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Kleygrewe, Lisanne, Vana Hutter, Matthijs Koedijk, and Raôul R. Oudejans. "Strengths and Challenges of Virtual Reality Training for Operational Police Practice." Applied Police Briefings 1, no. 2 (2024): 61–63. http://dx.doi.org/10.22215/apb.v1i2.5017.
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Virtual Reality (VR) training has distinct characteristics compared to real-life training. While VR offers flexible scenario design and fast repetitions of scenarios, real-life training allows for higher levels of physical training activity (i.e., running, quick movements). Police officers experience similar psychological stress responses in real-life and VR training, which makes VR a suitable tool to use for the training of psychologically demanding tasks (e.g., room clearance scenarios, domestic disputes, etc.). When training in VR, police officers invest more mental effort than during real-life training. To train effectively in VR, the training design should include a sufficient familiarization period where officers can explore the VR tools and the virtual environment before starting the VR training scenarios.
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Wang, Zhimeng, Yue Li, Jingchen An, et al. "Effects of Restorative Environment and Presence on Anxiety and Depression Based on Interactive Virtual Reality Scenarios." International Journal of Environmental Research and Public Health 19, no. 13 (2022): 7878. http://dx.doi.org/10.3390/ijerph19137878.
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Anxiety and depression have been growing global mental health problems. The following studies explored the effect of interactive VR scenarios to find a low-cost and high-efficiency solution. Study 1 designed a 2 (anxiety and depression state) ×4 (interactive VR scenarios) experiment, the results of 20 participants showed that the designed scenarios had good restoration and presence, assisting to improve depression mood for people with mild to moderate anxiety and depression. Study 2 further investigated the intervention effects of two environment types (urban and park) and four interactive activities (automatic viewing, free-roaming, fishing, and watering plants in the park environment), based on data from a 10-minute experiment conducted by 195 participants with mild to moderate anxiety and depression. The subjective scales, EEG and EMG, and scenario experience were analyzed and the results showed that: (1) the restorative and present VR scenarios were beneficial in alleviating state anxiety and depression; (2) the restorative environment and presence were significantly and positively related to the reduction of anxiety and depression respectively, moreover, presence mediated the restorative environment on the recovery from anxiety and depression; (3) the environmental settings, the complexity of interaction, human factors, and maturity of VR devices and technology were also key factors that influenced the effects of interactive VR scenario experience and intervention. These studies revealed VR psychological intervention scenarios could be designed with comprehensive factors. Moreover, they might help pave the way for future study in exploring the physiology and psychology mode in virtual and real spaces, enhancing intervention effectiveness.
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Singh, S., and M. Saberi. "EXPERIMENTAL STUDY TO COMPARE FACTORS INFLUENCING EXIT CHOICE BEHAVIOUR IN EMERGENCY EVACUATION SITUATIONS USING VIRTUAL REALITY TECHNIQUES." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences VI-3/W1-2020 (November 17, 2020): 115–22. http://dx.doi.org/10.5194/isprs-annals-vi-3-w1-2020-115-2020.
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Abstract. Successful emergency evacuation of a large crowd depends on understanding human behaviour and its interaction with environmental stimuli in that situation. A careful study of human behaviour in these stressful and often time-bound situations can enable building designers to account for these effects to develop the most efficient evacuation strategies. One of the major roadblocks of the field has been the lack of reliable data collection techniques. Traditionally, most of the data analysed for these studies is either collected from historical events or through stated preference (SP) surveys given the challenges of conducting high-risk emergency evacuation experiments. The project is aimed at conducting emergency evacuation scenarios in a virtual reality (VR) environment. Eighty-four participants participated in multiple cases as a part of three VR scenarios to test various factors affecting their decision-making process. Participants were immersed in VR scenarios and subjected to a series of choices. Incorporation of VR technology enabled the experiment to record participants' stated preference with a much greater degree of certainty and realism as opposed to traditional pen and paper methods. The study devised a discrete choice model and calibrated it using the data obtained from the VR-based survey. When testing multiple competing factors in the VR scenarios and comparing the results with previous studies, in one VR scenario, the direction of exit signs was found more influential than crowding. In another scenario, familiarity with an exit appeared to be more influential than herding behaviour and exit distance. Overall, the VR technology is demonstrated to provide an advantage as a means to collect data and has come out as a promising tool to be incorporated in future emergency exit choice studies.
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Deusdado, Leonel, Elisabete Freitas, Carlos Coelho, and Mateo Morgado. "VR Scenarios to Treat Mental Health." Computing and Informatics 41, no. 2 (2022): 627–45. http://dx.doi.org/10.31577/cai_2022_2_627.
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Dayarathna, Vidanelage L., Sofia Karam, Raed Jaradat, et al. "An Assessment of Individuals’ Systems Thinking Skills via Immersive Virtual Reality Complex System Scenarios." Systems 9, no. 2 (2021): 40. http://dx.doi.org/10.3390/systems9020040.
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This study utilized the application of authentic Virtual Reality (VR) to replicate the real-world complex system scenarios of a large retail supply chain. The proposed VR scenarios were developed based on an established systems thinking instrument that consists of seven dimensions: level of complexity, independence, interaction, change, uncertainty, systems’ worldview, and flexibility. However, in this study, we only developed the VR scenarios for the first dimension, level of complexity, to assess an individual’s Systems Thinking Skills (STS) when he or she engages in a turbulent virtual environment. The main objective of this study was to compare a student’s STS when using traditional ST instruments versus VR scenarios for the complexity dimension. The secondary aim was to investigate the efficacy of VR scenarios utilizing three measurements: Simulation Sickness Questionnaire (SSQ), System Usability Scale (SUS), and Presence Questionnaire (PQ). In addition to the three measures, NASA TLX assessment was also performed to assess the perceived workload with regards to performing the tasks in VR scenarios. The results show students’ preferences in the VR scenarios are not significantly different from their responses obtained using the traditional systems skills instrument. The efficacy measures confirmed that the developed VR scenarios are user friendly and lie in an acceptable region for users. Finally, the overall NASA TLX score suggests that users require 36% perceived work effort to perform the activities in VR scenarios.
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Lagos Rodríguez, Manuel, Ángel Gómez García, Javier Pereira Loureiro, and Thais Pousada García. "Personalized Virtual Reality Environments for Intervention with People with Disability." Electronics 11, no. 10 (2022): 1586. http://dx.doi.org/10.3390/electronics11101586.
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Background: Virtual reality (VR) is a technological resource that allows the generation of an environment of great realism while achieving user immersion. The purpose of this project is to use VR as a complementary tool in the rehabilitation process of people with physical and cognitive disabilities. An approach based on performing activities of daily living is proposed. Methods: Through joint work between health and IT professionals, the VR scenarios and skills to be trained are defined. We organized discussion groups in which health professionals and users with spinal injury, stroke, or cognitive impairment participated. A testing phase was carried out, followed by a qualitative perspective. As materials, Unity was used as a development platform, HTC VIVE as a VR system, and Leap Motion as a hand tracking device and as a means of interacting with the scenarios. Results: A VR application was developed, consisting of four scenarios that allow for practicing different activities of daily living. Three scenarios are focused on hand mobility rehabilitation, while the remaining scenario is intended to work on a cognitive skill related to the identification of elements to perform a task. Conclusions: Performing activities of daily living using VR environments provides an enjoyable, motivating, and safe means of rehabilitation in the daily living process of people with disabilities and is a valuable source of information for healthcare professionals to assess a patient’s evolution.
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Abu Selo, Tarek, Zahid Hussain, Qinaat Hussain, Wael Alhajyaseen, Shimaa Al-Quradaghi, and Mohammed Yousef Alqaradawi. "Exploring Simulation Sickness in Virtual Reality Pedestrian Scenarios: Effects of Gender, Exposure, and User Perceptions." Safety 11, no. 3 (2025): 63. https://doi.org/10.3390/safety11030063.
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Simulation sickness (SS) remains a challenge in virtual reality (VR) applications, especially in pedestrian safety research. This study investigates SS symptoms in VR environments, focusing on gender differences, exposure time, and user perceptions. A total of 145 participants were exposed to two VR pedestrian scenarios: a crosswalk and a sidewalk. The Simulator Sickness Questionnaire (SSQ) was used to assess symptoms of nausea, oculomotor disturbance, and disorientation. Results showed that female participants reported significantly higher SS symptoms than males, with the sidewalk scenario inducing greater overall SS. Additionally, perceived realism in the VR environment was associated with reduced symptoms, while perceived disengagement led to increased discomfort. These findings highlight the importance of user perceptions in mitigating SS and suggest that VR scenarios should be designed with attention to gender differences and environmental realism to improve user experience and safety.
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Kugurakova, Vlada V., Inna I. Golovanova, Mukhamed K. Kabardov, Yuliya P. Kosheleva, Irina G. Koroleva, and Natalia L. Sokolova. "Scenario approach for training classroom management in virtual reality." Online Journal of Communication and Media Technologies 13, no. 3 (2023): e202328. http://dx.doi.org/10.30935/ojcmt/13195.
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Modern higher education faces serious challenge of teaching future teachers to provide a psychologically safe environment in their interactions with students. This ability involves addressing developing conflict situations, accurately recognizing issue’s root cause, and concentrating on emotional condition of participants. The goal of this study is to show possibility of utilizing scenario method while creating a virtual reality (VR) application for pre-service teachers to use in pedagogically complicated conflict scenarios. The proposed technology facilitates creation of scenarios based on actual teacher-student interactions. Different scenarios comprise dialogues that illustrate a variety of possible instructors’ responses to a disagreement, so demonstrating range of chosen behavior tactics in pedagogical interaction settings. The research was developed utilizing ADDIE model instructional design methodology. At this level, useful classroom management scenarios have been constructed. These scenarios have been examined by experts. According to scenario analysis, three scenarios received positive ratings for their relevance, realism, learning objectives, feedback, engagement, flexibility, and effectiveness. During level of implementation, participants are master’s degree candidates in “training in pedagogical conflict management.” Participants also studied use of text and video material in VR. Notwithstanding their assumption that they are more effective, a survey of participants showed that they feel learning and deploying VR technology is time-consuming. As VR development tools become more accessible and user-friendly, unfavorable opinions will change, since it will take user time to comprehend technology. On the other hand, while it is a great indicator that they feel they are competent in execution, it may be troublesome for institutions to believe they are incapable of reaching these goals.
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Yandola, K., and A. Motoria. "FEATURES OF THE DEVELOPMENT OF VR SCENARIOS IN PSYCHOLOGY." Znanstvena misel journal, no. 98 (January 22, 2025): 46–49. https://doi.org/10.5281/zenodo.14721944.
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The article is devoted to a topical issue - the development of virtual reality scenarios that can be applied in psychology. The specific features of creating a VR experience that allow you to effectively use this technology to solve various psychological problems are analyzed in the article. The authors of the article summarize the factors determining the creation of effective VR scenarios; represent a three-unit system of using VR-scenarios. Special attention is paid to the recommendations that a psychologist should follow when conducting a VR session in limited or critical conditions.
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Hsu, Ryan, Connor McCabe, Caroline Ellison, Mark Howells, and Tobias Loetscher. "Bridging the Gap: Virtual Reality as a Tool for De-Escalation Training in Disability Support Settings." Multimodal Technologies and Interaction 8, no. 11 (2024): 100. http://dx.doi.org/10.3390/mti8110100.
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Managing complex behaviors in disability support settings requires competent de-escalation skills. However, the current training methods often lack sufficient opportunities for realistic practice. This study details a three-stage development and evaluation of a virtual reality (VR) application for disability support staff to safely build de-escalation skills through simulated interactions. The first phase involved creating VR prototype scenarios depicting escalations with adolescent clients. Next, 12 disability support experts conducted content validation by refining the scenarios to confirm appropriateness and realism. Finally, a pilot study tested the tool’s usability and examined the initial construct validity in 20 participants. The prototype achieved high usability ratings (average 81.0 (SD 10.7) on the System Usability Scale). Additionally, a positive correlation between VR performance and empathy levels, as measured using the Toronto Empathy Questionnaire, was found (Pearson’s r = 0.487, p = 0.035). The promising results highlight the VR application’s potential as a transformative training tool. Future research should expand scenario diversity and compare VR with traditional methods to establish its efficacy in diverse settings and offer a path to enhance staff and student capabilities in challenging environments.
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Romanchuk, Nikita, Svetlana Filippova, Dilyara Sakhibgareeva, Ilnur Mukhametkhanov, and Alexey Shubin. "VR simulator for catering training." BIO Web of Conferences 84 (2024): 02018. http://dx.doi.org/10.1051/bioconf/20248402018.
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The article presents a comprehensive analysis of the development and application of VR simulator for training and professional development in catering industry. The main focus is on the use of innovative virtual reality technologies to simulate real-life working conditions and staff training. The paper elaborates on the technical aspects of creating a VR simulator, including interactive elements and procedural scenario generation to provide a unique experience with each use. The importance of the immersiveness and interactivity of the VR environment is emphasised to enhance learning and improve student absorption. The article also discusses various scenarios for using the VR simulator, including sanitation assessment, risk management, food handling practices, and emergency management training.
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Marocco, Silvia, Valeria Vitale, Elena Grossi, Fabio Presaghi, Marino Bonaiuto, and Alessandra Talamo. "Exploring the Restorative Effects of Natural Environments in Virtual Reality." International Journal of Environmental Research and Public Health 22, no. 4 (2025): 535. https://doi.org/10.3390/ijerph22040535.
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Natural environments are known to foster positive emotions and well-being, while Virtual Reality (VR) represents a powerful tool to explore such effects. This study investigates the restorative potential of virtual natural environments for emotional recovery, combining self-report and physiological measures. Fifty-two participants were divided into three Natural groups—formed spontaneously based on their preferred natural scenarios—and a Neutral group—exposed to a neutral scenario. The results reveal that virtual natural scenarios effectively restored positive emotions (valence) after exposure to arousing stimuli. Both neutral and natural scenarios reduced arousal, but the physiological data show higher activation in Natural groups. Interestingly, this activation was positively appraised, supporting emotional recovery. These findings confirm the restorative potential of VR nature, with nuanced arousal effects.
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Shui, Juan. "Design and Evaluation of English-Speaking Practice Environment Based on Virtual Reality Technology." Journal of Electrical Systems 20, no. 6s (2024): 1740–50. http://dx.doi.org/10.52783/jes.3092.
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The design and evaluation of an English-speaking practice environment based on virtual reality (VR) technology involves creating immersive virtual environments where users can interact with realistic scenarios to enhance their English-speaking skills. By leveraging VR technology, users can engage in simulated conversations, presentations, or social interactions in English, providing a safe and controlled environment for language practice. This paper presents an innovative approach to enhance English-speaking practice within virtual reality (VR) environments using the Sbi-gramO system. Sbi-gramO combines sentiment analysis and optimization techniques to select emotionally resonant and linguistically relevant bi-grams tailored to various speaking scenarios. The system's performance is evaluated through error estimation metrics, stop word analysis, and classification results across different scenarios such as job interviews, casual conversations, and public speaking engagements. Results indicate the system's effectiveness in predicting sentiment scores and distinguishing between diverse speaking contexts. Performance evaluation reveals the system's accuracy, with mean absolute errors ranging from 0.04 to 0.07 across different scenarios. Additionally, stop word analysis highlights the linguistic complexity within each scenario, with an average stop word count of 4.6. Classification results demonstrate the system's adaptability, correctly classifying instances with an accuracy of 80% on average.
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van Gelder, Jean-Louis, Reinout E. de Vries, Andrew Demetriou, Iris van Sintemaartensdijk, and Tara Donker. "The Virtual Reality Scenario Method: Moving from Imagination to Immersion in Criminal Decision-making Research." Journal of Research in Crime and Delinquency 56, no. 3 (2019): 451–80. http://dx.doi.org/10.1177/0022427818819696.
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Objectives: This study proposes an alternative hypothetical scenario method capitalizing on the potential of virtual reality (VR). Rather than asking participants to imagine themselves in a specific situation, VR perceptually immerses them in it. We hypothesized that experiencing a scenario in VR would increase feelings of being “present” in the situation, and add to perceived realism compared to the written equivalent. This, in turn, was expected to trigger stronger emotional experiences influencing subsequent behavioral intentions. Methods: In an experiment, participants ( N = 153), visitors of a large music festival, either read a “bar fight” scenario or experienced the scenario in VR. Following the scenario, they were presented a series of questions including intention to aggress, perceived risk, anticipated shame/guilt, presence, perceived realism, and anger. Analyses were conducted using analysis of variance, stepwise regression, and mediation analysis using nonparametric bootstrapping. Results: In line with expectations, the results indicate significant differences between conditions with the VR scenario triggering stronger presence, higher realism, and higher intention to aggress. Importantly, presence and anger mediated the relation between condition and intention to aggress. Conclusions: We show that the VR scenario method may provide benefits over written scenarios for the study of criminal decision-making. Implications are discussed.
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Li, Meisong, and Xuanxuan Tian. "Preliminary Exploration on the Application of 5G+VR/AR Scenario in Teaching - Taking the Lesson “Crossing the Currency Town” of Financial Literacy Education as an Example." Science Insights Education Frontiers 15, S1 (2023): 11. http://dx.doi.org/10.15354/sief.23.s1.ab011.
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The application of 5G technology in education is a major challenge in creating a new teaching ecosystem. The use of 5G+VR/AR scenarios in teaching is still in the theoretical exploration stage, lacking practical cases for education. This paper discusses the practical thinking of 5G+VR/AR scene intelligent teaching, providing cases of 5G+VR/AR classroom application to promote intelligent teaching in the direction of visualization, intelligence and scenario-based learning. Yizhou Primary School developed a curriculum resource “Crossing the Currency Town” that combines financial literacy teaching with 5G+VR/AR scenarios. The school built a 5G+VR smart cloud classroom based on the 5G network and VR/AR intelligent devices, educational terminals, and network devices to create an immersive and real-time teaching scene.
 The implementation of intelligent teaching requires the construction of an intelligent environment through the use of intelligent technology to improve the learners’ classroom experience and realize the interaction and cooperation between teachers, students, and machines. Intelligent equipment can also conduct multiple evaluations and monitor students’ learning effects in real-time, generating accurate analysis reports of the learning situation. The data collected can provide resources for personalized recommendation of intelligent teaching and generate intelligent and personalized learning programs.
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Beresford, Tim, and Jack Wong. "A portable augmented/virtual reality auralisation tool for consumer-grade devices with companion desktop application." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 268, no. 2 (2023): 6727–36. http://dx.doi.org/10.3397/in_2023_1001.
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Auralisation is the technique of presenting realistic acoustic scenarios to interested parties, through simulation using appropriately processed audio signals, without the need for the scenario to be physically constructed. Current state-of-the-art auralisations typically require a dedicated listening room with very low reverberance, very low background noise, and a multi-channel loudspeaker setup. More recently, auralisations have been coupled with virtual reality (VR) visualisations to enhance the user experience, through use of VR head-sets. Recent computational power increases in portable consumer-grade devices, such as smart phones and tablets, have meant that rendering a 3D augmented reality (AR) or VR simulation is now a possibility on such devices. The AR/VR auralisation application, AiHear, has been developed which utilizes the portable device platform in conjunction with an off-the-shelf (calibrated) headphone setup to play back accurate auralisation audio. An Ai-Hear companion desktop application enables rapid creation and modification of auralisation scenarios, and allows the audio and visuals to be previewed before they are imported onto the portable device. This paper looks at some of the technical aspects of successfully implementing an AR/VR auralisation application for use on a low-cost consumer-grade platform.
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Mayo, Hugo, Alastair Shipman, Daniele Giunchi, Riccardo Bovo, Anthony Steed, and Thomas Heinis. "VR Toolkit for Identifying Group Characteristics." Collective Dynamics 6 (February 3, 2022): 1. http://dx.doi.org/10.17815/cd.2021.119.
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Visualising crowds is a key pedestrian dynamics topic, with significant research efforts aiming to improve the current state-of-the-art. Sophisticated visualisation methods are a standard for modern commercial models, and can improve crowd management techniques and sociological theory development. These models often define standard metrics, including density and speed. However, modern visualisation techniques typically use desktop screens. This can limit the capability of a user to investigate and identify key features, especially in real time scenarios such as control centres. Virtual reality (VR) provides the opportunity to represent scenarios in a fully immersive environment, granting the user the ability to quickly assess situations. Furthermore, these visualisations are often limited to the simulation model that has generated the dataset, rather than being source-agnostic. In this paper we implement an immersive, interactive toolkit for crowd behaviour analysis. This toolkit was built specifically for use within VR environments and was developed in conjunction with commercial users and researchers. It allows the user to identify locations of interest, as well as individual agents, showing characteristics such as group density, individual (Voronoi) density and speed. Furthermore, it was used as a data-extraction tool, building individual fundamental diagrams for all scenario agents, and predicting group status as a function of local agent geometry. Finally, this paper presents an evaluation of the toolkit made by crowd behaviour experts.
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Xie, Hanqing. "The Applications of Interface Design and User Experience in Virtual Reality." Highlights in Science, Engineering and Technology 44 (April 13, 2023): 189–98. http://dx.doi.org/10.54097/hset.v44i.7318.
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With the rapid development of science and technology, the application of Virtual Reality (VR) technology is becoming more and more widespread. With its immersion, interactivity and expandability, VR technology has become a promising technology with broad application prospects. Therefore, this paper aims to investigate the factors that influence user experience in the design of user interface in VR environment, and to summarize the key points of VR user interface design in different application areas. The article will take interface design and user experience as the starting point to compare different user interface modes and their impact on user experience in VR environment; meanwhile, the design points of VR user interface in education field and game field and the impact factors on user experience in different scenarios are compared and summarized respectively. The final part of the article summarizes the user interface in VR environment in education and game field, and provides an outlook on the future improvement and enhancement of user experience in VR scenario.
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Marcin Wolański Robert and Karol Jędrasiak. "A Personalised Optimising Level Adaptation (OLA) Difficulty Algorithm for Scenario Simulations in Professional VR Simulators." SAFETY & FIRE TECHNOLOGY 64, no. 2 (2024): 56–65. https://doi.org/10.12845/sft.64.2.2024.4.
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Aim: This study introduces the Optimising Level Adaptation (OLA) algorithm, designed to enhance scenario simulations for professional VR training by dynamically adjusting difficulty levels to match user performance, thereby supporting personalised learning and readiness for high-stakes situations such as firefighting and emergency response. Project and methods: The OLA algorithm divides scenario activities into blocks and adjusts their difficulty based on user performance in comparison to a reference group of AI-controlled agents. The algorithm’s efficacy was tested across three proprietary VR simulators covering diverse professional scenarios: public speaking, hydrogen electrolysis and mechanical technician operations. Each scenario was divided into ten blocks of varying difficulty (easy, medium, difficult), dynamically adjusted based on the user's performance. This structure enables rapid adaptation, making it particularly beneficial for fire and rescue training, where realistic, yet scalable, scenario complexity is critical to preparing for unpredictable conditions in the field. Results: Testing with 30 participants per simulator revealed an average final score of approximately 75%, closely aligning with the target success rate of 70%. The average number of difficulty level switches (between 0.8 and 1.16 across scenarios) demonstrated the algorithm’s effective adaptation to user performance, thus ensuring optimal engagement. The OLA algorithm’s capacity to tailor training difficulty in real time reflects its potential to enhance skill retention and readiness in emergency response settings, where maintaining user engagement at appropriate challenge levels is essential for preparedness in life-threatening situations. Conclusions: The OLA algorithm provides significant advancements in personalised VR training, particularly within fire- and rescue-related applications, by maintaining optimal engagement and adaptive challenge levels. The adaptability demonstrated across multiple scenarios indicates its versatility and potential for use in diverse high-risk training applications. Future research could enhance the OLA algorithm’s effectiveness by refining scenario block determination, therefore contributing to improved response times, decision-making and operational efficiency in the emergency services. Keywords: VR training, personalised learning, adaptive difficulty, fire and rescue training, scenario simulation, professional development, Optimising Level Adaptation (OLA), emergency response preparedness
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Paulauskas, Lukas, Andrius Paulauskas, Tomas Blažauskas, Robertas Damaševičius, and Rytis Maskeliūnas. "Reconstruction of Industrial and Historical Heritage for Cultural Enrichment Using Virtual and Augmented Reality." Technologies 11, no. 2 (2023): 36. http://dx.doi.org/10.3390/technologies11020036.
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Because of its benefits in providing an engaging and mobile environment, virtual reality (VR) has recently been rapidly adopted and integrated in education and professional training. Augmented reality (AR) is the integration of VR with the real world, where the real world provides context and the virtual world provides or reconstructs missing information. Mixed reality (MR) is the blending of virtual and physical reality environments allowing users to interact with both digital and physical objects at the same time. In recent years, technology for creating reality-based 3D models has advanced and spread across a diverse range of applications and research fields. The purpose of this paper is to design, develop, and test VR for kinaesthetic distance learning in a museum setting. A VR training program has been developed in which learners can select and perform pre-made scenarios in a virtual environment. The interaction in the program is based on kinaesthetic learning characteristics. Scenarios with VR controls simulate physical interaction with objects in a virtual environment for learners. Learners can grasp and lift objects to complete scenario tasks. There are also simulated devices in the virtual environment that learners can use to perform various actions. The study’s goal was to compare the effectiveness of the developed VR educational program to that of other types of educational material. Our innovation is the development of a system for combining their 3D visuals with rendering capable of providing a mobile VR experience for effective heritage enhancement.
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Zako, Joe, Nicolas Daccache, Julien Burey, Ariane Clairoux, Louis Morisson, and Pascal Laferrière-Langlois. "Virtual reality as a strategy for intra-operatory anxiolysis and pharmacological sparing in patients undergoing breast surgeries: The V-RAPS randomized controlled trial protocol." PLOS One 20, no. 7 (2025): e0327555. https://doi.org/10.1371/journal.pone.0327555.
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Introduction Virtual reality (VR) has increasingly found applications beyond leisure and video games, extending into the field of medicine. Recent studies indicate that VR can effectively reduce anxiety and pain in pediatric patients undergoing uncomfortable medical procedures, such as burn wound care. Yet, VR use in the operating room is still rare, despite a growing trend toward regional anesthesia without general anesthesia; physicians still frequently rely on pharmacological sedation to manage procedural anxiety. By leveraging VR’s anxiolytic properties, it may be possible to decrease the need for intravenous (IV) sedation which is associated with risk of adverse events like apnea and hypoxemia and delayed recovery. Objectives This study’s main objective is to determine the impact of VR on IV sedation requirements in adult patients undergoing breast surgery under paravertebral (PV) block without general anesthesia. We will be using Paperplane Therapeutics’ VR headset and software which offer three distinct VR scenario choices. We hypothesize that VR immersion will reduce the need for intraoperative pharmacological sedation. Secondary objectives include assessing the tolerance of patients to the VR headset, examining the impact of the chosen VR scenario on the primary outcome, evaluating the incidence of adverse effects, measuring patient satisfaction, and analyzing the output of the Nociception Level (NOL) Index among awake surgical patients. Materials and methods This single center randomized controlled trial will enroll 100 patients aged 18 or above undergoing breast surgery under PV block. Participants will be randomly allocated to the VR group or the control group; both will have access to pharmacological sedation through patient-controlled sedation (PCS). Participants in the VR group will choose between three different VR scenarios and will be allowed to switch between these scenarios during surgery. The primary outcome will be the time-adjusted and weight adjusted dose of self-administered intraoperative propofol. Secondary outcomes will include patient satisfaction, adverse events, and post-anesthesia care unit length of stay (PACU LOS). Ethics This trial has been approved by the regional ethics committee (Comité d’Éthique de la Recherche du CIUSSS de l’Est de l’Île de Montréal) on September 9th, 2024. Trial registration ClinicalTrials.gov (July 25th, 2024). Unique protocol ID: 2025–3802. Trial identification number: NCT06522711.
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Guitard, Tanya, Stéphane Bouchard, Claude Bélanger, and Maxine Berthiaume. "Exposure to a Standardized Catastrophic Scenario in Virtual Reality or a Personalized Scenario in Imagination for Generalized Anxiety Disorder." Journal of Clinical Medicine 8, no. 3 (2019): 309. http://dx.doi.org/10.3390/jcm8030309.
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The cognitive behavioral treatment of generalized anxiety disorder (GAD) often involves exposing patients to a catastrophic scenario depicting their most feared worry. The aim of this study was to examine whether a standardized scenario recreated in virtual reality (VR) would elicit anxiety and negative affect and how it compared to the traditional method of imagining a personalized catastrophic scenario. A sample of 28 participants were first exposed to a neutral non-catastrophic scenario and then to a personalized scenario in imagination or a standardized virtual scenario presented in a counterbalanced order. The participants completed questionnaires before and after each immersion. The results suggest that the standardized virtual scenario induced significant anxiety. No difference was found when comparing exposure to the standardized scenario in VR and exposure to the personalized scenario in imagination. These findings were specific to anxiety and not to the broader measure of negative affect. Individual differences in susceptibility to feel present in VR was a significant predictor of increase in anxiety and negative affect. Future research could use these scenarios to conduct a randomized control trial to test the efficacy and cost/benefits of using VR in the treatment of GAD.
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Lee, Yee Sye, Ali Rashidi, Amin Talei, Huai Jian Beh, and Sina Rashidi. "A Comparison Study on the Learning Effectiveness of Construction Training Scenarios in a Virtual Reality Environment." Virtual Worlds 2, no. 1 (2023): 36–52. http://dx.doi.org/10.3390/virtualworlds2010003.
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While VR-based training has been proven to improve learning effectiveness over conventional methods, there is a lack of study on its learning effectiveness due to the implementation of training modes. This study aims to investigate the learning effectiveness of engineering students under different training modes in VR-based construction design training. Three VR scenarios with varying degrees of immersiveness were developed based on Dale’s cone of learning experience, including (1) Audio-visual based training, (2) Interactive-based training, and (3) Contrived hands-on experience training. Sixteen students with varying backgrounds participated in this study. The results posit a positive correlation between learning effectiveness and the degree of immersiveness, with a mean score of 77.33%, 81.33%, and 82.67% in each training scenario, respectively. Participants with lower academic performance tend to perform significantly better in audio-visual and interactive-based training. Meanwhile, participants with experience in gaming tend to outperform the latter group. Results also showed that participants with less experience in gaming benefited the most from hands-on VR training. The findings suggest that the general audience retained the most information via hands-on VR training; however, training scenarios should be contextualized toward the targeted group to maximize learning effectiveness.
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Alaniz Uribe, Francisco, and Bram Van der Heijden. "Virtual Density." Canadian Planning and Policy / Aménagement et politique au Canada 2022 (August 31, 2022): 49–70. http://dx.doi.org/10.24908/cppapc.v2022i1.15440.
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The process of densification in existing communities is complex and often encounters resistance. Public engagement is a crucial component to this process and requires appropriate visual and spatial communication tools. This pilot project explored the use of Virtual Reality (VR) as a spatial communication tool that uses CAD graphics with new visualization technology to provide the public with an immersive experience in a virtual environment. Using a pair of VR goggles and a digital 3D model, different scenarios were presented to members of the public to test their perception of various density models. Three density scenarios were presented to the public, both in the form of traditional posters and using a headset and VR computer model. We found that the public were able to better understand the scenarios and were more accepting of densification when while visualizing the proposed density scenarios via the VR interface.
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Prieto Prada, John David, Jintaek Im, Hyondong Oh, and Cheol Song. "Enhanced location tracking in sensor fusion-assisted virtual reality micro-manipulation environments." PLOS ONE 16, no. 12 (2021): e0261933. http://dx.doi.org/10.1371/journal.pone.0261933.
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Virtual reality (VR) technology plays a significant role in many biomedical applications. These VR scenarios increase the valuable experience of tasks requiring great accuracy with human subjects. Unfortunately, commercial VR controllers have large positioning errors in a micro-manipulation task. Here, we propose a VR-based framework along with a sensor fusion algorithm to improve the microposition tracking performance of a microsurgical tool. To the best of our knowledge, this is the first application of Kalman filter in a millimeter scale VR environment, by using the position data between the VR controller and an inertial measuring device. This study builds and tests two cases: (1) without sensor fusion tracking and (2) location tracking with active sensor fusion. The static and dynamic experiments demonstrate that the Kalman filter can provide greater precision during micro-manipulation in small scale VR scenarios.
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Sadeghi, Amir H., Jette J. Peek, Samuel A. Max, et al. "Virtual Reality Simulation Training for Cardiopulmonary Resuscitation After Cardiac Surgery: Face and Content Validity Study." JMIR Serious Games 10, no. 1 (2022): e30456. http://dx.doi.org/10.2196/30456.
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Background Cardiac arrest after cardiac surgery commonly has a reversible cause, where emergency resternotomy is often required for treatment, as recommended by international guidelines. We have developed a virtual reality (VR) simulation for training of cardiopulmonary resuscitation (CPR) and emergency resternotomy procedures after cardiac surgery, the Cardiopulmonary Resuscitation Virtual Reality Simulator (CPVR-sim). Two fictive clinical scenarios were used: one case of pulseless electrical activity (PEA) and a combined case of PEA and ventricular fibrillation. In this prospective study, we researched the face validity and content validity of the CPVR-sim. Objective We designed a prospective study to assess the feasibility and to establish the face and content validity of two clinical scenarios (shockable and nonshockable cardiac arrest) of the CPVR-sim partly divided into a group of novices and experts in performing CPR and emergency resternotomies in patients after cardiac surgery. Methods Clinicians (staff cardiothoracic surgeons, physicians, surgical residents, nurse practitioners, and medical students) participated in this study and performed two different scenarios, either PEA or combined PEA and ventricular fibrillation. All participants (N=41) performed a simulation and completed the questionnaire rating the simulator’s usefulness, satisfaction, ease of use, effectiveness, and immersiveness to assess face validity and content validity. Results Responses toward face validity and content validity were predominantly positive in both groups. Most participants in the PEA scenario (n=26, 87%) felt actively involved in the simulation, and 23 (77%) participants felt in charge of the situation. The participants thought it was easy to learn how to interact with the software (n=24, 80%) and thought that the software responded adequately (n=21, 70%). All 15 (100%) expert participants preferred VR training as an addition to conventional training. Moreover, 13 (87%) of the expert participants would recommend VR training to other colleagues, and 14 (93%) of the expert participants thought the CPVR-sim was a useful method to train for infrequent post–cardiac surgery emergencies requiring CPR. Additionally, 10 (91%) of the participants thought it was easy to move in the VR environment, and that the CPVR-sim responded adequately in this scenario. Conclusions We developed a proof-of-concept VR simulation for CPR training with two scenarios of a patient after cardiac surgery, which participants found was immersive and useful. By proving the face validity and content validity of the CPVR-sim, we present the first step toward a cardiothoracic surgery VR training platform.
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Wu, Linfeng, Karen B. Chen, and Edward P. Fitts. "Effect of body-gender transfer in virtual reality on the perception of sexual harassment." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, no. 1 (2021): 1089–93. http://dx.doi.org/10.1177/1071181321651094.
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While sexual harassments are inappropriate behaviors in the society, the interpretation of and sensitivity toward sexual harassment can vary by individual. Differences across individuals, such as gender, may influence whether one interprets an action to be sexually harassing or not. Virtual reality technology enables human behavior assessment without interfacing with physical danger. The present work examined whether gender and body-gender transfer in VR influenced the perception of sexually harassing behaviors, and explored the utility of emerging technology in increasing one’s awareness of behaviors that may be considered sexually harassing. Participants (n=12) embodied in virtual characters of different genders and experienced seven sexually harassing scenarios in an immersive virtual environment in random order. In general, participants provided higher rating to the sensitivity toward sexual harassment in the VR harassment scenarios than those scenarios described on paper. There was an increase in participants’ sensitivity toward sexual harassment after experiencing sexual harassment scenarios from the perspective of the victim in VR. Participants perceived higher level of sexual harassment when they embodied in female avatars, which suggested there was an effect of VR with body-gender transfer on perception of sexual harassment. There were gender differences in awareness of harassing behaviors in VR environment, and VR may be a training method to narrow gender gap and increase awareness toward sexual harassment.
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Choi, Kanghyun, Yeo-Jin Yoon, Oh-Young Song, and Soo-Mi Choi. "Interactive and Immersive Learning Using 360° Virtual Reality Contents on Mobile Platforms." Mobile Information Systems 2018 (October 11, 2018): 1–12. http://dx.doi.org/10.1155/2018/2306031.
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Recent advances in mobile virtual reality (VR) devices have paved the way for various VR applications in education. This paper presents a novel authoring framework for mobile VR contents and a play-based learning model for marine biology education. For interactive and immersive mobile VR contents, we develop a multilayer 360° VR representation with image-based interactions such as mesh deformation and water simulation, which enable users to realistically interact with 360° panoramic contents without consuming excessive computational resources. On the basis of this representation, we design and implement play-based learning scenarios to increase the interactivity and immersion of users. Then, we verify the effectiveness of our educational scenarios using a user study in terms of user-created VR contents, interactivity, and immersion. The results show that more experienced elements in VR contents improve the immersion of users and make them more actively involved.
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Garcia, Katherine, Ian Robertson, and Philip Kortum. "A Comparison of Presentation Mediums for the Study of Trust in Autonomous Vehicles." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, no. 1 (2021): 878–82. http://dx.doi.org/10.1177/1071181321651320.
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The purpose of this study is to compare presentation methods for use in the validation of the Trust in Selfdriving Vehicle Scale (TSDV), a questionnaire designed to assess user trust in self-driving cars. Previous studies have validated trust instruments using traditional videos wherein participants watch a scenario involving an automated system but there are strong concerns about external validity with this approach. We examined four presentation conditions: a flat screen monitor with a traditional video, a flat screen with a 2D 180 video, an Oculus Go VR headset with a 2D 180 video, and an Oculus Go with a 3D VR video. Participants watched eight video scenarios of a self-driving vehicle attempting a right-hand tum at a stop sign and rated their trust in the vehicle shown in the video after each scenario using the TSDV and rated telepresence for the viewing condition. We found a significant interaction between the mean TSDV scores for pedestrian collision and presentation condition. The TSDV mean in the Headset 2D 180 condition was significantly higher than the other three conditions. Additionally, when used to view the scenarios as 3D VR videos, the headset received significantly higher ratings of spatial presence compared to the condition using a flatscreen a 2D video; none of the remaining comparisons were statistically significant. Based on the results it is not recommended that the headset be used for short scenarios because the benefits do not outweigh the costs.
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Jalilova, Dinora, Raykhona Kurbonova, Madiyar Erejepov, and Laziz Nematov. "Development and analysis of logical scenario design invirtual reality laboratories for higher education institutions." E3S Web of Conferences 461 (2023): 01097. http://dx.doi.org/10.1051/e3sconf/202346101097.
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Virtual Reality (VR) has permeated numerous industries, revolutionized traditional methods and introduced innovative ways to immerse users in digital environments. One of the cornerstones of VR design is the development of logic scenarios, which establish how a VR application responds to user interactions. This research provides an in-depth exploration of the systematic processes involved in creating these logical scenarios for VR experiences. By breaking down each phase of the development process and highlighting its critical components, we aim to furnish a comprehensive guide for professionals. Furthermore, we delve into the estimated timeframes associated with each stage, thereby offering a roadmap that caters to the planning and timely execution of immersive VR projects. Our findings particularly focus on the intricate relationship between conceptualization, tool selection, content creation, and user experience in VR. Through this study, we aspire to empower professionals and enthusiasts alike, paving the way for more intuitive, engaging, and responsive VR experiences.
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Nourbakhsh, Salman, Ume Salmah Abdul Rehman, Hélène Carbonneau, and Philippe S. Archambault. "Development and Validation of Virtual Reality Scenarios to Improve Disability Awareness among Museum Employees." Disabilities 4, no. 3 (2024): 525–38. http://dx.doi.org/10.3390/disabilities4030033.
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To improve inclusion of persons with disabilities (PWD), it is important to create suitable physical and social environments. This can be done by improving awareness about disability, specifically for employees working in the service and cultural sectors. Virtual reality (VR) simulation can be advantageous by providing an engaging experience highlighting physical accessibility issues, as well as social interactions with virtual avatars. This study’s objective was to validate the content of two disability awareness VR scenarios in museum employees and individuals with disabilities in terms of perceived usefulness. Five PWD and seven museum employees experienced two VR scenarios illustrating a museum visit for a person with low vision or using a wheelchair. The scenarios consisted of different scenes such as finding an accessible entrance and interacting with virtual employees. Participants were interviewed about their experience, with questions related to the realism of the scenarios and their perceived usefulness. Four main themes were identified specifically: emotions, experience, usefulness, and realism. Our scenarios were seen as useful in describing social and physical barriers experienced by PWD. VR can be a valid tool to promote disability awareness among employees in a sociocultural setting, representing a step towards the inclusion of PWD.
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Malik, K., A. Inthiran, V. Geitz, et al. "P.086 Randomized controlled trial evaluating virtual reality exposure therapy on epilepsy/seizure-specific interictal anxiety in people with epilepsy." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 52, s1 (2025): S35. https://doi.org/10.1017/cjn.2025.10247.
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Background: Over 28% of people with epilepsy (PwE) experience anxiety related to their seizures, yet research on interventions for epilepsy-specific (ES) interictal anxiety remains limited. The community-based pilot, ’AnxEpi-VR,’ tested virtual reality exposure therapy (VR-ET), showing potential effectiveness and laying the groundwork for evaluating its impact on ES-anxiety in the present randomized controlled trial. Methods: Fourteen PwE admitted to the Epilepsy Monitoring Unit at Toronto Western Hospital used a 360-degree VR-intervention twice daily for five minutes up to ten days. The control group (n=7) viewed neutral VR environments (e.g., beach, forest scenes), while the experimental group (n=7) experienced VR-ET targeting ES anxiety (e.g., subway seizure scenarios). Data was collected at baseline, pre and post-VR exposure, post-intervention, and one-month follow-up using self-report questionnaires, semi-structured interviews, and VR-usage metrics. Clinicaltrials.gov NCT06028945. Results: At baseline, 71% of the control group and 83% of the exposure group had a brEASI score ≥7, indicative of an anxiety disorder. Post-intervention, this decreased to 57% and 50%, respectively. The average Fast Motion Sickness rating was 1.29, indicating minimal motion sickness. Of the exposure participants, 71% felt the scenarios simulated their real-world anxiety triggers. Conclusions: VR-ET was well-tolerated in PwE. Future recommendations include diversifying scenarios, adding interactive features, and improving software connectivity.
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Hannans, Jaime. "Remote Delivery of Virtual Reality Patient Simulations for Nursing Education." Innovation in Aging 5, Supplement_1 (2021): 61–62. http://dx.doi.org/10.1093/geroni/igab046.236.
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Abstract In the midst of rapid transfers to online teaching for experiential learning opportunities in nursing clinical labs this past spring due to the pandemic, nursing simulations with immersive virtual reality (VR) in VR headsets were deemed impossible. In partnership with Embodied Labs, nursing faculty pivoted to facilitating VR using remote learning approaches in groups. In this new VR approach nursing students engaged in active learning, critical discourse, and reflection guided by faculty delivered VR scenarios remotely with in-session debriefing during discussion pause points. Complex scenarios focused on patient or family perspectives (e.g. during end-of-life care or navigating community and healthcare needs as a LGBTQ individual). These were valuable online learning opportunities for undergraduate nursing education. Student feedback was positive, and faculty perceptions indicated using VR remote learning offers rich, engaging discussion through complex topics important to nursing clinical practice.
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Sabiniewicz, Agnieszka, Elena Schaefer, Cagdas Guducu, et al. "Smells Influence Perceived Pleasantness but Not Memorization of a Visual Virtual Environment." i-Perception 12, no. 2 (2021): 204166952198973. http://dx.doi.org/10.1177/2041669521989731.
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The present study aimed to investigate whether the perception of still scenes in a virtual environment in congruent versus incongruent condition can be influenced by odors. Ninety healthy participants were divided into three groups, including two experimental virtual reality (VR) environments: a rose garden, an orange basket, and a control condition. In each VR condition, participants were exposed to a rose odor, an orange odor, or no odor, resulting in congruent, incongruent, and control conditions. Participants were asked to describe (a) the content of the VR scene and rate its overall pleasantness and (b) the smell and to rate its intensity and pleasantness. For each condition, participants were tested twice. During the second test, participants provided ratings and descriptions of the content of the VR scenes without being exposed to odors or VR environments. Virtual scenarios tended to be remembered as more pleasant when presented with congruent odors. Furthermore, participants used more descriptors in congruent scenarios than in incongruent scenarios. Eventually, rose odor appeared to be remembered as more pleasant when presented within congruent scenarios. These findings show that olfactory stimuli in congruent versus incongruent conditions can possibly modulate the perception of the pleasantness of visual scenes but not the memorization.
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Kourtesis, Panagiotis, Evangelia-Chrysanthi Kouklari, Petros Roussos, et al. "Virtual Reality Training of Social Skills in Adults with Autism Spectrum Disorder: An Examination of Acceptability, Usability, User Experience, Social Skills, and Executive Functions." Behavioral Sciences 13, no. 4 (2023): 336. http://dx.doi.org/10.3390/bs13040336.
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Poor social skills in autism spectrum disorder (ASD) are associated with reduced independence in daily life. Current interventions for improving the social skills of individuals with ASD fail to represent the complexity of real-life social settings and situations. Virtual reality (VR) may facilitate social skills training in social environments and situations similar to those in real life; however, more research is needed to elucidate aspects such as the acceptability, usability, and user experience of VR systems in ASD. Twenty-five participants with ASD attended a neuropsychological evaluation and three sessions of VR social skills training, which incorporated five social scenarios with three difficulty levels. Participants reported high acceptability, system usability, and user experience. Significant correlations were observed between performance in social scenarios, self-reports, and executive functions. Working memory and planning ability were significant predictors of the functionality level in ASD and the VR system’s perceived usability, respectively. Yet, performance in social scenarios was the best predictor of usability, acceptability, and functionality level. Planning ability substantially predicted performance in social scenarios, suggesting an implication in social skills. Immersive VR social skills training in individuals with ASD appears to be an appropriate service, but an errorless approach that is adaptive to the individual’s needs should be preferred.
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Teixeira, Luis, Aby Mitchell, Neus Carlos Martinez, and Behnam Jafari Salim. "Virtual reality with artificial intelligence-led scenarios in nursing education: a project evaluation." British Journal of Nursing 33, no. 17 (2024): 812–20. http://dx.doi.org/10.12968/bjon.2024.0055.
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Aim: To provide insights into the optimal use of virtual reality (VR) in nursing education by evaluating pre-registration nursing students' experiences in conducting holistic patient assessments while interacting with artificial intelligence (AI)-led patients. Specifically, this project evaluation compares the use of two different VR scenarios, one employing a menu-based interface and another using AI voice-controlled technology. Methods: Eleven pre-registration adult nursing students from two UK universities were selected through purposeful sampling to participate in the two VR simulations. Data collection and analysis: This included qualitative insights gathered from three focus group sessions, audio-recorded and thematically analysed to classify and describe students' experiences. Findings: Four key themes emerged: technological literacy, VR as a learning tool, the road of learning, and transition to independence. Advantages across both methods of VR-AI interaction and their particular challenges were identified and described for each key theme. Conclusion: VR with AI-led patient technology in pre-registration nursing education positively contributes to the curriculum by exposing students to problem-based learning situations and use of a multiplicity of skills in a safe environment. Although both methods are relevant for developing proficiencies around holistic patient assessment, there are advantages and limitations to each. Students perceived the voice-controlled technology as more intuitive with a more natural method of communication, whereas the menu-based interaction gave students more structure and guidance.
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Li, Wanwan, Haikun Huang, Tomay Solomon, Behzad Esmaeili, and Lap-Fai Yu. "Synthesizing Personalized Construction Safety Training Scenarios for VR Training." IEEE Transactions on Visualization and Computer Graphics 28, no. 5 (2022): 1993–2002. http://dx.doi.org/10.1109/tvcg.2022.3150510.
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Russell, Micah D., Justin W. Bonny, and Randal Reed. "Impact of Virtual Reality on Decision-Making and Risk Assessment During Simulated Residential Fire Scenarios." Fire 7, no. 12 (2024): 427. http://dx.doi.org/10.3390/fire7120427.
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Recent research has used virtual environments (VEs), as presented via virtual reality (VR) headsets, to study human behavior in hypothetical fire scenarios. One goal of using VEs in fire scenarios is to elicit patterns of behavior which more closely align to how individuals would react to real fire emergency situations. The present study investigated whether elicited behaviors and perceived risk varied during fire scenarios presented as VEs via two viewing conditions. These included a VR condition, where the VE was rendered as 360-degree videos presented in a VR headset, and a screen condition, where VEs were rendered as fixed-view videos via a computer monitor screen. We predicted that the selection of actions during the scenario would vary between conditions, that participants would rate fires as more dangerous if they developed more quickly and when smoke was rendered as thicker, and that participants would report greater levels of immersion in the VR condition. A total of 159 participants completed a decision-making task where they viewed videos of an incipient fire in a residential building and judged what action to take. Initial action responses to the fire scenarios varied between both viewing and smoke conditions, with those assigned to the thicker smoke and screen conditions being more likely to take protective action. Risk ratings also varied by smoke condition, with evidence of higher perceived risk for thicker smoke. Several factors of self-reported immersion (namely ‘interest’, ‘emotional attachment’, ‘focus of attention’, and ‘flow’) were associated with risk ratings, with perceived presence associated with initial actions. The present study provides evidence that enhancing immersion and perceived risk in a VE contributes to a different pattern of behaviors during simulated fire decision-making tasks. While our investigation only addressed the ideas of presence in an environment, future research should investigate the relative contribution of interactivity and consequences within the environment to further identify how behaviors during simulated fire scenarios are affected by each of these factors.
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Masiello, Italo, Romain Herault, Martin Mansfeld, and Maria Skogqvist. "Simulation-Based VR Training for the Nuclear Sector—A Pilot Study." Sustainability 14, no. 13 (2022): 7984. http://dx.doi.org/10.3390/su14137984.
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Simulation-based training has seen an increased use of extended reality, that is, augmented reality (AR), virtual reality (VR) and mixed reality (MR) displays. The health professions have been using VR for simulation-based training more extensively than others. This method can offer the possibility of immediate feedback, which promotes more accurate training to self-correct mistakes in environments that are otherwise risky or provide unsafe conditions. The nuclear industry has attempted to seize the same digital and educational transformation to train their personnel to handle dangerous scenarios. We ran a pilot study with the aim of evaluating the VR training scenario developed for the specific target group and the acceptance of the VR technology itself for this kind of training. We used the Kirkpatrick framework to evaluate the training and the VR-HAM acceptance model to evaluate the acceptance of VR. A VR scenario was developed to test specific technical skills of nuclear power plant personnel. The 13 participants showed results within the basic level of the Kirkpatrick framework and held both positive reactions and concerns, that is, they enjoyed the training with VR and expressed concerns regarding the stability of the VR technology. The participants also showed positive attitudes towards the perceived ease of use and usefulness of the VR-HAM and its various constructs. Even though the COVID-19 pandemic limited our testing, we could show valuable data and positive attitudes and perceived ease by the participants. Simulation-based VR training could be an important complement to traditional training methods, especially where safety is a priority, but we still need to provide solid evidence.
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Bubeev, Yu, V. Usov, B. Kryuchkov, A. Altunin, P. Dolgov, and M. Mikhaylyuk. "USE IN ISOLATION STUDIES OF THE VIRTUAL AND AUGMENTED REALITY TECHNOLOGIES TO MODEL EGRESSES INTO OPEN SPACE WITHOUT TETHER." Aerospace and Environmental Medicine 55, no. 2 (2021): 15–28. http://dx.doi.org/10.21687/0233-528x-2021-55-2-15-28.
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Analysis of realistic prototypes of a propulsive survival backpack (PSB) and current human-PSB models gave impetus to the development of original tools for designing the scenery and PSB application scenarios with consideration of the VR and 3D experiences in isolation studies and operators' training. Specifically, the authors created several VR/AR scenarios of emergency egress for participants in isolation studies.
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Maathuis, Clara. "Insights into Building VR Solutions in the Police Domain." International Conference on Education Research 1, no. 1 (2024): 116–24. https://doi.org/10.34190/icer.1.1.2800.
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Advanced technologies such as Virtual Reality (VR) hold immense significance for society, particularly in the law enforcement domain. VR offers a unique platform for immersive, experiential learning, allowing Police Officers (POs) to engage with dynamic scenarios that mirror real-world situations, incidents, and challenges. In the Police domain, the integration of VR solutions provides valuable insights into enhancing POs’ training, situational awareness, and community relations. Learning objectives in VR-based Police training encompass a spectrum of skills, including decision-making under pressure, effective communication and collaboration, and de-escalation techniques. Furthermore, evaluation perspectives span both quantitative and qualitative measures, assessing training efficacy, officer performance, and societal impact. This research adopts a systematic literature review approach where it becomes evident that the future of VR-enabled policing lies in interdisciplinary collaboration, technological innovation, and ethical considerations. Future directions entail refining VR solutions to reflect evolving societal dynamics, integrating Artificial Intelligence (AI) for adaptive scenario generation and analytics, and addressing concerns related to algorithmic transparency, fairness, security, and privacy. By leveraging VR technologies, law enforcement agencies can enhance operational effectiveness and foster trust, accountability, and responsibility within the communities they serve.
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Shih, Shu-Feng, Li-Ling Hsu, and Suh-Ing Hsieh. "Effects of Digital Learning and Virtual Reality in Port-A Catheter Training Course for Oncology Nurses: A Mixed-Methods Study." Healthcare 11, no. 7 (2023): 1017. http://dx.doi.org/10.3390/healthcare11071017.
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In-service education for oncology nurses usually adopts didactic teaching. This study investigated the effects of virtual reality (VR) and a digital learning-based Port-A-catheter educational course for oncology nurses. A mixed-methods research design was employed, with a convenience sample of 43 nurses from a regional teaching hospital in Taiwan participating. Measurements were taken at three time points: pre-test, 1st post-test, and 2nd post-test. The data was analyzed using descriptive statistics and repeated ANOVA tests. Results showed significant improvement in Port-A-catheter knowledge and skill levels (p < 0.0001) and high learning attitude and satisfaction scores of 4.29 ± 0.46 and 4.31 ± 0.58 points, respectively. Five qualitative themes emerged, highlighting the realistic VR scenarios, VR practice’s usefulness, willingness to learn with VR, VR system limitations, and the potential for future courses. The study concluded that a VR-based educational course effectively enhanced nurses’ knowledge, skills, learning attitude, and satisfaction, recommending the inclusion of diverse clinical scenarios for practical learning.
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Thorp, Sebastian Oltedal, Lars Morten Rimol, and Simone Grassini. "Association of the Big Five Personality Traits with Training Effectiveness, Sense of Presence, and Cybersickness in Virtual Reality." Multimodal Technologies and Interaction 7, no. 2 (2023): 11. http://dx.doi.org/10.3390/mti7020011.
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Virtual reality (VR) presents numerous opportunities for training skills and abilities through the technology’s capacity to simulate realistic training scenarios and environments. This can be seen in how newer research has emphasized how VR can be used for creating adaptable training scenarios. Nevertheless, a limited number of studies have examined how personality traits can influence the training effectiveness of participants within VR. To assess individual preferences in a virtual environment, the current study examines the associations of Big Five personality traits with training effectiveness from VR, as well as sense of presence and cybersickness. Our results show that traits of high agreeableness and low conscientiousness are predictors of training transferability in the VR environment in relation to the real world. Furthermore, the results also showed that trainees experiencing higher levels of cybersickness incurred worse training outcomes.
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Fernández, Unai J., Sonia Elizondo, Naroa Iriarte, et al. "A Multi-Object Grasp Technique for Placement of Objects in Virtual Reality." Applied Sciences 12, no. 9 (2022): 4193. http://dx.doi.org/10.3390/app12094193.
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Some daily tasks involve grasping multiple objects in one hand and releasing them in a determined order, for example laying out a surgical table or distributing items on shelves. For training these tasks in Virtual Reality (VR), there is no technique for allowing users to grasp multiple objects in one hand in a realistic way, and it is not known if such a technique would benefit user experience. Here, we design a multi-object grasp technique that enables users to grasp multiple objects in one hand and release them in a controlled way. We tested an object placement task under three conditions: real life, VR with single-object grasp and VR with multi-object grasp. Task completion time, distance travelled by the hands and subjective experience were measured in three scenarios: sitting in front of a desktop table, standing up in front of shelves and a room-size scenario where walking was required. Results show that the performance in a real environment is better than in Virtual Reality, both for single-object and multi-object grasping. The single-object technique performs better than the multi-object, except for the room scenario, where multi-object leads to less distance travelled and reported physical demand. For use cases where the distances are small (i.e., desktop scenario), single-object grasp is simpler and easier to understand. For larger scenarios, the multi-object grasp technique represents a good option that can be considered by other application designers.
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Breuer, Carolin, Karin Loh, Larissa Leist, et al. "Examining the Auditory Selective Attention Switch in a Child-Suited Virtual Reality Classroom Environment." International Journal of Environmental Research and Public Health 19, no. 24 (2022): 16569. http://dx.doi.org/10.3390/ijerph192416569.
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The ability to focus ones attention in different acoustical environments has been thoroughly investigated in the past. However, recent technological advancements have made it possible to perform laboratory experiments in a more realistic manner. In order to investigate close-to-real-life scenarios, a classroom was modeled in virtual reality (VR) and an established paradigm to investigate the auditory selective attention (ASA) switch was translated from an audio-only version into an audiovisual VR setting. The new paradigm was validated with adult participants in a listening experiment, and the results were compared to the previous version. Apart from expected effects such as switching costs and auditory congruency effects, which reflect the robustness of the overall paradigm, a difference in error rates between the audio-only and the VR group was found, suggesting enhanced attention in the new VR setting, which is consistent with recent studies. Overall, the results suggest that the presented VR paradigm can be used and further developed to investigate the voluntary auditory selective attention switch in a close-to-real-life classroom scenario.
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del Mar Montoya Rodríguez, María, Francisco J. Molina Cobos, Vanesa Martínez-Valderrey, et al. "An Educational Intervention for Theory of Mind Skills in Children Using a Virtual Reality Application: A Pilot Study." Journal of Information Technology Education: Innovations in Practice 24 (2025): 007. https://doi.org/10.28945/5480.
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Aim/Purpose: This study explores the effectiveness of a virtual reality (VR) application designed to teach Theory of Mind (ToM) skills to children aged 5-6, addressing the gap in research on the use of VR for typically developing children. Background: ToM is a critical skill for social interaction and understanding others’ perspectives. Despite the potential of VR to simulate real-life scenarios for ToM development, prior research has primarily focused on clinical populations. This study aims to investigate its application in neurotypical children. Methodology: A pilot study was conducted with seven children from private educational institutions, divided into experimental and control conditions. ToM skills were assessed pre- and post-intervention using validated tests. The VR intervention involved interactive scenarios designed to enhance perspective-taking and understanding intentions. Contribution: This paper demonstrates the feasibility and efficacy of using immersive VR technology to improve ToM skills in typically developing children, bridging the gap in the existing literature while also highlighting the novelty of applying VR beyond therapeutic contexts to educational settings. Findings: Children in the experimental condition exhibited improvements in ToM assessments compared to the control group. These results highlight the potential of VR as an engaging and effective tool for teaching social cognitive skills. While the small sample size warrants cautious interpretation, the findings provide promising preliminary evidence supporting the effectiveness of VR-based interventions. Recommendations for Practitioners: Educators and psychologists can incorporate VR-based interventions to foster ToM development in early childhood, leveraging its immersive nature to simulate complex social scenarios. Recommendation for Researchers: Future research should replicate these findings with larger samples and explore the long-term impact of VR-based ToM training on real-life social interactions and relationships. Impact on Society: Enhancing ToM skills in children could improve classroom dynamics, peer relationships, and overall social adaptation, contributing to healthier social environments in educational settings. Future Research: Further studies should focus on evaluating the transfer of VR-acquired ToM skills to everyday social contexts and assessing their effectiveness across diverse populations and age groups.
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Zhang, Ruiqi. "Research on the Progress of VR in Game." Highlights in Science, Engineering and Technology 39 (April 1, 2023): 103–10. http://dx.doi.org/10.54097/hset.v39i.6507.
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Virtual reality technology has evolved from the last century to the present, with huge improvements in performance, graphics quality and portability of headset devices. Major game manufacturers and studios have launched virtual reality games that use virtual reality technology. Compared with traditional games, virtual reality games have a strong sense of immersion, presence and interactivity, and are very popular among players. This paper summarizes the development history of VR devices and VR games, outlines the importance of VR in game design and development - the strong immersion and interactivity of VR games compared with traditional games, and explains the applications of VR in various types of games, among which are scenario-experiencing games with exploration games and social games, action-simulation games with sports and role-playing games, and educational games for teaching purposes, and points out that there are still shortcomings in the development and design of current virtual reality games, and developers of virtual reality devices and games need to work together to make virtual reality games have more application scenarios and meanings. The hotspots and development prospects of VR games at the current stage are prospected.
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Aebersold, Michelle, Dana Tschannen, and Melissa Bathish. "Innovative Simulation Strategies in Education." Nursing Research and Practice 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/765212.
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The use of simulation in the undergraduate nursing curriculum is gaining popularity and is becoming a foundation of many nursing programs. The purpose of this paper is to highlight a new simulation teaching strategy, virtual reality (VR) simulation, which capitalizes on the technological skills of the new generation student. This small-scale pilot study focused on improving interpersonal skills in senior level nursing students using VR simulation. In this study, a repeated-measure design was used to evaluate the effectiveness of VR simulation on improving student’s performance over a series of two VR scenarios. Using the Emergency Medicine Crisis Resource Management (EMCRM) tool, student performance was evaluated. Overall, the total EMCRM score improved but not significantly. The subscale areas of communication (P=.047, 95% CI:−1.06,−.007) and professional behavior (P=.003, 95% CI:−1.12,−.303) did show a significant improvement between the two scenario exposures. Findings from this study show the potential for virtual reality simulations to have an impact on nursing student performance.
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Linton, Kristen, Jaime A. Hannans, Colleen M. Nevins, and Richard J. Linton. "Randomized Control Pilot of Virtual Reality, Empathy, Knowledge, Emotions, and Self-Efficacy among Undergraduate Health Science Students." HETS Online Journal 13, no. 1 (2022): 6–31. http://dx.doi.org/10.55420/2693.9193.v13.n1.61.
Full textAbstract:
Immersive, embodied virtual reality (VR) combines a head-mounted display with head and motion tracking systems, noise-cancelling headphones for sound, and a three-dimensional interaction scenario. VR can enable social work students to become fully immersed in a simulated realistic world to experience client scenarios. Scant research has been conducted on VR and undergraduate students; this study aimed to answer the research questions: 1) What is the feasibility and acceptability of virtual reality in a large, undergraduate class? and 2) Is virtual learning more effective than an active learning assignment on undergraduate students’ knowledge, empathy, emotions, and self-efficacy? A pilot randomized control pilot study was conducted with undergraduate students (N = 18) in an introductory course. Students were randomized to receive VR (intervention group) or an active learning assignment (control group) to learn about people with Alzheimer’s Disease, vision impairment, or end-of-life. VR was feasible and acceptable among students who commonly reported it as “cool”. The results found that students in the VR group reported more empathy for health conditions and poorer self-efficacy to support clients than the control groups. The reality that immersive VR enables has profound potential for preparing future health professionals to support clients with health conditions.
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Pardini, Susanna, Silvia Gabrielli, Silvia Olivetto, et al. "Personalized, Naturalistic Virtual Reality Scenarios Coupled With Web-Based Progressive Muscle Relaxation Training for the General Population: Protocol for a Proof-of-Principle Randomized Controlled Trial." JMIR Research Protocols 12 (April 17, 2023): e44183. http://dx.doi.org/10.2196/44183.
Full textAbstract:
Background Virtual reality (VR) is an innovative tool that can facilitate exposure to either stressful or relaxing stimuli and enables individuals who have difficulties visualizing scenes to be involved in a more realistic sensorimotor experience. It also facilitates multisensory stimulation, a sense of presence, and achievement of relaxation. VR scenarios representing visual and auditory elements of natural relaxing environments can facilitate the learning of relaxation techniques such as the progressive muscle relaxation technique (PMRT). A complementary standardized technique deployed to reduce anxiety symptoms is the integration of PMRT and guided imagery (GI). Exposure to a pleasant imaginary environment helps the establishment of an association between a relaxing scenario and the relaxation technique, consequently promoting relaxation. Empirical evidence has shown that VR scenarios can increase the effects of relaxation techniques by enabling people to experience emotional conditions in more vivid settings. Objective The main aim of this pilot study protocol is to investigate the impact on state anxiety of PMRT, associated with a personalized relaxing scenario in VR, and the role of VR scenarios in facilitating the recall of relaxing images and a sense of presence. A secondary aim is to understand if relaxing sessions administered via Zoom are more effective for managing anxiety and stress than a procedural setting based on audio-track guidance. Methods Based on a longitudinal, between-subject design, 108 university students will be randomly exposed to one of three experimental conditions: (1) PMRT via Zoom and GI exposure, (2) PMRT via Zoom and personalized VR exposure, and (3) PMRT based on audio-track guidance and personalized VR exposure. Individuals are assessed before and after 7 training sessions based on self-report questionnaires investigating anxiety, depression, quality of life, coping strategies, sense of presence, engagement, and side effects related to VR exposure. Heart rate data are also detected by an Mi Band 2 sensor. Results The experimental procedure is ongoing. In this paper, preliminary data from a sample of 40 participants will be illustrated. The experimental phase is expected to conclude in May 2023, and the final results of the research will be presented in June 2023. Conclusions The results of this study will help shape the experimental design to apply it on a subsequent randomized controlled trial, also considering clinical samples. This work is expected to measure whether VR is a more engaging and helpful technique in promoting relaxation and decreasing anxiety levels than GI, by making the visualization process easier and by helping people to face more realistic sensory experiences. Assessing the efficacy of the PMRT in alternative delivery modes may extend its applications, especially in situations where the standard procedure is more challenging to be administered. To our knowledge, no equivalent study has been published so far on this matter. Trial Registration ClinicalTrials.gov NCT05478941; https://clinicaltrials.gov/ct2/show/NCT05478941 International Registered Report Identifier (IRRID) DERR1-10.2196/44183