The Role of Virtual Reality in Enhancing Skill-Based Training Programs

Immersive engineering instruction: Using Virtual Reality to enhance students’ experience in the classroom

Virtual Reality and High Performance Computing

Virtual reality (VR) technology has matured to a point where humans can navigate in virtual scenes; however, providing them with a comfortable fully immersive role in VR remains a challenge. Currently available sensing solutions do not provide ease of deployment, particularly in the seated position due to sensor placement restrictions over the body, and optic-sensing requires a restricted indoor environment to track body movements. Here we present a 52-sensor laden garment interfaced with VR, which offers both portability and unencumbered user movement in a VR environment. This chapter addresses the systems engineering aspects of our pervasive computing solution of the interactive sensorized 3D VR and presents the initial results and future research directions. Participants navigated in a virtual art gallery using natural body movements that were detected by their wearable sensor shirt and then mapped the signals to electrical control signals responsible for VR scene navigation. The initial results are positive, and offer many opportunities for use in computationally intelligentman-machine multimedia control.

Introduction Currently there is little evidence on the role of virtual reality (VR) simulators for orthopaedic trauma simulation due to lack of validated commercially available platforms. We determined face validity and acceptability of the only VR haptic-enabled DHS fixation simulator as a potential training tool. Methods 52 medical students (naive to both DHS fixation and VR simulation) were voluntarily recruited and electronically randomised to two groups. Group 1 (training) performed five attempts whilst Group 2 (control) performed one attempt. After a week, both groups repeated the same number of attempts. Participants then filled in an eight-item questionnaire using a seven-point Likert scale (1–7). The mean score and Mann-Whitney U-test for significance (p Results No significant difference was found between both cohorts in all questionnaire responses, thus data was pooled and analysed as a unified cohort. Participants agreed that visual appearance of the external surgical field was realistic (mean score 4.8 [68.6%]) and that the haptic feedback was realistic (mean score 5.7 [81.4%]). The simulator was moderately accepted as an unthreatening learning environment (mean score 6.4 [91.4%]), subjects recognised the VR DHS simulator as a useful training tool (mean score 6.3 [90.0%]) and would recommend this modality to colleagues (mean score 6.3 [90%]). Moreover, participants strongly agreed that they enjoyed using the simulator (mean score 6.5 [92.9%]), that they would like to practise on a simulator before operating on a patient (mean score 6.5 [92.9%]) and they would like to train further on the simulator (mean score 6.5 [92.9%]). Conclusions The simulator was well received and participants moderately agreed that the VR DHS simulator would be a useful training tool and would recommend it to their colleagues. There was an overwhelming and unanimous demand among medical students and future surgeons for VR simulation technology in formal orthopaedic training. References Blyth P, Anderson IA, Stott NS. Virtual reality simulators in orthopaedic surgery: what do the surgeons think? J Surg Res 2006;131(1):133–9; discussion 140–2. Froelich JM, Milbrandt JC, Novicoff WM, et al . Surgical simulators and hip fractures: a role in residency training? J Surg Educ 2011;68(4):298–302.

Virtual reality (VR) is considered an important technological development to impact the tourism industry. Hotels are constantly attempting to overcome the challenges they face in the presentation of their facilities in the virtual environment. This research has made one of the first attempts to understand VR’s ability to influence tourism consumers’ attitudes and behavioral intentions during the prepurchase phase and postpurchase phase of their purchase journey across three hotel preview styles, namely, (1) VR immersive headsets, (2) 360° VR tour, and (3) a static image website. Through a lab-based experiment with 270-participants, study 1 outlined the positive role of VR on learning about the hotel and visit intentions. Through a questionnaire with 409 actual tourism consumers following a hotel stay, study 2 detailed that VR plays a significant role in managing tourism consumers’ expectations through providing an authentic experience and stimulating the development of detailed mental imagery prior to their visit.

Information visualization techniques play an important role in Virtual Reality (VR) because they improve task performance, support cognitive processes, and eventually increase the feeling of immersion. Deaf and Hard-of-Hearing (DHH) persons have special needs for information presentation because they feel and perceive VR environments differently. Therefore, it is necessary to pay attention to requirements about presenting information in VR for this group of users. Previous research showed that adding special features and using haptic methods helps DHH persons to do VR tasks better. In this paper, we propose a novel Omni-directional particle visualization method and also evaluate multi-modal presentation methods in VR for DHH persons, such as audio, visual, haptic, and a combination of them (AVH). Additionally, we compare the results with the results of persons without hearing problems. The methods for information presentation in our study focus on spatial object localization in VR. Our user studies show that both DHH persons and persons without hearing problems were able to do VR tasks significantly faster using AVH. Also, we found out that DHH persons can do visual-related VR tasks faster than persons without hearing problems by using our new proposed visualization method. Our results suggest that the benefits of using audio among persons without hearing problems and the benefits of using vision among DHH persons cause an interesting balance in the results of AVH between both groups. Finally, our qualitative and quantitative evaluation indicates that both groups of participants preferred and enjoyed AVH modality more than other modalities.

Presents selected results from research exploring the use and role of virtual reality (VR) in public libraries in Aotearoa New Zealand. Interviews with public library staff responsible for VR services in 9 public libraries found that digital inclusion and supporting communities’ digital literacy skills and experiences were the key motivations behind the introduction of VR. The aim of attracting a more diverse user base was also presented as an important reason for adopting the technology. VR can be used for education or entertainment purposes and the libraries recognised the validity of programming covering both, although the earlier adopters were moving towards more educative and creative activities incorporating VR. Discussion of the role of the public library space for VR services highlighted its importance as a safe space for experimentation for groups with less access to technology, reinforcing its positioning as a site for digital equity within communities. It is concluded that VR can contribute to the continuing development of the public library as a participatory physical space, with co-creation and dialogic activities supported by digital technologies.

Leveraging virtual reality for advanced scrub nurse education: A non-randomized comparative study of training effectiveness

In recent years, Virtual Reality technologies have emerged as assessment and treatment tools in neuropsychology. In this chapter, we will explore the possibility of using Virtual Reality to improve the traditional neuropsychological assessment of executive functions. First, we will discuss the advantages offered by Virtual Reality to more traditional approaches. Then, the chapter details the characteristics of the Virtual Multiple Errands Test (VMET), a virtual reality tool developed using NeuroVR (http://www.neurovr.org)—a free virtual reality platform useful for the assessment and neurorehabilitation. Specifically, the VMET is an assessment protocol of executive functions, where participants are invited to navigate a virtual supermarket, completing tasks that require certain rules. In the chapter, we will present the detailed description of its clinical rationale and its different phases. Furthermore, a systematic analysis of the results obtained in different studies using the VMET will be outlined. Finally, we will discuss the potentiality of the VMET for integrating the traditional neuropsychological evaluation of patients with Parkinson’s disease. Detection of early executive deficits in Parkinson’s disease could facilitate the identification of patients at risk to develop dementia, and could give the chance to develop early neurorehabilitation interventions.

Virtual reality (VR) is considered a technological megatrend that is driving the digitization of all aspects of human life. Avatars, virtual bodies controlled by users, play an important role in VR. Many scholars consider the sense of embodiment as a key affordance of avatars. However, our understanding of how to optimize embodiment through avatar representation in VR remains underdeveloped. This study systematically reviewed a body of 43 studies from 41 research papers that investigated the manipulations of avatars in VR. The corpus was coded with head-mounted display (HMD) models, avatar creation tools, mirror use, task context, and avatar manipulations. Based on these experiment-based studies, we discuss how different types of avatar representations affect users’ embodiment. Based on the findings, we indicate practical implications of avatar design in VR applications.

This study provides a novel examination of the integration of Virtual Reality (VR) technology into English for Specific Purposes (ESP) instruction, specifically within the context of Management studies at Universitas Borneo Tarakan. It addresses a significant gap in empirical research by focusing on VR's effectiveness in teaching ESP within a management context, an area that has yet to be thoroughly explored. Using pre-and post-test scores from 286 students and detailed evaluation metrics, this research provides robust evidence of VR's transformative potential in enhancing ESP instruction. The findings indicate a clear improvement in language proficiency following VR-enhanced teaching, with significant increases in top-scoring students and decreases among those struggling with lower scores. Additionally, high levels of student engagement were observed during VR-enhanced lessons. Students reported positive usability experiences with the technology and expressed satisfaction with their learning outcomes. They also perceived significant benefits from using VR technology in their ESP instruction, including improved comprehension, increased motivation and engagement, and enhanced memory retention. However, alongside these positive outcomes are challenges that must be addressed for effective implementation. These include technical issues experienced by some participants suggesting the need for improvements or troubleshooting to enhance user experience; adaptation difficulties faced by learners when transitioning to new teaching methods introduced via virtual reality indicating the importance of providing additional support or guidance; and accessibility challenges emphasizing the need to ensure equal access for all learners when implementing such innovative technologies. In light of these findings, it is recommended that institutions like Universitas Borneo Tarakan looking to integrate VR into their ESP instruction consider establishing robust technical support structures to address potential issues. They should also provide additional guidance during transitions to new teaching methods introduced via virtual reality and prioritize ensuring accessibility for all learners. This study contributes valuable insights into effective strategies for modernizing ESP instruction using innovative technologies like Virtual Reality while highlighting areas where further exploration is needed.

The article examines the transformative impact of virtual reality (VR) technology on business processes and the social sphere. The main aspects of VR implementation in the corporate sector are considered, including optimizing personnel training processes, improving communication strategies, and increasing marketing efficiency through interactive visualizations. The key advantages of using VR for developing customer-oriented approaches, creating new business models, and expanding market opportunities are analyzed. Particular attention is paid to the impact of VR on the social sphere, in particular education, healthcare, psychological assistance, and inclusion. The role of VR in changing traditional teaching methods through interactive simulations and the ability to model complex situations is determined. It is shown how VR provides a deeper integration of technologies into social processes, contributing to the formation of a new type of interaction between people. The article also analyzes the barriers to VR implementation, including high costs, technical difficulties, and the need for society to adapt to new formats of interaction. The prospects for the development of the technology are presented, which include the creation of full-fledged virtual ecosystems capable of changing traditional models of behavior in both business and social structures. The results of the study demonstrate the significant potential of VR in transforming modern business processes and social practices, which requires further study to form effective strategies for the implementation and use of this technology. Virtual reality technology is one of the immersive technologies that have been demonstrating rapid development and implementation dynamics in various industries in recent years. Together with robotics and network technologies, it is among the three most promising computer technologies. Although less than 100 years have passed since its appearance, virtual reality technology still has many promising opportunities for the development of its theory and practical application. This article is devoted to virtual reality technology and its applications based on an analysis of existing literature, scientific research and statistical data. The main content includes an overview of its advantages, characteristics, technical composition and applications in various industries.

There is an absence of empirical studies that document the efficacy of interactive technology within a criminal justice pedagogy. The current study examines qualitative responses from a general criminal justice course and a special topics mental health and criminal justice course that included virtual reality (VR). This includes five classes taught in two states between 2019–2020, with a total sample of two-hundred and forty-two (n = 242) undergraduate students. Participant responses were coded by changes in perceptions, emotional content, and overall satisfaction with the VR experience. Findings reveal the presence of crime myths that were altered by the VR experience. The VR experience produced an emotional response that facilitated learning. Qualitative themes include concepts of realism, motivated learning, increased memory recall, deeper meaning in learning, the inclusion of visual learning techniques and validation of overall student satisfaction. This suggests that virtual reality technologies may be an effective though rarely used technology in criminal justice education.

With the continuous advancement of technology and the expansion of application scenarios, both AR and VR have broad development prospects. Based on the increasingly mature technology, can VR and AR technology be brought into sports, what role can they play in various sports projects, and what prospects do they have in the sports industry. In winter sports, heavy competitive events, and many training events, athletes can simulate training anytime and anywhere to understand their opponents. In theory, promoting VR and AR into the sports industry can bring heavy competitive sports and winter events to the masses, allowing more people to experience the charm of sports more accurately and intuitively. The application of VR and AR technology in the sports industry, especially in winter ice and snow events, not only demonstrates its strong potential, but also heralds new directions for the future development of the sports industry. Through these technologies, athletes have gained more efficient training methods, while audiences can also enjoy a more immersive and interactive viewing experience. Despite some technological and market challenges, with the continuous advancement of technology and the expansion of application fields, the role of VR and AR technology in the sports industry will become increasingly significant.

BackgroundExtended reality (XR) technologies, which generally encompass virtual, augmented, and mixed reality, and realized through head-mounted devices, have been increasingly adopted to support Emergency Medical Services (EMS) training.ObjectiveThe objective of this review is to synthesize the current applications of immersive technologies in EMS training.MethodsA systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework. The studies were analyzed based on their objectives, methods, major findings, implemented technologies, and reported benefits and barriers.ResultsThe majority of reviewed studies used virtual reality (VR) technologies for EMS training. Key system features identified as effective included interactive user interfaces, task performance recording, monitoring and feedback, scenario editor and control, realism and presence, and multi-user collaboration. The studies primarily assessed four aspects of the implemented immersive technologies: technical feasibility, training effectiveness (e.g., clinical performance, knowledge acquisition), cost-effectiveness (e.g., cost savings, business models), and user experience (e.g., immersion, presence, cognitive load, usability, acceptance). Notable benefits highlighted included enhanced engagement, accessibility, cost-efficiency, standardization, and teamwork. Despite these advantages, challenges persist, which are categorized as ergonomic and human factor issues, usability problems, and technical limitations.ConclusionImmersive technologies have demonstrated significant potential to enhance EMS training by improving skill acquisition and readiness for high-stakes scenarios, such as massive casualty incidents or disasters. However, research in this area remains limited, requiring further investigation to address persistent challenges and optimize implementation.