Applications of Virtual and Augmented Reality in Biomedical Imaging.

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

Computational thinking (CT) skills are increasingly important in education to prepare students for the challenges of the digital age. Augmented Reality (AR) and Virtual Reality (VR) have been introduced as immersive technologies that have the potential to enhance CT skills through more interactive learning experiences. However, there is still a gap in understanding the effectiveness of these technologies in supporting the development of CT, particularly in different levels of education and disciplines. Although several studies have highlighted the benefits of AR and VR in education, no systematic review integrates these findings to identify advantages, challenges, and opportunities for further implementation. Therefore, this study conducted a systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by analyzing 25 empirical studies (AR=17, VR=8) obtained from the Scopus database (2008-2024). The analysis addresses four key research questions: (1) the current state of AR/VR in CT development, (2) their advantages, (3) implementation challenges, and (4) future research directions. The results show that AR is more widespread than VR at various levels of education, with dominance in higher education followed by secondary and primary schools. Computer science is the main field of application of AR and VR, while AR is also widely applied in mathematics to increase interest and problem-solving. A total of 11 studies reported significant impacts of these technologies on CT, with AR being superior in increasing student motivation and engagement, as well as aiding in problem-solving and debugging. In contrast, VR provides a more immersive learning experience by strengthening concept understanding, especially in programming and recursion. However, several obstacles in the application of AR and VR, such as hardware limitations, costs, and user skills, affect the effectiveness of these technologies in the learning environment. This study also identified potential future research, including the exploration of VR in primary and kindergarten education, the application of VR in non-computer science fields, and the efficient use of these technologies in supporting the CT process. This study provides more precise insights into the optimal ways of utilizing AR and VR in developing CT skills. It is a reference for educators, policymakers, and researchers in supporting CT learning.

The rapid development of virtual and augmented reality technologies is currently taking place in almost all spheres of activity. Elements of virtual and augmented reality are used in such areas as education, medicine, transport, gaming, tourism and others. The active spread of these technologies causes the emergence of special competencies in the IT labor market and, as a result, the formation of new professions.Many Russian universities are training students in IT training areas. Specialization in the development of computer games and virtual reality applications has begun recently. The provision of practical classes is accompanied by specific tasks, which gives students the opportunity to improve the use of software and technical devices.The relevance of the research is determined by the current demand for the use of the latest technologies by IT developers in the field of creating computer games. Today, technologies that provide a player’s immersion in virtual reality are becoming more and more popular. One of these technologies is a suit with wearable sensors that track a person’s position in space in real time. However, there are quite a few real described projects in the literature and on the Internet. This study examines the process of developing a task for creating a game application using virtual reality technology: a suit with wearable sensors for teaching students.Materials and methods of research. Timely identification of the needs of the IT market in personnel training allows educational organizations to form new training programs of different levels of training. This approach makes it possible to target the educational and methodological materials being developed to use the latest achievements in the development of the field under study.Using a systematic approach, the study characterizes virtual reality suits and sensors for monitoring the position in the user’s space. Thus, the goal of the task was to ensure the immersiveness and convenience of interaction between the player and the game environment.Based on materials on software, position sensors in space, the approach of pedagogical design was applied and the procedure was formed for a practical task, reflecting the relevant competencies.Results. The study was conducted on the basis in the framework of laboratory and practical work of students, as well as at a real enterprise. Training in the new profile of the direction of training “Applied informatics” is fully equipped with all the latest technologies in this field. As a result of the work, the content of the practical task was developed.Real development of virtual and augmented reality applications is conducted jointly with students. Almost all projects used a suit with body sensors.Conclusion. Our study examines in detail the process of developing an application using a suit with wearable sensors for further training of students. Based on the results, work can be carried out on real projects for any field. Based on the research materials, it is planned to issue a textbook for students with the profile of developing computer games and virtual / augmented reality applications.

There is a growing interest for the broad use of Augmented Reality (AR) and Virtual Reality (VR) in the fields of bioinformatics and cheminformatics to visualize complex biological and chemical structures. AR and VR technologies allow for stunning and immersive experiences, offering untapped opportunities for both research and education purposes. However, preparing 3D models ready to use for AR and VR is time-consuming and requires a technical expertise that severely limits the development of new contents of potential interest for structural biologists, medicinal chemists, molecular modellers and teachers. Herein we present the RealityConvert software tool and associated website, which allow users to easily convert molecular objects to high quality 3D models directly compatible for AR and VR applications. For chemical structures, in addition to the 3D model generation, RealityConvert also generates image trackers, useful to universally call and anchor that particular 3D model when used in AR applications. The ultimate goal of RealityConvert is to facilitate and boost the development and accessibility of AR and VR contents for bioinformatics and cheminformatics applications. http://www.realityconvert.com. dfourch@ncsu.edu. Supplementary data are available at Bioinformatics online.

The perceptual behavior of consumers on a product displayed in the market has a vital role in analyzing the importance given to that product. Therefore, various strategies have been developed to understand this consumer behavior in the selection of products. Immersive technologies like virtual, augmented, and mixed reality are among them. With the foremost feature of immersion in the virtual world and interaction of users with virtual objects, virtual reality, and augmented reality have unlocked their potential in research and a user-friendly tool for analyzing consumer behavior. In addition to these technologies, mixed reality also has a significant role in investigating consumer behavior. Studies on immersive technologies in food applications are vast, hence this review focuses on the applications of virtual, augmented, and mixed reality in the food selection behavior of consumers. The behavioral studies are elicited to develop new products based on consumer needs, to understand the shopping behavior in supermarkets for real-time usage, and to know the influence of emotions in a selection of products. The findings suggest that virtual, augmented, and mixed reality induce immersion of the users in food selection behavioral studies. Information on the technological advancements in the tools used for bringing immersion and interaction are discussed for its futuristic applications in food. Though immersive technology gives users a realistic virtual environment experience, its application in food systems is in the budding stage. More research on human response studies would contribute to its innovative and inevitable application in the future.

Purpose: This study investigates the transformative role of augmented reality (AR) and virtual reality (VR) technologies in e-commerce and digital marketing. It aims to understand how these immersive technologies enhance consumer experiences by addressing challenges such as product visualization, consumer trust, and engagement while fostering higher purchase intent and customer satisfaction. Design/Method/Approach: A systematic literature review synthesizes findings from empirical and theoretical studies published between 2011 and 2024. The methodologies analyzed include experimental designs, market analyses, and conceptual frameworks assessing the integration of AR and VR technologies in online retail. Findings: The findings indicate that AR enhances online shopping through features such as virtual try-ons and spatial placement visualization, reducing return rates and increasing purchase confidence. VR, on the other hand, provides immersive environments that simulate physical shopping experiences, strengthening consumer-brand connections. While AR demonstrates broader applicability in fostering interactive and personalized experiences, VR remains limited by accessibility and cost constraints. Both technologies exhibit immediate costs but offer long-term benefits, positively influencing conversion rates and customer loyalty. Theoretical Implications: This study contributes to consumer behavior research by applying value perception models, immersive technology frameworks, and engagement metrics to the e-commerce landscape. It refines existing theoretical perspectives on technological adoption by highlighting the interplay between sensory engagement, emotional connection, and consumer decision-making. Practical Implications: The research underscores the strategic importance of integrating AR and VR into digital marketing and e-commerce platforms. It suggests leveraging AR for product categories requiring spatial interaction and using VR for high-detail product exploration. The study provides actionable insights for businesses looking to enhance online shopping experiences through immersive technologies. Originality/Value: This study offers a comprehensive synthesis of AR and VR applications in e-commerce, highlighting their potential to reshape online shopping. By bridging the gap between physical and digital retail experiences, it provides a fresh perspective on how immersive technologies can drive engagement, accessibility, and personalized consumer interactions. Research Limitations/Future Research: While this study synthesizes existing literature, empirical validation through longitudinal studies and cross-industry applications is necessary. Future research should explore the long-term effects of AR and VR adoption on consumer trust, loyalty, and behavioral changes. Additionally, further exploration is encouraged into gamification, artificial intelligence (AI) integration, and demographic-specific implementations to drive sustainable engagement.

The visualization of medical images with advanced techniques, such as augmented reality and virtual reality, represent a breakthrough for medical professionals. In contrast to more traditional visualization tools lacking 3D capabilities, these systems use the three available dimensions. To visualize medical images in 3D, the anatomical areas of interest must be segmented. Currently, manual segmentation, which is the most commonly used technique, and semi-automatic approaches can be time consuming because a doctor is required, making segmentation for each individual case unfeasible. Using new technologies, such as computer vision and artificial intelligence for segmentation algorithms and augmented and virtual reality for visualization techniques implementation, we designed a complete platform to solve this problem and allow medical professionals to work more frequently with anatomical 3D models obtained from medical imaging. As a result, the Nextmed project, due to the different implemented software applications, permits the importation of digital imaging and communication on medicine (dicom) images on a secure cloud platform and the automatic segmentation of certain anatomical structures with new algorithms that improve upon the current research results. A 3D mesh of the segmented structure is then automatically generated that can be printed in 3D or visualized using both augmented and virtual reality, with the designed software systems. The Nextmed project is unique, as it covers the whole process from uploading dicom images to automatic segmentation, 3D reconstruction, 3D visualization, and manipulation using augmented and virtual reality. There are many researches about application of augmented and virtual reality for medical image 3D visualization; however, they are not automated platforms. Although some other anatomical structures can be studied, we focused on one case: a lung study. Analyzing the application of the platform to more than 1000 dicom images and studying the results with medical specialists, we concluded that the installation of this system in hospitals would provide a considerable improvement as a tool for medical image visualization.

Technologies such as Virtual and Augmented Reality have gained popularity lately. Because of their convenience and accessibility, these technologies have been adopted in various domains. Virtual reality and augmented reality create an immersive experience, enabling 3D visualization of the content. This technology lets you visualize data from different sensors at the same time, overlaying relevant and helpful information over your environment through a headset. In this article, we give a perspective on these technologies from a biomedical engineering standpoint. In this article, we discuss the various technologies of current biomedical engineering. These technologies allow us to move beyond traditional 2D images towards 3D models that can be made visible and manipulated with Augmented and Virtual Reality. The basic applications of biomedical engineering include representation of mechanisms in space and time dimensions and three-dimensional visualizations of difficult structures in anatomy. The article is an attempt to bring the latest results on the benefits of virtual and augmented reality in biomedical engineering.

As the use of virtual and augmented reality applications becomes more common, the need to fully understand how observers perceive spatial relationships grows more critical. One of the key requirements in engineering a practical virtual or augmented reality system is accurately conveying depth and layout. This requirement has frequently been assessed by measuring judgments of egocentric depth. These assessments have shown that observers in virtual reality (VR) perceive virtual space as compressed relative to the real-world, resulting in systematic underestimations of egocentric depth. Previous work has indicated that similar effects may be present in augmented reality (AR) as well.This paper reports an experiment that directly measured egocentric depth perception in both VR and AR conditions; it is believed to be the first experiment to directly compare these conditions in the same experimental framework. In addition to VR and AR, two control conditions were studied: viewing real-world objects, and viewing real-world objects through a head-mounted display. Finally, the presence and absence of motion parallax was crossed with all conditions. Like many previous studies, this one found that depth perception was underestimated in VR, although the magnitude of the effect was surprisingly low. The most interesting finding was that no underestimation was observed in AR.

As technology advances, mobile devices have gradually turned into wearable devices. Furthermore, virtual reality (VR), augmented reality (AR), and mixed reality (MR) are being increasingly applied in medical fields such as medical education and training, surgical simulation, neurological rehabilitation, psychotherapy, and telemedicine. Research results demonstrate the ability of VR, AR, and MR to ameliorate the inconveniences that are often associated with traditional medical care, reduce incidents of medical malpractice caused by unskilled operations, and reduce the cost of medical education and training. What is more, the application of these technologies has enhanced the effectiveness of medical education and training, raised the level of diagnosis and treatment, improved the doctor-patient relationship, and boosted the efficiency of medical execution. The present study introduces VR, AR, and MR applications in medical practice and education with the aim of helping health professionals better understand the applications and use these technologies to improve the quality of medical care.

Recent technological innovations have created new opportunities for the increased adoption of virtual reality (VR) and augmented reality (AR) applications in medicine. While medical applications of VR have historically seen greater adoption from patient-as-user applications, the new era of VR/AR technology has created the conditions for wider adoption of clinician-as-user applications. Historically, adoption to clinical use has been limited in part by the ability of the technology to achieve a sufficient quality of experience. This article reviews the definitions of virtual and augmented reality and briefly covers the history of their development. Currently available options for consumer-level virtual and augmented reality systems are presented, along with a discussion of technical considerations for their adoption in the clinical environment. Finally, a brief review of the literature of medical VR/AR applications is presented prior to introducing a comprehensive conceptual framework for the viewing and manipulation of medical images in virtual and augmented reality. Using this framework, we outline considerations for placing these methods directly into a radiology-based workflow and show how it can be applied to a variety of clinical scenarios.

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. But, the integration of VR/AR equipment in classrooms raises questions. What is the place of augmented and virtual reality in education and teaching? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the question », and, secondly, to identify principles that can guide the design of educational artefacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. However, the integration of VR/AR equipment in classrooms raises questions. What place takes the augmented (AR) and virtual reality (VR) in the modern educational and teaching system? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the main question », and, secondly, to identify principles that can guide the design of educational artifacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.

Digital transformation has become a buzzword across many industries, and the dental field is no exception. Based on electronic health data, digital transformation is acknowledged as one of the biggest game-changers of the twenty-first century, tackling both current and future challenges in dental and oral healthcare. A novel method for addressing today’s major healthcare issues, such as an ageing population with a higher incidence of chronic diseases and higher lifetime treatment costs, is offered by the utilization of digital tools and apps. Health care providers may improve patient satisfaction, develop loyalty and trust, and streamline operations with the aid of digitalization. The trend of digitalization has also been influenced and nurtured by the social and cultural habits of civilised society in industrialised nations. These behaviours include urbanism, centralization, mobility, and constant accessibility through the use of smartphones, tablets, and the internet of things (IoT). In order to ensure transparency for all parties involved—including patients, healthcare providers, universities and research institutions, the medtech industry, insurance, the public media, and state policy— digital dentistry necessitates managing expectations in a more pragmatic and realistic manner. It is not to be construed that digital smart data technology will eventually take the place of people who can provide dental competence and patient empathy. The dental team in charge of digital applications is still crucial to patient care and will always be so. Many difficulties arise in the process of gathering, storing, and analysing digital biological patient data. Safeguarding patient data for optimal safety requires not just technical considerations for managing massive volumes of data, but also adherence to globally established norms and ethical guidelines.1 There are four main categories that best describe the advantages of digital dental technologies in Prosthodontics. The first and foremost is improved communication. Dental laboratory staff, patients, dentists, and other stakeholders may all communicate clearly with the help of computerized patient records. Furthermore, digital radiographs and pictures depicting intraoral conditions improve the information exchange between medical professionals and patients. One of the main benefits of integrated electronic patient records is error-free, real-time communication. Enhanced record keeping, data fidelity, workflow efficiency, and therapeutic outcomes are among the benefits of increased quality. Real-time clinical improvement is made possible by intraoral scanning of tooth preparations that are examined in highly contrasted, magnified fields on a computer screen while the patient is in direct view. Data archiving for specific patients is the third benefit. The following are some benefits of using 3-D archived diagnostic casts: a) long-lasting images without causing damage or loss to the original casts; b) allowing the images to be interfaced with other images for analysis using cutting-edge analytical and design tools; c) removing human error; and d) reduced costs for storage. The fourth and most significant advantage of digital technology in Prosthodontics is its favourable effect on patient satisfaction. More advanced treatment plans are driven by the enhanced diagnostic data. Several factors, such as time constraints, IT support costs, a lack of basic computer skills, disruptions to workflow, privacy and security concerns, interprofessional and intersystem connections, and technical and expert support, are impeding the adoption of digital technology in Prosthodontics.2,3 Several digital processes for production processing in Prosthodontics have already been incorporated into treatment procedures, particularly in the quickly expanding fields of rapid prototyping (RP) and computer-aided design/computer-aided manufacture (CAD/ CAM). Artificial intelligence (AI) and machine learning (ML) have created new opportunities for automated processing in radiological imaging. Furthermore, the technology underlying the superimposition of various imaging files to create virtual dentistry patients and non-invasive simulations comparing various outcomes before any clinical intervention is known as augmented and virtual reality, or AR/VR. These exciting new technologies—whose potential applications are still up in the air—have been made conceivable by increased IT capability.1,2,3 The process of rapidly and autonomously creating three-dimensional (3D) models of a finished product or a component of a whole using 3D printers is known as rapid prototyping. Complex 3D geometries can be produced at a reasonable cost with minimal material waste, thanks to the additive manufacturing technique. The workpiece is virtually sliced into multiple two dimensional layers. The tool-path is then generated by the AM machine in both the x and y dimensions. A three-dimensional component is formed by sequentially depositing each material layer on top of the other. The foundation of this novel approach is the slicing of a three-dimensional CAD model into numerous thin layers, which are then built one after the other by manufacturing machinery using the geometric data. Dental technology can benefit greatly from RP’s mass manufacture of dental models and its ability to fabricate implant surgical guides. Large-scale, simultaneous production in a repeatable, standardized manner is highly advantageous from an economic perspective.4 Augmented reality, or AR, is an interactive technology that uses computer-animated perceptual data to enhance a real-world experience. Stated differently, augmented reality is the addition of virtual content to the physical world. Usually, it involves superimposing extra digital data on real-time pictures or movies. In contrast, virtual reality relies solely on artificial, non-reality-connected computerized settings. Every imaginable form of sensation, primarily visual, aural, and haptic, can be employed alone or in any combination, depending on the technique. In addition to several fascinating advancements for patients and healthcare professionals, AR/VR technologies are currently finding a growing number of applications in the field of Prosthodontics as a whole.5,6 Artificial Intelligence has come a long way in the last ten years. The field of Prosthodontics is about to benefit from the most intriguing AI applications that are just around the corner. Though AI is developing quickly, it will never be able to fully replace human intelligence, skill, or capacity to make decisions. Artificial Intelligence (AI) in prosthodontics is growing exponentially. The implementation’s results are on par with, and sometimes even better than, those of humans. AI can be seen as a potential tool in every area, including the identification of marginal lines, the classification of denture fixtures and maxillofacial prosthesis, and the reduction of human error in implant cementation. Furthermore, AI cannot take the role of human knowledge, skill, or treatment planning; it can only support clinicians in carrying out their responsibilities in a professional manner. AI is generally recognized as a great tool for Prosthodontists, despite the fact that there are still obstacles to be addressed, including data collection, interpretation, computing power, and ethical issues. With careful design and long-term clinical validation, AI can be transparent, unbiased, repeatable, and user-friendly.7,8 Future research should emphasize the connection between oral and general health in order to concentrate on patient-centered outcomes and personalized therapy. Research in Prosthodontics ought to be useful to society in this context. It shouldn’t only produce papers for scientific journals; instead, it should aim to improve clinical protocols. Research and development in material science and related technical applications aim to preserve tooth structures with early diagnosis, repair of dental conditions to attain aesthetics, function with high degree of predictability, along with fewer appointments. Digital technology has a significant impact on patient motivation, clinical aspects, laboratory procedures, student training, practice management, and research.

Technologies such as (AR) Augmented Reality &(VR) Virtual Reality, which provide immersive digital experiences, interactive environments, simulation, and engagement, have completely changed how we approach learning. However, in order to meet the huge demand in education, these technologies which are still in the emerging stage need to be heavily customized and heavily invested in. This thorough analysis seeks to contextualize the last few years of development of Virtual and Augmented Reality in the Education. For additional study, a total one thousand five hundred and thirty-six articles are chosen using text mining and theme analysis techniques. Based on earlier research on AR and VR in education, hypotheses were developed and are currently being processed and analysed to reveal the current development in literature via Augmented Reality and Virtual Reality, applications, benefits, and future directions. The findings show that wearable technology has contributed significantly to the exponential expansion in the use of Virtual and Augmented Reality in education in recent years. Results also highlight the need for faster adoption and customization of these technologies in educational institutions, based on secondary data. An increasing number of educational applications for the learning process are emerging as Virtual and Augmented Realityexp and quickly. It is advised that researchers stay up to date on the gaps in AR and VR’s Changeover to education &develop practical adaptation strategies to maximize the benefits of these technological development with significant developments in high-speed transmission and processing, AR &VR are developing as Display Platforms for Next Generation for more intimate human-digital interactions. Nonetheless, matching the extraordinary Human Vision Performance while keeping Near the Eye Display module tiny and lightweight presents unprecedented hurdles for optical engineering. Fortunately, new advances in Holographic Optical Elements HOEs and Lithography Enable Devices present novel approaches to overcoming these challenges in Virtual and Augmented Reality which would otherwise be problematic with traditional optics