFA system based on a haptic-enabled virtual reality approach is proposed. The proposed system, named haptic-enabled VR design for assembly (HVR-DFA), is able not only to simulate the product assembly and collisions among parts, but also to evaluate the product design and assemblability, and to automatically generate assembly planning data from the virtual assembly task execution. Consequently, the user can interactively assess DFA rules and part interferences during the virtual assembly execution. To evaluate the feasibility of the system, a case study corresponding to the assembly of a mechanical component is presented and analysed. The results have demonstrated that the proposed system is an effective DFA tool and more practical than the traditional methods. Moreover, it benefits from the know-how of the assembly experts. [ABSTRACT FROM AUTHOR]

This study proposed an intuitive teleoperation approach utilizing the hand-tracking mode supported by commercialized virtual reality devices. Unlike previous studies that used handheld controllers connected to an HMD (head-mounted display) system, this approach directly synchronizes the virtual hand (user's hand recognized by the VR device), the 3D model of the telemanipulator, and the practical telemanipulator simultaneously. The entire system was developed by integrating the previously developed master–slave system with Unity, a cross-platform game engine. In this platform, the physical slave system was converted into a virtual 3D model, and numerical optimization techniques were applied to avoid the dependency on conventional URDF (unified robot description format) applications. To verify the feasibility of this approach, several experiments were conducted, including motion consistency between the user and the robot hand, and trajectory-following performance. The rest of this paper presents the approaches for visualization of the workspace in VR. First, the pros and cons of images acquired through RGB cameras were reviewed, and then the point cloud-based 3D reconstruction approach, which was the focus of this study, was introduced. Considered methods included visualizing point clouds with the Mesh Generation Method of Unity and mapping these clouds using BAD SLAM (Bundle Adjusted Direct Simultaneous Localization and Mapping) and Open3D. Furthermore, various camera placements were tested to balance visual clarity and task efficiency, suggesting future improvements in VR visual quality and manipulation control. [ABSTRACT FROM AUTHOR]

AbstractMany researchers are interested in how the kinematics of reach-to-grasp movements in virtual reality (VR), which involve the vergence–accommodation conflict, differ from real space. The present study, conducted in VR, verified the effect of a discrepancy between visual and haptic target size and found that terminal haptic feedback is weighted more heavily than visual information, as is the case in real space. Furthermore, we investigated how the presence or absence of terminal haptic feedback modulates performance in VR by comparing prehension with or without terminal haptic feedback in VR, closed-loop natural grasping in real space, and pantomimed prehension with the eyes closed. Our results suggested that the contribution of a visual image to grip aperture adjustment is quite marginal in situations where terminal haptic feedback is unavailable, and that the performance in VR without haptic feedback is highly correlated with performances driven by fully internal representations (i.e., pantomimed movements). [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Young healthcare professionals and medical graduates often fall short in the practical experience necessary for handling medical emergencies. This can not only lead to strained feelings of inadequacy and insecurity among future physicians and less experienced healthcare providers in general, but also to detrimental outcomes for patients as emergency medicine demands rapid decision-making with low tolerance for errors. New didactic modalities and approaches may be needed to effectively address this shortcoming. Immersive technologies are powerful novel educational tools with untapped potential in medical training, and may be particularly suitable for simulation trainings in the high-stakes field of emergency medicine. Herein, we systematically explored the educational potential of extended reality (XR) technology, particularly virtual reality (VR), in the management of patients presenting as medical emergencies, combining the use of the STEP-VR application with an untethered hardware setup. Importantly, we aimed at studying multiple, large cohorts of senior medical students involving a total of 529 participants and collecting data over a period of two years. We assessed students' acceptance of the training through a modified questionnaire measuring device handling, content complexity, degree of immersion, learning success, and seminar design. Our results show high, sustained acceptance and ease of use across different student cohorts and subgroups, with most students finding XR/VR engaging and beneficial for acquiring emergency medicine skills. Importantly, the prevalence of simulation sickness was minimal. Moreover, no major effect of the head-mounted displays (HMDs) price range was noted with regard to the learning experience. The results underscore the potential of XR/VR capabilities in effectively enhancing medical education, particularly in areas of high-stakes clinical scenarios and emergency care, by providing realistic and reproducible immersive training environments. In summary, our findings suggest that XR/VR-based training approaches could significantly contribute to preparing future physicians for the complexities of emergency medical care, encouraging the integration of such technologies into medical curricula. However, careful consideration must be given to its suitability for all students and the practical challenges of its implementation, highlighting the need for further research to harness its full potential for medical education. [ABSTRACT FROM AUTHOR]

Virtual Reality (VR) technology has revolutionized the preservation and interpretation of heritage sites. This study focuses on developing an immersive 360-degree virtual tour (VT) for the USS Drum Submarine Museum in Mobile, Alabama, USA, incorporating oral histories to enhance the accessibility and visitor experiences. The project addresses the need for innovative methods to present maritime history effectively. Using Matterport technology, detailed 3D imagery of the USS Drum was captured and processed, integrating multimedia elements and oral histories from a veteran USS Drum crew member to provide a richer historical narrative. A user experience study gathered feedback from virtual visitors, who offered quantitative and qualitative responses. The research findings indicate that the VT significantly enhances visitor engagement and historical understanding, with high satisfaction rates for visual quality and oral histories, though some users experienced technical challenges and difficulties. This study demonstrates the potential of combining immersive VTs with oral histories to create engaging educational experiences, preserving the USS Drum's legacy and making it accessible to a broader audience, including those unable to visit in person. Furthermore, this project sets a precedent for museums to leverage digital tools in preserving and promoting maritime heritage and oral histories. [ABSTRACT FROM AUTHOR]

The enhancement of construction safety performance heavily relies on effective safety training. While virtual reality (VR) technologies have been utilized to improve construction safety training programs, the extent and mechanisms of improvement brought by VR remain unexplored. This study provided explanations on how the effectiveness of VR-based safety training for a heterogeneous workforce was achieved by investigating two mechanisms, namely embodied cognition and emotion arousal, from the physiological perspective. Randomized controlled experiments were conducted with three forms of safety training, namely paper-based training, VR-based learning, and VR-based experiencing, for both novice learners (NPs) and learners with prior knowledge (PPs). Digital eye-tracking and physiological devices and measurements were used to collect objective data. The results revealed better hazard recognition performance in both VR-based learning and VR-based experiencing groups than that in paper-based training groups. The results also revealed that VR-based learning was more effective for NPs than for PPs in acquiring safety knowledge, but VR-based experiencing was more effective for PPs than for NPs in stimulation of emotions. This means that the NPs benefit more from embodied cognition provided by the immersive environment of VR-based learning, and the PPs would be trained better with emotional arousal from the thrill of VR-based experiencing. The discovered mechanisms of embodied cognition and emotion arousal shed light on the underlying processes that contribute to the positive outcomes and promotion of VR-based training. [ABSTRACT FROM AUTHOR]

Mindfulness plays a crucial role in reducing stress levels and enhancing executive functioning and self-regulation. Several studies have shown that technology can have positive effects because it can aid mindfulness training. This review is the second part of a project that investigates the advantages of technology and mindfulness in kindergarten. In the previous section, we examined the role of social robots. However, this review focuses on the use of virtual reality (VR) in mindfulness practices. The objective of our study is to provide a comprehensive overview of the current research on the subject of VR and mindfulness. We aim to examine the possible pros and cons of this technology and, most importantly, inspire more investigation into the application of virtual technology in kindergarten settings. We conducted a systematic review of the literature. The results indicate that VR improves the mindfulness condition. VR settings provide a secure and reliable environment that offers enjoyable experiences for young students. Additionally, they enhance the focus, awareness, and regulation of breathing for the participants. The VR experience should have a simple layout that is easily distinguishable from the actual world. Additionally, the technology used should be appropriate for the target age group. Our primary objective is to inspire further research into the application of VR and mindfulness in kindergarten. [ABSTRACT FROM AUTHOR]

This article presents a new 3D extreme game for virtual reality (VR), which is used to evaluate the impact of generated mental stress on the cardiological state of the playing individuals. The game was developed using Java 3D and Blender. Generated stress is investigated by recording electrocardiograms for 20 min and determining heart rate variability (HRV) parameters in the time and frequency domains and by non-linear visual and quantitative analysis methods, such as the Rescaled Range (R/S) method, Poincarè plot, Recurrence plot, Approximate (ApEn), and Sample Entropy (SampEn). The data of 19 volunteers were analyzed before and immediately after the game, and a comparative analysis was made of two types of VR: immersive and non-immersive. The results show that the application of immersive VR generates higher mental stress levels than non-immersive VR, but in both cases, HRV changes (decreases), but more significantly in immersive VR. The results of this research can provide useful information about the functioning of the autonomic nervous system, which regulates the reactions of the human body during mental stress, to help in the early detection of potential health problems. [ABSTRACT FROM AUTHOR]

Collaborative robots are becoming increasingly popular in industries, providing flexibility and increased productivity for complex tasks. However, the robots are still not interactive enough since they cannot yet interpret humans and adapt to their behaviour, mainly due to limited sensory input. Prediction of human movement intentions could be one way to improve these robots. This paper presents a system that uses a recurrent neural network to predict the intended human arm movement direction, solely based on eye gaze, utilizing the notion of uncertainty to determine whether to trust a prediction or not. The network was trained with eye tracking data gathered using a virtual reality environment. The presented deep learning solution makes predictions on continuously incoming data and reaches an accuracy of 70.7%, for predictions with high certainty, and correctly classifies 67.89% of the movements at least once. The movements are, in 99% of the cases, correctly predicted the first time, before the hand reaches the target and more than 24% ahead of time in 75% of the cases. This means that a robot could receive warnings regarding in which direction an operator is likely to move and adjust its behaviour accordingly. [ABSTRACT FROM AUTHOR]

Background: Virtual reality is increasingly being used for health communication. This study aimed to propose and test an integrated model of the determinants of perceived learning effectiveness in virtual reality (VR) within health communication. It proposes that psychological distance negatively affects immersion, flow, and presence, positively affecting perceived learning effectiveness. Methods: The Fuzzy Decision Making Trial and Evaluation Laboratory Method (F-DEMATEL) and structural equation modeling (SEM) were used to test the proposed model. Data for the F-DEMATEL study were collected from 20 participants, whereas data for the SEM study were collected from 1104 participants, with 775 included in the final analysis. Results: The results of the F-DEMATEL study revealed that the three dimensions of psychological distance, emotional distance, spatial distance, and social distance are causal factors. In contrast, temporal, technical, and hypothetical distance are effect factors. The SEM results confirmed the negative effects of psychological distance on flow and presence and the positive effects of immersion and presence on perceived learning effectiveness. In addition, the mediating role of presence was confirmed. Conclusions: The results suggest that interrelationships among the factors can enhance the perceived learning effectiveness of health communication from VR. The crucial role of ensuring low psychological distance and high engagement in VR communication is also confirmed, providing crucial implications for VR communication practitioners. [ABSTRACT FROM AUTHOR]

The rapid evolution of the digital landscape has catalyzed the integration of blockchain technology within the domain of cultural heritage, particularly in virtual museums within the Metaverse. This study introduces ArchaeoMeta, a novel framework designed to leverage blockchain technology to enhance security, authenticity, and visitor interaction in a virtual museum environment. Utilizing smart contracts deployed on the Ethereum Sepolia testnet, the framework manages visitor interactions and secures digital artifacts, addressing challenges associated with scalability and user experience under varying loads. The performance evaluation involved simulating user interactions, scaling up to ten thousand concurrent users, to assess the impact on transaction latency, gas usage, and blockchain size. Findings reveal significant scalability challenges, as transaction latency and blockchain size increased with the number of users, highlighting areas for optimization in managing high user traffic within the blockchain infrastructure. This study contributes to the understanding of blockchain applications in cultural heritage, suggesting that while ArchaeoMeta offers a robust platform for virtual museums, enhancements in scalability through layer-2 solutions or alternative blockchain platforms are essential for its practical implementation. The framework sets a precedent for future research in the convergence of blockchain technology and cultural heritage preservation, promising a transformative impact on how digital cultural experiences are curated and consumed. [ABSTRACT FROM AUTHOR]

The utilization of virtual reality (VR) technology has surged during the COVID-19 pandemic, leading to a diversification of its applications. However, one significant challenge associated with VR usage is visually induced motion sickness (VIMS). To address this issue, a study was conducted to investigate the impact of variations in physical motion parameters on VR content in relation to VIMS. The study employed electroencephalography (EEG) signal analysis to measure the level of VIMS experienced by users as the motion characteristics of the content became more intricate, potentially inducing circular vection sensations. The results revealed noteworthy changes in power spectral density values within the alpha and beta brain wave frequency ranges in specific brain areas, including the frontal, parietal, and central regions. Furthermore, an elevation in stress levels and cognitive load was observed through power ratio analysis. These findings, which have direct implications for the design and advancement of VR content, are crucial for establishing an evaluation system for VR technology, ultimately mitigating adverse effects on users. [ABSTRACT FROM AUTHOR]

Inclusive design does not stop at removing physical obstacles such as staircases. It also involves identifying architectural features that impose sensory burdens, such as repetitive visual patterns that are known to potentially cause dizziness or visual discomfort. In order to assess their influence on human gait and its stability, three repetitive patterns—random dots, repetitive stripes, and repetitive waves (Lisbon pattern)—were displayed in a coloured and greyscale variant in a virtual reality (VR) environment. The movements of eight participants were recorded using a motion capture system and electromyography (EMG). During all test conditions, a significant increase in the muscular activity of leg flexor muscles was identified just before touchdown. Further, an increase in the activity of laterally stabilising muscles during the swing phase was observed for all of the test conditions. The lateral and vertical centre of mass (CoM) deviation was statistically evaluated using a linear mixed model (LMM). The patterns did cause a significant increase in the CoM excursion in the vertical direction but not in the lateral direction. These findings are indicative of an inhibited and more cautious gait style and a change in control strategy. Furthermore, we quantified the induced discomfort by using both algorithmic estimates and self-reports. The Fourier-based methods favoured the greyscaled random dots over repetitive stripes. The colour metric favoured the striped pattern over the random dots. The participants reported that the wavey Lisbon pattern was the most disruptive. For architectural and structural design, this study indicates (1) that highly repetitive patterns should be used with care in consideration of their impact on the human visuomotor system and its behavioural effects and (2) that coloured patterns should be used with greater caution than greyscale patterns. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

The need for sustainability-oriented K–12 engineering education that expands beyond the classroom and the increased accessibility of educational technologies create an opportunity for examining the affordances of educational technologies in low-stakes informal engineering education settings. In this paper, we share our experiences of using novel technologies to develop sustainability-oriented mental models in K–12 informal engineering education. Through the use of technologies including Augmented Reality (AR), Virtual Reality (VR), Minecraft video games, Tinkercad (browser-based application for computer-aided design (CAD)), and physical computing, we have designed and tested approaches to introduce students to engineering design and engineering habits of mind with an overarching theme of developing sustainability-oriented mental models among K–12 youth in informal engineering education spaces. In this paper, we share our approaches, and lessons learned, and outline directions for future research. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) and augmented reality (AR) technology hold potential across many disciplines in medicine to expand the delivery of education and healthcare. VR-AR applications in radiology, in particular, have gained prominence and have demonstrated advantages in many areas within the field. Recently, VR software has emerged to redesign the physical radiology workstation (ie, reading room) to expand the possibilities of diagnostic interpretation. Given the novelty of this technology, there is limited research investigating the potential applications of a simulated radiology workstation. In this review article, we explore VR-simulated reading room technology in its current form and illustrate the practical applications this technology will bring to future radiologists and learners. We also discuss the limitations and barriers to adopting this technology that must be overcome to truly understand its potential benefits. VR reading room technology offers great potential in radiology, but further research is needed to appreciate its benefits and identify areas for improvement. The findings and insights presented in this review contribute to the ongoing discourse on future technological advancements in radiology and healthcare, offering valuable recommendations for further research and practical implementation. [ABSTRACT FROM AUTHOR]

The teaching of physical sciences primarily relies on the use of experimental activities to explain the phenomena and physical concepts taught theoretically in class. Nevertheless, this conventional approach faces various challenges and problems, which limit its ability to achieve the different pedagogical objectives set by teachers. In this study, we evaluated the effectiveness of virtual laboratories ("VLABs") as an alternative tool to traditional practices for teaching physics concepts in Moroccan secondary schools. The methodology followed in this study is quantitative and based on two questionnaires. The first is intended for teachers to evaluate the experimental activities on VLABs based on a socio-technical and pedagogical heuristic study and to verify their conformity with the expectations and characteristics of each type of learner according to the Felder-Silverman learning style preferences. The second was administered in the form of an evaluation to compare the performance of the control group with the experimental group that integrated the opportunities offered by the VLAB LABSTER. The results show that VLABs are not only comparable to conventional experimental activities in terms of applicability, ease of use, and effectiveness in achieving the learning objectives for which they were initially designated but surpass them in terms of performance, as evidenced by the significant improvement of the mean obtained by the group that integrated the experimental activities on the VLAB. Thus, VLABs can be used not only as an alternative to traditional experimental activities in distance learning but also as a viable option for potential adoption even in traditional face-to-face physics instruction. [ABSTRACT FROM AUTHOR]

The rapid development of virtual reality (VR) technology has triggered a significant expansion of VR applications in educational settings. This study seeks to understand the extent to which these applications meet the expectations and pedagogical needs of university instructors. We conducted semi-structured interviews and observations with 16 university-level instructors from Oregon State University to gather insights into their experiences and perspectives regarding the use of VR in educational contexts. Our qualitative analysis reveals detailed trends in instructors' requirements, their satisfaction and dissatisfaction with current VR tools, and the perceived barriers to broader adoption. The study also explores instructors' expectations and preferences for designing and implementing VR-driven courses, alongside an evaluation of the usability of selected VR applications. By elucidating the challenges and opportunities associated with VR in education, this study aims to guide the development of more effective VR educational tools and inform future curriculum design, contributing to the enhancement of digital learning environments. [ABSTRACT FROM AUTHOR]

The interconnection between engineering simulations, real-world experiments, and virtual reality remains underutilised in engineering. This study addresses this gap by implementing such interconnections, focusing on active thermography for a carbon fibre plate in the aerospace domain. Six scenarios based on three parameters were simulated using ComSol Multiphysics 6.2 and validated experimentally. The results were then integrated into a virtual reality serious game developed with Unreal Engine 5.3.2 and aimed at educating users on thermography principles and aiding rapid experimental condition analysis. Users are immersed in a 3D representation of the research laboratory, allowing interaction with the environment, understanding thermographic setups, accessing instructional videos, and analysing results as graphs or animations. This serious game helps users determine the optimal scenario for a given problem, enhance thermography principle comprehension, and achieve results more swiftly than through real-world experimentation. This innovative approach bridges the gap between simulations and practical experiments, providing a more engaging and efficient learning experience in engineering education. It highlights the potential of integrating simulations, experiments, and virtual reality to improve understanding and efficiency in engineering. [ABSTRACT FROM AUTHOR]

This study investigates the impact of immersive Virtual Reality (VR) on consumer travel intentions. While VR's potential in treating post-travel depression is acknowledged, its influence on destination marketing remains understudied. Using mental imagery as a theoretical framework, the experiment involved 547 Taiwanese and international students who utilized domestic flights to satisfy their travel cravings. Comparing three nostalgic emotions previews (videos, 360 virtual tours, and VR), to examine varying degrees of immersion. The findings reveal that exposure to VR significantly enhances imagery and strengthens travel intentions among participants. Interestingly, VR's influence on consumer nostalgic emotions and travel intention through imagery is unaffected by innovativeness, but, rather, is affected by the level of involvement experienced. The study carries implications for destination marketers, providing insights into the potential of immersive VR technology. By understanding its impact on travel intentions and leveraging nostalgic emotions, marketers can tailor strategies to specific consumer segments. [ABSTRACT FROM AUTHOR]

This study provides a SWOT analysis of immersive technologies, specifically Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), in relation to space transportation. Immersive technologies have completely transformed astronaut training, spacecraft design, and public involvement in space. They provide notable benefits such expanded simulation capabilities, cost-effective training, and improved safety and efficiency. Notwithstanding these advantages, obstacles such as substantial implementation expenses, technological constraints, and user opposition persist. The study highlights favorable prospects for innovation and global cooperation, while also acknowledging possible hazards such as cybersecurity vulnerabilities, information saturation, and the swift obsolescence of technology. Organizations involved in outer space affairs may improve mission effectiveness and safety by strategically utilizing the strengths and potential of immersive technology, while also addressing their shortcomings and risks. This will promote further progress in space exploration. This research highlights the crucial significance of immersive technology in determining the future of space exploration.

Virtual Reality (VR) technology has revolutionized the preservation and interpretation of heritage sites. This study focuses on developing an immersive 360-degree virtual tour (VT) for the USS Drum Submarine Museum in Mobile, Alabama, USA, incorporating oral histories to enhance the accessibility and visitor experiences. The project addresses the need for innovative methods to present maritime history effectively. Using Matterport technology, detailed 3D imagery of the USS Drum was captured and processed, integrating multimedia elements and oral histories from a veteran USS Drum crew member to provide a richer historical narrative. A user experience study gathered feedback from virtual visitors, who offered quantitative and qualitative responses. The research findings indicate that the VT significantly enhances visitor engagement and historical understanding, with high satisfaction rates for visual quality and oral histories, though some users experienced technical challenges and difficulties. This study demonstrates the potential of combining immersive VTs with oral histories to create engaging educational experiences, preserving the USS Drum’s legacy and making it accessible to a broader audience, including those unable to visit in person. Furthermore, this project sets a precedent for museums to leverage digital tools in preserving and promoting maritime heritage and oral histories.

Abstract Young healthcare professionals and medical graduates often fall short in the practical experience necessary for handling medical emergencies. This can not only lead to strained feelings of inadequacy and insecurity among future physicians and less experienced healthcare providers in general, but also to detrimental outcomes for patients as emergency medicine demands rapid decision-making with low tolerance for errors. New didactic modalities and approaches may be needed to effectively address this shortcoming. Immersive technologies are powerful novel educational tools with untapped potential in medical training, and may be particularly suitable for simulation trainings in the high-stakes field of emergency medicine. Herein, we systematically explored the educational potential of extended reality (XR) technology, particularly virtual reality (VR), in the management of patients presenting as medical emergencies, combining the use of the STEP-VR application with an untethered hardware setup. Importantly, we aimed at studying multiple, large cohorts of senior medical students involving a total of 529 participants and collecting data over a period of two years. We assessed students’ acceptance of the training through a modified questionnaire measuring device handling, content complexity, degree of immersion, learning success, and seminar design. Our results show high, sustained acceptance and ease of use across different student cohorts and subgroups, with most students finding XR/VR engaging and beneficial for acquiring emergency medicine skills. Importantly, the prevalence of simulation sickness was minimal. Moreover, no major effect of the head-mounted displays (HMDs) price range was noted with regard to the learning experience. The results underscore the potential of XR/VR capabilities in effectively enhancing medical education, particularly in areas of high-stakes clinical scenarios and emergency care, by providing realistic and reproducible immersive training environments. In summary, our findings suggest that XR/VR-based training approaches could significantly contribute to preparing future physicians for the complexities of emergency medical care, encouraging the integration of such technologies into medical curricula. However, careful consideration must be given to its suitability for all students and the practical challenges of its implementation, highlighting the need for further research to harness its full potential for medical education.

Abstract Background Virtual reality is increasingly being used for health communication. This study aimed to propose and test an integrated model of the determinants of perceived learning effectiveness in virtual reality (VR) within health communication. It proposes that psychological distance negatively affects immersion, flow, and presence, positively affecting perceived learning effectiveness. Methods The Fuzzy Decision Making Trial and Evaluation Laboratory Method (F-DEMATEL) and structural equation modeling (SEM) were used to test the proposed model. Data for the F-DEMATEL study were collected from 20 participants, whereas data for the SEM study were collected from 1104 participants, with 775 included in the final analysis. Results The results of the F-DEMATEL study revealed that the three dimensions of psychological distance, emotional distance, spatial distance, and social distance are causal factors. In contrast, temporal, technical, and hypothetical distance are effect factors. The SEM results confirmed the negative effects of psychological distance on flow and presence and the positive effects of immersion and presence on perceived learning effectiveness. In addition, the mediating role of presence was confirmed. Conclusions The results suggest that interrelationships among the factors can enhance the perceived learning effectiveness of health communication from VR. The crucial role of ensuring low psychological distance and high engagement in VR communication is also confirmed, providing crucial implications for VR communication practitioners.

Abstract The rapid evolution of the digital landscape has catalyzed the integration of blockchain technology within the domain of cultural heritage, particularly in virtual museums within the Metaverse. This study introduces ArchaeoMeta, a novel framework designed to leverage blockchain technology to enhance security, authenticity, and visitor interaction in a virtual museum environment. Utilizing smart contracts deployed on the Ethereum Sepolia testnet, the framework manages visitor interactions and secures digital artifacts, addressing challenges associated with scalability and user experience under varying loads. The performance evaluation involved simulating user interactions, scaling up to ten thousand concurrent users, to assess the impact on transaction latency, gas usage, and blockchain size. Findings reveal significant scalability challenges, as transaction latency and blockchain size increased with the number of users, highlighting areas for optimization in managing high user traffic within the blockchain infrastructure. This study contributes to the understanding of blockchain applications in cultural heritage, suggesting that while ArchaeoMeta offers a robust platform for virtual museums, enhancements in scalability through layer-2 solutions or alternative blockchain platforms are essential for its practical implementation. The framework sets a precedent for future research in the convergence of blockchain technology and cultural heritage preservation, promising a transformative impact on how digital cultural experiences are curated and consumed.

Immersive virtual reality (VR) is anticipated to peak in development this decade bringing new opportunities for 3D multimodal designing across all levels of education. The need for students to gain capabilities with multimodal texts—texts that combine two or more modes, such as spoken, written, and visual—is emphasised at all levels of education from P-12 in the Australian Curriculum. Likewise, the use of technology-supported pedagogies is increasing worldwide, rendering multimodal texts ubiquitous across all knowledge domains. This original, qualitative classroom research investigated students' 3D designing of multimodal texts using an immersive VR head-mounted display. Upper primary students (ages 10–12 years, n = 48) transferred their knowledge of ancient Rome through 2D drawing, writing, speaking, and 3D multimodal designing with VR. The application of multimodal analysis to video data, screen recordings, and think-aloud protocols, and the thematic coding of student and teacher interviews yielded four key findings: (i) VR gaming supported 3D multimodal designing through haptic and embodied experience, (ii) VR improved performance through creative redesigning, (iii) VR-supported knowledge application, consolidation, and transfer, and (iv) pedagogical strengths of VR were situated and transformed practice. This research is timely and significant given the increasing accessibility and affordability of VR and the need to connect research and pedagogical practice to support students' advanced knowledge and capabilities with multimodal learning across the curriculum. [ABSTRACT FROM AUTHOR]

Offsite construction (OSC) techniques are argued to provide superior quality and shorter schedules compared with traditional techniques. Nonetheless, the pace of OSC implementation has been slow due to the influence of several barriers. In recent years, virtual reality (VR) applications have been used to address many of these barriers and promote the implementation of OSC projects. However, a comprehensive and coherent literature review that establishes the current state and categorizes VR applications in OSC projects is still lacking. To address this research gap, this study provides a state-of-the-art review of VR applications in OSC (VR–OSC) using the scientometric and systematic review methods. This study characterizes the synthesis between VR and OSC and identifies research trends and gaps that can be studied in future VR–OSC research. The scientometric review focuses on identifying the main topics of both research domains separately and combined based on the collected articles. The systematic review, meanwhile, qualitatively evaluates these articles, highlighting the existing research gaps and anticipating future research frontiers. The scientometric results indicate that VR applications in OSC can be organized into a number of clusters, such as Crane Operations and Onsite Planning, Educational Applications, Safety and Ergonomics, and Evaluation of Design Alternatives. The qualitative analysis identifies several future research directions to advance the field of VR–OSC, including (1) multiuser VR models in crane operation planning, (2) consideration of the role of human emotions in VR safety training by adopting biometric sensors, (3) decentralized web-VR platforms for remote OSC planning, and (4) VR-solutions for modeling robotic movements in OSC factories. This study can serve as a useful point of reference for VR–OSC researchers and provides a sound foundation for future research on VR–OSC. Practical Applications: As the market share of OSC techniques continues to grow, it is vital for construction professionals to stay up to date with the latest advances and technologies so that they are well-positioned to identify and address adoption barriers. This study provides a comprehensive analysis of the two topics (i.e., OSC and VR) both independently and integrally. The review of VR applications and their categorization into several OSC subdomains, such as crane operations management, safety management, processes planning, and educational practices, provides OSC practitioners with a holistic understanding on the basis of which to employ VR solutions more efficiently and effectively in their projects. Furthermore, the integration of VR with other technologies, such as eye-tracking technologies, motion capture sensors, and robotic tools, illustrates how VR tools can be used to address many OSC-related problems, including complex production lines, inefficient safety training, and overlapping crane operations. Finally, the improved understanding of current gaps in the domain of VR–OSC can help to galvanize industry support for more in-depth research on the use of VR in OSC. [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 length) in patients with MS. Methods: The present clinical trial research was conducted with 30 MS patients aged 18-55 years (including 21 women and 9 men). The random assignment of subjects was assessed into one of three groups, tDCS group, VR group, and combined tDCS-VR training group. In the tDCS group, the M1 motor cortex was stimulated by direct electrical current in five sessions, and VR training patients participated in the VR program for six sessions. In the combination intervention, participants were delivered tDCS before each VR session. Fatigue severity scale (FSS), Berg balance scale (BBS), and 25-foot walk test (T25-FW) were used to evaluate the fatigue, balance, and walking speed respectively as pre and post-tests. Statistical analysis of covariance (ANCOVA) was used to compare the results between the three groups. Results: Our results showed a significant effect of tDCS, VR, and tDCS-VR on fatigue and a significant effect of VR and tDCS-VR on balance and walking speed in patients with MS (P0.05). Conclusion: Despite the positive effect of fatigue, we found VR and tDCS-VR to be a more effective method for treating balance and walking of the patient. The combination effect of tDCS with VR therapy, should be investigated further.

Samodzielne przemieszczanie się jest jednym z przejawów autonomii, ważnej m.in. dla samopoczucia czy przekonania o własnej sprawczości danej jednostki. Pytanie, czy kreujemy rzeczywistość, nadal pozostaje otwarte, ale niewątpliwy jest fakt, że działamy w pewnej interakcji ze środowiskiem, a przy użyciu technologii chcemy doświadczenie obecności w świecie rozszerzać i modyfikować, co zresztą dzieje się nieuchronnie. Celem tekstu jest próba eksploracji dostępnych sposobów odnajdywania się w przestrzeni osób z niepełnosprawnością wzroku i przywołanie refleksji na ten temat. W artykule przedstawiona zostanie definicja wirtualnej rzeczywistości (VR), a także koncept echolokacji. Autorka tekstu podejmuje również próbę opisania relacji między osobą z niepełnosprawnością a środowiskiem postrzeganym przestrzennie z uwzględnieniem tego, jak środowisko VR może wpływać na umiejętności postrzegania informacji przestrzennych i odnajdywania się w otoczeniu.