Monitoring console using Virtual Reality for automotive industry

The Reality of Virtual Reality in Echocardiography Education?

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

Immersing Patients in a Virtual Reality Environment for Brain Mapping During Awake Surgery: Safety Study

This chapter examines virtual environments which usually represent computer simulated environments, otherwise called virtual worlds or virtual reality and its application in physical therapy. Virtual environments present computer-generated three-dimensional (3D) representation of a physical presence of places in the real world as well as in the imaginary world. Users mainly interact with virtual environments using virtual reality headsets. Many of the current virtual reality environments are primarily visual experiences display either on a computer screens or through other stereoscopic displays. Applications of virtual environments are mainly focused on artificial reality that projects users into a 3D space generated by the computer with some sort of tracking devices which may be the virtual reality headsets worn or another 3D tracking device attached to the body of the user such as the electromagnetic tracker system. Research in virtual environments has made significant impact in the entertainment industry and in the training field such as the flight simulator (Stern, 1995).

Virtual reality (VR) technology has become a growing force in entertainment, education, science, and manufacturing due to the capability of providing users with immersive experiences and natural interaction. Although common input devices such as controllers, gamepads, and trackpads have been integrated into mainstream VR systems for user-content interaction, they cannot provide users with realistic haptic feedback. Some prior work tracks and maps the physical objects into the virtual space to allow users to interact with these objects directly, which improves users’ sense of reality in the virtual environment. However, most of them use additional hardware sensors, which inevitably increases the cost. In this research, a lightweight approach is proposed to synchronize the positions and motions between physical and digital objects without any extra costs. We use the real-time captured video data from in-built cameras on a VR headset and employ feature points based algorithms to generate projections of the physical objects in the virtual world. Our approach does not rely on additional sensors but just uses components available in a VR headset. Our approach allows users to interact with target objects with their hands directly without the need for specially designed trackers, markers, and other hardware devices as used in previous work. With our approach, users can get more realistic operational feedback when interacting with corresponding virtual objects.

Though virtual reality (VR) has been advanced to certain levels of maturity in recent years, the general public, especially the population of the blind and visually impaired (BVI), still cannot enjoy the benefit provided by VR. Current VR accessibility applications have been developed either on expensive head-mounted displays or with extra accessories and mechanisms, which are either not accessible or inconvenient for BVI individuals. In this paper, we present a mobile VR app that enables BVI users to access a virtual environment on an iPhone in order to build their skills of perception and recognition of the virtual environment and the virtual objects in the environment. The app uses the iPhone on a selfie stick to simulate a long cane in VR, and applies Augmented Reality (AR) techniques to track the iPhone’s real-time poses in an empty space of the real world, which is then synchronized to the long cane in the VR environment. Due to the use of mixed reality (the integration of VR & AR), we call it the Mixed Reality cane (MR Cane), which provides BVI users auditory and vibrotactile feedback whenever the virtual cane comes in contact with objects in VR. Thus, the MR Cane allows BVI individuals to interact with the virtual objects and identify approximate sizes and locations of the objects in the virtual environment. We performed preliminary user studies with blind-folded participants to investigate the effectiveness of the proposed mobile approach and the results indicate that the proposed MR Cane could be effective to help BVI individuals in understanding the interaction with virtual objects and exploring 3D virtual environments. The MR Cane concept can be extended to new applications of navigation, training and entertainment for BVI individuals without more significant efforts.

This review assesses the risk of a photic-induced seizure in a child during viewing of 3D (binocular 3 dimensional, stereoscopic) movies or games, either on standard video displays or when wearing a virtual reality (VR) headset. Studies published by pediatric epilepsy experts emphasize the low risk of 3D viewing even for children with known photosensitive epilepsy (PSE). The low incidence of PSE is noteworthy because the number of hours devoted to 2D or 3D screen viewing and/or VR headset use by children worldwide has increased markedly over the last decade. The medical literature does not support the notion that VR headset use poses a risk for PSE.

How can we increase awareness and understanding of other cultures using interactive online digital visualizations of past civilizations? In order to answer the above question, this chapter first questions the success of current virtual environments and asks whether they are capable of producing a platform that supports the experience and understanding of place-inscribed culture. To answer this question, a typology of successful virtual environment applications is suggested. These include online communities, virtual realityVirtual environmentVirtual Reality (VR) travel websites, game engines, virtual reality used for training, and virtual reality used as part of therapeutic means to either relax or divert patients, or to cure phobiasPhobias. Impeding the success of virtual environments in terms of technological constraints, lack of evaluation techniques and results, and a lack of content-specific applications that best utilize desktop computing capabilities and respond to user needs. It suggests that much more work needs to be done on not just usable but also useful content. Specifically, there is a large gap in knowledge on what might constitute useful and appropriate virtual travel environments, and how contextual interaction may affect our cultural understanding in these environments.

A 13-year-old boy presented with an 8-year history of recurrent facial dermatitis. He had a history of atopic eczema and had developed intermittent swelling, redness and scaling of the face for several years, initially thought to be related to sunscreen exposure but more recently associated with prolonged time wearing his virtual reality (VR) headset. The distribution of the rash over the cheeks coincided with areas in contact with the headset rubber foam padding. Patch testing to the British Society for Cutaneous Allergy standard series, facial series, photoallergen series and a sample from the headset foam showed positive reactions to carba mix 3% (day 2+, day 4++), methylchloroisothiazolinone with methylisothiazolinone (MCI/MI) 0.02% (day 2+, day 4+), methylisothiazolinone (MI) 0.2% (day 2+, day 4+), 2-bromo-2-nitropropane 0.5% (day 2+, day 4+), methyldibromoglutaronitrile 0.3% (day 2−, day 4+), benzisothiazolinone 0.1% (day 2+, day 4+), propolis (day 2−, day 4+) and the patient’s own VR headset sample as is (day 2+, day 4+). Carba mix was felt to be relevant to the sponge rubber headset padding, which was also positive on testing. 2-Bromo-2-nitropropane was of current relevance to use of a facial ‘cooling spray’ containing this preservative. The other reactions were of unknown relevance. Avoidance of the headset led to complete resolution of symptoms. The VR company has since provided a cover for the padding, which has allowed our patient to wear the device without flaring his skin. The UK has one of Europe’s largest gaming markets, with projections indicating a surge in video game users from 51.2 million in 2023 to an estimated 57.6 million by 2027. Approximately 56% of the UK population engages in gaming, with most notably the demographic aged 16–24 years reporting 88% engagement in video games, and 68% of individuals aged 7–18 years owning gaming consoles. VR headsets are currently utilized by only 1% of children aged 3–15 years, hindered by the substantial price tag of £1420 for some VR headsets. However, the availability of more affordable alternatives will drive increased usage. Virtual meetings and working from home are becoming commonplace, widening potential exposure to VR headsets in the workplace. Gaming controllers are reported to cause ACD, as well as ‘PlayStation thumb’, with desquamation, lichenified hyperkeratotic papules and fissures on the lateral aspect of the thumbs. PlayStation palmar hidradenitis manifests with discrete, erythematous, tender nodules over the finger pulps and the palmar aspects of both hands, caused by repeated trauma while gaming. To our knowledge, ACD caused by a VR headset has not been previously reported. We would like to highlight this potential new source of ACD to the gaming and wider working population.

Purpose This pilot study aimed to (a) investigate opportunities for immersive Virtual Reality (VR) technology in communication, physical, and visual rehabilitation by examining the interaction of people without disabilities in a range of structured virtual environments; and (b) validate research protocols that might be used to evaluate the physical, visual, and verbal interaction of users in virtual worlds, and their safety while using the technology. Methods Thirteen adults identifying as people without disability were exposed to VR via a head-mounted display. A video-review method was used to qualitatively code and analyse each participant’s communication, movement, orientation, and support needs. Results All participants oriented to their virtual environments sufficiently to use applications. Their spoken language was effective for interaction, although unconventional social behaviours were also observed. Two participants reported minor adverse reactions consistent with mild cybersickness. Conclusion The results provide insight into the types of environments and characters that support the greatest communicative, physical, and visual interaction in immersive VR. The tested protocols are useful to assess safety when using VR, and to observe communicative, physical, and visual interaction with virtual environments and characters. Implications for future research and use of VR with people with communication, physical and visual disability are discussed.

Virtual Reality (VR) technology has emerged as one of the most transformative and promising innovations in contemporary education. VR refers to a sophisticated technology that generates artificial environments, offering users an immersive experience that simulates presence within a digitally constructed, three-dimensional world. Using devices such as VR headsets, students are able to engage with these virtual environments in a manner that replicates real-world interactions, thereby providing access to experiences that would otherwise be difficult or impossible to attain in reality. This study seeks to investigate the utilization and acceptance of Virtual Reality (VR) technology among teachers and students in schools across the state of Perlis. In the context of a rapidly advancing digital era, VR offers unprecedented opportunities for education by facilitating interactive, immersive learning experiences. However, the extent of readiness and acceptance of this innovative technology among teachers and students in Perlis remains uncertain. Employing a quantitative research methodology, this study gathered data through the administration of structured questionnaires. The results indicate that both students and teachers exhibit a strong interest in integrating VR technology into the educational landscape. The respondents demonstrate a foundational understanding of VR and express confidence that its application in schools can significantly enhance learning outcomes. Despite the widespread enthusiasm for incorporating VR into teaching and learning processes, several critical challenges must be addressed to facilitate its adoption. These challenges include inadequate access to necessary equipment, insufficient training, and a lack of robust infrastructure support. This study offers a set of strategic recommendations aimed at overcoming these obstacles and fostering the broader acceptance and implementation of VR technology in the schools of Perlis.

The effects of the presence of others during a rowing exercise in a virtual reality environment

In the field of anatomy education, Conventional teaching methods often lack the immersive experience necessary for a comprehensive understanding of the human body. However, the introduction of Virtual Reality (VR) technology has brought about an innovative approach that holds the potential to revolutionize anatomy education. This article explores the use of VR as an interactive and immersive method for anatomy education, wherein students can explore and study the human anatomy in a lifelike virtual environment. The proposed method involves using VR headsets, enabling students to navigate through body systems, dissect virtual organs, and view structures from various angles. Implementation scenarios include guided sessions, where the teacher wears a VR headset, and students observe the dissection and explanation on a connected monitor, facilitating participation for large groups. Independent exploration is another option, where each student wears an individual VR headset and explores the virtual anatomy independently. Additionally, real-time collaborative learning brings both the teacher and students into the same virtual environment, encouraging active engagement and in-depth discussions. Although challenges like setup costs and accurate representation of anatomy exist, the future of VR in anatomy education looks promising.

During the last five years, a digital training solution, based on Virtual Reality, for immersive and collaborative experience on a virtual drilling rig, was developed and updated by company’s Well Operations Department in collaboration with Corporate University Infrastructures. This paper will present the digital training environment and its applications, including a discussion of all supporting deployment facilities. The digital Drilling Environment consists in the full digitalization of a last generation offshore semi-submersible drilling rig. On the Virtual Rig, it is possible to access all equipment and workplaces, re-play past operations from a company’s database and interact with a number of safety situations from inductions and drills to the reproduction of a series of real incidental events. The virtual environment is accessible in dedicated 3D rooms, by using Virtual Reality headsets, stand-alone PCs, via lan or by remote internet connections. The new training method, which proved incremental to traditional approaches, turned out to be decisive in supporting long distance education in unprecedented times of sanitary emergency. In particular, the virtual drilling rig ensures an immersive and collaborative experience of rig operational and emergency conditions, while granting a safe and protected environment where knowledge can be quickly achieved. The necessity to focus on new long distance training approaches and the further enhancement of the virtual drilling environment portability were boosted by the particular world situation, which led to the necessity to address, manage and review the overall company’s educational strategies. This paper is made available to discuss suggestions and to present all lessons learnt.

State Social Physique Anxiety (SPA), in contrast to Trait SPA, is triggered by specific situations that elicit SPA. To date, no research has used virtual reality (VR) to recreate a situation that may elicit State SPA. The purpose of this study is to validate a virtual environment (VE) that simulates an anxiogenic situation to induce State SPA in women with obesity and high SPA. The high SPA group consisted of 25 self-identified women living with obesity and high Trait SPA. The low SPA group consisted of 20 self-identified women with low SPA. All participants were immersed in a virtual swimming pool environment for 10 min using a virtual reality headset. After the immersion, State SPA and fear of being negatively judged felt during immersion were measured with self-report questionnaires. A questionnaire assessing unwanted negative side effects was administered before and after the immersion. Using an ANCOVA with Trait SPA as covariate, State SPA was found to be significantly higher in the high SPA group. Fear of being judged negatively was also significantly higher in the high SPA group. Unwanted negative side effects scores did not increase post-immersion in either group. This study documents the validity of a novel VE for inducing State SPA in women with obesity and high SPA.