Testing of Visuospatial Cognitive Functions in Virtual Reality Environment

The Reality of Virtual Reality in Echocardiography Education?

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.

Visual communication experiences have been revolutionized by virtual reality (VR) technology, offering users immersive and captivating interactions with digital content. Through VR headsets and immersive environments, users can engage with visual content in unprecedented ways, feeling as though they are physically present within the digital space. Whether exploring virtual art galleries, immersive storytelling experiences, or interactive visualizations, VR technology provides users with a sense of presence and agency, enhancing their connection to the content. Furthermore, VR enables creators to design highly engaging and interactive visual experiences that transcend traditional media formats, allowing for innovative storytelling techniques and immersive narratives. This paper presents the design of a novel visual communication experience leveraging virtual reality (VR) technology enhanced by Multi-Spectral Multi-Point Co-Ordination (MSMPC). The proposed design aims to create immersive and engaging visual experiences that transcend traditional media formats. Through simulated experiments and empirical validations, the effectiveness of the MSMPC-enhanced VR-based visual communication experience is evaluated. Results demonstrate significant improvements in user engagement, immersion, and satisfaction compared to conventional approaches. The users interacting with the MSMPC-enhanced VR experience reported a 40% increase in immersion levels and a 25% improvement in overall satisfaction ratings. Additionally, the design enabled creators to optimize visual storytelling techniques based on real-time user feedback and performance data, leading to more impactful and effective communication. These findings highlight the potential of MSMPC in enhancing visual communication experiences based on VR technology, paving the way for innovative and immersive storytelling in various domains.

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.

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.

Virtual Reality (VR) technology has rapidly evolved in recent years, offering immersive experiences that transcend traditional boundaries of entertainment, education, training, healthcare, and various other sectors. At the heart of this technological revolution lies the VR headset, a device that serves as the gateway to virtual worlds. The user satisfaction with VR headsets is a critical aspect that significantly impacts the adoption, acceptance, and success of VR technology as a whole. This dissertation aims to delve deep into understanding the factors influencing user satisfaction with VR headsets, drawing insights from existing literature and empirical studies. By examining the hardware specifications, software content, comfort, usability, and overall experience of VR headsets, this dissertation seeks to contribute to the enhancement of VR technology and user experience.

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

Background: Childbirth and delivery are among the most joyful and stressful parts of a woman's life and could considerably influence the mother and her child's health. Helping mothers reduce their stress and anxiety about this procedure, especially during cesarean sections, may lead to better outcomes. Objectives: In this study, virtual reality (VR) technology will be applied as a potential modality to reduce maternal anxiety and stress during cesarean sections and improve maternal and/or neonatal outcomes. Methods: In this randomized clinical trial study, VR headsets, as a novel technology, will use to reduce maternal anxiety and stress during cesarean section by spinal anesthesia. Outcomes such as maternal stress, anxiety, pain, postpartum hemorrhage, and neonatal outcomes such as Apgar score and respiratory distress will be evaluated and compared with a control group. Conclusions: In conclusion, our study wants to provide an initial insight into the advantages of using VR technology during cesarean section, and we will be able to understand if VR could improve the quality of surgeries.

Background The aim of this study was to investigate whether the presence of a teacher affects learning related outcomes in teaching basic surgical tasks with a Virtual Reality (VR) headset. Methods 26 fourth-year medical studentsparticipated in a voluntary exercise. Students practiced basic surgical procedure exercises using the VR4HEALTHCARE application in VR with OCULUS Rift S glasses. 12 students performed the exercises under the guidance of a teacher and 14 without the teacher present. After the exercise, the groups filled out a feedback form. Statistical analysis was performed using IBM SPSS Statistics 25.0 software using the Mann-Whitney U test and multivariate analysis of variance. Results The most important data collected related to whether the student learned something new and whether VR adds value to medical education. Ratings were based on a scale of 0–10 (0 = worst, 10 = best). When the teacher was present, on average, the students felt that they were learning something new and gave an average rating of 7.8 ± 1.8, and when the teacher was not present 5.3 ± 2.6 (p = 0.003). VR added value to teaching with a rating of 7.8 ± 1.7 when the teacher was present and 5.5 ± 3.0 when not present (p = 0.045). This study also analyzed specific use of VR for abscess incision, suturing and insertion of a suprapubic catheter. Discussion When a teacher was present VR added value to teaching and the usefulness and usability of VR was experienced more positively. The student should also have adequate knowledge of the subject to be taught before VR training. Conclusions VR adds value to teaching, but VR exercises may not completely replace high-quality traditional teaching methods. Consequently, it is important to determine the differences between VR and traditional teaching methods and how to combine these methods in the future.

Introduction:The introduction of Virtual Reality (VR) technology has opened up new avenues to delve into daylight and view-out studies, offering a dynamic, controlled, and immersive approach for conducting human-centered experiments. Despite these benefits, existing VR studies in the current view-out research tend to rely on the use of static scenes, typically sourced from tone-mapped HDR photographs or rendered images, which lack the temporal dynamics inherent to real world views. This paper presents a comprehensive methodology for integrating real-time stereoscopic videos into VR to enhance the realism and dynamism of daylight and view-out research.Methods:We utilize a Canon EOS R5 camera equipped with dual fisheye lenses to capture dynamic views-out scenes. The captured footage is converted to an equirectangular format and integrated into Unity3D to create an immersive VR environment. The proposed methodology includes detailed steps for setting up VR experiments, capturing and processing stereoscopic videos, and analyzing participant interactions using physiological data and eye-tracking from a VR headset. Our approach addresses the limitations of static scene simulations by incorporating temporal dynamics and real-time data collection.Results:We provide technical insights, pseudocode, and visual evidence to support the reproducibility and reliability of the proposed workflow. The results demonstrate the potential of VR to significantly improve the accuracy and depth of environmental perception studies, offering a valuable tool for architectural and urban design research. Some of the challenges faced when dealing with the preparation of VR-based human experiments will be addressed, including debugging complexities, scene generation or sequencing issues and problems arising in data collection, specifically within the context of daylight and view-out research. Our aim is to deliver a hands-on workflow, similar in nature to a "contextualized tutorial," that can assist researchers in avoiding common mistakes and refining accuracy in subsequent studies. Future work will focus on validating the VR simulations against real-world conditions and exploring the broader applications of this methodology in different environmental contexts.Conclusion:The implications of our work extend beyond immediate research outcomes, serving as a foundational framework that can grow in utility and application as VR technology advances. In conclusion, we emphasize that our paper stands as a critical resource for researchers dedicated to exploring the intricate interplay between daylight, views, and human perception within the realm of architectural design, offering a method to deepen our understanding as we anticipate future technological breakthroughs.

Growing research has found that exposing patients to forest landscapes through technology improves their health. However, studies on the effects of nature therapy sessions on particularly vulnerable groups that require frequent regular treatment such as patients of chronic kidney disease (CKD) is lacking. This study aims to understand the effects of watching panoramic videos of forest walks through virtual reality (VR) headsets on patients. We also examine the effects of the frequency of virtual exposure to forests on the physiological and psychological parameters of patients undergoing dialysis. Twenty-four dialysis patients with a mean age of 65.11 year underwent a virtual nature intervention over the course of 3 weeks. The intervention consists of 3 numbers of 6-min 360-degree nature videos delivered using VR headsets. We measured heart rate variability (HRV) and heart rate (HR) using continuous electrocardiographic (ECG) monitoring and assessed their emotional states using a questionnaire survey and in-depth interviews. The results showed that the initial 6 min of watching of the panoramic videos through VR headsets resulted in significantly reduced HR and sympathetic nerve activity and increased positive emotional responses. However, repeated VR exposure did not further improve the physiological health of the respondents. Considering these results, the use of VR headsets to watch 6-min nature videos indoors can be used to enhance the positive psychological responses among dialysis and bed-ridden patients. As this study is preliminary, future random controlled trials are needed to compare and determine the best dose, content, and delivery methods of such an intervention.

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.

BackgroundDespite the proven benefits of exercise in older adults, challenges such as access and motivation can deter their engagement. Interactive virtual reality (VR) games combined with exercise (exergames) are a plausible strategy to encourage physical activity among this population. However, there has been little research on the feasibility, acceptability, and potential benefits of deploying at-home VR exergames among community-dwelling older adults.ObjectiveThe objectives of this study are to estimate the feasibility, usability, and acceptability of a co-designed VR exergame in community-dwelling older adults; examine intervention feasibility and assessment protocols for a future large-scale trial; and provide pilot data on outcomes of interest (physical activity, exercise self-efficacy, mood, cognition, perception, and gameplay metrics).MethodsThe study will be a remote, 6-week intervention comprising an experimental and a control group. A sample of at least 12 community-dwelling older adults (with no or mild cognitive impairment) will be recruited for each group. Both groups will follow the same study procedures and assessment methods. However, the experimental group will engage with a co-designed VR exergame (Seas The Day) thrice weekly for approximately 20 minutes using the Oculus Quest 2 (Facebook Reality Labs) VR headset. The control group will read (instead of playing Seas The Day) thrice weekly for approximately 20 minutes over the 6-week period. A mixed methods evaluation will be used. Changes in physical activity, exercise self-efficacy, mood, cognition, and perception will be compared before and after acute data as well as before and after the 6 weeks between the experimental (exergaming) and control (reading) groups. Qualitative data from postintervention focus groups or interviews and informal notes and reports from all participants will be analyzed to assess the feasibility of the study protocol. Qualitative data from the experimental group will also be analyzed to assess the feasibility, usability, and acceptability of at-home VR exergames and explore perceived facilitators of and barriers to uptaking VR systems among community-dwelling older adults.ResultsThe screening and recruitment process for the experimental group started in May 2021, and the data collection process will be completed by September 2021. The timeline of the recruitment process for the control group is September 2021 to December 2021. We anticipate an estimated adherence rate of ≥80%. Challenges associated with VR technology and the complexity of remote assessments are expected.ConclusionsThis pilot study will provide important information on the feasibility, acceptability, and usability of a custom-made VR exergaming intervention to promote older adults’ well-being. Findings from this study will be useful to inform the methodology, design, study procedures, and assessment protocol for future large-scale trials of VR exergames with older adults as well as deepen the understanding of remote deployment and at-home use of VR for exercise in older adults.International Registered Report Identifier (IRRID)DERR1-10.2196/32955

Virtual reality (VR) technology often provides immersive experiences through which consumers can better understand how a product works or why they should invest in a product (Dennis, 2010). Consumers who use VR are often able to simulate authentic experiences that feel “real-life” (Diemer et al., 2015). VR experience has also been associated with the characteristics of immersion, presence, interactivity (Mutterlein, 2018), and vividness (Van Kerrebroeck et al., 2017). Novelty and first-time VR use have been investigated to some extent in research on education (Adams et al., 2009; Merchant et al., 2014), but VR novelty has not been studied in-depth in other disciplines. This study takes a phenomenological approach, which uses in-depth descriptions of participants’ experiences of a real-life phenomenon to understand those experiences better and lay the foundation for future studies (Cresswell & Poth, 2018). The research uses a sample of 27 participants who experienced VR for the first time and answered open-ended questions concerning that experience, in addition to demographic questions. Participants were given 30 minutes each to select from various VR games and YouTube 360 videos in their first-ever encounter with using a VR headset. In-depth field notes were taken during the experience by the researchers, and post-experience interview prompts for participants were based on previous studies on VR immersion and flow theory. This exploratory, phenomenological study provides three themes that emerged from the data: disorientation and immersion, surprise, and a gradual release on reality. Possibilities for future research and the addition of novelty to the technology acceptance model are discussed.

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.