The real E-learning with virtual reality (VR) technology

With the update and growth of science and technology, educational concepts continue to innovate. In the sports field, the use of Virtual Reality (VR) technology is undoubtedly a brand new training experience. The use of VR technology in the physical education (PE) classroom has promoted the growth of PE and also allowed students to master physical skills more comprehensively through high technology. The purpose of this article is to understand VR technology, study the mterial of VR, improve the shortcomings of traditional PE through VR technology, and analyze the application prospects of VR technology in PE. This article mainly adopts the interview method, sample survey method and case analysis method to sample a survey of 120 students in three grades of a middle school to conduct questionnaire surveys and field visits to understand the students’ knowledge of VR technology and the use of VR technology. We also can know the views of the PE for students. Through this series of investigations, the prospects of VR technology being applied to PE are analyzed. Experimental research results show that the most supported PE activity for VR technology at this stage is situational setting, and 35% of students hope that VR technology will be prominent in the context of the picture. The application of VR technology in physical education will undoubtedly bring a different experience to school sports activities. However, due to the lack of funds and professionals, it is difficult to carry out VR technology in teaching activities. So we can start from the context setting and use economical means to pave the way for physical education.

Metaverse references an immersive three-dimensional digital space, conceptions about its specific nature and organization have changed over time, and more strongly emphasize the evolution from considering the metaverse as an extended version of a single virtual world to a wide network of an infinite number of interconnected worlds. The aim of this article is to describe the potential of the metaverse in health care. One potential feature of a doctor's office in the metaverse could be the use of virtual reality technology to create immersive, personalized treatment environments for patients. The doctor may also be able to use virtual reality tools to demonstrate treatment options or procedures, or to provide educational materials to the patient. There are several potential applications of the metaverse in medicine, including the use of virtual reality and other immersive technologies for patient care. Some examples of these applications include: Virtual reality exposure therapy for anxiety disorders; Virtual reality-based cognitive behavioral therapy for depression; Virtual reality-based rehabilitation and physical therapy; Virtual reality pain management; and Virtual reality education and training. There are several potential benefits to delivering clinical care in the metaverse. Metaverse may allow for more efficient and convenient access to care, particularly for patients who live in remote or underserved areas. These platforms will contribute for more personalized and immersive treatment experiences, as virtual reality technology can be used to create tailored environments and experiences for patients. There may also be concerns around patient privacy and security, as well as the potential for cyber-attacks.

The community service activity aims to introduce 3D Virtual Reality technology as an innovation in badminton learning at SD Negeri 168 Pekanbaru. The activity stages in the implementation of this PkM program consist of several main stages, namely preparation, implementation, evaluation, and evaluation of the implementation and sustainability of the program. The results of this activity confirm that learning using 3D virtual reality technology has a significant positive impact on improving students' knowledge, skills, and attitudes. The technology proved effective not only in improving theoretical understanding but also in developing practical skills and building higher motivation. This community service activity has successfully achieved the main objective, which is to increase students' interest and involvement in badminton through the use of 3D Virtual Reality (VR) technology. The evaluation results showed a significant increase in the aspects of cognitive knowledge, psychomotor skills, and affective attitudes of students after participating in this technology-based learning. Nevertheless, the success of this program is also accompanied by challenges, especially the need for teacher training in the use of VR technology to ensure the sustainability of the program in the future

The article presents the use of virtual reality (VR) technology in the process of teaching elec trical power engineering, based on the Virtual Electrical Switchgear (VES) application. The author discusses the advantages of using VR in education, pointing to interactivity, the possibility of carrying out practical tasks and improving student engagement. The functions of the VES applica tion were also presented, which allow the simulation of realistic scenarios related to learning how to build and operate MV switchboards. The article also includes research results confirming the effectiveness of using this application in the teaching process, including increasing the effective ness of learning and improving students’ understanding of issues. An important perspective for the development and further use of VR technology in the field of teaching electrical power engineer ing was noted, contributing to improving the quality of education in this field.

Introduction. Virtual Reality (VR) is an interactive-immersive, computer-generated environment or experience that may be estimated as the evolution of existing communication interfaces towards different levels of immersion. Over the past 15 years, VR and AR technologies have been actively introduced into clinical medicine. Children are the most active users of modern gadgets and the Internet, so their compliance with new technology is considered the highest. The purpose. To demonstrate the virtual reality (VR) technologies potential in pediatric practice. Materials and methods. For the review, foreign and domestic publications from 2016 to 2023 were used. An analysis of the VR potential in pediatrics was carried out, its positive effects were identified, as well as unresolved issues both on the part of patients and the scientific and clinical community. Results. The pediatrics niches that are likely to be occupied by VR in the future are in the field of rehabilitation, habilitation, psychiatry, and palliative medicine. It is possible to use VR technologies to enhance pain relief, reduce anxiety, depression in almost all subspecialties of pediatrics. Due to its non-invasiveness, the possibility of combining with pharmacological methods, a high degree of empathy and compliance on the part of pediatric patients is ensured. It is also important to ensure epidemiological safety, which has become very popular during a pandemic. Conclusions. The conducted studies and review of scientific publications demonstrate the high potential of VR virtual reality methods in pediatrics. Decreased investment in knowledge-intensive areas, including the use of VR technologies in medicine, may limit their implementation in clinical practice. It is necessary to unite scientific professional communities to conduct randomized clinical trials with the subsequent development of protocols and clinical guidelines for VR in pediatrics.

The Reality of Virtual Reality in Echocardiography Education?

Introduction We describe the feasibility of delivering a live orthopaedic surgical teaching session with virtual reality (VR) technology simultaneously for trainee surgeons in Ethiopia and the UK. Methods Forty-three delegates from the Severn Deanery in the UK (n=30) and Bahir Dar in Ethiopia (n=13) attended a live training session in February 2021. During the session, participants watched a surgical operation (recorded earlier that week with a 360° VR camera) alongside live commentary. A qualitative questionnaire was distributed to gauge feasibility, connectivity and educational value of the session as well as its VR component. Results The majority of delegates from both the UK and Ethiopia felt that the use of VR technology to aid surgical training is feasible, that it is useful for learning surgical approaches, that it aids surgical performance and that it is superior to conventional resources. Bahir Dar residents strongly agreed that VR simulation videos would allow trainees to supplement reduced learning opportunities as a result of the COVID-19 pandemic and help to counteract their reduced operating experience. For Bahir Dar trainees, a lack of a stable internet connection for large VR files was the predominant issue. Conclusions This study demonstrates that there are infrastructure challenges in low and middle income countries (LMICs) in terms of the reliable delivery of VR teaching in orthopaedics at the current time. Despite this, our findings better inform the potential role of VR technology in surgical education, and shed light on the possibility for it to feed into and enrich surgical training in both LMICs and high income countries.

While recent research has extensively explored the potential use of Virtual Reality (VR) in educational contexts, limited knowledge exists regarding teachers’ willingness to further their understanding of VR and its applications in education. Therefore, this study aims to investigate how various demographic factors and attitudes toward VR influence educators’ curiosity about this technology. Using the boosting classification machine-learning algorithm, we analyzed the responses of 324 educators from Europe and Eurasia. The findings reveal that the regularity of undergoing pedagogical training exerts the strongest influence on educators’ interest in learning about VR technology, underscoring the importance of consistent training opportunities. Additionally, frequent personal testing and use of VR technology, along with the duration of professional education in pedagogy, significantly affect educators’ curiosity. Age and gender identity also play influential roles, with older educators and males exhibiting greater curiosity. Notably, educators’ awareness of VR technology has a relatively lower impact. Furthermore, the total years of teaching experience and prior use of VR technology in teaching have minimal effects on educators’ curiosity. These findings emphasize the significance of providing high-quality pedagogical training to familiarize educators with VR technology and its potential benefits in educational settings, carrying substantial implications for policymakers.

This article discusses the teaching-learning methodologies associated with the use of virtual reality (VR) technologies applied to the development of concepts related to the productive layout. In this way, the main points about pedagogical approaches and their needs are presented, as well as the impact of the use of VR technologies and their applications, it is also discussed the opportunities to approach the referred content and focuses on in its application in the concepts of physical arrangement. Finally, an application model of the theme is elaborated with three layout scenarios applied to the productive process of manufacturing components, their characteristics, which, with some brief analyses, significant reductions of up to 54% among the applied models can be seen. Its breadth, applicability, feasibility for the educational context is also argued.

Immersive virtual reality is a technology that allows the user to immerse in the virtual world in isolation from external stimuli. It enables the simulation of different social situations, often impossible to arrange in reality, with high control over the confounding variables. Thanks to the VR realism, the viewer of this reality behaves similarly and experiences similar emotions to those in natural conditions, which results in high ecological validity of this environment, making it useful for diagnostics and therapy. This review, conducted in a narrative way, presents the results of observational and interventional research using immersive virtual reality (VR) in exploration of mechanisms generating psychotic symptoms (mainly in the scope of paranoia), as well as cognition and social functioning (research with the use of virtual avatars) in persons diagnosed with nonaffective psychosis. The research included in the review has been divided by the authors into two categories, depending on their type and the related level of reliability of the results. Moreover, the authors discuss technological aspects of VR, including the most important ways of presenting it, the differences between VR technology and classical neurocognitive tests, and the use of this technology for diagnostic purposes. As far as the treatment of psychotic disorders is concerned, the authors discuss VR interventions focused mainly on delusions and auditory hallucinations. Finally, the prospects for further development and use of VR technology in psychiatry are discussed.

Although virtual reality (VR) technology has been implemented as a tool to address the health issues of older adults, its applicability to social connectedness is underrepresented in the literature, and less is known about its efficacy in this area in contributing to overall wellness and well-being in later life. Expanding the VR possibilities beyond traditional entertainment purposes holds considerable potential for the older adult market. Technological tools have been employed in the elder health care field for many years, and cutting-edge developments such as virtual and augmented reality have begun to be used to facilitate optimal wellness in aging. Such technological advances have the potential to significantly impact one of the most important issues that older people face: social isolation and loneliness. This paper will serve as an introductory exploration of what is currently known about the use of virtual reality technology with an older cohort.

Background. Virtual reality technologies can be used to optimize many mental states and develop mental resources. Virtual reality technologies work with the imaginative sphere, recreating images around the subject that are close to those of real people and objects. Methods of psychological correction that work with the imagery are traditionally used to help people relax and relieve stress. Methods. The DAS questionnaire (Differential assessment of states of reduced performance "fatigue-monotony-satiety-stress") (A. Leonova, S. Velichkovska), the Scale for assessing the level of reactive and personal anxiety (C. Spielberg, Y. Khanin), the Assessment of mental activation, interest, emotional tone, tension and comfort (L. Kurgansky and L. Kumiansky), the Questionnaire for assessing acute physical fatigue (A. Leonova), the Assessment of acute mental fatigue (A. Leonova, S. Velichkovska). Kurgansky and L. Kumiansky), Questionnaire for Assessment of Acute Physical Fatigue (A. Leonova), Questionnaire for Assessment of Acute Mental Fatigue (A. Leonova, N. Savicheva), Akiyoshi Kitaoka Optical Illusion Test (a technique aimed at measuring situational fatigue syndrome). Results. The main methods of correction of mental states with the help of virtual technologies are highlighted. The use of virtual reality technologies in the educational sphere is analyzed. It is shown that during the education day, cadets accumulate negative emotional states in the process of classes: fatigue, tension, situational fatigue, monotony. Conclusions. The use of virtual reality technology to immerse a cadet in a virtual space allows you to restore mental resources and delay the development of negative states. For the development of mental resources, the correct selection of virtual realities is of great importance. Thus, watching relaxation-type virtual reality stories leads to a decrease in the level of fatigue, and dynamically stimulating type with the effect of presence leads to a decrease in the level of situational fatigue.

Regardless of the health domain involved, the process of rehabilitation remains a challenge for professionals, patients and their families. In an attempt to overcome the limitations of traditional interventions, the technology of Virtual Reality (VR) has been increasingly applied to rehabilitation and begins to provide important tools which, however, generate debate and divergent positions. In order to examine VR's contributions to the field of rehabilitation in terms of its advantages and limitations, this study presents a systematic review of scientific literature in this area and provides a hierarchical model describing and systematizing the nature of the studies reviewed and their main subjects. The literature review focused on scientific papers indexed, until November 2010, in the ISI Web of Knowledge databases. Two independent researchers analyzed the included papers in NVivo 9 and the developed model was applied to the recoding of the material. A total of 963 articles were identified, of which 288 titles and abstracts were reviewed, after application of the exclusion criteria. The model indicates, as central categories in the literature: Type of Article (Empirical, Theoretical); Project Background; Type of Approach (Assistive Technology; Augmented Reality; Traditional Approaches; Virtual Reality). This last category (VR) was exhaustively decomposed so that its applicability, effects and future trends could be documented. Results suggest that VR's advantages include: its possible application to a variety of fields, cognitive functions, behaviors, neurological disorders and physical disabilities; its characteristics and respective consequences; and its potential to overcome limitations of traditional interventions. On the side of the limitations, papers address: VR's side effects, causes for the limitations, and suggested precautions. The results show promising trends in the use of VR technology in the field of rehabilitation, with implications for its future implementation. Results further indicate the need for continuing research that evaluates VR's applicability to rehabilitation in general and (neuro)cognitive rehabilitation in particular.

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

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.