PantographHaptics: A Technique for Large-Surface Passive Haptic Interactions using Pantograph Mechanisms.

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

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

The Reality of Virtual Reality in Echocardiography Education?

Virtual reality (VR) locomotion techniques that approximate real-world walking often have lower performance than fully natural real walking due to moderate interaction fidelity. Other techniques with moderate fidelity, however, are intentionally designed to enhance users' abilities beyond what is possible in the real world. We compared such hyper-natural techniques to their natural counterparts on a wide range of locomotion tasks for a variety of measures. The evaluation also considered two independent components of interaction fidelity: bio-mechanics and transfer function. The results show that hyper-natural transfer functions can improve locomotion speed and some aspects of user satisfaction, although this can come at the expense of accuracy for complicated path-following tasks. On the other hand, hyper-natural techniques designed to provide biomechanical assistance had lower performance and user acceptance than those based on natural walking movements. These results contribute to a deeper understanding of the effects of interaction fidelity and designer intent for VR interaction techniques.

This study aims to develop arts therapy program to lower the career related stress of the university students using virtual reality (VR). Among total 12 sessions of arts therapy program, 4 sessions were developed using VR. Arts therapy program was designed using VR in application with exposure therapy in wearable devices and smart devices for arts therapeutic approach of counselling for career, getting job, and psychology in the university students based on the studies related to exposure approach. VR was incorporated in view of cognitive-behaviorism to apply mirror type and imaginal exposure therapy for self-reflection. It is anticipated that this study would be helpful to apply arts therapy program to lower career related stress of the university students in the future. Policies to support new discoveries of the potential of VR are much needed. This is because application of VR to arts therapy thus far has been practically non-existent, but it holds great potential as an alternative therapy method and a means to develop new markets when appropriate content is developed and applied. Therefore, studies on VR not only in the arts field but also in healthcare require government level support in terms of policies.

This study conducts a quantitative assessment based on empirical evidence to measure the effectiveness of virtual reality-based fire extinguisher training. The data were collected from 71 participants who first underwent virtual reality (VR) fire extinguisher training and then practical fire extinguisher training with a gap of one week between these sessions. After finishing the practical training, participants filled out a structured quantitative questionnaire evaluating five key aspects: Knowledge Acquisition, Knowledge Retention, Realism, Usability, and Engagement. To assess the effectiveness and identify the stronger predictor of the effectiveness, a quantitative analysis was conducted encompassing descriptive statistics, t-tests, and regression analysis. The findings from this research reveal that Engagement and Usability were ranked highest in terms of the effectiveness of VR training. Participants felt that for VR training Engagement and Usability enhanced their overall experience. Furthermore, Engagement and Usability had the strongest impact on the effectiveness of the overall training. Respondents also reflected on the insufficiency of the VR environment in relation to realism, emphasizing the need for advancements in this area. These results imply that VR is an effective, engaging, and usable tool for safety training, but that refinements in interactive fidelity are needed in order to boost learning outcomes. Future research may investigate realism enhancements and knowledge retention strategies to further optimize VR-based safety training programs.

Ubiquitous devices and wearable technologies are becoming smaller and more rich in features to meet user demands and applications. The emergence of ever more sophisticated technologies has created new relationships between real, virtual, and augmented world. This is quite evident, within educational contexts. This chapter will explore new learning approaches based on virtual and augmented reality technologies. Virtual and augmented realities dispense specific knowledge and information. This chapter will discuss augmented reality and education applications based on virtual reality. The chapter will differentiate between ways in which wearable technologies enhance and restructure teaching and learning processes. To circumscribe a well-defined level of analysis, the chapter will examine experiences of using wearable technology within educational contexts.

Prior studies on the use of digital prototyping and virtual reality (VR) in designing as well as evaluating new products have shown that VR reduces both development time and costs whilst augmenting student motivation and creativity. The current study demonstrates that VR and 3D prototyping in the context of project-based learning (PBL) promote effective communication, increase problem solving skills, and enhance learning outcomes. VR and digital prototyping have been extensively used in industries for the purpose of product design and usability evaluation. In the context of engineering education, many research studies have attempted to explore the effect of VR on teamwork, engagement, retention, and motivation. In this paper, VR is used in conjunction with PBL in self-directed approach to design and implement a product using 3D software whilst also using virtual reality immersive CAVE display to evaluate their design. The hypothesis is that the use of VR with a project-based-learning approach to facilitate the attainment of desirable goals in the engineering design project, improved achievement of course learning outcomes and promoted effective communication. According to the research findings, VR approach significantly affected the distribution of cumulative project grades. Students’ project grades improved, particularly the implementation component. In addition, the course outcomes related to project design were better achieved in VR approach. The communication and problem-solving skills were improved in the VR approach as compared to traditional approach.

In this contribution, we propose a hybrid interaction technique that integrates near-field and object-space interaction techniques for manipulating objects at a distance in virtual reality (VR). The objective of the hybrid interaction technique was to seamlessly leverage the strengths of both the near-field and object-space manipulation techniques. We employed bimanual near-field metaphor with scaled replica (BMSR) as our near-field interaction technique, which enabled us to perform multilevel degrees-of-freedom (DoF) separation transformations, such as 1~3DoF translation, 1~3DoF uniform and anchored scaling, 1DoF and 3DoF rotation, and 6DoF simultaneous translation and rotation, with enhanced depth perception and fine motor control provided by near-field manipulation techniques. The object-space interaction technique we utilized was the classic Scaled HOMER, which is known to be effective and appropriate for coarse transformations in distant object manipulation. In a repeated measures within-subjects evaluation, we empirically evaluated the three interaction techniques for their accuracy, efficiency, and economy of movement in pick-and-place, docking, and tunneling tasks in VR. Our findings revealed that the near-field BMSR technique outperformed the object space Scaled HOMER technique in terms of accuracy and economy of movement, but the participants performed more slowly overall with BMSR. Additionally, our results revealed that the participants preferred to use the hybrid interaction technique, as it allowed them to switch and transition seamlessly between the constituent BMSR and Scaled HOMER interaction techniques, depending on the level of accuracy, precision and efficiency required.

There has been a lot of research conducted on human-robot interaction (HRI) with drones as well as human-computer interaction (HCI) with virtual reality (VR). However, little work was done on VR as HRI, even less for VR and drones in particular. In this paper, we evaluate the usability of VR interfaces used to control drones through working with UC Berkeley’s Immersive Semi-Autonomous Aerial Command System (ISAACS) project, which experiments with new ways for humans to interact with drones in a VR environment. Our experiment setting focuses on the drone mission planning phase and on creating an onboarding experience for new users. We develop a usability evaluation framework for the ISAACS VR system, and use this framework to conduct two iterations of user testing and prototyping with a human-centered design process.

A virtual reality (VR) system’s interface determines its corresponding interaction fidelity. While there exist several naturally-mapped interfaces, these have not been directly compared – in terms of presence, engagement, perceived performance, and real performance – to a more commonly-used interface for interacting with virtual reality: the gamepad. Because gamepads have evolved over several decades and have widespread adoption, it is pragmatic to ask whether it is viable to import them into the design of VR experiences. To study this, we developed a first-person shooter (FPS) Virtual environment and contrasted the VR experience using the Microsoft Xbox 360 controller against the HTC VIVE wand. We assessed the effect of the input device on self-reported presence, engagement, and performance as well as real performance in terms of accuracy and speed, two metrics relevant for our particular environment. A within-subjects FPS shooting task under accuracy and time constraints confirmed our hypotheses in favor of the VIVE wand: presence, engagement, perceived performance, and real performance were deemed significantly higher than the Xbox controller condition. These results are contextualized with participants‘ comments in a post-experiment debrief, in which (paradoxically) several participants reported preferring the gamepad. We discuss the implications of our findings and how what we call genre fidelity can impact the design of VR experiences.

The integration of cyber-physical systems, the Internet of Things (IoT) and data-driven decision-making processes under Industry 4.0 has brought significant transformation to the manufacturing and product development landscape (Lasi et al., 2014; Xu et al., 2018). As this evolution advances towards Industry 5.0, there is an increasing demand for adaptable, intelligent, and efficient development processes, especially as products grow in complexity and consumer expectations for customisation continue to rise. Virtual reality (VR), one of the digital tools driving this shift, has emerged as a powerful tool that supports smart and safe prototyping (Figure 11.1). According to Steuer (1992), VR is the simulation of a three-dimensional, computer-generated environment where users can interact in ways that closely mimic physical or realistic engagement using specialised equipment. Similarly, Riva et al. (2015) define VR as a system that enables users to interact with virtual environments projected through computers, typically accessed via head-mounted displays, wearable devices, or independent screens equipped with user input sensors. Crucially, VR enables the visualisation, immersion, collaboration, and testing of ideas without the need for tangible artefacts. This chapter explores the role of VR in manufacturing prototyping, with particular emphasis on the use of both high-fidelity and low-fidelity VR environments. It further examines the strategic advantages, operational implications, and emerging challenges associated with VR-enabled prototyping.

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.

User evaluations of prototypes in virtual reality (VR) offer high potential for products that require resource-intensive prototype construction, such as drilling rigs. This study examined whether the user evaluation of a VR prototype for controlling an onshore drilling rigproduces results comparable to an evaluation in the real world. Using a between-subject design, 16 drilling experts tested a prototype in VR and reality. The experts performed three different work processes and evaluated their satisfaction based on task performance, user experience, and usability via standardized questionnaires. A test leader evaluated the effectiveness of the work process execution using a 3-level rating scheme. The number of user interactions and time on task were recorded. There were no significant differences in the effectiveness, number of interactions required, perceived usability, and satisfaction with respect to task performance. In VR, the drilling experts took significantly more time to complete tasks and rated the efficiency of the VR prototype significantly higher. Overall, the real-world evaluation provided more insights into prototype optimization. Nevertheless, several usability issues have been identified in VR. Therefore, user evaluations in VR are particularly suitable in the early development phases to identify usability issues, without the need to produce real prototypes.

Background: Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, motor hyperactivity and verbal and cognitive impulsivity. Impairments in executive functions (EFs), in particular working memory, monitoring and organization of daily life, are frequently observed in children diagnosed with ADHD, and are reflected in behavioural, social-emotional and learning difficulties. The development and use of technologies such as virtual reality (VR), augmented reality (AR) and mixed reality (MR) for ADHD have increased in recent years, using a variety of tools to support including PC, video games, wearable devices and tangible interfaces. Objectives: To systematically map the current state of research on the use of AR, VR and MR technologies to assess and/or enhance EFs in children with ADHD. To evaluate the effects on their quality of life and on families’ and caregivers’ burden reduction. To explore the interventions’ clinical validity. Methods: A scoping review according to PRISMA-ScR guidelines was conducted. A systematic search was carried out in the Scopus and Web of Science databases for studies published between 2015 and 2025. Empirical studies published in English that examined children with ADHD aged <13 years were included. AR-, VR-, or MR-based interventions focused on EF were considered. For each study, the following features were recorded: year and country of publication, design, objectives, EFs considered, technology and hardware used, main results, and limitations. Results: Twenty studies were identified. The most frequently addressed functional domains were sustained and selective visual attention, working memory, and inhibition. Assessment interventions primarily involved the use of a head-mounted display (HMD) in conjunction with the Continuous Performance Test (CPT). Training interventions included immersive VR, serious video games, VR with motor or dual-task training, and MR. The results suggest that VR can enhance cognitive performance and sustained attention; however, longitudinal studies are required to evaluate its long-term effectiveness and integrate emotional skills. Conclusions: The use of these technologies is a promising strategy for the assessment and training of EFs in children with ADHD. These tools provide positive, inclusive feedback and motivating tasks. Nevertheless, larger sample studies and longitudinal follow-ups to confirm the suitability and effectiveness of the technology-based programs are warranted.