A9Immersive Technology Experience Measure (ITEM): pilot study on participant experience using novel questionnaire and VR scenario

Immersive virtual reality (VR) simulations are increasingly being used in diverse educational and training contexts to supplement traditional learning methods. The high versatility of virtual laboratories allows students to take advantage of many benefits, like experiencing dangerous reactions, time-consuming protocols, or expensive equipment without the necessity of a real science laboratory. However, little research is currently available to support the efficacy and efficiency of this new learning tool. In this context, the main objective of this study was to assess the influence of biotechnology training by using immersive VR technologies on the student’s motivational and learning outcomes as compared with learning with conventional methods only. To this aim we tested two diverse strategies, respectively VR simulations were used in place of or in addition to the teacher’s introductory lesson of a hands-on laboratory experience. Aligned questionaries were administered before and after the proposed activities to assess theoretical knowledge, self-efficacy, interest in biotechnology, and engagement of the participants. We found that when the introductory lesson to a biotechnology hands-on laboratory is replaced with an equivalent immersive VR simulation, the student’s learning outcomes are lower with respect to the traditional approach. On the contrary, when VR simulations are integrated as an additional tool to the existing learning methods, higher learning outcomes were observed demonstrating a deeper understanding of the learning contents. Furthermore, our study showed that learning with immersive VR simulations motivates students more than the traditional methods, thus, using this new technology in addition to the existing educational methods in biotechnology could be considered as a win-win strategy to raise the attention of the students while increasing the learning outcomes.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Lower body tracking and user experience analysis are ongoing challenges in immersive technologies and biomechanics research, respectively. Particularly, in immersive technologies like mixed reality, there are limited research applications in user comfort and experience, and locomotion. In this paper, we aimed to conduct a cross-disciplinary research (by combining the elements of Biomechanics and human–computer interaction) in understanding the impact of user experience and immersive technologies induced symptoms in virtual and mixed reality environments for obstacle clearance tasks. For this, we created obstacle clearance applications for Oculus Quest and Microsoft HoloLens. Also, we conducted a user study with 12 participants under two conditions (virtual reality and mixed reality) in obstacle clearance behavior of varying heights. The results from our study indicated that the levels of immersion and enjoyment were significantly higher in virtual reality compared to mixed reality. In terms of virtual reality-induced symptoms, the participants found the mixed reality environment to be slightly more comfortable than virtual reality.

BackgroundImmersive technologies in healthcare including virtual reality (VR), metaverse platforms, and 3D display technology are transforming global healthcare by improving medical education, advancing surgical training, enhancing patient preparedness, and facilitating remote collaboration. Adoption varies regionally due to infrastructure, cost, and digital literacy gaps. This study examined their impact on healthcare training and delivery outcomes and identified key integration barriers.MethodsThis mixed-methods instructional-integration study spanning four regions, Japan, the Middle East and North Africa, China, and the United States, utilized pre- and post-training surveys. Participant confidence in using immersive technologies was rated on a 5-point Likert scale. Paired t-tests determined significance. Thematic analysis of qualitative data (open-ended responses) identified key benefits and implementation challenges.ResultsOf 350 healthcare professionals, 300 completed both surveys. Confidence improved significantly across all technologies: VR simulators (2.8–4.2), metaverse platforms (3.1–4.0), and 3D display systems (3.2–4.3), all p < 0.05. Regional trends were consistently positive, with favorable outcomes in surgical precision and spatial understanding (Cairo University, Al Faisal University). Thematic analysis cited expense (62%), limited infrastructure (56%), and need for context-specific training (49%) as key barriers; 88% of participants reported increased willingness towards applying immersive technology in healthcare settings.DiscussionImmersive technologies significantly enhance medical education and procedural training, demonstrating cross-regional applicability. Favorable feedback-based gains in user confidence underscore their transformative potential. Equitable adoption requires tackling systemic barriers through strategic investment, localized customization, and international collaboration. These findings offer actionable insights to inform policy and program development for digital healthcare transformation.

Immersive virtual reality (VR) simulations are gaining prominence in undergraduate nursing education because they (a) can mimic the dynamism of clinical settings for students, (b) enable educators to scaffold theory-practice integration and multiple skill development, and (c) provide programs with a costeffective curricular solution for supporting clinical practice-readiness. In this paper, we investigate first- and second-year nursing students’ experiences with Simulation Learning System with Virtual Reality (SLS with VR) during a 7-week study in Fall 2020 and assess change in their self-efficacy from pre-post. An inductive thematic analysis of students’ responses revealed that they experienced a heightened sense of engagement in VR, and SLS with VR afforded roleplaying in authentic clinical situations. A statistically significant improvement was found in students’ ratings of self-efficacy variables such as their understanding of content, ability to make clinical judgments, caring for patients, working in teams, and ensuring safety and quality in clinical situations. These findings contribute to a growing body of literature that is focused on supporting nursing education stakeholders to understand and embrace the effectiveness of VR in preparing future nurses for patient well-being and the complexities of health care settings.

Temperature distribution and variation with time has been considered in the analysis of the influences of the initial level of immersion of a horizontal metallic mesh tube in the liquid on combined buoyant and thermocapillary flow. The combined flow occurs along with the rising liquid film flow on the surface of a horizontal metallic mesh tube. Three different levels of immersion of the metallic mesh tube in the liquid have been tested. Experiments of 60 min in duration have been performed using a heating metallic tube with a diameter of 25 mm and a length of 110 mm, sealed outside with a metallic mesh of 178 mm by 178 mm, and distilled water. These reveal two distinct flow patterns. Thermocouples and infrared thermal imager are utilized to measure the temperature. The level of the liquid free surface relative to the lower edge of the tube is measured as angle θ. The results show that for a smaller θ angle, or a low level of immersion, with a relatively low heating power, it is possible to near fully combine the upwards buoyant flow with the rising liquid film flow. In this case, the liquid is heated only in the vicinity of the tube, while the liquid away from the flow region experiences small changes in temperature and the system approaches steady conditions. For larger θ angles, or higher levels of immersion, a different flow pattern is noticed on the liquid free surface and identified as the thermo-capillary (Marangoni) flow. The rising liquid film is also present. The higher levels of immersion cause a high temperature gradient in the liquid free surface region and promote thermal stratification; therefore the system could not approach steady conditions.

Medical simulations bridge theory and practice in immersive settings. During this unique form of education, learners experience challenging medical scenarios without risking patient harm. The effectiveness of simulations stem from their ability to induce autonomic stress responses, which potentiate memory formation. Educators have adopted virtual reality (VR) and augmented reality (AR) to supplement traditional, mannequin-based simulations. In this Pro-Con commentary article, we discuss the competitive advantages and limitations of VR and AR simulation for medical training. VR uses computer-generated images (CGI) within head-mounted displays (HMDs) to enhance learning. Gamification of medical procedures in VR improves acquisition of complex skills, positioning VR simulation as a pivotal training tool. Participant embodiment while in VR develops non-technical skills such as improved communication and enhanced empathy. The placement of participants within CGI worlds that would otherwise be difficult or impossible to recreate situate VR as the ideal next step in simulation evolution. VR is superior to AR given its lower hardware costs, expansive software libraries, and complete immersion in CGI compared to limited holographic fields of view within AR. By displaying holograms within the participant's natural world, AR is primed to replace screen and VR technologies as the premier learning adjunct. The integration of real-world instruments with AR holograms provides innumerable methods for teaching procedural skills. In addition, AR enhances pre- and intra-operative planning by overlaying holographic, radiographic patient images over their own bodies. Because AR has the unique feature of maintaining direct eye contact between participants, scenarios that improve communication skills are easily created with holograms in the real world, eliminating the need for an entirely CGI VR environment. Immersive simulation efforts should skip the costs of creating VR scenarios and redirect efforts to developing AR simulation software. Although both VR and AR have limitations related to cost and ergonomics, immersive technologies are relatively more affordable and versatile than traditional mannequins and physical simulation centers. As adjuncts to enhance traditional simulation curricula, we advocate for continued research to demonstrate the validity and utility of these immersive technologies.

Objective To minimize loss of life, mass casualty response requires swift identification, efficient triage categorization, and rapid hemorrhage control. Current training methods remain suboptimal. Our objective was to train first responders to triage a mass casualty incident using Virtual Reality (VR) simulation and obtain their impressions of the training’s quality and effectiveness. Methods We trained subjects in SALT Triage then had them respond to a terrorist bombing of a subway station using a fully immersive VR simulation. We gathered learner reactions to their VR experience and post-encounter debriefing with a custom electronic survey. Results Nearly 400 subjects experienced the VR encounter and completed evaluation surveys. Most participants (95%) recommended the experience for other first responders and rated the simulation (95%) and virtual patients (91%) as realistic. Ninety-four percent of participants rated the VR simulator as “excellent” or “good.” We observed no differences between those who owned a personal VR system and those who did not. Conclusions Our VR simulator (go.osu.edu/firstresponder) is an automated, customizable, fully immersive virtual reality system for training and assessing personnel in the proper response to a mass casualty incident. Participants perceived the encounter as effective for training, regardless of their prior experience with virtual reality.

Can virtual reality simulation be used for advanced bariatric surgical training?

In this demo we present an immersive virtual reality (VR) simulator to measure risk perception in realistic working environments. It provides the ideal environment to expose people to danger with no chances to cause them any harm. However, whereas in the physical work environment workers have to perform their jobs (primary task) and be safe (secondary task), in a VR simulator they still have to deal with an additional source of cognitive load: the user interface.

IntroductionThe increasing integration of Artificial Intelligence (AI) and Virtual Reality (VR) in healthcare education offers innovative ways to enhance collaborative learning and improve patient safety. This narrative review examines the synergistic impact of AI-powered virtual reality (VR) simulations, such as those used in surgical training and patient communication, on knowledge acquisition, clinical skill development, and collaborative competencies among healthcare students. It also explores long-term knowledge retention, ethical considerations within virtual scenarios, and the psychological impact of high-stakes simulations on learner resilience.MethodsThis review is distinguished by its exhaustive literature search, which spanned PubMed, CINAHL, Scopus, Google Scholar, and other pertinent databases, to identify studies published between 2005 and 2024. The distinct focus on AI and VR interventions in healthcare education, particularly those with outcomes related to interdisciplinary learning or patient safety, distinguishes this review. Data were thematically analyzed across domains, including adaptive learning, technical skill development, teamwork, patient safety, and ethics.ResultsThe findings of this review carry significant practical implications. Five key themes emerged: adaptive learning (n = 17), immersive skill development (n = 10), teamwork enhancement (n = 10), patient safety (n = 18), and ethical considerations (n = 21). These themes underscore the potential of AI and VR in healthcare education. AI-driven adaptive systems enabled personalized VR training, enhancing engagement and knowledge retention. Real-time AI feedback during simulations improved decision-making in safe, controlled environments. Interdisciplinary team simulations enhanced communication and collaboration, which are crucial for effective clinical care. Ethical modules embedded in VR scenarios promoted moral reasoning. Several studies also reported increased learner confidence in performing clinical procedures following VR training, suggesting enhanced preparedness for practice.ConclusionThe integration of AI and VR holds the potential to revolutionize healthcare education, fostering personalized, immersive, and ethically informed learning. These technologies enhance technical proficiency and equip students with the complex demands of modern clinical practice. Strategic implementation can contribute to error reduction, improved patient outcomes, and a culture of safety. However, the journey is not over. Continued research is crucial for assessing the long-term outcomes and cost-effectiveness of these educational innovations, as well as for keeping pace with the rapidly evolving field of AI and VR in healthcare education.

Development of three-dimensional visualisation technology of the aerodynamic environment in a greenhouse using CFD and VR technology, Part 2: Development of an educational VR simulator

To investigate the effect on final-product performance of a distributed, virtual reality (VR) simulation training program on cadaveric dissection performance and learning curves compared with standard VR simulation training during a temporal bone course. Educational interventional cohort study. The national Danish temporal bone courses of 2016 and 2017. Postgraduate year 2 to 5 residents in otorhinolaryngology. Nine participants volunteered for additional VR simulation training (intervention) before the temporal bone course, with training blocks distributed (i.e., separated). The remaining 28 participants received standard VR simulation training during the temporal bone course (control). VR simulation and cadaveric dissection final-product performances were analyzed by blinded raters using a 26-item modified Welling Scale. Distributed VR simulation training before the temporal bone course (intervention) significantly increased dissection final-product performance by 25% compared with standard VR simulation training during the course (control) (mean scores 12.8 points versus 10.3 points, p < 0.01). Distributed and repeated VR simulation practice markedly decreased drilling time. Guidance by the simulator-integrated tutor-function significantly increased final-product performance by 2.3 points compared with nontutored procedures but at the cost of increased drilling time. Skills acquired in a VR simulation environment translate to cadaveric dissection skills and repeated and distributed VR simulation can be used to further increase performance compared with standard VR simulation training during a temporal bone course. Further dissemination of inexpensive VR simulators would allow all future temporal bone course participants to train locally before attending future centralized courses.

Immersive technologies offer an alternative means of presenting and communicating data derived from BIM modeling. Augmented, virtual, and mixed reality technologies allow architects to visualize and interact with digital data, providing a simulation of their physical presence in an architectural structure, and thus a more realistic and interactive approach to various stages of project activities. In fact, immersive technologies can be used throughout the entire life cycle of an architectural project: planning, design, construction, and operation. The aim of research is to identify and systematize data on computer tools using immersive technologies and the prospects for its development in architectural activities. The scientific paper describes three groups of software products based on immersive technologies with BIM modeling support. Each of the groups is based on a particular immersive technology: augmented reality (AR), virtual reality (VR), or mixed reality (MR). The main difference between these technologies is the level of immersion in the virtual environment: AR overlays computer-generated content on the real world; VR content is 100% digital; MR is a digital overlay that allows virtual 3D elements to interact with the real environment. Each group contains different software products: the first group is mostly characterized by mobile applications, since the physical world is supplemented with digital content through the screens of smartphones, tablets, and other compact equipment; the second group includes various plug-ins that integrate into professional tools and improve them in terms of visualization in a virtual environment and the possibility of its research; The third group with mixed reality support is smaller in number of programs, but it is the most promising for the future development of the architectural profession, as it provides an integrated approach to architectural activity by expanding the professional tools.

Minimally invasive laparoscopic surgery requires intensive training due to challenges such as loss of haptic feedback and depth perception. Traditional training methods include box trainers (BT), which offer realistic haptic feedback but lack objective performance assessment, and virtual reality (VR) simulators, which provide automated feedback but lack haptic feedback. This review, conducted at the Barts Cancer Institute, Queen Mary University, examines the learning outcomes of VRsimulators with haptic feedback compared to BT. A systematic review and meta-analysis was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines from December 2023 to April 2024. Research databases, such as PubMed, EMBASE, CINAHL, and Web of Science, were searched for randomized controlled trials (RCTs) comparing VR simulators with haptic feedback to BT in training medical students. Seven RCTs met the inclusion criteria, and four were included in the meta-analysis. The primary outcomes were learning curves and learning effectswhile secondary outcomes included skill transfer to a surgical environment. The review analysed data from 125 participants across the studies. Results indicated that BTs demonstrated a superior learning curve, with participants achieving proficiency faster than those using VR. Both simulators showed significant learning effects; however, BTs resulted in greater improvements across more performance parameters. Regarding skill transfer to surgical environments, there was no significant difference between the two groups, suggesting both approaches effectively support surgical skill transfer. Overall, BT has a more effective learning curve and marginally better performance in skill acquisition. While VR with haptic feedback offers enhanced realism, it does not fully replicate the natural haptic feedback provided by BT. Further studies are needed to improve VR haptic feedback and its integration into training programs to enhance learning outcomes.