The role of new information and communication technologies in modern education

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

The relevance of the chosen topic of the paper is determined by the need to study the development of music education in our time in virtual and augmented reality, focused on the study of new vectors of music education in Ukraine and its entry into the world educational and cultural space based on innovative technologies. The study aims to define and justify the development of music education in virtual and augmented reality, research of innovative technologies to expand the possibilities of the creative process in the art of music, and definition of methods of musical expansion reality. The paper analyzes the directions of development of music education in the works of researchers and scientists, as in the last few decades, scientists have become more interested in the virtualization of society and music education, in particular. Virtual reality is becoming the object of study in philosophy and the humanities and the natural sciences, art history. The article also collects theoretical developments on the topic, specifies the tasks in the music education system in our time in virtual and augmented reality, explores the role and place of innovative technologies to expand the creative process in music, methods of expanding musical reality determined.

The perceptual behavior of consumers on a product displayed in the market has a vital role in analyzing the importance given to that product. Therefore, various strategies have been developed to understand this consumer behavior in the selection of products. Immersive technologies like virtual, augmented, and mixed reality are among them. With the foremost feature of immersion in the virtual world and interaction of users with virtual objects, virtual reality, and augmented reality have unlocked their potential in research and a user-friendly tool for analyzing consumer behavior. In addition to these technologies, mixed reality also has a significant role in investigating consumer behavior. Studies on immersive technologies in food applications are vast, hence this review focuses on the applications of virtual, augmented, and mixed reality in the food selection behavior of consumers. The behavioral studies are elicited to develop new products based on consumer needs, to understand the shopping behavior in supermarkets for real-time usage, and to know the influence of emotions in a selection of products. The findings suggest that virtual, augmented, and mixed reality induce immersion of the users in food selection behavioral studies. Information on the technological advancements in the tools used for bringing immersion and interaction are discussed for its futuristic applications in food. Though immersive technology gives users a realistic virtual environment experience, its application in food systems is in the budding stage. More research on human response studies would contribute to its innovative and inevitable application in the future.

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. But, the integration of VR/AR equipment in classrooms raises questions. What is the place of augmented and virtual reality in education and teaching? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the question », and, secondly, to identify principles that can guide the design of educational artefacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.

Virtual and Augmented reality has established itself in many sectors including education. The virtual is progressively entering the classrooms. MOOCs (Massive Open Online Course), those online interactive lessons available for all, are useful tools to complete the traditional school system. There are also more and more e-learning platforms that propose online lessons and follow-up for any student. Immersive contents appear as playful alternatives to traditional lectures. However, the integration of VR/AR equipment in classrooms raises questions. What place takes the augmented (AR) and virtual reality (VR) in the modern educational and teaching system? In order to be able to answer this important question, our article takes place as the result of a literature review on the field of virtual and augmented reality in education. Our objective, first of all, to deepen our knowledge domain in order to provide the necessary answers to « the main question », and, secondly, to identify principles that can guide the design of educational artifacts in virtual and augmented reality. The methodology of the literature review is based on the EPPI method (Evidence for Policy and Practice Information and Co-ordinating). Results will be presented by themes such as motivation, immersion, collaboration, and design.

Technologies such as Virtual and Augmented Reality have gained popularity lately. Because of their convenience and accessibility, these technologies have been adopted in various domains. Virtual reality and augmented reality create an immersive experience, enabling 3D visualization of the content. This technology lets you visualize data from different sensors at the same time, overlaying relevant and helpful information over your environment through a headset. In this article, we give a perspective on these technologies from a biomedical engineering standpoint. In this article, we discuss the various technologies of current biomedical engineering. These technologies allow us to move beyond traditional 2D images towards 3D models that can be made visible and manipulated with Augmented and Virtual Reality. The basic applications of biomedical engineering include representation of mechanisms in space and time dimensions and three-dimensional visualizations of difficult structures in anatomy. The article is an attempt to bring the latest results on the benefits of virtual and augmented reality in biomedical engineering.

Currently, in virtual reality simulations and laboratories much attention is focused on the development of a user interaction controller for better immersion and student experience. Of course, the visual experience is a base for the laboratory study of any students, but direct contact with the visualized environment is also important. This paper presents a virtual scalpel technique that simulates the experience of medical discipline student education using virtual reality (VR) and augmented reality (AR) laboratory software. User's hands and a pencil with a tracker marker are the main tracking system components. Due to the high sensitivity of hand sign recognition, the Leap Motion camera was chosen as the base device for tracking the interaction of the user's virtual scalpel and hand models. We used Unreal Engine to create and visualize such virtual laboratory. During the recognition hand-pencil system, the 3D scalpel model is activated in our VR and scene, with a collision in the proposed virtual blade area. The user manipulates such “hand-scalpel” system in VR and AR simulation process, where the collision area of blade interacts with an imitating an organic 3D object. In this paper we presented the sensitivity and efficiency of “hand-pencil” system inside the virtual scene. In addition, the comparison and application of the methodology were highlighted for VR and AR prototypes of the laboratory scene.

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

Computational thinking (CT) skills are increasingly important in education to prepare students for the challenges of the digital age. Augmented Reality (AR) and Virtual Reality (VR) have been introduced as immersive technologies that have the potential to enhance CT skills through more interactive learning experiences. However, there is still a gap in understanding the effectiveness of these technologies in supporting the development of CT, particularly in different levels of education and disciplines. Although several studies have highlighted the benefits of AR and VR in education, no systematic review integrates these findings to identify advantages, challenges, and opportunities for further implementation. Therefore, this study conducted a systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by analyzing 25 empirical studies (AR=17, VR=8) obtained from the Scopus database (2008-2024). The analysis addresses four key research questions: (1) the current state of AR/VR in CT development, (2) their advantages, (3) implementation challenges, and (4) future research directions. The results show that AR is more widespread than VR at various levels of education, with dominance in higher education followed by secondary and primary schools. Computer science is the main field of application of AR and VR, while AR is also widely applied in mathematics to increase interest and problem-solving. A total of 11 studies reported significant impacts of these technologies on CT, with AR being superior in increasing student motivation and engagement, as well as aiding in problem-solving and debugging. In contrast, VR provides a more immersive learning experience by strengthening concept understanding, especially in programming and recursion. However, several obstacles in the application of AR and VR, such as hardware limitations, costs, and user skills, affect the effectiveness of these technologies in the learning environment. This study also identified potential future research, including the exploration of VR in primary and kindergarten education, the application of VR in non-computer science fields, and the efficient use of these technologies in supporting the CT process. This study provides more precise insights into the optimal ways of utilizing AR and VR in developing CT skills. It is a reference for educators, policymakers, and researchers in supporting CT learning.

Purpose: This study investigates the transformative role of augmented reality (AR) and virtual reality (VR) technologies in e-commerce and digital marketing. It aims to understand how these immersive technologies enhance consumer experiences by addressing challenges such as product visualization, consumer trust, and engagement while fostering higher purchase intent and customer satisfaction. Design/Method/Approach: A systematic literature review synthesizes findings from empirical and theoretical studies published between 2011 and 2024. The methodologies analyzed include experimental designs, market analyses, and conceptual frameworks assessing the integration of AR and VR technologies in online retail. Findings: The findings indicate that AR enhances online shopping through features such as virtual try-ons and spatial placement visualization, reducing return rates and increasing purchase confidence. VR, on the other hand, provides immersive environments that simulate physical shopping experiences, strengthening consumer-brand connections. While AR demonstrates broader applicability in fostering interactive and personalized experiences, VR remains limited by accessibility and cost constraints. Both technologies exhibit immediate costs but offer long-term benefits, positively influencing conversion rates and customer loyalty. Theoretical Implications: This study contributes to consumer behavior research by applying value perception models, immersive technology frameworks, and engagement metrics to the e-commerce landscape. It refines existing theoretical perspectives on technological adoption by highlighting the interplay between sensory engagement, emotional connection, and consumer decision-making. Practical Implications: The research underscores the strategic importance of integrating AR and VR into digital marketing and e-commerce platforms. It suggests leveraging AR for product categories requiring spatial interaction and using VR for high-detail product exploration. The study provides actionable insights for businesses looking to enhance online shopping experiences through immersive technologies. Originality/Value: This study offers a comprehensive synthesis of AR and VR applications in e-commerce, highlighting their potential to reshape online shopping. By bridging the gap between physical and digital retail experiences, it provides a fresh perspective on how immersive technologies can drive engagement, accessibility, and personalized consumer interactions. Research Limitations/Future Research: While this study synthesizes existing literature, empirical validation through longitudinal studies and cross-industry applications is necessary. Future research should explore the long-term effects of AR and VR adoption on consumer trust, loyalty, and behavioral changes. Additionally, further exploration is encouraged into gamification, artificial intelligence (AI) integration, and demographic-specific implementations to drive sustainable engagement.

Visual fatigue induced by watching virtual reality device and the effect of anisometropia

본 연구에서는 국내 교육 환경에서 이루어진 장애 학생의 학습을 위한 증강현실(augmented reality: AR) 및 가상현실(virtual reality: VR) 기반 중재연구의 전반적인 연구 동향을 체계적으로 분석하고, 중재에서 사용된 교육콘텐츠의 유형 및 활용방법을 살펴보았다. 문헌 선정 준거에 따라 총 13편의 연구가 분석 대상으로 선정되었다. 분석 결과, 대부분의 연구가 최근 3년 이내에 이루어졌으며, 지적장애 학생을 대상으로 한 연구가 가장 많았다. AR 및 VR 기반 중재는 대체로 학교에서 교사가 제공하였으며, 11-20회기에 걸쳐 실시된 것으로 나타났다. 한편, 총 13편 중, 7편은 AR 및 VR 기반 단일 중재를 제공하였으며, 6편은 AR 및 VR 기반 중재와 다른 전략을 결합하여 중재를 제공한 것으로 나타났다. 종속변인은 크게 학업 성취와 학습 태도로 나누어볼 수 있었으며, 학업 성취는 읽기 하위 영역에서의 성취도, 과학과 성취도, 지리과 성취도를 포함하였고, 학습 태도는 학습동기, 흥미도, 주의집중, 학습몰입도 등을 포함한 것으로 나타났다. 실험 결과, AR 및 VR 기반 중재는 전반적으로 장애 아동들의 학업 성취와 학습 태도 향상에 효과적인 것으로 나타났다. AR 기반 중재에서 사용된 교육콘텐츠는 관찰조작형이 가장 많았고, 교사의 명시적인 지도와 함께 제공될 때 장애 아동의 학업 성취와 학습 태도 향상에 효과가 더 높은 것으로 나타났다. VR 기반 중재는 몰입형 VR을 이용하여 프로그램을 구성한 것으로 나타났고 과학과 내용지식과 수업태도 향상에 효과적인 것으로 나타났다. 이러한 결과를 바탕으로 AR 및 VR의 장애학생을 위한 교육적 활용 관련 후속연구에 대한 논의와 방향성을 제언하였다.This study systematically analyzed research trends on the use of augmented reality(AR) and virtual reality(VR) for the learning of students with disabilities and investigated how AR or VR was used and the types of educational contents that were used during instruction. A total of 13 studies were selected for analysis and the results determined that most of the studies were conducted within the last three years. The largest number of studies included participants with intellectual disabilities and AR or VR based instruction was mainly taught by their school teachers over 11-20 sessions. In 7 out of 13 studies, AR or VR was used alone while in 6 studies, it was used combined with other practices. Dependent variables of the studies included academic learning achievement(reading, science, geography) and attitude(motivation, interests, attention, learning flow). The results of the studies determined AR- or VR-based instruction was generally effective for enhancing both academic learning achievement and attitude of students with disabilities. The educational content type used in AR instruction most frequently across the studies was the observation operation type and it was more effective when AR was used combined with explicit instruction. Also, both studies on VR-based instruction primarily used the immersive type and it was also effective for enhancing students’ learning achievement and attitude. Based on the results, the study provides suggestions on direction of future research.

Educational technology can enhance learning by supporting the learning environment through various digital resources. There have been numerous emerging technologies which are able to bridge the resource gap in learning environments enabling students to get access to an abundance of resources on digital platforms. This paper presents a literature review, exploring the potential of using Mobile Augmented Reality (AR) and Virtual Reality (VR) technologies to support experiential learning in South African institutions. While there have been studies which aim to assess the use of AR and VR for educational purposes such as in mining safety education in South Africa, there is a need for studies that look at the potential of AR and VR in augmenting higher educational institutions such as universities and Technical and Vocational Education and Training (TVET) colleges which require students to complete an experiential learning component in their studies in order to complete their qualifications. The study aims to establish the potential role that AR and VR can provide in enhancing experiential learning by providing students with practical experience in various educational fields, leveraging augmented and virtual reality technologies to simulate such learning environments.

Veterinary anatomy is an essential course that provides a fundamental basis for various clinical specializations. Artificial intelligence (AI) is increasingly being incorporated into anatomy education, revolutionizing the field through various tools such as 3D-printed models, virtual and augmented reality systems, the Anatomage table, virtual staining techniques, and virtual laboratories. 3D printing has been promoted in the last two decades, and successfully applied in anatomy, surgery and other educational fields. AI-driven virtual dissection platforms are an invaluable resource that provide high-quality anatomical simulations, with a more interactive and immersive learning experience that ensures students receive comprehensive training regardless of their location. Augmented Reality (AR) and Virtual Reality (VR) provide immersive, interactive experiences that significantly improve comprehension of intricate anatomical concepts. Anatomage is a digital dissection table that offers comprehensive anatomy resources for veterinary science for fully segmented, detailed and dissectible dog, cat and other animal scans. Instructors and clinicians can upload their own DICOM files. 3D visualization enables the usage of 3D models in education improves the quality of teaching and the learning outcomes of students with respect to visibility, clarity and quality of the 3D neuro-anatomical models using the XYZ-3D scanner. Virtual dissection might hinder the cultivation of clinical skills in future surgeons by denying students the chance to physically feel and explore the textures of anatomical structures. These technologies can be useful tools in veterinary histology. In virtual staining, histological stains are created by training neural networks to produce stained images from an unstained tissue image, or through transferring information from one stain to another. Virtual labs are computer-based simulations that allow students to conduct laboratory experiments online. They save time, reduce costs, and offer a safer alternative to traditional physical labs. Incorporating AI into veterinary anatomy education makes learning more accessible, scalable, and effective for students. AI-driven anatomical tools enable flexible understanding, unconstrained by location or time. Additionally, these resources can accommodate larger groups of students without requiring expanded physical facilities. Moreover, gamified AI learning can lead to higher retention rates and increased student engagement. Thus, AI-based new tools and methods viz., VR, AR, Anatomage table and 3D visualization platforms are revolutionizing anatomy education and can be utilized in teaching and learning of veterinary anatomy to enhance learning experiences to complement rather than replace traditional teaching method.

The visualization of medical images with advanced techniques, such as augmented reality and virtual reality, represent a breakthrough for medical professionals. In contrast to more traditional visualization tools lacking 3D capabilities, these systems use the three available dimensions. To visualize medical images in 3D, the anatomical areas of interest must be segmented. Currently, manual segmentation, which is the most commonly used technique, and semi-automatic approaches can be time consuming because a doctor is required, making segmentation for each individual case unfeasible. Using new technologies, such as computer vision and artificial intelligence for segmentation algorithms and augmented and virtual reality for visualization techniques implementation, we designed a complete platform to solve this problem and allow medical professionals to work more frequently with anatomical 3D models obtained from medical imaging. As a result, the Nextmed project, due to the different implemented software applications, permits the importation of digital imaging and communication on medicine (dicom) images on a secure cloud platform and the automatic segmentation of certain anatomical structures with new algorithms that improve upon the current research results. A 3D mesh of the segmented structure is then automatically generated that can be printed in 3D or visualized using both augmented and virtual reality, with the designed software systems. The Nextmed project is unique, as it covers the whole process from uploading dicom images to automatic segmentation, 3D reconstruction, 3D visualization, and manipulation using augmented and virtual reality. There are many researches about application of augmented and virtual reality for medical image 3D visualization; however, they are not automated platforms. Although some other anatomical structures can be studied, we focused on one case: a lung study. Analyzing the application of the platform to more than 1000 dicom images and studying the results with medical specialists, we concluded that the installation of this system in hospitals would provide a considerable improvement as a tool for medical image visualization.