КОРЕКЦІЯ НЕГАТИВНИХ ПСИХІЧНИХ СТАНІВ КУРСАНТІВ ЗА ДОПОМОГОЮ ТЕХНОЛОГІЙ ВІРТУАЛЬНОЇ РЕАЛЬНОСТІ

With the update and growth of science and technology, educational concepts continue to innovate. In the sports field, the use of Virtual Reality (VR) technology is undoubtedly a brand new training experience. The use of VR technology in the physical education (PE) classroom has promoted the growth of PE and also allowed students to master physical skills more comprehensively through high technology. The purpose of this article is to understand VR technology, study the mterial of VR, improve the shortcomings of traditional PE through VR technology, and analyze the application prospects of VR technology in PE. This article mainly adopts the interview method, sample survey method and case analysis method to sample a survey of 120 students in three grades of a middle school to conduct questionnaire surveys and field visits to understand the students’ knowledge of VR technology and the use of VR technology. We also can know the views of the PE for students. Through this series of investigations, the prospects of VR technology being applied to PE are analyzed. Experimental research results show that the most supported PE activity for VR technology at this stage is situational setting, and 35% of students hope that VR technology will be prominent in the context of the picture. The application of VR technology in physical education will undoubtedly bring a different experience to school sports activities. However, due to the lack of funds and professionals, it is difficult to carry out VR technology in teaching activities. So we can start from the context setting and use economical means to pave the way for physical education.

Metaverse references an immersive three-dimensional digital space, conceptions about its specific nature and organization have changed over time, and more strongly emphasize the evolution from considering the metaverse as an extended version of a single virtual world to a wide network of an infinite number of interconnected worlds. The aim of this article is to describe the potential of the metaverse in health care. One potential feature of a doctor's office in the metaverse could be the use of virtual reality technology to create immersive, personalized treatment environments for patients. The doctor may also be able to use virtual reality tools to demonstrate treatment options or procedures, or to provide educational materials to the patient. There are several potential applications of the metaverse in medicine, including the use of virtual reality and other immersive technologies for patient care. Some examples of these applications include: Virtual reality exposure therapy for anxiety disorders; Virtual reality-based cognitive behavioral therapy for depression; Virtual reality-based rehabilitation and physical therapy; Virtual reality pain management; and Virtual reality education and training. There are several potential benefits to delivering clinical care in the metaverse. Metaverse may allow for more efficient and convenient access to care, particularly for patients who live in remote or underserved areas. These platforms will contribute for more personalized and immersive treatment experiences, as virtual reality technology can be used to create tailored environments and experiences for patients. There may also be concerns around patient privacy and security, as well as the potential for cyber-attacks.

The community service activity aims to introduce 3D Virtual Reality technology as an innovation in badminton learning at SD Negeri 168 Pekanbaru. The activity stages in the implementation of this PkM program consist of several main stages, namely preparation, implementation, evaluation, and evaluation of the implementation and sustainability of the program. The results of this activity confirm that learning using 3D virtual reality technology has a significant positive impact on improving students' knowledge, skills, and attitudes. The technology proved effective not only in improving theoretical understanding but also in developing practical skills and building higher motivation. This community service activity has successfully achieved the main objective, which is to increase students' interest and involvement in badminton through the use of 3D Virtual Reality (VR) technology. The evaluation results showed a significant increase in the aspects of cognitive knowledge, psychomotor skills, and affective attitudes of students after participating in this technology-based learning. Nevertheless, the success of this program is also accompanied by challenges, especially the need for teacher training in the use of VR technology to ensure the sustainability of the program in the future

The article presents the use of virtual reality (VR) technology in the process of teaching elec trical power engineering, based on the Virtual Electrical Switchgear (VES) application. The author discusses the advantages of using VR in education, pointing to interactivity, the possibility of carrying out practical tasks and improving student engagement. The functions of the VES applica tion were also presented, which allow the simulation of realistic scenarios related to learning how to build and operate MV switchboards. The article also includes research results confirming the effectiveness of using this application in the teaching process, including increasing the effective ness of learning and improving students’ understanding of issues. An important perspective for the development and further use of VR technology in the field of teaching electrical power engineer ing was noted, contributing to improving the quality of education in this field.

Although virtual reality (VR) technology has been implemented as a tool to address the health issues of older adults, its applicability to social connectedness is underrepresented in the literature, and less is known about its efficacy in this area in contributing to overall wellness and well-being in later life. Expanding the VR possibilities beyond traditional entertainment purposes holds considerable potential for the older adult market. Technological tools have been employed in the elder health care field for many years, and cutting-edge developments such as virtual and augmented reality have begun to be used to facilitate optimal wellness in aging. Such technological advances have the potential to significantly impact one of the most important issues that older people face: social isolation and loneliness. This paper will serve as an introductory exploration of what is currently known about the use of virtual reality technology with an older cohort.

Introduction We describe the feasibility of delivering a live orthopaedic surgical teaching session with virtual reality (VR) technology simultaneously for trainee surgeons in Ethiopia and the UK. Methods Forty-three delegates from the Severn Deanery in the UK (n=30) and Bahir Dar in Ethiopia (n=13) attended a live training session in February 2021. During the session, participants watched a surgical operation (recorded earlier that week with a 360° VR camera) alongside live commentary. A qualitative questionnaire was distributed to gauge feasibility, connectivity and educational value of the session as well as its VR component. Results The majority of delegates from both the UK and Ethiopia felt that the use of VR technology to aid surgical training is feasible, that it is useful for learning surgical approaches, that it aids surgical performance and that it is superior to conventional resources. Bahir Dar residents strongly agreed that VR simulation videos would allow trainees to supplement reduced learning opportunities as a result of the COVID-19 pandemic and help to counteract their reduced operating experience. For Bahir Dar trainees, a lack of a stable internet connection for large VR files was the predominant issue. Conclusions This study demonstrates that there are infrastructure challenges in low and middle income countries (LMICs) in terms of the reliable delivery of VR teaching in orthopaedics at the current time. Despite this, our findings better inform the potential role of VR technology in surgical education, and shed light on the possibility for it to feed into and enrich surgical training in both LMICs and high income countries.

This article provides a concrete example for using and creating a virtual environment for computer-aided design of complex systems. The subject area is design, and the object of research is an aircraft. CAD creates a parameterized 3D model, which is demonstrated and processed on a virtual stage using special equipment. Special equipment such as the HTC Vive Pro virtual reality helmet and the included controllers. The virtual assistant of the designer allows you to create detailed parameterized models of an aircraft, in particular, a transport aircraft based on the An-124 Ruslan, and virtual reality helps the user to learn more about the created project and make the necessary optimization edits directly in VR space. By changing the model in VR space, it will change in the main project. The work is a continuation of the development of a decision-making system, a virtual assistant to the designer: "Robot designer", whose application interface has been defined. The main control menu for the user in virtual space is shown, and the aircraft with the fuselage skin and cockpit removed is also shown. Plans for further use of virtual reality technology in the design of complex systems and training of specialists with the profile of aircraft engineers are presented.

Introduction. Virtual Reality (VR) is an interactive-immersive, computer-generated environment or experience that may be estimated as the evolution of existing communication interfaces towards different levels of immersion. Over the past 15 years, VR and AR technologies have been actively introduced into clinical medicine. Children are the most active users of modern gadgets and the Internet, so their compliance with new technology is considered the highest. The purpose. To demonstrate the virtual reality (VR) technologies potential in pediatric practice. Materials and methods. For the review, foreign and domestic publications from 2016 to 2023 were used. An analysis of the VR potential in pediatrics was carried out, its positive effects were identified, as well as unresolved issues both on the part of patients and the scientific and clinical community. Results. The pediatrics niches that are likely to be occupied by VR in the future are in the field of rehabilitation, habilitation, psychiatry, and palliative medicine. It is possible to use VR technologies to enhance pain relief, reduce anxiety, depression in almost all subspecialties of pediatrics. Due to its non-invasiveness, the possibility of combining with pharmacological methods, a high degree of empathy and compliance on the part of pediatric patients is ensured. It is also important to ensure epidemiological safety, which has become very popular during a pandemic. Conclusions. The conducted studies and review of scientific publications demonstrate the high potential of VR virtual reality methods in pediatrics. Decreased investment in knowledge-intensive areas, including the use of VR technologies in medicine, may limit their implementation in clinical practice. It is necessary to unite scientific professional communities to conduct randomized clinical trials with the subsequent development of protocols and clinical guidelines for VR in pediatrics.

While recent research has extensively explored the potential use of Virtual Reality (VR) in educational contexts, limited knowledge exists regarding teachers’ willingness to further their understanding of VR and its applications in education. Therefore, this study aims to investigate how various demographic factors and attitudes toward VR influence educators’ curiosity about this technology. Using the boosting classification machine-learning algorithm, we analyzed the responses of 324 educators from Europe and Eurasia. The findings reveal that the regularity of undergoing pedagogical training exerts the strongest influence on educators’ interest in learning about VR technology, underscoring the importance of consistent training opportunities. Additionally, frequent personal testing and use of VR technology, along with the duration of professional education in pedagogy, significantly affect educators’ curiosity. Age and gender identity also play influential roles, with older educators and males exhibiting greater curiosity. Notably, educators’ awareness of VR technology has a relatively lower impact. Furthermore, the total years of teaching experience and prior use of VR technology in teaching have minimal effects on educators’ curiosity. These findings emphasize the significance of providing high-quality pedagogical training to familiarize educators with VR technology and its potential benefits in educational settings, carrying substantial implications for policymakers.

This article discusses the teaching-learning methodologies associated with the use of virtual reality (VR) technologies applied to the development of concepts related to the productive layout. In this way, the main points about pedagogical approaches and their needs are presented, as well as the impact of the use of VR technologies and their applications, it is also discussed the opportunities to approach the referred content and focuses on in its application in the concepts of physical arrangement. Finally, an application model of the theme is elaborated with three layout scenarios applied to the productive process of manufacturing components, their characteristics, which, with some brief analyses, significant reductions of up to 54% among the applied models can be seen. Its breadth, applicability, feasibility for the educational context is also argued.

The Reality of Virtual Reality in Echocardiography Education?

Background Chronic pain is often a debilitating condition that affects individuals physically and mentally. Reliance on pharmacotherapy for pain management comes with risks of analgesic misuse and dependence. Hence, non-pharmacologic treatment plays a crucial role in pain management. Virtual reality is a novel method in chronic pain management. However, there is little understanding about healthcare providers’ perspectives on the use of virtual reality technology in managing chronic pain. This study aims to explore the current management challenges faced by chronic pain healthcare providers and their perspectives on using virtual reality as adjunctive therapy in managing chronic pain. Method Individual semi-structured interviews were conducted among all chronic pain healthcare providers in a tertiary hospital. The interviews were analysed using qualitative thematic analysis. Results Eight chronic pain healthcare providers participated in this study. Financial issues were cited as one of the biggest barriers to utilisation of non-pharmacological treatment. Participants highlighted the importance of psychosocial support from family and healthcare providers. Challenges identified included absence of patient engagement and lack of awareness about pain management among healthcare providers as well as the lack of an integrated multidisciplinary approach in our healthcare system. Participants were receptive towards the use of virtual reality in chronic pain management and offered ample opinions and suggestions for its application in chronic pain management. Conclusions A multilevel, multifaceted approach is needed to improve chronic pain management. Virtual reality technology could be considered as an adjunct therapy to address some of the challenges and limitations identified in this study.

In 2020, the world is facing a major crisis caused by the COVID-19 pandemic. This pandemic has had a profound impact on the global economic, political, cultural and social situation and reversed the lives of all people. Many schools have to suspend operations, education services in the traditional model cannot be deployed, and public health is given the top priority of a country. Faced with such a practical situation, governments of countries all over urgent need to take measures to stabilize the country. In the field of education, universities make the transition from traditional teaching models to online learning models, although there are still many obstacles to practical modules due to the unreal interactive method. Virtual reality (VR) technology is a newly applied way that creates excitement for users, increases the efficiency of interaction between learners and teachers, allow more learners to participate in accessing the environment in 3D space built graphically. Virtual reality technology completely immerses learners in a virtual situation, eliminating all external distractions and focusing on learning activities. By the method of synthesis, statistics, analysis and comparison, in this research, we mention the limitations in the online teaching model. Thus, proposing the use of VR technology in online teaching to innovate the way of interaction between teachers and learners to improve learning efficiency. © 2021 Author(s).

3D reconstruction technology is the basis for the use of virtual reality technology to achieve a complete simulation of the virtual reality world. Therefore, 3D reconstruction technology has always been regarded as the main goal of research in emerging technology fields such as virtual reality. The advanced virtual reality technology is widely used in the correction treatment simulation process, and the correction treatment plan can be designed through intuitive diagnosis and analysis, so that patients and physicians to have an intuitive understanding of the corrective effects they have achieved before the formal start of treatment, which has considerable practical value. This article mainly focuses on the application of 3D modeling in assisted orthodontics. It has a simple understanding of the methods of oral modeling based on relevant data, and then summarizes the specific application of 3D reconstruction technology in orthodontics. In order to further understand the application of 3D technology in dentistry, this article carried out 3D modeling of the oral cavity. Through the modeling of the oral cavity, the difficulties in the application of 3D technology were discovered. Finally, the problems in the modeling process were monitored by experiments, and the experimental results obtained, the first group the average relative measurement accuracy of patients is 1.713%, the second group of patients is 1.690%, and the average relative measurement accuracy corresponding to the previous section is 4.430% and 4.114% (the relative value of the measurement is lower), the accuracy value (means the higher the accuracy).

The aim of this study is to examine the effect of virtual reality (VR) assisted robotic coding teaching, which is a different platform used in robotic coding education, on spatial visualization and coding skills. In order to achieve this aim, a research was designed according to the quasi-experimental design with pre-test post-test control group. 56 sophomore students studying in the Elementary Mathematics Teaching program were divided into experimental and control groups. In the experimental application, which lasted for 4 weeks in total, 8 hours of VR assisted robotic coding teaching was given to the experimental group. Students both created and coded the robots using virtual reality versions of the LEGO® Mindstorms EV3 robot sets. In the control group, the students physically used the LEGO® Mindstorms EV3 robot sets and coded the robots they prepared. Before and after the instruction, the spatial visualization and coding skills of the participants in the experimental and control groups were measured and their changes at the end of the process were examined. As a result of the research, it was determined that there was a significant increase in the coding skills and spatial development, spatial rotation and spatial view skills of the pre-service teachers in the Elementary Mathematics Teaching program, who designed and codes robots using virtual reality technology. Accordingly, it was concluded that the use of virtual reality technology instead of the physical sets used in robotic coding teaching had a similar effect on students' coding skills.