Collaborative Educational Environments Incorporating Mixed Reality Technologies: A Systematic Mapping Study

Digital hydraulics is a discrete technology that integrates advanced dynamic system controls, digital electronics, and machine learning to enhance fluid power systems’ performance, overall efficiency, and controllability. A mechanically actuated inline three-piston variable displacement digital pump was previously proposed and designed. The inline three-piston pump incorporates complex mechanical and hydraulic subsystems and highly coupled mechanisms. The complexity of the utilized subsystems poses challenges when assessing the viability of the conceptual design. Therefore, this work focuses on designing, developing, and implementing a collaborative virtual platform involving a digitized module showcasing the internal mechanical structure of the digital pump utilizing mixed reality (MR) technology. MR technology is acknowledged as the forthcoming evolution of the human–machine interface in the real–virtual environment utilizing computers and wearables. This technology permits running simulations that examine the complexity of highly coupled systems, like the digital pump, where understanding the physical phenomenon is far too intricate. The developed MR platform permits multiple users to collaborate in a synchronized immersive MR environment to study and analyze the applicability of the pump’s design and the adequacy of the operated mechanisms. The collaborative MR platform was designed and developed on the Unity game engine, employing Microsoft Azure and Photon Unity Networking to set up the synchronized MR environment. The platform involves a fully interactive virtual module on the digital pump design, developed in multiple stages using Microsoft’s Mixed Reality Tool Kit (MRTK) for Unity and deployed in the synchronized MR environment through a HoloLens 2 MR headset. A research study involving 71 participants was carried out at Purdue University. The study’s objective was to explore the impact of the collaborative MR environment on understanding the complexity and operation of the digital pump. It also sought to assess the effectiveness of MR in facilitating collaboration among fluid power stakeholders in a synchronized digital reality setting to study, diagnose, and control their complex systems. Surveys were designed and completed by all 71 participants after experiencing the MR platform. The results indicate that approximately 75% of the participants expressed positive attitudes toward their overall MR platform experience, with particular appreciation for its immersive nature and the synchronized collaborative environment it provided. More than 70% of the participants agreed that the pump’s collaborative MR platform was essential for studying and understanding the complexity and intricacy of the digital pump’s mechanical structure. Overall, the results demonstrate that the MR platform effectively facilitates the visualization of the complex pump’s internal structure, inspection of the assembly of each of the involved subsystems, and testing the applicability of the complicated mechanisms.

The integration of mixed reality (MR) technology into physical systems represents a significant advancement in bridging the gap between educational environments and industrial applications. This study explores the development of a robotic arm prototype controlled through MR technology, aimed at enhancing educational experiences in the field of robotics. By utilizing augmented reality (AR), virtual reality (VR), and real-time physical interactions, students gain a comprehensive understanding of robotic systems. The project combines open-source platforms with MR to provide a hands-on, immersive learning environment. The primary objective is to foster high-impact learning and practical training, thus reducing the gap between educational settings and real-world industrial applications.

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

BackgroundThis was a prospective comparative study of mixed reality (MR) technology assisted lumbar pedicle screws placement and traditional lumbar pedicle screws placement.Material/MethodsFifty cases of lumbar pedicle screws placement were randomly divided into 2 groups: 25 cases with MR technology in group A, and 25 cases without MR technology in group B. All patients had their scores on the Oswestry disability index (ODI) of low back pain and the visual analog scale (VAS) of the affected lower limb recorded at pre-operation. Blood loss, operative duration, success rate of first penetration by tap, and number of times C-arm fluoroscopy was performed were recorded at intraoperation. The postoperative drainage was recorded. The ODI of low back pain and VAS of the affected lower limb were recorded at 1, 3, and 6 months after operation.ResultsGroup A had less bleeding, shorter operation time, higher success rate of first penetration by tap, and fewer times using C-arm fluoroscopy at intraoperation (P<0.05). There was significant difference in ODI scores and VAS scores at 1 mouth after operation (P<0.05). The postoperative drainage of group A was less than group B (P<0.05). The implantation accuracy of group A was higher than group B (P<0.05). The postoperative recovery rate of low back pain of group A was faster than group B (P<0.05).ConclusionsThe safety of spinal surgery and implantation accuracy of pedicle screw fixation system could be increased by MR technology.

In recent years, with the rapid development of science and technology, MR augmented reality technology, as a high-tech including many industries developed in the late 20th century, has achieved remarkable results, and has been obtained in various fields such as military, science, and medicine. At the same time, with the continuous development of information technology, it has also promoted the process of modern education reform. At present, MR mixed reality technology has aroused widespread concern in education circles in various countries. This article studies the application of domestic MR mixed reality technology in sculpture art teaching. Based on the relevant literature, an analysis of the current situation of sculpture art teaching is carried out. From this, we can see the problems in sculpture art teaching at the emergence stage, and then analyze the quotation of sculpture art teaching. The advantages of MR mixed reality technology. In order to further understand the actual situation, a simple questionnaire survey was conducted on universities in this city. Through the analysis of the results of the questionnaire survey, it provided some basis for the application and practice of domestic MR mixed reality technology in sculpture art teaching. The related results show that at this stage, mixed reality technology is not used very frequently in sculpture art teaching, and the use level generally accounts for more than 43%. It can be seen from this that the application of mixed reality technology in sculpture art teaching is not very thorough, and then it is the main problem of mixed reality technology in sculpture art teaching is that most of the teachers only pay attention to the theoretical part of the sculpture art teaching, and the related practical ability training is not very important. This has led to some students with academic theories but no skills.

ObjectiveTo provide an overview of the current state of mixed reality (MR) technology’s application in medical education and to review a research scope of the area.MethodsAccording to the Joanna Briggs Institute’s scope-based review procedures, searches were conducted in the following databases: PubMed, Embase, Web of Science Core Collection, Cochrane Library, CNKI, WanFang Database, and VIP Database. The included literatures were compiled and examined, and the search period was limited to the period from the database’s creation to April 20, 2025.ResultsIn all, 4118 records were found. After eligibility assessment, 28 studies in English or Chinese that examine the use of MR in education for medical students were included. Data extraction focused on theoretical/skills test scores, students’ satisfaction, testing and evaluation of the system operation as well as students’ learning interest of MR. The majority of studies indicated MR technology effectively enhances students’ theoretical knowledge and skill proficiency. Eighteen studies consistently reported a high students’ satisfaction level with MR-assisted instruction; MR systems demonstrated favorable usability due to its high consistency. Ten studies showed students in the MR-assisted learning groups exhibit heightened learning interest.ConclusionMR Technology has demonstrated excellent performance in enhancing students’ mastery of theories/skills, improving students’ satisfaction, and increasing students’ interest. However, it has not yet been widely adopted due to the high costs associated with teacher training and the purchase and maintenance of equipment. The future should prioritize continuously developing the immersive experience and engagement of MR technology, integrating ecological instantaneous evaluation methodologies and artificial intelligence technology, and combining economic benefit analysis and feasibility testing to perform higher-quality original research.

This data paper provides a limited overview by example only of body worn cameras, body worn video (BWV), smart glasses, heads up display (HUD), in-sight head mounted display (HMD) augmented and mixed reality technologies that are currently available as restricted, commercially available or public access. Within the context of this research virtual reality head mounted displays (HMD) such as the Oculus Rift, Fove VR or Google Cardboard are not included in this assay, nor are complete vision mediate reality (CMVR) devices technologies, nor digital corneal implants. Links are not provided to manufacturers or resellers as this document serves only as an indication of the range of device types available at the point of publication.

Cadaveric dissection has traditionally been the cornerstone of anatomical education, yet limited access to cadaveric material necessitates alternative teaching methods. Mixed Reality (MR) and 3D printing offer immersive, interactive experiences that may enhance the understanding of complex anatomical structures. 236 medical students were randomly assigned to three groups: MR, 3D printing, and control. Anonymized computed tomography angiography (CTA) data were used to generate 3D-printed models and holographic reconstructions. Students participated in structured anatomy sessions and completed an post-test assessment, followed by a second evaluation several weeks later. The MR group achieved the highest mean test scores, with a statistically significant difference from the control group (p < 0.05). No significant differences were found between the 3D printing and control groups. Most students rated both MR and 3D printing positively, with MR receiving the highest evaluations. However, follow-up assessments revealed no significant differences in delayed knowledge retention. MR and 3D printing are effective adjuncts to traditional anatomical education. MR demonstrated superior short-term knowledge acquisition, but delayed retention was comparable across groups. Further research should explore the impact of repeated exposure to these technologies in medical education.

Artificial intelligence and mixed reality are realities now, not just ideas from science fiction films. AI analyzes data and can provide interpretation, just like the human brain. The efficiency and accuracy of this are causing the globe to adopt it presently. As opposed to mixed reality (MR), which combines the actual and virtual worlds to create new locations and scenarios, where things are both digital and tangible and interact with each other in real time. With a focus on Indian education, this paper provides a thorough overview of artificial intelligence (AI) and mixed reality technologies and their prospective educational applications. Together, artificial intelligence (AI) and mixed reality can revolutionize education by enhancing learning outcomes and bringing fresh resources to the classroom that have the power to change traditional methods of instruction. Like any new technology, there are hazards involved in using it, though. Experts are even in danger because of its immense power, which has the potential to fundamentally alter several industries and cause a large number of job losses. which has the potential to fundamentally alter several industries and cause a large number of job losses. Keywords -- Mixed Reality, Artificial Intelligence, Indian Education

The steady increase in the aging population worldwide is expected to cause a shortage of doctors and therapists for older people. This demographic shift requires more efficient and automated systems for rehabilitation and physical ability evaluations. Rehabilitation using mixed reality (MR) technology has attracted much attention in recent years. MR displays virtual objects on a head-mounted see-through display that overlies the user's field of vision and allows users to manipulate them as if they exist in reality. However, tasks in previous studies applying MR to rehabilitation have been limited to tasks in which the virtual objects are static and do not interact dynamically with the surrounding environment. Therefore, in this study, we developed an application to evaluate cognitive and motor functions with the aim of realizing a rehabilitation system that is dynamic and has interaction with the surrounding environment using MR technology. The developed application enabled effective evaluation of the user's spatial cognitive ability, task skillfulness, motor function, and decision-making ability. The results indicate the usefulness and feasibility of MR technology to quantify motor function and spatial cognition both for static and dynamic tasks in rehabilitation.

The purpose of exploring the application of mixed reality technology in clinical medicine teaching is to enhance the learning effect in clinical teaching. This paper utilizes the mixed reality technology framework to create a scene for clinical medicine teaching and simulation training and defines the interaction and teaching process for clinical medicine teaching simulation training. Based on the CT/MRI images of patients, the neural radiation field algorithm is combined to reconstruct the 3D model in the clinical medicine simulation scene, the Laplacian edge detection operator is used to preprocess the images, and the probabilistic-based importance sampling strategy is introduced to ensure the accuracy of the 3D reconstruction model. A comparative clinical medicine teaching experiment was designed to evaluate the teaching effect of the simulation training model with students from TR Hospital. The lowest ATE value of the 3D model obtained by the NeRF algorithm was only 0.011, while the result of the importance sampling strategy improved the PSNR value by 6.17% compared with that of the uniform sampling. The learning interest of the students in the observation group increased from 71.06±0.57 points before the experiment to 96.53±0.21 points after the experiment, and the 3D stereoscopic sense of the students in the observation group improved by 32.38% compared to the students in the control group. It is highly feasible to construct clinical medical simulation teaching based on mixed reality technology, which can improve students’ theoretical knowledge and practical skills in clinical medicine while effectively enhancing their learning interests.

The article considers the possibility of using virtual and mixed reality in studying the geometry of the crystal lattice in the framework of the course of solid state physics. The application of mixed and virtual reality technologies in the study of various branches of physics is receiving more and more attention. Virtual reality headsets were used in practical and laboratory classes, where students had to create crystal structures and carry out modeling of various processes. When studying complex spatial objects of crystallography, virtual reality technology allowed students to familiarize themselves with the object of study in more detail, understand the structure of crystals and, accordingly, complete the task in a timely manner. At the same time, the prolonged use of virtual reality headsets led to rapid fatigue of students.

Mobile robots start to appear in everyday life, e.g., in shopping malls or nursing homes. Often, they are operated by staff with no prior experience in robotics. False expectations regarding the capabilities of robots, however, may lead to disappointments and reservations when it comes to accepting robots in ones personal space. We make use of state-of-the-art Mixed Reality (MR) technology by integrating a Microsoft HoloLens into the robot»s operating space to facilitate acceptance and interaction. The MR device is used to increase situation awareness by (a) externalizing the robot»s behavior-state and sensor data and (b) projecting planned behavior. In addition to that, MR technology is (c) used as satellite sensing and display device for human-robot-communication.

Mixed reality technology has provided more possibilities for users to interact with both the virtual and real worlds. By integrating virtual elements with real scenes, mixed reality offers a novel immersive experience. Mixed reality also introduces complex perceptual and cognitive challenges when processing conflicting information from the virtual and real worlds. This study investigates the impact of color mismatches on response time in a mixed reality scenario. We recruited 15 participants to identify the font color of words while ignoring their meaning. The experiment included three levels of perceptual-conceptual matching. We performed a global comparison across all conditions, a within-group comparison, and a between-group comparison. Results show that in the mixed reality scenario, the processing of visual information relies on low-level physical properties (e.g., brightness and hue) and is modulated by high-level cognitive factors (e.g., conflict processing and expectation). These findings indicate that visual mismatches in mixed reality can significantly affect response time, particularly when perceptual salience is low and different from cognitive expectations. The results have implications for the design of mixed reality interfaces in complex environments where users must process information from the virtual and real worlds, such as head-up displays, warehouse management systems, and industrial instructional overlays.

Mixed-reality (MR) technology has the potential to enhance care delivery, but there remains a paucity of evidence for its efficacy and feasibility. To assess the efficacy and feasibility of MR technology to enhance emergency care delivery in a simulated environment. This pilot randomized crossover trial was conducted from September to November 2021 at a single center in a high-fidelity simulated environment with participants block randomized to standard care (SC) or MR-supported care (MR-SC) groups. Participants were 22 resident-grade physicians working in acute medical and surgical specialties prospectively recruited from a single UK Academic Health Sciences Centre. Data were analyzed from September to December 2022. Participants resuscitated a simulated patient who was acutely unwell, including undertaking invasive procedures. Participants completed 2 scenarios and were randomly assigned to SC or MR-SC for the first scenario prior to crossover. The HoloLens 2 MR device provided interactive holographic content and bidirectional audiovisual communication with senior physicians in the MR-SC group. The primary outcome was error rate assessed via the Imperial College Error Capture (ICECAP) multidimensional error-capture tool. Secondary outcomes included teamwork (Observational Teamwork Assessment for Surgery [OTAS]; range, 0-6 and Teamwork Skills Assessment for Ward Care [T-SAW-C]; range, 1-5), scenario completion, stress and cognitive load (NASA Task Load Index [NASA-TLX; range 0-100]), and MR device user acceptability. A total of 22 physicians (15 males [68.2%]; median [range] age, 28 [25-34] years) were recruited. MR technology significantly reduced the mean (SD) number of errors per scenario compared with SC (5.16 [3.34] vs 8.30 [3.09] errors; P = .003), with substantial reductions in procedural (0.79 [0.75] vs 1.52 [1.20] errors; P = .02), technical (1.95 [1.40] vs 3.65 [2.03] errors; P = .01), and safety (0.37 [0.96] vs 0.96 [0.85] errors; P = .04) domains. MR resulted in significantly greater scenario completion rates vs SC (22 scenarios [100%] vs 14 scenarios [63.6%]; P = .003). It also led to significant improvements in the overall quality of teamwork and interactions vs SC as measured by mean (SD) OTAS (25.41 [6.30] vs 16.33 [5.49]; P < .001) and T-SAW-C (27.35 [6.89] vs 18.37 [6.09]; P < .001) scores. As reported via mean (range) NASA-TLX score, there were significant reductions for MR-SC vs SC in participant temporal demands (38 [20-50] vs 46 [30-70]; P = .03) and significant improvements in self-reported task performance (50 [30-60] vs 39 [10-70]; P = .01). Overall, 19 participants (86.4%) reported that they were more confident in making clinical decisions and undertaking clinical procedures with MR support. This study found that the use of MR technology reduced error, improved teamwork, and enhanced practitioner confidence when used to support the delivery of simulated emergency medical care. ClinicalTrials.gov Identifier: NCT05870137.