Virtual Reality and Anatomy: Increasing Motivation and Learning Gains

Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self-directed learning (SDL) competencies among undergraduate nursing students. A cross-sectional design was conducted in the health profession's faculty at Al-Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self-Directed Learning Instrument was used, and independent sample t-tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self-monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three-dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.

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.

Are UK undergraduate Forensic Science degrees fit for purpose?

There is a widely variable breadth of coverage of skeletal muscle content across both undergraduate human anatomy and undergraduate anatomy and physiology (A&P) courses. In response to the need for a more global understanding of the content taught in undergraduate anatomy courses, we developed an online survey (administered through Qualtrics) where both human anatomy and A&P faculty could report skeletal muscle coverage in their courses. The survey also collected comparative demographic institutional data such as the type of institution (community college vs. 4 year), course format, and geographic location of the undergraduate institution. Skeletal muscles surveyed included those listed and described in a typical undergraduate human anatomy text (McKinley MP, O'Loughlin VD, Pennefather O. Human Anatomy (5th ed.), 2017, p. 960). The data indicated some interesting instructional trends regarding muscular system coverage. First, both the "identification" and "action" of specific muscles are taught at a higher frequency than the teaching of either "attachments or innervation." Innervation of specific skeletal muscles is the least taught concept. In each body region, certain muscles were taught with higher frequency than others. This research shows there is a global trend in teaching identification of specific skeletal muscles within each body region and often this is accompanied by teaching actions of said muscles. These general instructional trends may increase our understanding of the anatomical and physiological education our undergraduate students are receiving and will lead to further critical conversations about content development and curriculum.

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.

본 연구는 디지털 기술이 고도로 발달하고 가상현실(VR)의 기술이 상용화되면서, 유물의 보존과 연구 및 전시에 중점을 두었던 전통적인 개념의 박물관이 직면하게 된 여러 가지 쟁점에 주목하여 가상현실 기술이 박물관을 어떻게 변화시키고 있으며 변화의 주된 동인은 무엇인지 고찰해 보는 것을 목적으로 한다. 어느 장소에서나 실제 공간에서 보고 느끼는 것과 같은 가상현실을 체험할 수 있는 기기는 게임 산업을 필두로 하여 문화콘텐츠 산업의 전반에서 본격적으로 대중들에게 상용화되기 시작되었으며, 이런 현실에 맞추어 세계의 유수 박물관들은 2015년을 전후로 앞 다투어 새로운 형식의 전시를 제안하거나 사이버 박물관의 콘텐츠를 새롭게 다듬고 있는 실정이다. 본 연구는 박물관에 가상현실 기술이 본격적으로 활용되기 시작한 2015년 이후 박물관에 나타나고 새로운 시도와 전략을 중심으로, 기술의 발전으로 인해 박물관의 역할이 어떻게 달라질 것인지에 대해 학제적인 관점을 통해 고찰해본다. 본 연구는 세계 주요박물관들의 주목할 만한 VR기술 활용 방식을 분석하여, VR영상 콘텐츠가 유물 및 박물관이라는 공간과 맺는 관계에 따라 활용 유형을 네 가지로 분류하였다. ①박물관의 공간을 모두 VR로 체험할 수 있게 하는 사이버 뮤지엄의 전략 ②유물의 시대를 가상으로 재현하여 전시 오브제를 재맥락화 ③전시 작품 혹은 콘텐츠를 확장시키는 새로운 작품으로서 VR ④가상의 공간을 재현하는 사례가 그것이다. 0차원의 디지털로 기술적 형상을 구현함으로써, 다시 라스코 동굴벽화의 시대와 같은 마술적, 제의적 이미지가 도래할 것이라 예견했던 빌렘 플루서의 이론은 오늘날 VR기술이 보여주는 마법과 같은 공간의 재현에 정확히 부합하는 듯이 보인다. 본 연구는 VR기술의 상용화는 박물관이 선사했던 원작의 아우라를 새로운 방식으로 확장시킬 것임을 보여주며, 앞으로 박물관에서는 플루서가 말하는 현대적 ‘뮈토스’의 체험을 가능케 하는 새로운 VR 전시콘텐츠의 기획이 불가피하다는 점을 보여준다.This study focuses on the ways of using VR technology by museums, one of the important issues faced by traditional museums. With rapid development of digital technology including virtual reality(VR) technology, many museums of the world presented new forms of exhibitions or refined cyber museum contents especially since 2015. This study tries to examine theses new attempts and strategies through the interdisciplinary perspective. According to our case studies, the ways of using VR technology could be classified by 4 types of strategy. ① Cyber museum s strategy to give experience of visiting virtually all the spaces of museum such as VR guide tour ② Recontextualization strategy by reproducing virtually the era and the environments where exhibits originally existed ③ VR content as a new media art to expand existing exhibition ④ Virtual exhibition by making virtual space through gamification. By embodying a technical dimension in zero-dimensional digital form, Vil&#233;m Flusser s theory predicted that magical and ritual images’ era, such as the era of Lasco s cave painting, would come again. Based on the theory of Flusser, this study shows that the development of ways of using VR technology will continue to expand the aura of original exhibits in a new way, and allow us to experience modern mythos.

RETRACTED: Development and application of VR course resources based on embedded system in open education

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 usefulness of virtual reality (VR) technology in physiology education is largely unexplored. Although VR has the potential to enrich learning experience by enhancing the spatial awareness of students, it is unclear whether VR contributes to active learning of physiology. In the present study, we used a mixed-method research approach to investigate students' perceptions of physiology learning based on VR simulations. Quantitative and qualitative data indicate that the implementation of VR learning environments improves the quality of physiology education by promoting active learning in terms of interactive engagement, interest, problem-solving skills, and feedback. In the Technology-Enabled Active Learning Inventory, which consisted of 20 questions to which students responded along a 7-point Likert scale, the majority of students agreed that VR learning of physiology not only stimulated their curiosity (77%; P < 0.001) but also allowed them to obtain knowledge through diverse formats (76%; P < 0.001), participate in thought-provoking dialogue (72%; P < 0.001), and interact better with peers (72%; P < 0.001). Positive responses in the social, cognitive, behavioral, and evaluative domains of active learning were received from students across different disciplines, including medicine, Chinese medicine, biomedical sciences, and biomedical engineering. Their written feedback showed that VR enhanced their interest in physiology and facilitated the visualization of physiological processes to improve their learning. Overall, this study supports that the integration of VR technology into physiology courses can be an effective teaching strategy.NEW & NOTEWORTHY Virtual reality (VR) improves physiology education by promoting active learning in terms of interactive engagement, interest, problem-solving skills, and feedback. Positive responses toward multiple components of active learning were received from students across different disciplines. The majority of students agreed that VR learning of physiology not only stimulated their curiosity but also allowed them to obtain knowledge through diverse formats, participate in thought-provoking dialogue, and interact better with peers.

Artificial intelligence involves imitating human thought, consciousness, and other aspects. This is similar to having machine with human brain that can think, produce independently. However, unlike human brain, it has a speed, memory advantage. A virtual reality interactive glove is built using a nine-axis inertial sensor, an artificial intelligence deep learning algorithm. In this research work, Product Design Interaction and Experience Based on Virtual Reality Technology (PDIE-VRT-SCGAN) were proposed. Initially, input gestures data are gathered from the Virtual Reality Experiences (VRE) dataset. The input gestures data is then pre-processed using Multi-Window Savitzky-Golay Filter (MWSGF) to reduce noises, increase overall quality of the gestures data. In order to improving overall user engagement in product design interactions on virtual reality (VR) technology, the pre-processed gestures data are then fed into an adversarial network called a Semi-Cycled Generative Adversarial Network (SCGAN). In general, SCGAN does not express some adaption of optimization strategies for determining optimal parameters to promise exact to improving overall user engagement in product design interactions using VR technology. Therefore, FOX-inspired Optimization (FIO) is proposed to enhance weight parameter of SCGAN method, which precisely improving the user experience in product design interaction. The efficacy of PDIE-VRT-SCGAN method is assessed using a number of performance criteria, including tracking accuracy, frame rate, latency, rendering time, error rate, and user error. The proposed PDIE-VRT-SCGAN method attains 22.36%, 25.42% and 18.17% higher tracking accuracy, 21.26%, 15.42% and 19.27% higher latency, 28.36%, 25.32% and 28.27% higher frame rate compared with existing methods, such as design and implementation of virtual reality interactive product software depend on artificial intelligence deep learning algorithm(DVRI-PS-AI-DL), virtual evaluation system for product designing utilizing virtual reality (VES-PD-VR), and analysis of unsatisfying user experiences with unmet psychological needs for virtual reality exergames utilizing deep learning approach (AUUE-UP-VRE-DLA) respectively.

Public space scenes are being transformed by virtual reality (VR) technology, offering immersive and interactive experiences that redefine how people engage with their surroundings. Through VR simulations, users can explore and interact with virtual public spaces in ways that were previously impossible. From virtual parks and plazas to digital replicas of iconic landmarks, VR technology allows users to experience the ambiance and atmosphere of public spaces from the comfort of their own homes. Moreover, VR enables designers and planners to experiment with different layouts, amenities, and features, facilitating participatory design processes and community engagement. This paper presents a visual design and evaluation framework for public space scenes using virtual reality (VR) technology, enhanced by Virtual Parallel Edge Hashing Computing (VPE-HC). The framework aims to optimize the design and user experience of public spaces by leveraging VR technology to create immersive and interactive simulations. Through simulated experiments and empirical validations, the effectiveness of the VPE-HC-enhanced VR-based design and evaluation process is evaluated. Results demonstrate significant improvements in user satisfaction, engagement, and usability compared to traditional design methods. For instance, users interacting with public space scenes designed using VPE-HC reported a 40% increase in perceived safety and a 25% improvement in overall satisfaction ratings. Additionally, the framework enabled designers to optimize spatial layouts and amenities based on real-time user feedback and performance data, leading to more effective and user-centric design solutions. These findings underscore the potential of VPE-HC in enhancing the visual design and evaluation of public space scenes based on VR technology, facilitating more inclusive and user-friendly urban environments.

The use of virtual reality (VR) technology to improve health among older adults has been receiving increased attention. VR technology has many applications and can produce benefits for people with various medical conditions such as symptom reduction or improving the diagnostic process. Despite the increase in the number of research studies of VR technology, little is known about how it has been used to improve health-related outcomes among people with dementia. This systematic review aimed to synthesize research evidence regarding the scope and impact of VR based interventions among people with dementia. Five databases, CINAHL, Embase, PsychINFO, PudMed, and Web of Science were searched to identify studies leveraging VR to facilitate interventions designed for people with dementia. Multiple keywords were used in combination including: dementia, Alzheimer’s, VR, virtual reality, and Virtual Reality Exposure Therapy. Articles were screened if they were published between 2000 through 2020. Fifteen studies met the criteria, with ten utilizing a randomized controlled trial. The VR based interventions in those studies included virtual physical exercises, virtual forests or natural landscapes, and virtual basic living activities. The results of these studies show that VR as a display medium can greatly improve decision-making, hearing, vision, motor ability, and memory in people with dementia residing either in the community or in long term care settings. Our review demonstrated that VR showed positive benefits through various applications for people with dementia. Future research is needed to make VR interventions more customized toward effectively meeting the needs of people with dementia.

Virtual reality (VR) offers the potential to provide a lifelike, safe, and interactive environment where healthcare providers can practice and refresh their skills. The Neonatal Resuscitation Program (NRP) is an evidence-based and standardized approach for training healthcare providers on the resuscitation of the newborn where VR can be applied. Here we describe a development study for a VR-NRP simulation. This contribution is relevant for researchers and developers in the health sector interested in the integration of VR and other extended reality (XR) technologies in medical education and training. For the implementation of the VR simulation, we used the Unity game engine, a VR-capable laptop, and an HTC Vive Pro Head-Mounted Display. We focused on the skill of positive pressure ventilation (PPV) using a bag and mask as the main scenario for the simulation since this is a foundational skill in NRP. To validate the prototype, we compared the VR-NRP simulation with 360° immersive VR videos in a crossover study involving 30 health-care providers and students, collecting various data through questionnaires and skill assessments by NRP instructors. We described in detail the creation process by which a highly realistic VR simulation was produced reflecting the visual elements and sounds of a Neonatal Intensive Care Unit in a hospital setting. In the crossover study, we found both VR technologies were positively viewed by healthcare professionals and performed very similarly. However, the VR simulation provided a significantly increased feeling of presence. Participants found the VR simulation more useful and reported higher confidence in NRP skills such as proper mask placement and newborn response evaluation, reflecting improved experiential learning outcomes. This research represents a step forward in understanding how VR technologies can be developed and applied for effective, immersive medical training, increasing the availability of NRP refresher sessions, and providing insights into similar applications.

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.