The Learner Characteristics, Features of Desktop 3D Virtual Reality Environments, and College Chemistry Instruction: A Structural Equation Modeling Analysis

ERIC Educational Resources Information Center

Merchant, Zahira; Goetz, Ernest T.; Keeney-Kennicutt, Wendy; Kwok, Oi-man; Cifuentes, Lauren; Davis, Trina J.

2012-01-01

We examined a model of the impact of a 3D desktop virtual reality environment on the learner characteristics (i.e. perceptual and psychological variables) that can enhance chemistry-related learning achievements in an introductory college chemistry class. The relationships between the 3D virtual reality features and the chemistry learning test as…

The Virtual Reality Roving Vehicle Project.

ERIC Educational Resources Information Center

Winn, William

1995-01-01

Describes the Virtual Reality Roving Vehicle project developed at the University of Washington to teach students in grades 4 through 12 about virtual reality. Topics include teacher workshops; virtual worlds created by students; learning outcomes compared with traditional instruction; and the effect of student characteristics, including gender, on…

Virtual Reality: A New Learning Environment.

ERIC Educational Resources Information Center

Ferrington, Gary; Loge, Kenneth

1992-01-01

Discusses virtual reality (VR) technology and its possible uses in military training, medical education, industrial design and development, the media industry, and education. Three primary applications of VR in the learning process--visualization, simulation, and construction of virtual worlds--are described, and pedagogical and moral issues are…

Why Virtual, Why Environments? Implementing Virtual Reality Concepts in Computer-Assisted Language Learning.

ERIC Educational Resources Information Center

Schwienhorst, Klaus

2002-01-01

Discussion of computer-assisted language learning focuses on the benefits of virtual reality environments, particularly for foreign language contexts. Topics include three approaches to learner autonomy; supporting reflection, including self-awareness; supporting interaction, including collaboration; and supporting experimentation, including…

Language Learning in Virtual Reality Environments: Past, Present, and Future

ERIC Educational Resources Information Center

Lin, Tsun-Ju; Lan, Yu-Ju

2015-01-01

This study investigated the research trends in language learning in a virtual reality environment by conducting a content analysis of findings published in the literature from 2004 to 2013 in four top ranked computer-assisted language learning journals: "Language Learning & Technology," "CALICO Journal," "Computer…

Virtual reality simulation: using three-dimensional technology to teach nursing students.

PubMed

Jenson, Carole E; Forsyth, Diane McNally

2012-06-01

The use of computerized technology is rapidly growing in the classroom and in healthcare. An emerging computer technology strategy for nursing education is the use of virtual reality simulation. This computer-based three-dimensional educational tool simulates real-life patient experiences in a risk-free environment, allows for repeated practice sessions, requires clinical decision making, exposes students to diverse patient conditions, provides immediate feedback, and is portable. The purpose of this article was to review the importance of virtual reality simulation as a computerized teaching strategy. In addition, a project to explore readiness of nursing faculty at one major Midwestern university for the use of virtual reality simulation as a computerized teaching strategy is described where faculty thought virtual reality simulation would increase students' knowledge of an intravenous line insertion procedure. Faculty who practiced intravenous catheter insertion via virtual reality simulation expressed a wide range of learning experiences from using virtual reality simulation that is congruent with the literature regarding the barriers to student learning. Innovative teaching strategies, such as virtual reality simulation, address barriers of increasing patient acuity, high student-to-faculty ratio, patient safety concerns from faculty, and student anxiety and can offer rapid feedback to students.

Learning Science in a Virtual Reality Application: The Impacts of Animated-Virtual Actors' Visual Complexity

ERIC Educational Resources Information Center

Kartiko, Iwan; Kavakli, Manolya; Cheng, Ken

2010-01-01

As the technology in computer graphics advances, Animated-Virtual Actors (AVAs) in Virtual Reality (VR) applications become increasingly rich and complex. Cognitive Theory of Multimedia Learning (CTML) suggests that complex visual materials could hinder novice learners from attending to the lesson properly. On the other hand, previous studies have…

But Why Is Everything so Hard to Do? Exploring Learning and the Complexity Factor in Social Virtual Reality

ERIC Educational Resources Information Center

Honebein, Peter C.; Goldsworthy, Richard

2012-01-01

Virtual classrooms and virtual activities have waxed and waned, with most focusing on fostering learning in the cognitive domain and, realistically, most becoming rapidly discontinued. But social virtual realities (SVR) are uniquely "social," so what about interpersonal skills? This article describes the authors' experiences exploring SVR as a…

Use of Signaling to Integrate Desktop Virtual Reality and Online Learning Management Systems

ERIC Educational Resources Information Center

Dodd, Bucky J.; Antonenko, Pavlo D.

2012-01-01

Desktop virtual reality is an emerging educational technology that offers many potential benefits for learners in online learning contexts; however, a limited body of research is available that connects current multimedia learning techniques with these new forms of media. Because most formal online learning is delivered using learning management…

Evaluating the Effects of Immersive Embodied Interaction on Cognition in Virtual Reality

NASA Astrophysics Data System (ADS)

Parmar, Dhaval

Virtual reality is on its advent of becoming mainstream household technology, as technologies such as head-mounted displays, trackers, and interaction devices are becoming affordable and easily available. Virtual reality (VR) has immense potential in enhancing the fields of education and training, and its power can be used to spark interest and enthusiasm among learners. It is, therefore, imperative to evaluate the risks and benefits that immersive virtual reality poses to the field of education. Research suggests that learning is an embodied process. Learning depends on grounded aspects of the body including action, perception, and interactions with the environment. This research aims to study if immersive embodiment through the means of virtual reality facilitates embodied cognition. A pedagogical VR solution which takes advantage of embodied cognition can lead to enhanced learning benefits. Towards achieving this goal, this research presents a linear continuum for immersive embodied interaction within virtual reality. This research evaluates the effects of three levels of immersive embodied interactions on cognitive thinking, presence, usability, and satisfaction among users in the fields of science, technology, engineering, and mathematics (STEM) education. Results from the presented experiments show that immersive virtual reality is greatly effective in knowledge acquisition and retention, and highly enhances user satisfaction, interest and enthusiasm. Users experience high levels of presence and are profoundly engaged in the learning activities within the immersive virtual environments. The studies presented in this research evaluate pedagogical VR software to train and motivate students in STEM education, and provide an empirical analysis comparing desktop VR (DVR), immersive VR (IVR), and immersive embodied VR (IEVR) conditions for learning. This research also proposes a fully immersive embodied interaction metaphor (IEIVR) for learning of computational concepts as a future direction, and presents the challenges faced in implementing the IEIVR metaphor due to extended periods of immersion. Results from the conducted studies help in formulating guidelines for virtual reality and education researchers working in STEM education and training, and for educators and curriculum developers seeking to improve student engagement in the STEM fields.

Investigating Learners' Attitudes toward Virtual Reality Learning Environments: Based on a Constructivist Approach

ERIC Educational Resources Information Center

Huang, Hsiu-Mei; Rauch, Ulrich; Liaw, Shu-Sheng

2010-01-01

The use of animation and multimedia for learning is now further extended by the provision of entire Virtual Reality Learning Environments (VRLE). This highlights a shift in Web-based learning from a conventional multimedia to a more immersive, interactive, intuitive and exciting VR learning environment. VRLEs simulate the real world through the…

Making Information Overload Work: The Dragon Software System on a Virtual Reality Responsive Workbench

DTIC Science & Technology

1998-03-01

Research Laboratory’s Virtual Reality Responsive Workbench (VRRWB) and Dragon software system which together address the problem of battle space...and describe the lessons which have been learned. Interactive graphics, workbench, battle space visualization, virtual reality , user interface.

Students' Expectations of the Learning Process in Virtual Reality and Simulation-Based Learning Environments

ERIC Educational Resources Information Center

Keskitalo, Tuulikki

2012-01-01

Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and…

Are Learning Styles Relevant to Virtual Reality?

ERIC Educational Resources Information Center

Chen, Chwen Jen; Toh, Seong Chong; Ismail, Wan Mohd Fauzy Wan

2005-01-01

This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different learning styles. The findings of the aptitude-by-treatment interaction study have shown that learners benefit most from the VR (guided exploration) mode, irrespective of their learning styles. This shows that the VR-based…

Probabilistic motor sequence learning in a virtual reality serial reaction time task.

PubMed

Sense, Florian; van Rijn, Hedderik

2018-01-01

The serial reaction time task is widely used to study learning and memory. The task is traditionally administered by showing target positions on a computer screen and collecting responses using a button box or keyboard. By comparing response times to random or sequenced items or by using different transition probabilities, various forms of learning can be studied. However, this traditional laboratory setting limits the number of possible experimental manipulations. Here, we present a virtual reality version of the serial reaction time task and show that learning effects emerge as expected despite the novel way in which responses are collected. We also show that response times are distributed as expected. The current experiment was conducted in a blank virtual reality room to verify these basic principles. For future applications, the technology can be used to modify the virtual reality environment in any conceivable way, permitting a wide range of previously impossible experimental manipulations.

When Rural Reality Goes Virtual.

ERIC Educational Resources Information Center

Husain, Dilshad D.

1998-01-01

In rural towns where sparse population and few business are barriers, virtual reality may be the only way to bring work-based learning to students. A partnership between a small-town high school, the Ohio Supercomputer Center, and a high-tech business will enable students to explore the workplace using virtual reality. (JOW)

Special Experiences for Exceptional Students: Integrating Virtual Reality into Special Education Classrooms.

ERIC Educational Resources Information Center

Miller, Erez Cedric

This paper discusses some of the potential benefits and hazards that virtual reality holds for exceptional children in the special education system. Topics addressed include (1) applications of virtual reality, including developing academic skills via cyberspace, vocational training, and social learning in cyberspace; (2) telepresence and distance…

Teachers' Conceptions and Their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments

ERIC Educational Resources Information Center

Keskitalo, Tuulikki

2011-01-01

This research article focuses on virtual reality (VR) and simulation-based training, with a special focus on the pedagogical use of the Virtual Centre of Wellness Campus known as ENVI (Rovaniemi, Finland). In order to clearly understand how teachers perceive teaching and learning in such environments, this research examines the concepts of…

Exploring Learner Acceptance of the Use of Virtual Reality in Medical Education: A Case Study of Desktop and Projection-Based Display Systems

ERIC Educational Resources Information Center

Huang, Hsiu-Mei; Liaw, Shu-Sheng; Lai, Chung-Min

2016-01-01

Advanced technologies have been widely applied in medical education, including human-patient simulators, immersive virtual reality Cave Automatic Virtual Environment systems, and video conferencing. Evaluating learner acceptance of such virtual reality (VR) learning environments is a critical issue for ensuring that such technologies are used to…

Virtual reality in the treatment of persecutory delusions: randomised controlled experimental study testing how to reduce delusional conviction.

PubMed

Freeman, Daniel; Bradley, Jonathan; Antley, Angus; Bourke, Emilie; DeWeever, Natalie; Evans, Nicole; Černis, Emma; Sheaves, Bryony; Waite, Felicity; Dunn, Graham; Slater, Mel; Clark, David M

2016-07-01

Persecutory delusions may be unfounded threat beliefs maintained by safety-seeking behaviours that prevent disconfirmatory evidence being successfully processed. Use of virtual reality could facilitate new learning. To test the hypothesis that enabling patients to test the threat predictions of persecutory delusions in virtual reality social environments with the dropping of safety-seeking behaviours (virtual reality cognitive therapy) would lead to greater delusion reduction than exposure alone (virtual reality exposure). Conviction in delusions and distress in a real-world situation were assessed in 30 patients with persecutory delusions. Patients were then randomised to virtual reality cognitive therapy or virtual reality exposure, both with 30 min in graded virtual reality social environments. Delusion conviction and real-world distress were then reassessed. In comparison with exposure, virtual reality cognitive therapy led to large reductions in delusional conviction (reduction 22.0%, P = 0.024, Cohen's d = 1.3) and real-world distress (reduction 19.6%, P = 0.020, Cohen's d = 0.8). Cognitive therapy using virtual reality could prove highly effective in treating delusions. © The Royal College of Psychiatrists 2016.

Virtual reality in the treatment of persecutory delusions: randomised controlled experimental study testing how to reduce delusional conviction

PubMed Central

Freeman, Daniel; Bradley, Jonathan; Antley, Angus; Bourke, Emilie; DeWeever, Natalie; Evans, Nicole; Černis, Emma; Sheaves, Bryony; Waite, Felicity; Dunn, Graham; Slater, Mel; Clark, David M.

2016-01-01

Background Persecutory delusions may be unfounded threat beliefs maintained by safety-seeking behaviours that prevent disconfirmatory evidence being successfully processed. Use of virtual reality could facilitate new learning. Aims To test the hypothesis that enabling patients to test the threat predictions of persecutory delusions in virtual reality social environments with the dropping of safety-seeking behaviours (virtual reality cognitive therapy) would lead to greater delusion reduction than exposure alone (virtual reality exposure). Method Conviction in delusions and distress in a real-world situation were assessed in 30 patients with persecutory delusions. Patients were then randomised to virtual reality cognitive therapy or virtual reality exposure, both with 30 min in graded virtual reality social environments. Delusion conviction and real-world distress were then reassessed. Results In comparison with exposure, virtual reality cognitive therapy led to large reductions in delusional conviction (reduction 22.0%, P = 0.024, Cohen's d = 1.3) and real-world distress (reduction 19.6%, P = 0.020, Cohen's d = 0.8). Conclusion Cognitive therapy using virtual reality could prove highly effective in treating delusions. PMID:27151071

Enhancing an Instructional Design Model for Virtual Reality-Based Learning

ERIC Educational Resources Information Center

Chen, Chwen Jen; Teh, Chee Siong

2013-01-01

In order to effectively utilize the capabilities of virtual reality (VR) in supporting the desired learning outcomes, careful consideration in the design of instruction for VR learning is crucial. In line with this concern, previous work proposed an instructional design model that prescribes instructional methods to guide the design of VR-based…

Stereopsis, Visuospatial Ability, and Virtual Reality in Anatomy Learning

PubMed Central

Vorstenbosch, Marc; Kooloos, Jan

2017-01-01

A new wave of virtual reality headsets has become available. A potential benefit for the study of human anatomy is the reintroduction of stereopsis and absolute size. We report a randomized controlled trial to assess the contribution of stereopsis to anatomy learning, for students of different visuospatial ability. Sixty-three participants engaged in a one-hour session including a study phase and posttest. One group studied 3D models of the anatomy of the deep neck in full stereoptic virtual reality; one group studied those structures in virtual reality without stereoptic depth. The control group experienced an unrelated virtual reality environment. A post hoc questionnaire explored cognitive load and problem solving strategies of the participants. We found no effect of condition on learning. Visuospatial ability however did impact correct answers at F(1) = 5.63 and p = .02. No evidence was found for an impact of cognitive load on performance. Possibly, participants were able to solve the posttest items based on visuospatial information contained in the test items themselves. Additionally, the virtual anatomy may have been complex enough to discourage memory based strategies. It is important to control the amount of visuospatial information present in test items. PMID:28656109

Stereopsis, Visuospatial Ability, and Virtual Reality in Anatomy Learning.

PubMed

Luursema, Jan-Maarten; Vorstenbosch, Marc; Kooloos, Jan

2017-01-01

A new wave of virtual reality headsets has become available. A potential benefit for the study of human anatomy is the reintroduction of stereopsis and absolute size. We report a randomized controlled trial to assess the contribution of stereopsis to anatomy learning, for students of different visuospatial ability. Sixty-three participants engaged in a one-hour session including a study phase and posttest. One group studied 3D models of the anatomy of the deep neck in full stereoptic virtual reality; one group studied those structures in virtual reality without stereoptic depth. The control group experienced an unrelated virtual reality environment. A post hoc questionnaire explored cognitive load and problem solving strategies of the participants. We found no effect of condition on learning. Visuospatial ability however did impact correct answers at F (1) = 5.63 and p = .02. No evidence was found for an impact of cognitive load on performance. Possibly, participants were able to solve the posttest items based on visuospatial information contained in the test items themselves. Additionally, the virtual anatomy may have been complex enough to discourage memory based strategies. It is important to control the amount of visuospatial information present in test items.

3D Virtual Reality Check: Learner Engagement and Constructivist Theory

ERIC Educational Resources Information Center

Bair, Richard A.

2013-01-01

The inclusion of three-dimensional (3D) virtual tools has created a need to communicate the engagement of 3D tools and specify learning gains that educators and the institutions, which are funding 3D tools, can expect. A review of literature demonstrates that specific models and theories for 3D Virtual Reality (VR) learning do not exist "per…

Role of virtual reality for cerebral palsy management.

PubMed

Weiss, Patrice L Tamar; Tirosh, Emanuel; Fehlings, Darcy

2014-08-01

Virtual reality is the use of interactive simulations to present users with opportunities to perform in virtual environments that appear, sound, and less frequently, feel similar to real-world objects and events. Interactive computer play refers to the use of a game where a child interacts and plays with virtual objects in a computer-generated environment. Because of their distinctive attributes that provide ecologically realistic and motivating opportunities for active learning, these technologies have been used in pediatric rehabilitation over the past 15 years. The ability of virtual reality to create opportunities for active repetitive motor/sensory practice adds to their potential for neuroplasticity and learning in individuals with neurologic disorders. The objectives of this article is to provide an overview of how virtual reality and gaming are used clinically, to present the results of several example studies that demonstrate their use in research, and to briefly remark on future developments. © The Author(s) 2014.

The Reality of Virtual Reality Product Development

NASA Astrophysics Data System (ADS)

Dever, Clark

Virtual Reality and Augmented Reality are emerging areas of research and product development in enterprise companies. This talk will discuss industry standard tools and current areas of application in the commercial market. Attendees will gain insights into how to research, design, and (most importantly) ship, world class products. The presentation will recount the lessons learned to date developing a Virtual Reality tool to solve physics problems resulting from trying to perform aircraft maintenance on ships at sea.

Transforming Clinical Imaging Data for Virtual Reality Learning Objects

ERIC Educational Resources Information Center

Trelease, Robert B.; Rosset, Antoine

2008-01-01

Advances in anatomical informatics, three-dimensional (3D) modeling, and virtual reality (VR) methods have made computer-based structural visualization a practical tool for education. In this article, the authors describe streamlined methods for producing VR "learning objects," standardized interactive software modules for anatomical sciences…

A Desktop Virtual Reality Earth Motion System in Astronomy Education

ERIC Educational Resources Information Center

Chen, Chih Hung; Yang, Jie Chi; Shen, Sarah; Jeng, Ming Chang

2007-01-01

In this study, a desktop virtual reality earth motion system (DVREMS) is designed and developed to be applied in the classroom. The system is implemented to assist elementary school students to clarify earth motion concepts using virtual reality principles. A study was conducted to observe the influences of the proposed system in learning.…

The Use of Virtual Reality Tools in the Reading-Language Arts Classroom

ERIC Educational Resources Information Center

Pilgrim, J. Michael; Pilgrim, Jodi

2016-01-01

This article presents virtual reality as a tool for classroom literacy instruction. Building on the traditional use of images as a way to scaffold prior knowledge, we extend this idea to share ways virtual reality enables experiential learning through field trip-like experiences. The use of technology tools such Google Street view, Google…

Role of virtual reality simulation in endoscopy training

PubMed Central

Harpham-Lockyer, Louis; Laskaratos, Faidon-Marios; Berlingieri, Pasquale; Epstein, Owen

2015-01-01

Recent advancements in virtual reality graphics and models have allowed virtual reality simulators to be incorporated into a variety of endoscopic training programmes. Use of virtual reality simulators in training programmes is thought to improve skill acquisition amongst trainees which is reflected in improved patient comfort and safety. Several studies have already been carried out to ascertain the impact that usage of virtual reality simulators may have upon trainee learning curves and how this may translate to patient comfort. This article reviews the available literature in this area of medical education which is particularly relevant to all parties involved in endoscopy training and curriculum development. Assessment of the available evidence for an optimal exposure time with virtual reality simulators and the long-term benefits of their use are also discussed. PMID:26675895

Role of virtual reality simulation in endoscopy training.

PubMed

Harpham-Lockyer, Louis; Laskaratos, Faidon-Marios; Berlingieri, Pasquale; Epstein, Owen

2015-12-10

Recent advancements in virtual reality graphics and models have allowed virtual reality simulators to be incorporated into a variety of endoscopic training programmes. Use of virtual reality simulators in training programmes is thought to improve skill acquisition amongst trainees which is reflected in improved patient comfort and safety. Several studies have already been carried out to ascertain the impact that usage of virtual reality simulators may have upon trainee learning curves and how this may translate to patient comfort. This article reviews the available literature in this area of medical education which is particularly relevant to all parties involved in endoscopy training and curriculum development. Assessment of the available evidence for an optimal exposure time with virtual reality simulators and the long-term benefits of their use are also discussed.

A DBR Framework for Designing Mobile Virtual Reality Learning Environments

ERIC Educational Resources Information Center

Cochrane, Thomas Donald; Cook, Stuart; Aiello, Stephen; Christie, Duncan; Sinfield, David; Steagall, Marcus; Aguayo, Claudio

2017-01-01

This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first…

Virtual Reality for Training and Lifelong Learning

ERIC Educational Resources Information Center

Mellet-d'Huart, Daniel

2009-01-01

This article covers the application of virtual reality (VR) to training and lifelong learning. A number of considerations concerning the design of VR applications are included. The introduction is dedicated to the more general aspects of applying VR to training. From multiple perspectives, we will provide an overview of existing applications with…

Improving the Efficiency of Virtual Reality Training by Integrating Partly Observational Learning

ERIC Educational Resources Information Center

Yuviler-Gavish, Nirit; Rodríguez, Jorge; Gutiérrez, Teresa; Sánchez, Emilio; Casado, Sara

2014-01-01

The current study hypothesized that integrating partly observational learning into virtual reality training systems (VRTS) can enhance training efficiency for procedural tasks. A common approach in designing VRTS is the enactive approach, which stresses the importance of physical actions within the environment to enhance perception and improve…

Transforming Clinical Imaging and 3D Data for Virtual Reality Learning Objects: HTML5 and Mobile Devices Implementation

ERIC Educational Resources Information Center

Trelease, Robert B.; Nieder, Gary L.

2013-01-01

Web deployable anatomical simulations or "virtual reality learning objects" can easily be produced with QuickTime VR software, but their use for online and mobile learning is being limited by the declining support for web browser plug-ins for personal computers and unavailability on popular mobile devices like Apple iPad and Android…

Integrating Video-Capture Virtual Reality Technology into a Physically Interactive Learning Environment for English Learning

ERIC Educational Resources Information Center

Yang, Jie Chi; Chen, Chih Hung; Jeng, Ming Chang

2010-01-01

The aim of this study is to design and develop a Physically Interactive Learning Environment, the PILE system, by integrating video-capture virtual reality technology into a classroom. The system is designed for elementary school level English classes where students can interact with the system through physical movements. The system is designed to…

Virtual reality in surgical skills training.

PubMed

Palter, Vanessa N; Grantcharov, Teodor P

2010-06-01

With recent concerns regarding patient safety, and legislation regarding resident work hours, it is accepted that a certain amount of surgical skills training will transition to the surgical skills laboratory. Virtual reality offers enormous potential to enhance technical and non-technical skills training outside the operating room. Virtual-reality systems range from basic low-fidelity devices to highly complex virtual environments. These systems can act as training and assessment tools, with the learned skills effectively transferring to an analogous clinical situation. Recent developments include expanding the role of virtual reality to allow for holistic, multidisciplinary team training in simulated operating rooms, and focusing on the role of virtual reality in evidence-based surgical curriculum design. Copyright 2010 Elsevier Inc. All rights reserved.

Exploring Learning through Audience Interaction in Virtual Reality Dome Theaters

NASA Astrophysics Data System (ADS)

Apostolellis, Panagiotis; Daradoumis, Thanasis

Informal learning in public spaces like museums, science centers and planetariums is increasingly popular during the last years. Recent advancements in large-scale displays allowed contemporary technology-enhanced museums to get equipped with digital domes, some with real-time capabilities like Virtual Reality systems. By conducting extensive literature review we have come to the conclusion that little to no research has been carried out on the leaning outcomes that the combination of VR and audience interaction can provide in the immersive environments of dome theaters. Thus, we propose that audience collaboration in immersive virtual reality environments presents a promising approach to support effective learning in groups of school aged children.

Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to Enhance Music Conducting Skills

ERIC Educational Resources Information Center

Orman, Evelyn K.; Price, Harry E.; Russell, Christine R.

2017-01-01

Acquiring nonverbal skills necessary to appropriately communicate and educate members of performing ensembles is essential for wind band conductors. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso…

From Idea to Virtual Reality: ALADIN - The Adult Learning Documentation and Information Network. Report of a CONFINTEA V Workshop and Its Follow-Up.

ERIC Educational Resources Information Center

Giere, Ursula, Ed.; Imel, Susan, Ed.

This publication contains the story of how the idea for a network conceived through CONFINTEA V became a [virtual] reality in ALADIN, the Adult Learning Documentation and Information Network. Part I contains 15 papers delivered as a part of the CONFINTEA workshop, "Global Community of Adult Learning through Information and Documentation:…

ME science as mobile learning based on virtual reality

NASA Astrophysics Data System (ADS)

Fradika, H. D.; Surjono, H. D.

2018-04-01

The purpose of this article described about ME Science (Mobile Education Science) as mobile learning application learning of Fisika Inti. ME Science is a product of research and development (R&D) that was using Alessi and Trollip model. Alessi and Trollip model consists three stages that are: (a) planning include analysis of problems, goals, need, and idea of development product, (b) designing includes collecting of materials, designing of material content, creating of story board, evaluating and review product, (c) developing includes development of product, alpha testing, revision of product, validation of product, beta testing, and evaluation of product. The article describes ME Science only to development of product which include development stages. The result of development product has been generates mobile learning application based on virtual reality that can be run on android-based smartphone. These application consist a brief description of learning material, quizzes, video of material summery, and learning material based on virtual reality.

Social Gaming and Learning Applications: A Driving Force for the Future of Virtual and Augmented Reality?

NASA Astrophysics Data System (ADS)

Dörner, Ralf; Lok, Benjamin; Broll, Wolfgang

Backed by a large consumer market, entertainment and education applications have spurred developments in the fields of real-time rendering and interactive computer graphics. Relying on Computer Graphics methodologies, Virtual Reality and Augmented Reality benefited indirectly from this; however, there is no large scale demand for VR and AR in gaming and learning. What are the shortcomings of current VR/AR technology that prevent a widespread use in these application areas? What advances in VR/AR will be necessary? And what might future “VR-enhanced” gaming and learning look like? Which role can and will Virtual Humans play? Concerning these questions, this article analyzes the current situation and provides an outlook on future developments. The focus is on social gaming and learning.

Summer Students in Virtual Reality: A Pilot Study on Educational Applications of Virtual Reality Technology.

ERIC Educational Resources Information Center

Bricken, Meredith; Byrne, Chris M.

The goal of this study was to take a first step in evaluating the potential of virtual reality (VR) as a learning environment. The context of the study was The Technology Academy, a technology-oriented summer day camp for students ages 5-18, where student activities center around hands-on exploration of new technology (e.g., robotics, MIDI digital…

Armagh Observatory - Historic Building Information Modelling for Virtual Learning in Building Conservation

NASA Astrophysics Data System (ADS)

Murphy, M.; Chenaux, A.; Keenaghan, G.; GIbson, V..; Butler, J.; Pybusr, C.

2017-08-01

In this paper the recording and design for a Virtual Reality Immersive Model of Armagh Observatory is presented, which will replicate the historic buildings and landscape with distant meridian markers and position of its principal historic instruments within a model of the night sky showing the position of bright stars. The virtual reality model can be used for educational purposes allowing the instruments within the historic building model to be manipulated within 3D space to demonstrate how the position measurements of stars were made in the 18th century. A description is given of current student and researchers activities concerning on-site recording and surveying and the virtual modelling of the buildings and landscape. This is followed by a design for a Virtual Reality Immersive Model of Armagh Observatory use game engine and virtual learning platforms and concepts.

Virtual Reality at the PC Level

NASA Technical Reports Server (NTRS)

Dean, John

1998-01-01

The main objective of my research has been to incorporate virtual reality at the desktop level; i.e., create virtual reality software that can be run fairly inexpensively on standard PC's. The standard language used for virtual reality on PC's is VRML (Virtual Reality Modeling Language). It is a new language so it is still undergoing a lot of changes. VRML 1.0 came out only a couple years ago and VRML 2.0 came out around last September. VRML is an interpreted language that is run by a web browser plug-in. It is fairly flexible in terms of allowing you to create different shapes and animations. Before this summer, I knew very little about virtual reality and I did not know VRML at all. I learned the VRML language by reading two books and experimenting on a PC. The following topics are presented: CAD to VRML, VRML 1.0 to VRML 2.0, VRML authoring tools, VRML browsers, finding virtual reality applications, the AXAF project, the VRML generator program, web communities and future plans.

Interpretations of virtual reality.

PubMed

Voiskounsky, Alexander

2011-01-01

University students were surveyed to learn what they know about virtual realities. The two studies were administered with a half-year interval in which the students (N=90, specializing either in mathematics and science, or in social science and humanities) were asked to name particular examples of virtual realities. The second, but not the first study, was administered after the participants had the chance to see the movie "Avatar" (no investigation was held into whether they really saw it). While the students in both studies widely believed that activities such as social networking and online gaming represent virtual realities, some other examples provided by the students in the two studies differ: in the second study the participants expressed a better understanding of the items related to virtual realities. At the same time, not a single participant reported particular psychological states (either regular or altered) as examples of virtual realities. Profound popularization efforts need to be done to acquaint the public, including college students, with virtual realities and let the public adequately understand how such systems work.

Foreign language learning in immersive virtual environments

NASA Astrophysics Data System (ADS)

Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton

2012-03-01

Virtual reality has long been used for training simulations in fields from medicine to welding to vehicular operation, but simulations involving more complex cognitive skills present new design challenges. Foreign language learning, for example, is increasingly vital in the global economy, but computer-assisted education is still in its early stages. Immersive virtual reality is a promising avenue for language learning as a way of dynamically creating believable scenes for conversational training and role-play simulation. Visual immersion alone, however, only provides a starting point. We suggest that the addition of social interactions and motivated engagement through narrative gameplay can lead to truly effective language learning in virtual environments. In this paper, we describe the development of a novel application for teaching Mandarin using CAVE-like VR, physical props, human actors and intelligent virtual agents, all within a semester-long multiplayer mystery game. Students travel (virtually) to China on a class field trip, which soon becomes complicated with intrigue and mystery surrounding the lost manuscript of an early Chinese literary classic. Virtual reality environments such as the Forbidden City and a Beijing teahouse provide the setting for learning language, cultural traditions, and social customs, as well as the discovery of clues through conversation in Mandarin with characters in the game.

Open Source Meets Virtual Reality--An Instructor's Journey Unearths New Opportunities for Learning, Community, and Academia

ERIC Educational Resources Information Center

O'Connor, Eileen A.

2015-01-01

Opening with the history, recent advances, and emerging ways to use avatar-based virtual reality, an instructor who has used virtual environments since 2007 shares how these environments bring more options to community building, teaching, and education. With the open-source movement, where the source code for virtual environments was made…

Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study.

PubMed

Ekstrand, Chelsea; Jamal, Ali; Nguyen, Ron; Kudryk, Annalise; Mann, Jennifer; Mendez, Ivar

2018-02-23

Spatial 3-dimensional understanding of the brain is essential to learning neuroanatomy, and 3-dimensional learning techniques have been proposed as tools to enhance neuroanatomy training. The aim of this study was to examine the impact of immersive virtual-reality neuroanatomy training and compare it to traditional paper-based methods. In this randomized controlled study, participants consisted of first- or second-year medical students from the University of Saskatchewan recruited via email and posters displayed throughout the medical school. Participants were randomly assigned to the virtual-reality group or the paper-based group and studied the spatial relations between neural structures for 12 minutes after performing a neuroanatomy baseline test, with both test and control questions. A postintervention test was administered immediately after the study period and 5-9 days later. Satisfaction measures were obtained. Of the 66 participants randomly assigned to the study groups, 64 were included in the final analysis, 31 in the virtual-reality group and 33 in the paper-based group. The 2 groups performed comparably on the baseline questions and showed significant performance improvement on the test questions following study. There were no significant differences between groups for the control questions, the postintervention test questions or the 7-day postintervention test questions. Satisfaction survey results indicated that neurophobia was decreased. Results from this study provide evidence that training in neuroanatomy in an immersive and interactive virtual-reality environment may be an effective neuroanatomy learning tool that warrants further study. They also suggest that integration of virtual-reality into neuroanatomy training may improve knowledge retention, increase study motivation and decrease neurophobia. Copyright 2018, Joule Inc. or its licensors.

Immersive and interactive virtual reality to improve learning and retention of neuroanatomy in medical students: a randomized controlled study

PubMed Central

Ekstrand, Chelsea; Jamal, Ali; Nguyen, Ron; Kudryk, Annalise; Mann, Jennifer; Mendez, Ivar

2018-01-01

Background: Spatial 3-dimensional understanding of the brain is essential to learning neuroanatomy, and 3-dimensional learning techniques have been proposed as tools to enhance neuroanatomy training. The aim of this study was to examine the impact of immersive virtual-reality neuroanatomy training and compare it to traditional paper-based methods. Methods: In this randomized controlled study, participants consisted of first- or second-year medical students from the University of Saskatchewan recruited via email and posters displayed throughout the medical school. Participants were randomly assigned to the virtual-reality group or the paper-based group and studied the spatial relations between neural structures for 12 minutes after performing a neuroanatomy baseline test, with both test and control questions. A postintervention test was administered immediately after the study period and 5-9 days later. Satisfaction measures were obtained. Results: Of the 66 participants randomly assigned to the study groups, 64 were included in the final analysis, 31 in the virtual-reality group and 33 in the paper-based group. The 2 groups performed comparably on the baseline questions and showed significant performance improvement on the test questions following study. There were no significant differences between groups for the control questions, the postintervention test questions or the 7-day postintervention test questions. Satisfaction survey results indicated that neurophobia was decreased. Interpretation: Results from this study provide evidence that training in neuroanatomy in an immersive and interactive virtual-reality environment may be an effective neuroanatomy learning tool that warrants further study. They also suggest that integration of virtual-reality into neuroanatomy training may improve knowledge retention, increase study motivation and decrease neurophobia. PMID:29510979

Learner Presence, Perception, and Learning Achievements in Augmented-Reality-Mediated Learning Environments

ERIC Educational Resources Information Center

Chen, Yu-Hsuan; Wang, Chang-Hwa

2018-01-01

Although research has indicated that augmented reality (AR)-facilitated instruction improves learning performance, further investigation of the usefulness of AR from a psychological perspective has been recommended. Researchers consider presence a major psychological effect when users are immersed in virtual reality environments. However, most…

Revolutionizing Education: The Promise of Virtual Reality

ERIC Educational Resources Information Center

Gadelha, Rene

2018-01-01

Virtual reality (VR) has the potential to revolutionize education, as it immerses students in their learning more than any other available medium. By blocking out visual and auditory distractions in the classroom, it has the potential to help students deeply connect with the material they are learning in a way that has never been possible before.…

Virtual Reality for Life Skills Education: Program Evaluation

ERIC Educational Resources Information Center

Vogel, Jennifer; Bowers, Clint; Meehan, Cricket; Hoeft, Raegan; Bradley, Kristy

2004-01-01

A program evaluation was completed for a Virtual Reality (VR) pilot project intended to aid deaf children in learning various life skills which they may be at risk of not adequately learning. Such skills include crossing the street safely, exiting a building during a fire drill, and avoiding situations in which strangers may harm them. The VR was…

Incorporating Kansei Engineering in Instructional Design: Designing Virtual Reality Based Learning Environments from a Novel Perspective

ERIC Educational Resources Information Center

Chuah, Kee Man; Chen, Chwen Jen; Teh, Chee Siong

2008-01-01

In recent years, the application of virtual reality (VR) technology in education is rapidly gaining momentum. The educational benefits offered by such technology have prompted many educators as well as instructional designers to investigate ways to create effective and engaging VR learning. Instructional designers have examined widely the…

Computer-Assisted Culture Learning in an Online Augmented Reality Environment Based on Free-Hand Gesture Interaction

ERIC Educational Resources Information Center

Yang, Mau-Tsuen; Liao, Wan-Che

2014-01-01

The physical-virtual immersion and real-time interaction play an essential role in cultural and language learning. Augmented reality (AR) technology can be used to seamlessly merge virtual objects with real-world images to realize immersions. Additionally, computer vision (CV) technology can recognize free-hand gestures from live images to enable…

A One-Year Case Study: Understanding the Rich Potential of Project-Based Learning in a Virtual Reality Class for High School Students

ERIC Educational Resources Information Center

Morales, Teresa M.; Bang, EunJin; Andre, Thomas

2013-01-01

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one…

Teaching Students to Build Historical Buildings in Virtual Reality: A Didactic Strategy for Learning History of Art in Secondary Education

ERIC Educational Resources Information Center

Frontera, Eloi Biosca

2009-01-01

This article is a summary and conclusions of a field study carried out in a secondary education classroom with the aim of experimenting and observing how 13-year-old students learn the history of architecture by using complex virtual reality software. Within the framework of autonomous and active learning, students act as builders of some of the…

Using Immersive Virtual Reality for Electrical Substation Training

ERIC Educational Resources Information Center

Tanaka, Eduardo H.; Paludo, Juliana A.; Cordeiro, Carlúcio S.; Domingues, Leonardo R.; Gadbem, Edgar V.; Euflausino, Adriana

2015-01-01

Usually, distribution electricians are called upon to solve technical problems found in electrical substations. In this project, we apply problem-based learning to a training program for electricians, with the help of a virtual reality environment that simulates a real substation. Using this virtual substation, users may safely practice maneuvers…

Theoretical Bases for Using Virtual Reality in Education

ERIC Educational Resources Information Center

Chen, Chwen Jen

2009-01-01

This article elaborates on how the technical capabilities of virtual reality support the constructivist learning principles. It introduces VRID, a model for instructional design and development that offers explicit guidance on how to produce an educational virtual environment. The define phase of VRID consists of three main tasks: forming a…

Virtual Reality and Simulation in Neurosurgical Training.

PubMed

Bernardo, Antonio

2017-10-01

Recent biotechnological advances, including three-dimensional microscopy and endoscopy, virtual reality, surgical simulation, surgical robotics, and advanced neuroimaging, have continued to mold the surgeon-computer relationship. For developing neurosurgeons, such tools can reduce the learning curve, improve conceptual understanding of complex anatomy, and enhance visuospatial skills. We explore the current and future roles and application of virtual reality and simulation in neurosurgical training. Copyright © 2017 Elsevier Inc. All rights reserved.

Short-term motor learning through non-immersive virtual reality task in individuals with down syndrome.

PubMed

de Mello Monteiro, Carlos Bandeira; da Silva, Talita Dias; de Abreu, Luiz Carlos; Fregni, Felipe; de Araujo, Luciano Vieira; Ferreira, Fernando Henrique Inocêncio Borba; Leone, Claudio

2017-04-14

Down syndrome (DS) has unique physical, motor and cognitive characteristics. Despite cognitive and motor difficulties, there is a possibility of intervention based on the knowledge of motor learning. However, it is important to study the motor learning process in individuals with DS during a virtual reality task to justify the use of virtual reality to organize intervention programs. The aim of this study was to analyze the motor learning process in individuals with DS during a virtual reality task. A total of 40 individuals participated in this study, 20 of whom had DS (24 males and 8 females, mean age of 19 years, ranging between 14 and 30 yrs.) and 20 typically developing individuals (TD) who were matched by age and gender to the individuals with DS. To examine this issue, we used software that uses 3D images and reproduced a coincidence-timing task. The results showed that all individuals improved performance in the virtual task, but the individuals with DS that started the task with worse performance showed higher difference from the beginning. Besides that, they were able to retain and transfer the performance with increase of speed of the task. Individuals with DS are able to learn movements from virtual tasks, even though the movement time was higher compared to the TD individuals. The results showed that individuals with DS who started with low performance improved coincidence- timing task with virtual objects, but were less accurate than typically developing individuals. ClinicalTrials.gov Identifier: NCT02719600 .

Integrating a Mobile Augmented Reality Activity to Contextualize Student Learning of a Socioscienti?c Issue

ERIC Educational Resources Information Center

Chang, Hsin-Yi; Wu, Hsin-Kai; Hsu, Ying-Shao

2013-01-01

virtual objects or information overlaying physical objects or environments, resulting in a mixed reality in which virtual objects and real environments coexist in a meaningful way to augment learning…

Productive confusions: learning from simulations of pandemic virus outbreaks in Second Life

NASA Astrophysics Data System (ADS)

Cárdenas, Micha; Greci, Laura S.; Hurst, Samantha; Garman, Karen; Hoffman, Helene; Huang, Ricky; Gates, Michael; Kho, Kristen; Mehrmand, Elle; Porteous, Todd; Calvitti, Alan; Higginbotham, Erin; Agha, Zia

2011-03-01

Users of immersive virtual reality environments have reported a wide variety of side and after effects including the confusion of characteristics of the real and virtual worlds. Perhaps this side effect of confusing the virtual and real can be turned around to explore the possibilities for immersion with minimal technological support in virtual world group training simulations. This paper will describe observations from my time working as an artist/researcher with the UCSD School of Medicine (SoM) and Veterans Administration San Diego Healthcare System (VASDHS) to develop trainings for nurses, doctors and Hospital Incident Command staff that simulate pandemic virus outbreaks. By examining moments of slippage between realities, both into and out of the virtual environment, moments of the confusion of boundaries between real and virtual, we can better understand methods for creating immersion. I will use the mixing of realities as a transversal line of inquiry, borrowing from virtual reality studies, game studies, and anthropological studies to better understand the mechanisms of immersion in virtual worlds. Focusing on drills conducted in Second Life, I will examine moments of training to learn the software interface, moments within the drill and interviews after the drill.

Mixed virtual reality simulation--taking endoscopic simulation one step further.

PubMed

Courteille, O; Felländer-Tsai, L; Hedman, L; Kjellin, A; Enochsson, L; Lindgren, G; Fors, U

2011-01-01

This pilot study aimed to assess medical students' appraisals of a "mixed" virtual reality simulation for endoscopic surgery (with a virtual patient case in addition to a virtual colonoscopy) as well as the impact of this simulation set-up on students' performance. Findings indicate that virtual patients can enhance contextualization of simulated endoscopy and thus facilitate an authentic learning environment, which is important in order to increase motivation.

A 3-D Virtual Reality Model of the Sun and the Moon for E-Learning at Elementary Schools

ERIC Educational Resources Information Center

Sun, Koun-Tem; Lin, Ching-Ling; Wang, Sheng-Min

2010-01-01

The relative positions of the sun, moon, and earth, their movements, and their relationships are abstract and difficult to understand astronomical concepts in elementary school science. This study proposes a three-dimensional (3-D) virtual reality (VR) model named the "Sun and Moon System." This e-learning resource was designed by…

A Cross-Case Analysis of Gender Issues in Desktop Virtual Reality Learning Environments

ERIC Educational Resources Information Center

Ausburn, Lynna J.; Martens, Jon; Washington, Andre; Steele, Debra; Washburn, Earlene

2009-01-01

This study examined gender-related issues in using new desktop virtual reality (VR) technology as a learning tool in career and technical education (CTE). Using relevant literature, theory, and cross-case analysis of data and findings, the study compared and analyzed the outcomes of two recent studies conducted by a research team at Oklahoma State…

Creativity in Technology Education Facilitated through Virtual Reality Learning Environments: A Case Study

ERIC Educational Resources Information Center

Thorsteinsson, Gisli; Page, Tom

2007-01-01

Innovation Education (IE) is a new subject area in Icelandic schools. The aim of the subject is to train students to identify the needs and problems in their environment and to develop solutions: a process of ideation. This activity has been classroom based but now a Virtual Reality Learning Environment technology (VRLE) has been designed to…

Virtual reality in ophthalmology training.

PubMed

Khalifa, Yousuf M; Bogorad, David; Gibson, Vincent; Peifer, John; Nussbaum, Julian

2006-01-01

Current training models are limited by an unstructured curriculum, financial costs, human costs, and time constraints. With the newly mandated resident surgical competency, training programs are struggling to find viable methods of assessing and documenting the surgical skills of trainees. Virtual-reality technologies have been used for decades in flight simulation to train and assess competency, and there has been a recent push in surgical specialties to incorporate virtual-reality simulation into residency programs. These efforts have culminated in an FDA-approved carotid stenting simulator. What role virtual reality will play in the evolution of ophthalmology surgical curriculum is uncertain. The current apprentice system has served the art of surgery for over 100 years, and we foresee virtual reality working synergistically with our current curriculum modalities to streamline and enhance the resident's learning experience.

Full Immersive Virtual Environment Cave[TM] in Chemistry Education

ERIC Educational Resources Information Center

Limniou, M.; Roberts, D.; Papadopoulos, N.

2008-01-01

By comparing two-dimensional (2D) chemical animations designed for computer's desktop with three-dimensional (3D) chemical animations designed for the full immersive virtual reality environment CAVE[TM] we studied how virtual reality environments could raise student's interest and motivation for learning. By using the 3ds max[TM], we can visualize…

The benefits of virtual reality simulator training for laparoscopic surgery.

PubMed

Hart, Roger; Karthigasu, Krishnan

2007-08-01

Virtual reality is a computer-generated system that provides a representation of an environment. This review will analyse the literature with regard to any benefit to be derived from training with virtual reality equipment and to describe the current equipment available. Virtual reality systems are not currently realistic of the live operating environment because they lack tactile sensation, and do not represent a complete operation. The literature suggests that virtual reality training is a valuable learning tool for gynaecologists in training, particularly those in the early stages of their careers. Furthermore, it may be of benefit for the ongoing audit of surgical skills and for the early identification of a surgeon's deficiencies before operative incidents occur. It is only a matter of time before realistic virtual reality models of most complete gynaecological operations are available, with improved haptics as a result of improved computer technology. It is inevitable that in the modern climate of litigation virtual reality training will become an essential part of clinical training, as evidence for its effectiveness as a training tool exists, and in many countries training by operating on live animals is not possible.

Physical Models and Virtual Reality Simulators in Otolaryngology.

PubMed

Javia, Luv; Sardesai, Maya G

2017-10-01

The increasing role of simulation in the medical education of future otolaryngologists has followed suit with other surgical disciplines. Simulators make it possible for the resident to explore and learn in a safe and less stressful environment. The various subspecialties in otolaryngology use physical simulators and virtual-reality simulators. Although physical simulators allow the operator to make direct contact with its components, virtual-reality simulators allow the operator to interact with an environment that is computer generated. This article gives an overview of the various types of physical simulators and virtual-reality simulators used in otolaryngology that have been reported in the literature. Copyright © 2017 Elsevier Inc. All rights reserved.

Learning Relative Motion Concepts in Immersive and Non-Immersive Virtual Environments

ERIC Educational Resources Information Center

Kozhevnikov, Michael; Gurlitt, Johannes; Kozhevnikov, Maria

2013-01-01

The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop…

Three Primary School Students' Cognition about 3D Rotation in a Virtual Reality Learning Environment

ERIC Educational Resources Information Center

Yeh, Andy

2010-01-01

This paper reports on three primary school students' explorations of 3D rotation in a virtual reality learning environment (VRLE) named VRMath. When asked to investigate if you would face the same direction when you turn right 45 degrees first then roll up 45 degrees, or when you roll up 45 degrees first then turn right 45 degrees, the students…

Introduction to Virtual Reality in Education

ERIC Educational Resources Information Center

Dede, Chris

2009-01-01

As an emerging technology for learning, virtual reality (VR) dates back four decades, to early work by Ivan Sutherland in the late 1960s. At long last, interactive media are emerging that offer the promise of VR in everyday settings. Quasi-VR already is commonplace in 2-1/2-D virtual environments like Second Life and in massively multiplayer…

The Use of Virtual Reality for Creating Unusual Environmental Stimulation to Motivate Students to Explore Creative Ideas

ERIC Educational Resources Information Center

Lau, Kung Wong; Lee, Pui Yuen

2015-01-01

This paper discusses the roles of simulation in creativity education and how to apply immersive virtual environments to enhance students' learning experiences in university, through the provision of interactive simulations. An empirical study of a simulated virtual reality was carried out in order to investigate the effectiveness of providing…

Virtual Worlds vs Books and Videos in History Education

ERIC Educational Resources Information Center

Ijaz, Kiran; Bogdanovych, Anton; Trescak, Tomas

2017-01-01

In this paper, we investigate an application of virtual reality and artificial intelligence (AI) as a technological combination that has a potential to improve the learning experience and engage with the modern generation of students. To address this need, we have created a virtual reality replica of one of humanity's first cities, the city of…

Laparoscopic varicocelectomy: virtual reality training and learning curve.

PubMed

Wang, Zheng; Ni, Yuhua; Zhang, Yinan; Jin, Xunbo; Xia, Qinghua; Wang, Hanbo

2014-01-01

To explore the role that virtual reality training might play in the learning curve of laparoscopic varicocelectomy. A total of 1326 laparoscopic varicocelectomy cases performed by 16 participants from July 2005 to June 2012 were retrospectively analyzed. The participants were divided into 2 groups: group A was trained by laparoscopic trainer boxes; group B was trained by a virtual reality training course preoperatively. The operation time curves were drafted, and the learning, improving, and platform stages were divided and statistically confirmed. The operation time and number of cases in the learning and improving stages of both groups were compared. Testicular artery sparing failure and postoperative hydroceles rate were statistically analyzed for the confirmation of the learning curve. The learning curve of laparoscopic varicocelectomy was 15 cases, and with 14 cases more, it came into the platform stage. The number of cases for the learning stages of both groups showed no statistical difference (P=.49), but the operation time of group B for the learning stage was less than that of group A (P<.00001). The number of cases of group B for the improving stage was significantly less than that of group A (P=.005), but the operation time of both groups in the improving stage showed no difference (P=.30). The difference of testicular artery sparing failure rates among these 3 stages was proved significant (P<.0001), the postoperative hydroceles rate showed no statistical difference (P=.60). The virtual reality training shortened the operation time in the learning stage and hastened the trainees' steps in the improving stage, but did not shorten the learning curve as expected to.

A Collaborative Virtual Environment for Situated Language Learning Using VEC3D

ERIC Educational Resources Information Center

Shih, Ya-Chun; Yang, Mau-Tsuen

2008-01-01

A 3D virtually synchronous communication architecture for situated language learning has been designed to foster communicative competence among undergraduate students who have studied English as a foreign language (EFL). We present an innovative approach that offers better e-learning than the previous virtual reality educational applications. The…

[Virtual reality simulation training in gynecology: review and perspectives].

PubMed

Ricard-Gauthier, Dominique; Popescu, Silvia; Benmohamed, Naida; Petignat, Patrick; Dubuisson, Jean

2016-10-26

Laparoscopic simulation has rapidly become an important tool for learning and acquiring technical skills in surgery. It is based on two different complementary pedagogic tools : the box model trainer and the virtual reality simulator. The virtual reality simulator has shown its efficiency by improving surgical skills, decreasing operating time, improving economy of movements and improving self-confidence. The main objective of this tool is the opportunity to easily organize a regular, structured and uniformed training program enabling an automated individualized feedback.

Designing 3 Dimensional Virtual Reality Using Panoramic Image

NASA Astrophysics Data System (ADS)

Wan Abd Arif, Wan Norazlinawati; Wan Ahmad, Wan Fatimah; Nordin, Shahrina Md.; Abdullah, Azrai; Sivapalan, Subarna

The high demand to improve the quality of the presentation in the knowledge sharing field is to compete with rapidly growing technology. The needs for development of technology based learning and training lead to an idea to develop an Oil and Gas Plant Virtual Environment (OGPVE) for the benefit of our future. Panoramic Virtual Reality learning based environment is essential in order to help educators overcome the limitations in traditional technical writing lesson. Virtual reality will help users to understand better by providing the simulations of real-world and hard to reach environment with high degree of realistic experience and interactivity. Thus, in order to create a courseware which will achieve the objective, accurate images of intended scenarios must be acquired. The panorama shows the OGPVE and helps to generate ideas to users on what they have learnt. This paper discusses part of the development in panoramic virtual reality. The important phases for developing successful panoramic image are image acquisition and image stitching or mosaicing. In this paper, the combination of wide field-of-view (FOV) and close up image used in this panoramic development are also discussed.

Virtualisation Devices for Student Learning: Comparison between Desktop-Based (Oculus Rift) and Mobile-Based (Gear VR) Virtual Reality in Medical and Health Science Education

ERIC Educational Resources Information Center

Moro, Christian; Stromberga, Zane; Stirling, Allan

2017-01-01

Consumer-grade virtual reality has recently become available for both desktop and mobile platforms and may redefine the way that students learn. However, the decision regarding which device to utilise within a curriculum is unclear. Desktop-based VR has considerably higher setup costs involved, whereas mobile-based VR cannot produce the quality of…

Collaboration and Dialogue in Virtual Reality

ERIC Educational Resources Information Center

Jensen, Camilla Gyldendahl

2017-01-01

"Virtual reality" adds a new dimension to problem-based learning (PBL) environments in the architecture and building construction educations, where a realistic and lifelike presence in a building enables students to assess and discuss how the various solutions interact with each other. Combined with "Building Information…

Virtual Reality Enhanced Instructional Learning

ERIC Educational Resources Information Center

Nachimuthu, K.; Vijayakumari, G.

2009-01-01

Virtual Reality (VR) is a creation of virtual 3D world in which one can feel and sense the world as if it is real. It is allowing engineers to design machines and Educationists to design AV [audiovisual] equipment in real time but in 3-dimensional hologram as if the actual material is being made and worked upon. VR allows a least-cost (energy…

A randomized, double-blind evaluation of D-cycloserine or alprazolam combined with virtual reality exposure therapy for posttraumatic stress disorder in Iraq and Afghanistan War veterans.

PubMed

Rothbaum, Barbara Olasov; Price, Matthew; Jovanovic, Tanja; Norrholm, Seth D; Gerardi, Maryrose; Dunlop, Boadie; Davis, Michael; Bradley, Bekh; Duncan, Erica J; Rizzo, Albert; Ressler, Kerry J

2014-06-01

The authors examined the effectiveness of virtual reality exposure augmented with D-cycloserine or alprazolam, compared with placebo, in reducing posttraumatic stress disorder (PTSD) due to military trauma. After an introductory session, five sessions of virtual reality exposure were augmented with D-cycloserine (50 mg) or alprazolam (0.25 mg) in a double-blind, placebo-controlled randomized clinical trial for 156 Iraq and Afghanistan war veterans with PTSD. PTSD symptoms significantly improved from pre- to posttreatment across all conditions and were maintained at 3, 6, and 12 months. There were no overall differences in symptoms between D-cycloserine and placebo at any time. Alprazolam and placebo differed significantly on the Clinician-Administered PTSD Scale score at posttreatment and PTSD diagnosis at 3 months posttreatment; the alprazolam group showed a higher rate of PTSD (82.8%) than the placebo group (47.8%). Between-session extinction learning was a treatment-specific enhancer of outcome for the D-cycloserine group only. At posttreatment, the D-cycloserine group had the lowest cortisol reactivity and smallest startle response during virtual reality scenes. A six-session virtual reality treatment was associated with reduction in PTSD diagnoses and symptoms in Iraq and Afghanistan veterans, although there was no control condition for the virtual reality exposure. There was no advantage of D-cycloserine for PTSD symptoms in primary analyses. In secondary analyses, alprazolam impaired recovery and D-cycloserine enhanced virtual reality outcome in patients who demonstrated within-session learning. D-cycloserine augmentation reduced cortisol and startle reactivity more than did alprazolam or placebo, findings that are consistent with those in the animal literature.

Augmented Virtual Reality: How to Improve Education Systems

ERIC Educational Resources Information Center

Fernandez, Manuel

2017-01-01

This essay presents and discusses the developing role of virtual and augmented reality technologies in education. Addressing the challenges in adapting such technologies to focus on improving students' learning outcomes, the author discusses the inclusion of experiential modes as a vehicle for improving students' knowledge acquisition.…

[What do virtual reality tools bring to child and adolescent psychiatry?

PubMed

Bioulac, S; de Sevin, E; Sagaspe, P; Claret, A; Philip, P; Micoulaud-Franchi, J A; Bouvard, M P

2018-06-01

Virtual reality is a relatively new technology that enables individuals to immerse themselves in a virtual world. It offers several advantages including a more realistic, lifelike environment that may allow subjects to "forget" they are being assessed, allow a better participation and an increased generalization of learning. Moreover, the virtual reality system can provide multimodal stimuli, such as visual and auditory stimuli, and can also be used to evaluate the patient's multimodal integration and to aid rehabilitation of cognitive abilities. The use of virtual reality to treat various psychiatric disorders in adults (phobic anxiety disorders, post-traumatic stress disorder, eating disorders, addictions…) and its efficacy is supported by numerous studies. Similar research for children and adolescents is lagging behind. This may be particularly beneficial to children who often show great interest and considerable success on computer, console or videogame tasks. This article will expose the main studies that have used virtual reality with children and adolescents suffering from psychiatric disorders. The use of virtual reality to treat anxiety disorders in adults is gaining popularity and its efficacy is supported by various studies. Most of the studies attest to the significant efficacy of the virtual reality exposure therapy (or in virtuo exposure). In children, studies have covered arachnophobia social anxiety and school refusal phobia. Despite the limited number of studies, results are very encouraging for treatment in anxiety disorders. Several studies have reported the clinical use of virtual reality technology for children and adolescents with autistic spectrum disorders (ASD). Extensive research has proven the efficiency of technologies as support tools for therapy. Researches are found to be focused on communication and on learning and social imitation skills. Virtual reality is also well accepted by subjects with ASD. The virtual environment offers the opportunity to administer controlled tasks such as the typical neuropsychological tools, but in an environment much more like a standard classroom. The virtual reality classroom offers several advantages compared to classical tools such as more realistic and lifelike environment but also records various measures in standardized conditions. Most of the studies using a virtual classroom have found that children with Attention Deficit/Hyperactivity Disorder make significantly fewer correct hits and more commission errors compared with controls. The virtual classroom has proven to be a good clinical tool for evaluation of attention in ADHD. For eating disorders, cognitive behavioural therapy (CBT) program enhanced by a body image specific component using virtual reality techniques was shown to be more efficient than cognitive behavioural therapy alone. The body image-specific component using virtual reality techniques boots efficiency and accelerates the CBT change process for eating disorders. Virtual reality is a relatively new technology and its application in child and adolescent psychiatry is recent. However, this technique is still in its infancy and much work is needed including controlled trials before it can be introduced in routine clinical use. Virtual reality interventions should also investigate how newly acquired skills are transferred to the real world. At present virtual reality can be considered a useful tool in evaluation and treatment for child and adolescent disorders. Copyright © 2017 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

Simulation-based training for thoracoscopic lobectomy: a randomized controlled trial: virtual-reality versus black-box simulation.

PubMed

Jensen, Katrine; Ringsted, Charlotte; Hansen, Henrik Jessen; Petersen, René Horsleben; Konge, Lars

2014-06-01

Video-assisted thoracic surgery is gradually replacing conventional open thoracotomy as the method of choice for the treatment of early-stage non-small cell lung cancers, and thoracic surgical trainees must learn and master this technique. Simulation-based training could help trainees overcome the first part of the learning curve, but no virtual-reality simulators for thoracoscopy are commercially available. This study aimed to investigate whether training on a laparoscopic simulator enables trainees to perform a thoracoscopic lobectomy. Twenty-eight surgical residents were randomized to either virtual-reality training on a nephrectomy module or traditional black-box simulator training. After a retention period they performed a thoracoscopic lobectomy on a porcine model and their performance was scored using a previously validated assessment tool. The groups did not differ in age or gender. All participants were able to complete the lobectomy. The performance of the black-box group was significantly faster during the test scenario than the virtual-reality group: 26.6 min (SD 6.7 min) versus 32.7 min (SD 7.5 min). No difference existed between the two groups when comparing bleeding and anatomical and non-anatomical errors. Simulation-based training and targeted instructions enabled the trainees to perform a simulated thoracoscopic lobectomy. Traditional black-box training was more effective than virtual-reality laparoscopy training. Thus, a dedicated simulator for thoracoscopy should be available before establishing systematic virtual-reality training programs for trainees in thoracic surgery.

What Virtual Reality Research in Addictions Can Tell Us about the Future of Obesity Assessment and Treatment

PubMed Central

Bordnick, Patrick S; Carter, Brian L; Traylor, Amy C

2011-01-01

Virtual reality (VR), a system of human–computer interaction that allows researchers and clinicians to immerse people in virtual worlds, is gaining considerable traction as a research, education, and treatment tool. Virtual reality has been used successfully to treat anxiety disorders such as fear of flying and post-traumatic stress disorder, as an aid in stroke rehabilitation, and as a behavior modification aid in the treatment of attention deficit disorder. Virtual reality has also been employed in research on addictive disorders. Given the strong evidence that drug-dependent people are highly prone to use and relapse in the presence of environmental stimuli associated with drug use, VR is an ideal platform from which to study this relationship. Research using VR has shown that drug-dependent people react with strong craving to specific cues (e.g., cigarette packs, liquor bottles) as well as environments or settings (e.g., bar, party) associated with drug use. Virtual reality has also been used to enhance learning and generalization of relapse prevention skills in smokers by reinforcing these skills in lifelike environments. Obesity researchers and treatment professionals, building on the lessons learned from VR research in substance abuse, have the opportunity to adapt these methods for investigating their own research and treatment questions. Virtual reality is ideally suited to investigate the link between food cues and environmental settings with eating behaviors and self-report of hunger. In addition, VR can be used as a treatment tool for enhancing behavior modification goals to support healthy eating habits by reinforcing these goals in life–like situations. PMID:21527092

OpenSim-Supported Virtual Learning Environment: Transformative Content Representation, Facilitation, and Learning Activities

ERIC Educational Resources Information Center

Kim, Heesung; Ke, Fengfeng

2016-01-01

The pedagogical and design considerations for the use of a virtual reality (VR) learning environment are important for prospective and current teachers. However, empirical research investigating how preservice teachers interact with transformative content representation, facilitation, and learning activities in a VR educational simulation is still…

Comparing Virtual and Location-Based Augmented Reality Mobile Learning: Emotions and Learning Outcomes

ERIC Educational Resources Information Center

Harley, Jason M.; Poitras, Eric G.; Jarrell, Amanda; Duffy, Melissa C.; Lajoie, Susanne P.

2016-01-01

Research on the effectiveness of augmented reality (AR) on learning exists, but there is a paucity of empirical work that explores the role that positive emotions play in supporting learning in such settings. To address this gap, this study compared undergraduate students' emotions and learning outcomes during a guided historical tour using mobile…

Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms

ERIC Educational Resources Information Center

Jacob, Laura Beth

2012-01-01

Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in…

Evaluating the Effect on User Perception and Performance of Static and Dynamic Contents Deployed in Augmented Reality Based Learning Application

ERIC Educational Resources Information Center

Montoya, Mauricio Hincapié; Díaz, Christian Andrés; Moreno, Gustavo Adolfo

2017-01-01

Nowadays, the use of technology to improve teaching and learning experiences in the classroom has been promoted. One of these technologies is augmented reality, which allows overlaying layers of virtual information on real scene with the aim of increasing the perception that user has of reality. Augmented reality has proved to offer several…

Game-Based Learning in an OpenSim-Supported Virtual Environment on Perceived Motivational Quality of Learning

ERIC Educational Resources Information Center

Kim, Heesung; Ke, Fengfeng; Paek, Insu

2017-01-01

This experimental study was intended to examine whether game-based learning (GBL) that encompasses four particular game characteristics (challenges, a storyline, immediate rewards and the integration of game-play with learning content) in an OpenSimulator-supported virtual reality learning environment can improve perceived motivational quality of…

Are Spatial Visualization Abilities Relevant to Virtual Reality?

ERIC Educational Resources Information Center

Chen, Chwen Jen

2006-01-01

This study aims to investigate the effects of virtual reality (VR)-based learning environment on learners of different spatial visualization abilities. The findings of the aptitude-by-treatment interaction study have shown that learners benefit most from the Guided VR mode, irrespective of their spatial visualization abilities. This indicates that…

Application of Virtual Reality Technology in Biology Education.

ERIC Educational Resources Information Center

Shim, Kew-Cheol; Park, Jong-Seok; Kim, Hyun-Sup; Kim, Jae-Hyun; Park, Young-Chul; Ryu, Hai-Il

2003-01-01

Reports on the findings of a study designed to develop three-dimensional virtual reality technology (VRT) learning programs for middle school students and evaluate the program's educational value. Focuses on the topic of structure and function of the eye. Concludes that VRT simulations allow comfortable interaction with computers and increase the…

Novel Web-based Education Platforms for Information Communication utilizing Gamification, Virtual and Immersive Reality

NASA Astrophysics Data System (ADS)

Demir, I.

2015-12-01

Recent developments in internet technologies make it possible to manage and visualize large data on the web. Novel visualization techniques and interactive user interfaces allow users to create realistic environments, and interact with data to gain insight from simulations and environmental observations. This presentation showcase information communication interfaces, games, and virtual and immersive reality applications for supporting teaching and learning of concepts in atmospheric and hydrological sciences. The information communication platforms utilizes latest web technologies and allow accessing and visualizing large scale data on the web. The simulation system is a web-based 3D interactive learning environment for teaching hydrological and atmospheric processes and concepts. The simulation systems provides a visually striking platform with realistic terrain and weather information, and water simulation. The web-based simulation system provides an environment for students to learn about the earth science processes, and effects of development and human activity on the terrain. Users can access the system in three visualization modes including virtual reality, augmented reality, and immersive reality using heads-up display. The system provides various scenarios customized to fit the age and education level of various users.

Pulse!!: a model for research and development of virtual-reality learning in military medical education and training.

PubMed

Dunne, James R; McDonald, Claudia L

2010-07-01

Pulse!! The Virtual Clinical Learning Lab at Texas A&M University-Corpus Christi, in collaboration with the United States Navy, has developed a model for research and technological development that they believe is an essential element in the future of military and civilian medical education. The Pulse!! project models a strategy for providing cross-disciplinary expertise and resources to educational, governmental, and business entities challenged with meeting looming health care crises. It includes a three-dimensional virtual learning platform that provides unlimited, repeatable, immersive clinical experiences without risk to patients, and is available anywhere there is a computer. Pulse!! utilizes expertise in the fields of medicine, medical education, computer science, software engineering, physics, computer animation, art, and architecture. Lab scientists collaborate with the commercial virtual-reality simulation industry to produce research-based learning platforms based on cutting-edge computer technology.

Virtual worlds: a new frontier for nurse education?

PubMed

Green, Janet; Wyllie, Aileen; Jackson, Debra

2014-01-01

Virtual worlds have the potential to offer nursing students social networking and, learning, opportunities through the use of collaborative and immersive learning. If nursing educators, are to stay, abreast of contemporary learning opportunities an exploration of the potential benefits of, virtual, worlds and their possibilities is needed. Literature was sourced that explored virtual worlds, and their, use in education, but nursing education specifically. It is clear that immersive learning has, positive, benefits for nursing, however the best way to approach virtual reality in nursing education, has yet to, be ascertained.

Learning Anatomy via Mobile Augmented Reality: Effects on Achievement and Cognitive Load

ERIC Educational Resources Information Center

Küçük, Sevda; Kapakin, Samet; Göktas, Yüksel

2016-01-01

Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the…

Fostering Learning Through Interprofessional Virtual Reality Simulation Development.

PubMed

Nicely, Stephanie; Farra, Sharon

2015-01-01

This article presents a unique strategy for improving didactic learning and clinical skill while simultaneously fostering interprofessional collaboration and communication. Senior-level nursing students collaborated with students enrolled in the Department of Interactive Media Studies to design a virtual reality simulation based upon disaster management and triage techniques. Collaborative creation of the simulation proved to be a strategy for enhancing students' knowledge of and skill in disaster management and triage while impacting attitudes about interprofessional communication and teamwork.

Usual and Virtual Reality Video Game-Based Physiotherapy for Children and Youth with Acquired Brain Injuries

ERIC Educational Resources Information Center

Levac, Danielle; Miller, Patricia; Missiuna, Cheryl

2012-01-01

Little is known about how therapists promote learning of functional motor skills for children with acquired brain injuries. This study explores physiotherapists' description of these interventions in comparison to virtual reality (VR) video game-based therapy. Six physiotherapists employed at a children's rehabilitation center participated in…

Virtual Reality: An Experiential Tool for Clinical Psychology

ERIC Educational Resources Information Center

Riva, Giuseppe

2009-01-01

Several Virtual Reality (VR) applications for the understanding, assessment and treatment of mental health problems have been developed in the last 15 years. Typically, in VR the patient learns to manipulate problematic situations related to his/her problem. In fact, VR can be described as an advanced form of human-computer interface that is able…

The Use of Virtual Reality Simulation to Improve Technical Skill in the Undergraduate Medical Imaging Student

ERIC Educational Resources Information Center

Gunn, Therese; Jones, Lee; Bridge, Pete; Rowntree, Pam; Nissen, Lisa

2018-01-01

In recent years, simulation has increasingly underpinned the acquisition of pre-clinical skills by undergraduate medical imaging (diagnostic radiography) students. This project aimed to evaluate the impact of an innovative virtual reality (VR) learning environment on the development of technical proficiency by students. The study assessed the…

An Exploration of Desktop Virtual Reality and Visual Processing Skills in a Technical Training Environment

ERIC Educational Resources Information Center

Ausburn, Lynna J.; Ausburn, Floyd B.; Kroutter, Paul

2010-01-01

Virtual reality (VR) technology has demonstrated effectiveness in a variety of technical learning situations, yet little is known about its differential effects on learners with different levels of visual processing skill. This small-scale exploratory study tested VR through quasi-experimental methodology and a theoretical/conceptual framework…

Belle2VR: A Virtual-Reality Visualization of Subatomic Particle Physics in the Belle II Experiment.

PubMed

Duer, Zach; Piilonen, Leo; Glasson, George

2018-05-01

Belle2VR is an interactive virtual-reality visualization of subatomic particle physics, designed by an interdisciplinary team as an educational tool for learning about and exploring subatomic particle collisions. This article describes the tool, discusses visualization design decisions, and outlines our process for collaborative development.

The Design, Development and Evaluation of a Virtual Reality Based Learning Environment

ERIC Educational Resources Information Center

Chen, Chwen Jen

2006-01-01

Many researchers and instructional designers increasingly recognise the benefits of utilising three dimensional virtual reality (VR) technology in instruction. In general, there are two types of VR system, the immersive system and the non-immersive system. This article focuses on the latter system that merely uses the conventional personal…

Use of Virtual Reality Technology to Enhance Undergraduate Learning in Abnormal Psychology

ERIC Educational Resources Information Center

Stark-Wroblewski, Kim; Kreiner, David S.; Boeding, Christopher M.; Lopata, Ashley N.; Ryan, Joseph J.; Church, Tina M.

2008-01-01

We examined whether using virtual reality (VR) technology to provide students with direct exposure to evidence-based psychological treatment approaches would enhance their understanding of and appreciation for such treatments. Students enrolled in an abnormal psychology course participated in a VR session designed to help clients overcome the fear…

The Future of Virtual Reality in the Classroom

ERIC Educational Resources Information Center

Vance, Amelia

2016-01-01

As state boards of education and other state policymakers consider the future of schools, sorting fad technology from technology that accelerates learning is key. Virtual reality (VR) is one such technology with promise that seems unlikely to fizzle. Hailed as potentially transformative for education and still in the early stages of application,…

Sound For Animation And Virtual Reality

NASA Technical Reports Server (NTRS)

Hahn, James K.; Docter, Pete; Foster, Scott H.; Mangini, Mark; Myers, Tom; Wenzel, Elizabeth M.; Null, Cynthia (Technical Monitor)

1995-01-01

Sound is an integral part of the experience in computer animation and virtual reality. In this course, we will present some of the important technical issues in sound modeling, rendering, and synchronization as well as the "art" and business of sound that are being applied in animations, feature films, and virtual reality. The central theme is to bring leading researchers and practitioners from various disciplines to share their experiences in this interdisciplinary field. The course will give the participants an understanding of the problems and techniques involved in producing and synchronizing sounds, sound effects, dialogue, and music. The problem spans a number of domains including computer animation and virtual reality. Since sound has been an integral part of animations and films much longer than for computer-related domains, we have much to learn from traditional animation and film production. By bringing leading researchers and practitioners from a wide variety of disciplines, the course seeks to give the audience a rich mixture of experiences. It is expected that the audience will be able to apply what they have learned from this course in their research or production.

What virtual reality research in addictions can tell us about the future of obesity assessment and treatment.

PubMed

Bordnick, Patrick S; Carter, Brian L; Traylor, Amy C

2011-03-01

Virtual reality (VR), a system of human-computer interaction that allows researchers and clinicians to immerse people in virtual worlds, is gaining considerable traction as a research, education, and treatment tool. Virtual reality has been used successfully to treat anxiety disorders such as fear of flying and post-traumatic stress disorder, as an aid in stroke rehabilitation, and as a behavior modification aid in the treatment of attention deficit disorder. Virtual reality has also been employed in research on addictive disorders. Given the strong evidence that drug-dependent people are highly prone to use and relapse in the presence of environmental stimuli associated with drug use, VR is an ideal platform from which to study this relationship. Research using VR has shown that drug-dependent people react with strong craving to specific cues (e.g., cigarette packs, liquor bottles) as well as environments or settings (e.g., bar, party) associated with drug use. Virtual reality has also been used to enhance learning and generalization of relapse prevention skills in smokers by reinforcing these skills in lifelike environments. Obesity researchers and treatment professionals, building on the lessons learned from VR research in substance abuse, have the opportunity to adapt these methods for investigating their own research and treatment questions. Virtual reality is ideally suited to investigate the link between food cues and environmental settings with eating behaviors and self-report of hunger. In addition, VR can be used as a treatment tool for enhancing behavior modification goals to support healthy eating habits by reinforcing these goals in life-like situations. © 2011 Diabetes Technology Society.

Declarative Knowledge Acquisition in Immersive Virtual Learning Environments

ERIC Educational Resources Information Center

Webster, Rustin

2016-01-01

The author investigated the interaction effect of immersive virtual reality (VR) in the classroom. The objective of the project was to develop and provide a low-cost, scalable, and portable VR system containing purposely designed and developed immersive virtual learning environments for the US Army. The purpose of the mixed design experiment was…

Active Learning through the Use of Virtual Environments

ERIC Educational Resources Information Center

Mayrose, James

2012-01-01

Immersive Virtual Reality (VR) has seen explosive growth over the last decade. Immersive VR attempts to give users the sensation of being fully immersed in a synthetic environment by providing them with 3D hardware, and allowing them to interact with objects in virtual worlds. The technology is extremely effective for learning and exploration, and…

The Design of Immersive English Learning Environment Using Augmented Reality

ERIC Educational Resources Information Center

Li, Kuo-Chen; Chen, Cheng-Ting; Cheng, Shein-Yung; Tsai, Chung-Wei

2016-01-01

The study uses augmented reality (AR) technology to integrate virtual objects into the real learning environment for language learning. The English AR classroom is constructed using the system prototyping method and evaluated by semi-structured in-depth interviews. According to the flow theory by Csikszenmihalyi in 1975 along with the immersive…

Enhancing and Transforming Global Learning Communities with Augmented Reality

ERIC Educational Resources Information Center

Frydenberg, Mark; Andone, Diana

2018-01-01

Augmented and virtual reality applications bring new insights to real world objects and scenarios. This paper shares research results of the TalkTech project, an ongoing study investigating the impact of learning about new technologies as members of global communities. This study shares results of a collaborative learning project about augmented…

Embedding Mixed-Reality Laboratories into E-Learning Systems for Engineering Education

ERIC Educational Resources Information Center

Al-Tikriti, Munther N.; Al-Aubidy, Kasim M.

2013-01-01

E-learning, virtual learning and mixed reality techniques are now a global integral part of the academic and educational systems. They provide easier access to educational opportunities to a very wide spectrum of individuals to pursue their educational and qualification objectives. These modern techniques have the potentials to improve the quality…

Learning Application of Astronomy Based Augmented Reality using Android Platform

NASA Astrophysics Data System (ADS)

Maleke, B.; Paseru, D.; Padang, R.

2018-02-01

Astronomy is a branch of science involving observations of celestial bodies such as stars, planets, nebular comets, star clusters, and galaxies as well as natural phenomena occurring outside the Earth’s atmosphere. The way of learning of Astronomy is quite varied, such as by using a book or observe directly with a telescope. But both ways of learning have shortcomings, for example learning through books is only presented in the form of interesting 2D drawings. While learning with a telescope requires a fairly expensive cost to buy the equipment. This study will present a more interesting way of learning from the previous one, namely through Augmented Reality (AR) application using Android platform. Augmented Reality is a combination of virtual world (virtual) and real world (real) made by computer. Virtual objects can be text, animation, 3D models or videos that are combined with the actual environment so that the user feels the virtual object is in his environment. With the use of the Android platform, this application makes the learning method more interesting because it can be used on various Android smartphones so that learning can be done anytime and anywhere. The methodology used in making applications is Multimedia Lifecycle, along with C # language for AR programming and flowchart as a modelling tool. The results of research on some users stated that this application can run well and can be used as an alternative way of learning Astronomy with more interesting.

Abstract to Action: Targeted Learning System Theory Applied to Adaptive Flight Training

DTIC Science & Technology

2018-04-18

complete the VRLE trained task in the real world confirming a good transfer of spatial knowledge from VR to reality.39 A VRLE was also used in a...opportunities if the technology was customized to produce the necessary datasets for the required education or training outcomes. The TLST maximizes...the simulator staging area to confirm your Virtual Reality training times. Good Luck! ` 92 Pre-Virtual Reality (VR) Instructions You are

Contextualized Interdisciplinary Learning in Mainstream Schools Using Augmented Reality-Based Technology: A Dream or Reality?

ERIC Educational Resources Information Center

Ong, Alex

2010-01-01

The use of augmented reality (AR) tools, where virtual objects such as tables and graphs can be displayed and be interacted with in real scenes created from imaging devices, in mainstream school curriculum is uncommon, as they are potentially costly and sometimes bulky. Thus, such learning tools are mainly applied in tertiary institutions, such as…

Authoring Adaptive 3D Virtual Learning Environments

ERIC Educational Resources Information Center

Ewais, Ahmed; De Troyer, Olga

2014-01-01

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the…

Visuospatial Orientation Learning through Virtual Reality for People with Severe Disability

ERIC Educational Resources Information Center

de la Torre-Luque, Alejandro; Valero-Aguayo, Luis; de la Rubia-Cuestas, Ernesto J.

2017-01-01

This study aims to test how an intervention based on virtual reality (VR) may enhance visuospatial skills amongst people with disability. A quasi-experimental intra-group study was therefore conducted. Participants were 20 people with severe disability (65% males; 34.35 years, on average, and 84.95% of disability rate according to the Andalusian…

A Virtual Reality Dance Training System Using Motion Capture Technology

ERIC Educational Resources Information Center

Chan, J. C. P.; Leung, H.; Tang, J. K. T.; Komura, T.

2011-01-01

In this paper, a new dance training system based on the motion capture and virtual reality (VR) technologies is proposed. Our system is inspired by the traditional way to learn new movements-imitating the teacher's movements and listening to the teacher's feedback. A prototype of our proposed system is implemented, in which a student can imitate…

Linking Audio and Visual Information while Navigating in a Virtual Reality Kiosk Display

ERIC Educational Resources Information Center

Sullivan, Briana; Ware, Colin; Plumlee, Matthew

2006-01-01

3D interactive virtual reality museum exhibits should be easy to use, entertaining, and informative. If the interface is intuitive, it will allow the user more time to learn the educational content of the exhibit. This research deals with interface issues concerning activating audio descriptions of images in such exhibits while the user is…

Conceptual Framework for Therapeutic Training with Biofeedback in Virtual Reality: First Evaluation of a Relaxation Simulator

ERIC Educational Resources Information Center

Fominykh, Mikhail; Prasolova-Førland, Ekaterina; Stiles, Tore C.; Krogh, Anne Berit; Linde, Mattias

2018-01-01

This paper presents a concept for designing low-cost therapeutic training with biofeedback and virtual reality. We completed the first evaluation of a prototype--a mobile learning application for relaxation training, primarily for adolescents suffering from tension-type headaches. The system delivers visual experience on a head-mounted display. A…

The Users' Views on Different Types of Instructional Materials Provided in Virtual Reality Technologies

ERIC Educational Resources Information Center

Yildirim, Gürkan

2017-01-01

Today, it is seen that developing technologies are tried to be used continuously in the learning environments. These technologies have rapidly been diversifying and changing. Recently, virtual reality technology has become one of the technologies that experts have often been dwelling on. The present research tries to determine users' opinions and…

The Evolution of Constructivist Learning Environments: Immersion in Distributed, Virtual Worlds.

ERIC Educational Resources Information Center

Dede, Chris

1995-01-01

Discusses the evolution of constructivist learning environments and examines the collaboration of simulated software models, virtual environments, and evolving mental models via immersion in artificial realities. A sidebar gives a realistic example of a student navigating through cyberspace. (JMV)

Virtual reality training for health-care professionals.

PubMed

Mantovani, Fabrizia; Castelnuovo, Gianluca; Gaggioli, Andrea; Riva, Giuseppe

2003-08-01

Emerging changes in health-care delivery are having a significant impact on the structure of health-care professionals' education. Today it is recognized that medical knowledge doubles every 6-8 years, with new medical procedures emerging everyday. While the half-life of medical information is so short, the average physician practices 30 years and the average nurse 40 years. Continuing education thus represents an important challenge to face. Recent advances in educational technology are offering an increasing number of innovative learning tools. Among these, Virtual Reality represents a promising area with high potential of enhancing the training of health-care professionals. Virtual Reality Training can provide a rich, interactive, engaging educational context, thus supporting experiential learning-by-doing; it can, in fact, contribute to raise interest and motivation in trainees and to effectively support skills acquisition and transfer, since the learning process can be settled within an experiential framework. Current virtual training applications for health-care differ a lot as to both their technological/multimedia sophistication and to the types of skills trained, varying for example from telesurgical applications to interactive simulations of human body and brain, to virtual worlds for emergency training. Other interesting applications include the development of immersive 3D environments for training psychiatrists and psychologists in the treatment of mental disorders. This paper has the main aim of discussing the rationale and main benefits for the use of virtual reality in health-care education and training. Significant research and projects carried out in this field will also be presented, followed by discussion on key issues concerning current limitations and future development directions.

The dynamics of student learning within a high school virtual reality design class

NASA Astrophysics Data System (ADS)

Morales, Teresa M.

This mixed method study investigated knowledge and skill development of high school students in a project-based VR design class, in which 3-D projects were developed within a student-centered, student-directed environment. This investigation focused on student content learning, and problem solving. Additionally the social dynamics of the class and the role of peer mentoring were examined to determine how these factors influenced student behavior and learning. Finally, parent and teachers perceptions of the influence of the class were examined. The participants included freshmen through senior students, parents, teachers and the high school principal. Student interviews and classroom observations were used to collect data from students, while teachers and parents completed surveys. The results of this study suggested that this application of virtual reality (VR) learning environment promoted the development of; meaningful cognitive experiences, creativity, leadership, global socialization, problem solving and a deeper understanding of academic content. Further theoretical implications for 3-D virtual reality technology are exceedingly promising, and warrant additional research and development as an instructional tool for practical use.

Development of Social Mediation and Emotional Regulation in Virtual Learning Environment Research

ERIC Educational Resources Information Center

Lehtonen, Miika; Page, Tom; Miloseva, Lence; Thorsteinsson, Gisli

2008-01-01

This paper puts forward a series of theoretical underpinnings and design considerations for embodying emotional and aesthetic aspects of virtual (reality) and learning environment (VLEs) in support of ubiquitous teaching, studying and learning. The authors assert that a VLE should be considered as an interactive and sensation-producing affordances…

A Virtual Reality Simulator Prototype for Learning and Assessing Phaco-sculpting Skills

NASA Astrophysics Data System (ADS)

Choi, Kup-Sze

This paper presents a virtual reality based simulator prototype for learning phacoemulsification in cataract surgery, with focus on the skills required for making a cross-shape trench in cataractous lens by an ultrasound probe during the phaco-sculpting procedure. An immersive virtual environment is created with 3D models of the lens and surgical tools. Haptic device is also used as 3D user interface. Phaco-sculpting is simulated by interactively deleting the constituting tetrahedrons of the lens model. Collisions between the virtual probe and the lens are effectively identified by partitioning the space containing the lens hierarchically with an octree. The simulator can be programmed to collect real-time quantitative user data for reviewing and assessing trainee's performance in an objective manner. A game-based learning environment can be created on top of the simulator by incorporating gaming elements based on the quantifiable performance metrics.

The use of virtual reality simulation of head trauma in a surgical boot camp.

PubMed

Vergara, Victor M; Panaiotis; Kingsley, Darra; Alverson, Dale C; Godsmith, Timothy; Xia, Shan; Caudell, Thomas P

2009-01-01

Surgical "boot camps" provide excellent opportunities to enhance orientation, learning, and preparation of new surgery interns as they enter the clinical arena. This paper describes the utilization of an interactive virtual reality (VR) simulation and associated virtual patient (VP) as an additional tool for surgical boot camps. Complementing other forms of simulation, virtual patients (VPs) require less specialized equipment and can also provide a wide variety of medical scenarios. In this paper we discuss a study that measured the learning effectiveness of a real-world VP simulation used by a class of new surgery interns who operated it with a standard computer interface. The usability of the simulator as a learning tool has been demonstrated and measured. This study brings the use of VR simulation with VPs closer to wider application and integration into a training curriculum, such as a surgery intern boot camp.

Virtual Reality as an Educational and Training Tool for Medicine.

PubMed

Izard, Santiago González; Juanes, Juan A; García Peñalvo, Francisco J; Estella, Jesús Mª Gonçalvez; Ledesma, Mª José Sánchez; Ruisoto, Pablo

2018-02-01

Until very recently, we considered Virtual Reality as something that was very close, but it was still science fiction. However, today Virtual Reality is being integrated into many different areas of our lives, from videogames to different industrial use cases and, of course, it is starting to be used in medicine. There are two great general classifications for Virtual Reality. Firstly, we find a Virtual Reality in which we visualize a world completely created by computer, three-dimensional and where we can appreciate that the world we are visualizing is not real, at least for the moment as rendered images are improving very fast. Secondly, there is a Virtual Reality that basically consists of a reflection of our reality. This type of Virtual Reality is created using spherical or 360 images and videos, so we lose three-dimensional visualization capacity (until the 3D cameras are more developed), but on the other hand we gain in terms of realism in the images. We could also mention a third classification that merges the previous two, where virtual elements created by computer coexist with 360 images and videos. In this article we will show two systems that we have developed where each of them can be framed within one of the previous classifications, identifying the technologies used for their implementation as well as the advantages of each one. We will also analize how these systems can improve the current methodologies used for medical training. The implications of these developments as tools for teaching, learning and training are discussed.

Knowledge-Driven Design of Virtual Patient Simulations

ERIC Educational Resources Information Center

Vergara, Victor; Caudell, Thomas; Goldsmith, Timothy; Panaiotis; Alverson, Dale

2009-01-01

Virtual worlds provide unique opportunities for instructors to promote, study, and evaluate student learning and comprehension. In this article, Victor Vergara, Thomas Caudell, Timothy Goldsmith, Panaiotis, and Dale Alverson explore the advantages of using virtual reality environments to create simulations for medical students. Virtual simulations…

From stereoscopic recording to virtual reality headsets: Designing a new way to learn surgery.

PubMed

Ros, M; Trives, J-V; Lonjon, N

2017-03-01

To improve surgical practice, there are several different approaches to simulation. Due to wearable technologies, recording 3D movies is now easy. The development of a virtual reality headset allows imagining a different way of watching these videos: using dedicated software to increase interactivity in a 3D immersive experience. The objective was to record 3D movies via a main surgeon's perspective, to watch files using virtual reality headsets and to validate pedagogic interest. Surgical procedures were recorded using a system combining two side-by-side cameras placed on a helmet. We added two LEDs just below the cameras to enhance luminosity. Two files were obtained in mp4 format and edited using dedicated software to create 3D movies. Files obtained were then played using a virtual reality headset. Surgeons who tried the immersive experience completed a questionnaire to evaluate the interest of this procedure for surgical learning. Twenty surgical procedures were recorded. The movies capture a scene which is extended 180° horizontally and 90° vertically. The immersive experience created by the device conveys a genuine feeling of being in the operating room and seeing the procedure first-hand through the eyes of the main surgeon. All surgeons indicated that they believe in pedagogical interest of this method. We succeeded in recording the main surgeon's point of view in 3D and watch it on a virtual reality headset. This new approach enhances the understanding of surgery; most of the surgeons appreciated its pedagogic value. This method could be an effective learning tool in the future. Copyright © 2016. Published by Elsevier Masson SAS.

Virtual to Reality: Teaching Mathematics and Aerospace Concepts to Undergraduates Using Unmanned Aerial Systems and Flight Simulation Software

ERIC Educational Resources Information Center

Aji, Chadia Affane; Khan, M. Javed

2015-01-01

Student engagement is an essential element for learning. Active learning has been consistently shown to increase student engagement and hence learning. Hands-on activities are one of the many active learning approaches. These activities vary from structured laboratory experiments on one end of the spectrum to virtual gaming environments and to for…

Virtual Reality and Learning: Where Is the Pedagogy?

ERIC Educational Resources Information Center

Fowler, Chris

2015-01-01

The aim of this paper was to build upon Dalgarno and Lee's model or framework of learning in three-dimensional (3-D) virtual learning environments (VLEs) and to extend their road map for further research in this area. The enhanced model shares the common goal with Dalgarno and Lee of identifying the learning benefits from using 3-D VLEs. The…

Virtual Patients for Virtual Sick Call Medical Training

DTIC Science & Technology

2010-11-01

2007). A controlled clinical comparison of attention performance in children with ADHD in a virtual reality classroom compared to standard...traditional approaches rely upon a combination of classroom learning and role-playing lnterservice/Jndusrry Training, Simularion, and Education

Who Benefits from Virtuality?

ERIC Educational Resources Information Center

Harper, Barry; Hedberg, John G.; Wright, Rob

2000-01-01

Discusses the use of constructivist frameworks to develop effective and successful learning environments, including educational software. Topics include technology supporting reform; virtuality and multimedia; attributes of interactive multimedia and virtual reality; and examples of context and learner active participation. (Contains 35…

The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context

ERIC Educational Resources Information Center

Bailenson, Jeremy N.; Yee, Nick; Blascovich, Jim; Beall, Andrew C.; Lundblad, Nicole; Jin, Michael

2008-01-01

This article illustrates the utility of using virtual environments to transform social interaction via behavior and context, with the goal of improving learning in digital environments. We first describe the technology and theories behind virtual environments and then report data from 4 empirical studies. In Experiment 1, we demonstrated that…

Inclusion of Immersive Virtual Learning Environments and Visual Control Systems to Support the Learning of Students with Asperger Syndrome

ERIC Educational Resources Information Center

Lorenzo, Gonzalo; Pomares, Jorge; Lledo, Asuncion

2013-01-01

This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality…

Pilot Study of the Effects of Supraliminal Bipolar Primes on Occupational Educators' Viewing Time and Perceived Confidence with Desktop Virtual Reality

ERIC Educational Resources Information Center

Williams, M. Scott

2008-01-01

Virtual reality (VR) has been demonstrated to offer learning benefits over traditional instructional methods in many technical and occupational areas. However, in the framework of Rogers' innovation diffusion theory, adoption of VR in Career and Technical Education and occupational programs appears to be lagging. This study used experimental…

Virtual Education: Guidelines for Using Games Technology

ERIC Educational Resources Information Center

Schofield, Damian

2014-01-01

Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry, can allow educational developers to rapidly create realistic online virtual environments. This technology has been used to generate a range of interactive Virtual Reality (VR) learning environments across a spectrum of…

Virtual surgical telesimulations in otolaryngology.

PubMed

Navarro Newball, Andrés A; Hernández, Carlos J; Velez, Jorge A; Munera, Luis E; García, Gregorio B; Gamboa, Carlos A; Reyes, Antonio J

2005-01-01

Distance learning can be enhanced with the use of virtual reality; this paper describes the design and initial validation of a Web Environment for Surgery Skills Training on Otolaryngology (WESST-OT). WESST-OT was created aimed to help trainees to gain the skills required in order to perform the Functional Endoscopic Sinus Surgery procedure (FESS), since training centers and specialist in this knowledge are scarce in Colombia; also, it is part of a web based educational cycle which simulates the stages of a real procedure. WESST-OT is one from the WESST family of telesimulators which started to be developed from an architecture proposed at the Medicine Meets Virtual Reality conference 2002; also, it is a step towards the use of virtual reality technologies in Latin America.

Virtual reality welder training

NASA Astrophysics Data System (ADS)

White, Steven A.; Reiners, Dirk; Prachyabrued, Mores; Borst, Christoph W.; Chambers, Terrence L.

2010-01-01

This document describes the Virtual Reality Simulated MIG Lab (sMIG), a system for Virtual Reality welder training. It is designed to reproduce the experience of metal inert gas (MIG) welding faithfully enough to be used as a teaching tool for beginning welding students. To make the experience as realistic as possible it employs physically accurate and tracked input devices, a real-time welding simulation, real-time sound generation and a 3D display for output. Thanks to being a fully digital system it can go beyond providing just a realistic welding experience by giving interactive and immediate feedback to the student to avoid learning wrong movements from day 1.

Augmented Reality, Virtual Reality and Their Effect on Learning Style in the Creative Design Process

ERIC Educational Resources Information Center

Chandrasekera, Tilanka; Yoon, So-Yeon

2018-01-01

Research has shown that user characteristics such as preference for using an interface can result in effective use of the interface. Research has also suggested that there is a relationship between learner preference and creativity. This study uses the VARK learning styles inventory to assess students learning style then explores how this learning…

Virtual Solar System Project: Learning through a Technology-Rich, Inquiry-Based, Participatory Learning Environment.

ERIC Educational Resources Information Center

Barab, Sasha A.; Hay, Kenneth E.; Squire, Kurt; Barnett, Michael; Schmidt, Rae; Karrigan, Kristen; Yamagata-Lynch, Lisa; Johnson, Christine

2000-01-01

Describes an introductory undergraduate astronomy course in which the large-lecture format was moved to one in which students were immersed in a technologically-rich, inquiry-based, participatory learning environment. Finds that virtual reality can be used effectively in regular undergraduate university courses as a tool through which students can…

Web-Based Interactive 3D Visualization as a Tool for Improved Anatomy Learning

ERIC Educational Resources Information Center

Petersson, Helge; Sinkvist, David; Wang, Chunliang; Smedby, Orjan

2009-01-01

Despite a long tradition, conventional anatomy education based on dissection is declining. This study tested a new virtual reality (VR) technique for anatomy learning based on virtual contrast injection. The aim was to assess whether students value this new three-dimensional (3D) visualization method as a learning tool and what value they gain…

Energy management using virtual reality improves 2000-m rowing performance.

PubMed

Hoffmann, Charles P; Filippeschi, Alessandro; Ruffaldi, Emanuele; Bardy, Benoit G

2014-01-01

Elite-standard rowers tend to use a fast-start strategy followed by an inverted parabolic-shaped speed profile in 2000-m races. This strategy is probably the best to manage energy resources during the race and maximise performance. This study investigated the use of virtual reality (VR) with novice rowers as a means to learn about energy management. Participants from an avatar group (n = 7) were instructed to track a virtual boat on a screen, whose speed was set individually to follow the appropriate to-be-learned speed profile. A control group (n = 8) followed an indoor training programme. In spite of similar physiological characteristics in the groups, the avatar group learned and maintained the required profile, resulting in an improved performance (i.e. a decrease in race duration), whereas the control group did not. These results suggest that VR is a means to learn an energy-related skill and improve performance.

Virtual reality in the assessment and treatment of psychosis: a systematic review of its utility, acceptability and effectiveness.

PubMed

Rus-Calafell, M; Garety, P; Sason, E; Craig, T J K; Valmaggia, L R

2018-02-01

Over the last two decades, there has been a rapid increase of studies testing the efficacy and acceptability of virtual reality in the assessment and treatment of mental health problems. This systematic review was carried out to investigate the use of virtual reality in the assessment and the treatment of psychosis. Web of Science, PsychInfo, EMBASE, Scopus, ProQuest and PubMed databases were searched, resulting in the identification of 638 articles potentially eligible for inclusion; of these, 50 studies were included in the review. The main fields of research in virtual reality and psychosis are: safety and acceptability of the technology; neurocognitive evaluation; functional capacity and performance evaluation; assessment of paranoid ideation and auditory hallucinations; and interventions. The studies reviewed indicate that virtual reality offers a valuable method of assessing the presence of symptoms in ecologically valid environments, with the potential to facilitate learning new emotional and behavioural responses. Virtual reality is a promising method to be used in the assessment of neurocognitive deficits and the study of relevant clinical symptoms. Furthermore, preliminary findings suggest that it can be applied to the delivery of cognitive rehabilitation, social skills training interventions and virtual reality-assisted therapies for psychosis. The potential benefits for enhancing treatment are highlighted. Recommendations for future research include demonstrating generalisability to real-life settings, examining potential negative effects, larger sample sizes and long-term follow-up studies. The present review has been registered in the PROSPERO register: CDR 4201507776.

A Virtual Education: Guidelines for Using Games Technology

ERIC Educational Resources Information Center

Schofield, Damian

2014-01-01

Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry, can allow educational developers to rapidly create realistic online vir-tual environments. This technology has been used to generate a range of interactive Virtual Real-ity (VR) learning environments across a spectrum of…

Virtual reality simulation in neurosurgery: technologies and evolution.

PubMed

Chan, Sonny; Conti, François; Salisbury, Kenneth; Blevins, Nikolas H

2013-01-01

Neurosurgeons are faced with the challenge of learning, planning, and performing increasingly complex surgical procedures in which there is little room for error. With improvements in computational power and advances in visual and haptic display technologies, virtual surgical environments can now offer potential benefits for surgical training, planning, and rehearsal in a safe, simulated setting. This article introduces the various classes of surgical simulators and their respective purposes through a brief survey of representative simulation systems in the context of neurosurgery. Many technical challenges currently limit the application of virtual surgical environments. Although we cannot yet expect a digital patient to be indistinguishable from reality, new developments in computational methods and related technology bring us closer every day. We recognize that the design and implementation of an immersive virtual reality surgical simulator require expert knowledge from many disciplines. This article highlights a selection of recent developments in research areas related to virtual reality simulation, including anatomic modeling, computer graphics and visualization, haptics, and physics simulation, and discusses their implication for the simulation of neurosurgery.

Surgical approaches to complex vascular lesions: the use of virtual reality and stereoscopic analysis as a tool for resident and student education.

PubMed

Agarwal, Nitin; Schmitt, Paul J; Sukul, Vishad; Prestigiacomo, Charles J

2012-08-01

Virtual reality training for complex tasks has been shown to be of benefit in fields involving highly technical and demanding skill sets. The use of a stereoscopic three-dimensional (3D) virtual reality environment to teach a patient-specific analysis of the microsurgical treatment modalities of a complex basilar aneurysm is presented. Three different surgical approaches were evaluated in a virtual environment and then compared to elucidate the best surgical approach. These approaches were assessed with regard to the line-of-sight, skull base anatomy and visualisation of the relevant anatomy at the level of the basilar artery and surrounding structures. Overall, the stereoscopic 3D virtual reality environment with fusion of multimodality imaging affords an excellent teaching tool for residents and medical students to learn surgical approaches to vascular lesions. Future studies will assess the educational benefits of this modality and develop a series of metrics for student assessments.

An Interactive Augmented Reality Implementation of Hijaiyah Alphabet for Children Education

NASA Astrophysics Data System (ADS)

Rahmat, R. F.; Akbar, F.; Syahputra, M. F.; Budiman, M. A.; Hizriadi, A.

2018-03-01

Hijaiyah alphabet is letters used in the Qur’an. An attractive and exciting learning process of Hijaiyah alphabet is necessary for the children. One of the alternatives to create attractive and interesting learning process of Hijaiyah alphabet is to develop it into a mobile application using augmented reality technology. Augmented reality is a technology that combines two-dimensional or three-dimensional virtual objects into actual three-dimensional circles and projects them in real time. The purpose of application aims to foster the children interest in learning Hijaiyah alphabet. This application is using Smartphone and marker as the medium. It was built using Unity and augmented reality library, namely Vuforia, then using Blender as the 3D object modeling software. The output generated from this research is the learning application of Hijaiyah letters using augmented reality. How to use it is as follows: first, place marker that has been registered and printed; second, the smartphone camera will track the marker. If the marker is invalid, the user should repeat the tracking process. If the marker is valid and identified, the marker will have projected the objects of Hijaiyah alphabet in three-dimensional form. Lastly, the user can learn and understand the shape and pronunciation of Hijaiyah alphabet by touching the virtual button on the marker

Knowledge Building by Full Integration with Virtual Reality Environments and Its Effects on Personal and Social Life.

ERIC Educational Resources Information Center

Fialho, Francisco Antonio Pereira; Catapan, Araci Hack

1999-01-01

Argues that the creation of distributed environments for constructivist learning is a challenge which requires a multidisciplinary development and support team. Outlines recommended strategies for the collective creation of virtual worlds which can improve learning. Contains 11 references. (Author/WRM)

Earth Science Learning in SMALLab: A Design Experiment for Mixed Reality

ERIC Educational Resources Information Center

Birchfield, David; Megowan-Romanowicz, Colleen

2009-01-01

Conversational technologies such as email, chat rooms, and blogs have made the transition from novel communication technologies to powerful tools for learning. Currently virtual worlds are undergoing the same transition. We argue that the next wave of innovation is at the level of the computer interface, and that mixed-reality environments offer…

The Future of Virtual Reality in Education: A Future Oriented Meta Analysis of the Literature

ERIC Educational Resources Information Center

Passig, David

2009-01-01

Many have elaborated on the potential of virtual reality (VR) in learning. This article attempts at organizing the literature in this issue in order to better identify indicators that can account for future valid trends, and seeks to bring to attention how authors who wrote about the future of VR in education confused futures' terms and produced…

Exploring the Adoption of a Virtual Reality Simulation: The Role of Perceived Ease of Use, Perceived Usefulness and Personal Innovativeness

ERIC Educational Resources Information Center

Fagan, Mary; Kilmon, Carol; Pandey, Vivek

2012-01-01

Purpose: This study aims to explore students' perceptions of a virtual reality simulation that enable nursing students to learn how to use a medical emergency crash cart. Design/methodology/approach: The study was designed to explore how students' perceptions of ease of use and perceived usefulness from the technology acceptance model and the…

Consolidating Learning in Power Systems: Virtual Reality Applied to the Study of the Operation of Electric Power Transformers

ERIC Educational Resources Information Center

Barata, Pebertli Nils Alho; Filho, Manoel Ribeiro; Nunes, Marcus V. Alves

2015-01-01

Within the field of electric power systems, the study of electrical equipment can be frustrating and demotivating because of the lack of a clear vision of how this equipment functions and operates in a real environment. The use of virtual reality can provide a more concrete representation for students, who rarely have the opportunity to visit a…

On the Usability and Likeability of Virtual Reality Games for Education: The Case of VR-ENGAGE

ERIC Educational Resources Information Center

Virvou, Maria; Katsionis, George

2008-01-01

Educational software games aim at increasing the students' motivation and engagement while they learn. However, if software games are targeted to school classrooms they have to be usable and likeable by all students. Usability of virtual reality games may be a problem because these games tend to have complex user interfaces so that they are more…

Exploring the Relationship between Virtual Learning Environment Preference, Use, and Learning Outcomes in 10th Grade Earth Science Students

ERIC Educational Resources Information Center

Lin, Ming-Chao; Tutwiler, M. Shane; Chang, Chun-Yen

2011-01-01

This study investigated the relationship between the use of a three-dimensional Virtual Reality Learning Environment for Field Trip (3DVLE[subscript (ft)]) system and the achievement levels of senior high school earth science students. The 3DVLE[subscript (ft)] system was presented in two separate formats: Teacher Demonstrated Based and Student…

Development and evaluation of a trauma decision-making simulator in Oculus virtual reality.

PubMed

Harrington, Cuan M; Kavanagh, Dara O; Quinlan, John F; Ryan, Donncha; Dicker, Patrick; O'Keeffe, Dara; Traynor, Oscar; Tierney, Sean

2018-01-01

Consumer-available virtual-reality technology was launched in 2016 with strong foundations in the entertainment-industry. We developed an innovative medical-training simulator on the Oculus™ Gear-VR platform. This novel application was developed utilising internationally recognised Advanced Trauma Life Support (ATLS) principles, requiring decision-making skills for critically-injured virtual-patients. Participants were recruited in June, 2016 at a single-centre trauma-course (ATLS, Leinster, Ireland) and trialled the platform. Simulator performances were correlated with individual expertise and course-performance measures. A post-intervention questionnaire relating to validity-aspects was completed. Eighteen(81.8%) eligible-candidates and eleven(84.6%) course-instructors voluntarily participated. The survey-responders mean-age was 38.9(±11.0) years with 80.8% male predominance. The instructor-group caused significantly less fatal-errors (p < 0.050) and proportions of incorrect-decisions (p < 0.050). The VR-hardware and trauma-application's mean ratings were 5.09 and 5.04 out of 7 respectively. Participants reported it was an enjoyable method of learning (median-6.0), the learning platform of choice (median-5.0) and a cost-effective training tool (median-5.0). Our research has demonstrated evidence of validity-criteria for a concept application on virtual-reality headsets. We believe that virtual-reality technology is a viable platform for medical-simulation into the future. Copyright © 2017 Elsevier Inc. All rights reserved.

The Effect of Desktop Illumination Realism on a User's Sense of Presence in a Virtual Learning Environment

ERIC Educational Resources Information Center

Ehrlich, Justin

2010-01-01

The application of virtual reality is becoming ever more important as technology reaches new heights allowing virtual environments (VE) complete with global illumination. One successful application of virtual environments is educational interventions meant to treat individuals with autism spectrum disorder (ASD). VEs are effective with these…

Designing Virtual Worlds for Use in Mathematics Education.

ERIC Educational Resources Information Center

Winn, William; Bricken, William

Virtual Reality (VR) is a computer generated, multi-dimensional, inclusive environment that can build axioms of algebra into the behavior of the world. This paper discusses the use of VR to represent part of the algebra curriculum in order to improve students' classroom experiences in learning algebra. Students learn to construct their knowledge…

Designing Virtual Worlds for Use in Mathematics Education: The Example of Experiential Algebra.

ERIC Educational Resources Information Center

Winn, William; Bricken, William

1992-01-01

Discussion of the use of virtual reality (VR) to help students learn highlights the use of VR with elementary algebra. Learning theory is examined, including knowledge construction; knowledge representation is discussed, including the symbol systems of algebra; and spatial algebra is described and illustrated. (34 references) (LRW)

Virtual Worlds: Relationship between Real Life and Experience in Second Life

ERIC Educational Resources Information Center

Anstadt, Scott P.; Bradley, Shannon; Burnette, Ashley; Medley, Lesley L.

2013-01-01

Due to the unique applications of virtual reality in many modern contexts, Second Life (SL) offers inimitable opportunities for research and exploration and experiential learning as part of a distance learning curriculum assignment. A review of current research regarding SL examined real world social influences in online interactions and what the…

Second Life in Education: The Case of Commercial Online Virtual Reality Applied to Teaching and Learning

ERIC Educational Resources Information Center

Brown, Abbie; Sugar, William

2009-01-01

Second Life is a three-dimensional, multi-user virtual environment that has attracted particular attention for its instructional potential in professional development and higher education settings. This article describes Second Life in general and explores the benefits and challenges of using it for teaching and learning.

Virtual Learning Communities as a Vehicle for Workforce Development: A Case Study

ERIC Educational Resources Information Center

Allan, Barbara; Lewis, Dina

2006-01-01

Purpose: The purpose of this paper is to explore the benefits and challenges of using a virtual learning community (VLC) as a vehicle for workforce development. This paper argues that VLCs provide a flexible vehicle for workforce development. However, workplace realities may lead to unexpected challenges for participants wanting exploit the…

Inquiry Style Interactive Virtual Experiments: A Case on Circular Motion

ERIC Educational Resources Information Center

Zhou, Shaona; Han, Jing; Pelz, Nathaniel; Wang, Xiaojun; Peng, Liangyu; Xiao, Hua; Bao, Lei

2011-01-01

Interest in computer-based learning, especially in the use of virtual reality simulations is increasing rapidly. While there are good reasons to believe that technologies have the potential to improve teaching and learning, how to utilize the technology effectively in teaching specific content difficulties is challenging. To help students develop…

Analysis of Peer Learning Behaviors Using Multiple Representations in Virtual Reality and Their Impacts on Geometry Problem Solving

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Hu, Shih-Shin

2013-01-01

Learning geometry emphasizes the importance of exploring different representations such as virtual manipulatives, written math formulas, and verbal explanations, which help students build math concepts and develop critical thinking. Besides helping individuals construct math knowledge, peer interaction also plays a crucial role in promoting an…

Learning to Teach in Second Life: A Novice Adventure in Virtual Reality

ERIC Educational Resources Information Center

Ellis, Maureen; Anderson, Patricia

2011-01-01

Second Life (SL) is a social virtual world, which emphasizes the general use of immersive worlds for supporting a variety of human activities and interactions, presenting a plethora of new opportunities and challenges for enriching how we learn, work and play (Boulos, Hetherington & Wheeler, 2007; Prasolova-Førland, Sourin & Sourina,…

Effects of Game-Based Learning in an Opensim-Supported Virtual Environment on Mathematical Performance

ERIC Educational Resources Information Center

Kim, Heesung; Ke, Fengfeng

2017-01-01

This experimental study was intended to examine whether the integration of game characteristics in the OpenSimulator-supported virtual reality (VR) learning environment can improve mathematical achievement for elementary school students. In this pre- and posttest experimental comparison study, data were collected from 132 fourth graders through an…

Emboldened by Embodiment: Six Precepts for Research on Embodied Learning and Mixed Reality

ERIC Educational Resources Information Center

Lindgren, Robb; Johnson-Glenberg, Mina

2013-01-01

The authors describe an emerging paradigm of educational research that pairs theories of embodied learning with a class of immersive technologies referred to as "mixed reality" (MR). MR environments merge the digital with the physical, where, for example, students can use their bodies to simulate an orbit around a virtual planet. Recent…

Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning

ERIC Educational Resources Information Center

Dunleavy, Matt; Dede, Chris; Mitchell, Rebecca

2009-01-01

The purpose of this study was to document how teachers and students describe and comprehend the ways in which participating in an augmented reality (AR) simulation aids or hinders teaching and learning. Like the multi-user virtual environment (MUVE) interface that underlies Internet games, AR is a good medium for immersive collaborative…

A Learner-Centered Approach for Training Science Teachers through Virtual Reality and 3D Visualization Technologies: Practical Experience for Sharing

ERIC Educational Resources Information Center

Yeung, Yau-Yuen

2004-01-01

This paper presentation will report on how some science educators at the Science Department of The Hong Kong Institute of Education have successfully employed an array of innovative learning media such as three-dimensional (3D) and virtual reality (VR) technologies to create seven sets of resource kits, most of which are being placed on the…

Faster acquisition of laparoscopic skills in virtual reality with haptic feedback and 3D vision.

PubMed

Hagelsteen, Kristine; Langegård, Anders; Lantz, Adam; Ekelund, Mikael; Anderberg, Magnus; Bergenfelz, Anders

2017-10-01

The study investigated whether 3D vision and haptic feedback in combination in a virtual reality environment leads to more efficient learning of laparoscopic skills in novices. Twenty novices were allocated to two groups. All completed a training course in the LapSim ® virtual reality trainer consisting of four tasks: 'instrument navigation', 'grasping', 'fine dissection' and 'suturing'. The study group performed with haptic feedback and 3D vision and the control group without. Before and after the LapSim ® course, the participants' metrics were recorded when tying a laparoscopic knot in the 2D video box trainer Simball ® Box. The study group completed the training course in 146 (100-291) minutes compared to 215 (175-489) minutes in the control group (p = .002). The number of attempts to reach proficiency was significantly lower. The study group had significantly faster learning of skills in three out of four individual tasks; instrument navigation, grasping and suturing. Using the Simball ® Box, no difference in laparoscopic knot tying after the LapSim ® course was noted when comparing the groups. Laparoscopic training in virtual reality with 3D vision and haptic feedback made training more time efficient and did not negatively affect later video box-performance in 2D. [Formula: see text].

Effect of virtual reality on cognition in stroke patients.

PubMed

Kim, Bo Ryun; Chun, Min Ho; Kim, Lee Suk; Park, Ji Young

2011-08-01

To investigate the effect of virtual reality on the recovery of cognitive impairment in stroke patients. Twenty-eight patients (11 males and 17 females, mean age 64.2) with cognitive impairment following stroke were recruited for this study. All patients were randomly assigned to one of two groups, the virtual reality (VR) group (n=15) or the control group (n=13). The VR group received both virtual reality training and computer-based cognitive rehabilitation, whereas the control group received only computer-based cognitive rehabilitation. To measure, activity of daily living cognitive and motor functions, the following assessment tools were used: computerized neuropsychological test and the Tower of London (TOL) test for cognitive function assessment, Korean-Modified Barthel index (K-MBI) for functional status evaluation, and the motricity index (MI) for motor function assessment. All recruited patients underwent these evaluations before rehabilitation and four weeks after rehabilitation. The VR group showed significant improvement in the K-MMSE, visual and auditory continuous performance tests (CPT), forward digit span test (DST), forward and backward visual span tests (VST), visual and verbal learning tests, TOL, K-MBI, and MI scores, while the control group showed significant improvement in the K-MMSE, forward DST, visual and verbal learning tests, trail-making test-type A, TOL, K-MBI, and MI scores after rehabilitation. The changes in the visual CPT and backward VST in the VR group after rehabilitation were significantly higher than those in the control group. Our findings suggest that virtual reality training combined with computer-based cognitive rehabilitation may be of additional benefit for treating cognitive impairment in stroke patients.

Web-based interactive 3D visualization as a tool for improved anatomy learning.

PubMed

Petersson, Helge; Sinkvist, David; Wang, Chunliang; Smedby, Orjan

2009-01-01

Despite a long tradition, conventional anatomy education based on dissection is declining. This study tested a new virtual reality (VR) technique for anatomy learning based on virtual contrast injection. The aim was to assess whether students value this new three-dimensional (3D) visualization method as a learning tool and what value they gain from its use in reaching their anatomical learning objectives. Several 3D vascular VR models were created using an interactive segmentation tool based on the "virtual contrast injection" method. This method allows users, with relative ease, to convert computer tomography or magnetic resonance images into vivid 3D VR movies using the OsiriX software equipped with the CMIV CTA plug-in. Once created using the segmentation tool, the image series were exported in Quick Time Virtual Reality (QTVR) format and integrated within a web framework of the Educational Virtual Anatomy (EVA) program. A total of nine QTVR movies were produced encompassing most of the major arteries of the body. These movies were supplemented with associated information, color keys, and notes. The results indicate that, in general, students' attitudes towards the EVA-program were positive when compared with anatomy textbooks, but results were not the same with dissections. Additionally, knowledge tests suggest a potentially beneficial effect on learning.

Modeling and computational simulation and the potential of virtual and augmented reality associated to the teaching of nanoscience and nanotechnology

NASA Astrophysics Data System (ADS)

Ribeiro, Allan; Santos, Helen

With the advent of new information and communication technologies (ICTs), the communicative interaction changes the way of being and acting of people, at the same time that changes the way of work activities related to education. In this range of possibilities provided by the advancement of computational resources include virtual reality (VR) and augmented reality (AR), are highlighted as new forms of information visualization in computer applications. While the RV allows user interaction with a virtual environment totally computer generated; in RA the virtual images are inserted in real environment, but both create new opportunities to support teaching and learning in formal and informal contexts. Such technologies are able to express representations of reality or of the imagination, as systems in nanoscale and low dimensionality, being imperative to explore, in the most diverse areas of knowledge, the potential offered by ICT and emerging technologies. In this sense, this work presents computer applications of virtual and augmented reality developed with the use of modeling and simulation in computational approaches to topics related to nanoscience and nanotechnology, and articulated with innovative pedagogical practices.

Moving virtuality into reality: A comparison study of the effectiveness of traditional and alternative assessments of learning in a multisensory, fully immersive physics program

NASA Astrophysics Data System (ADS)

Gamor, Keysha Ingram

This paper contains a research study that investigated the relative efficacy of using both a traditional paper-and-pencil assessment instrument and an alternative, virtual reality (VR) assessment instrument to assist educators and/or instructional designers in measuring learning in a virtual reality learning environment. To this end, this research study investigated assessment in VR, with the goal of analyzing aspects of student learning in VR that are feasible to access or capture by traditional assessments and alternative assessments. The researcher also examined what additional types of learning alternative assessments may offer. More specifically, this study compared the effectiveness of a traditional method with an alternative (performance-based) method of assessment that was used to examine the ability of the tools to accurately evidence the levels of students' understanding and learning. The domain area was electrostatics, a complex, abstract multidimensional concept, with which students often experience difficulty. Outcomes of the study suggest that, in the evaluation of learning in an immersive VR learning environment, assessments would most accurately manifest student learning if the assessment measure matched the learning environment itself. In this study, learning and assessing in the VR environment yielded higher final test scores than learning in VR and testing with traditional paper-and-pencil. Being able to transfer knowledge from a VR environment to other situations is critical in demonstrating the overall level of understanding of a concept. For this reason, the researcher recommends a combination of testing measures to enhance understanding of complex, abstract concepts.

On Location Learning: Authentic Applied Science with Networked Augmented Realities

NASA Astrophysics Data System (ADS)

Rosenbaum, Eric; Klopfer, Eric; Perry, Judy

2007-02-01

The learning of science can be made more like the practice of science through authentic simulated experiences. We have created a networked handheld Augmented Reality environment that combines the authentic role-playing of Augmented Realities and the underlying models of Participatory Simulations. This game, known as Outbreak @ The Institute, is played across a university campus where players take on the roles of doctors, medical technicians, and public health experts to contain a disease outbreak. Players can interact with virtual characters and employ virtual diagnostic tests and medicines. They are challenged to identify the source and prevent the spread of an infectious disease that can spread among real and/or virtual characters according to an underlying model. In this paper, we report on data from three high school classes who played the game. We investigate students' perception of the authenticity of the game in terms of their personal embodiment in the game, their experience playing different roles, and their understanding of the dynamic model underlying the game.

Virtual Reality Hysteroscopy

PubMed

Levy

1996-08-01

New interactive computer technologies are having a significant influence on medical education, training, and practice. The newest innovation in computer technology, virtual reality, allows an individual to be immersed in a dynamic computer-generated, three-dimensional environment and can provide realistic simulations of surgical procedures. A new virtual reality hysteroscope passes through a sensing device that synchronizes movements with a three-dimensional model of a uterus. Force feedback is incorporated into this model, so the user actually experiences the collision of an instrument against the uterine wall or the sensation of the resistance or drag of a resectoscope as it cuts through a myoma in a virtual environment. A variety of intrauterine pathologies and procedures are simulated, including hyperplasia, cancer, resection of a uterine septum, polyp, or myoma, and endometrial ablation. This technology will be incorporated into comprehensive training programs that will objectively assess hand-eye coordination and procedural skills. It is possible that by incorporating virtual reality into hysteroscopic training programs, a decrease in the learning curve and the number of complications presently associated with the procedures may be realized. Prospective studies are required to assess these potential benefits.

Learning to Drive a Wheelchair in Virtual Reality

ERIC Educational Resources Information Center

Inman, Dean P.; Loge, Ken; Cram, Aaron; Peterson, Missy

2011-01-01

This research project studied the effect that a technology-based training program, WheelchairNet, could contribute to the education of children with physical disabilities by providing a chance to practice driving virtual motorized wheelchairs safely within a computer-generated world. Programmers created three virtual worlds for training. Scenarios…

Virtual Learning Is Becoming Reality.

ERIC Educational Resources Information Center

Jancek, Richard L.

Once a school district decides to offer students virtual classes, it has to recognize the costs associated with the implementation, the logistical needs, the staff that will be needed to assist students, and the maintenance of the technology. Adapting the philosophy of virtual education is only the beginning. The role of the traditional teacher…

Virtual Reality and Special Needs

ERIC Educational Resources Information Center

Jeffs, Tara L.

2009-01-01

The use of virtual environments for special needs is as diverse as the field of Special Education itself and the individuals it serves. Individuals with special needs often face challenges with attention, language, spatial abilities, memory, higher reasoning and knowledge acquisition. Research in the use of Virtual Learning Environments (VLE)…

Virtual Reality in Psychology

ERIC Educational Resources Information Center

Foreman, Nigel

2009-01-01

The benefits of using virtual environments (VEs) in psychology arise from the fact that movements in virtual space, and accompanying perceptual changes, are treated by the brain in much the same way as those in equivalent real space. The research benefits of using VEs, in areas of psychology such as spatial learning and cognition, include…

Educating Avatars: On Virtual Worlds and Pedagogical Intent

ERIC Educational Resources Information Center

Wang, Tsung Juang

2011-01-01

Virtual world technology is now being incorporated into various higher education programs, often with enthusiastic claims about the improvement of students' abilities to experience learning problems and tasks in computer-mediated virtual reality through the use of computer-generated personal agents or avatars. The interactivity of the avatars with…

Sensorimotor Learning during a Marksmanship Task in Immersive Virtual Reality

PubMed Central

Rao, Hrishikesh M.; Khanna, Rajan; Zielinski, David J.; Lu, Yvonne; Clements, Jillian M.; Potter, Nicholas D.; Sommer, Marc A.; Kopper, Regis; Appelbaum, Lawrence G.

2018-01-01

Sensorimotor learning refers to improvements that occur through practice in the performance of sensory-guided motor behaviors. Leveraging novel technical capabilities of an immersive virtual environment, we probed the component kinematic processes that mediate sensorimotor learning. Twenty naïve subjects performed a simulated marksmanship task modeled after Olympic Trap Shooting standards. We measured movement kinematics and shooting performance as participants practiced 350 trials while receiving trial-by-trial feedback about shooting success. Spatiotemporal analysis of motion tracking elucidated the ballistic and refinement phases of hand movements. We found systematic changes in movement kinematics that accompanied improvements in shot accuracy during training, though reaction and response times did not change over blocks. In particular, we observed longer, slower, and more precise ballistic movements that replaced effort spent on corrections and refinement. Collectively, these results leverage developments in immersive virtual reality technology to quantify and compare the kinematics of movement during early learning of full-body sensorimotor orienting. PMID:29467693

Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design

NASA Astrophysics Data System (ADS)

Baukal, Charles Edward, Jr.

A literature search revealed very little information on how to teach working engineers, which became the motivation for this research. Effective training is important for many reasons such as preventing accidents, maximizing fuel efficiency, minimizing pollution emissions, and reducing equipment downtime. The conceptual framework for this study included the development of a new instructional design framework called the Multimedia Cone of Abstraction (MCoA). This was developed by combining Dale's Cone of Experience and Mayer's Cognitive Theory of Multimedia Learning. An anonymous survey of 118 engineers from a single Midwestern manufacturer was conducted to determine their demographics, learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences. The learning strategy preference profile and verbal-visual cognitive styles of the sample were statistically significantly different than the general population. The working engineers included more Problem Solvers and were much more visually-oriented than the general population. To study multimedia preferences, five of the seven levels in the MCoA were used. Eight types of multimedia were compared in four categories (types in parantheses): text (text and narration), static graphics (drawing and photograph), non-interactive dynamic graphics (animation and video), and interactive dynamic graphics (simulated virtual reality and real virtual reality). The first phase of the study examined multimedia preferences within a category. Participants compared multimedia types in pairs on dual screens using relative preference, rating, and ranking. Surprisingly, the more abstract multimedia (text, drawing, animation, and simulated virtual reality) were preferred in every category to the more concrete multimedia (narration, photograph, video, and real virtual reality), despite the fact that most participants had relatively little prior subject knowledge. However, the more abstract graphics were only slightly preferred to the more concrete graphics. In the second phase, the more preferred multimedia types in each category from the first phase were compared against each other using relative preference, rating, and ranking and overall rating and ranking. Drawing was the most preferred multimedia type overall, although only slightly more than animation and simulated virtual reality. Text was a distant fourth. These results suggest that instructional content for continuing engineering education should include problem solving and should be highly visual.

Utah Virtual Lab: JAVA interactivity for teaching science and statistics on line.

PubMed

Malloy, T E; Jensen, G C

2001-05-01

The Utah on-line Virtual Lab is a JAVA program run dynamically off a database. It is embedded in StatCenter (www.psych.utah.edu/learn/statsampler.html), an on-line collection of tools and text for teaching and learning statistics. Instructors author a statistical virtual reality that simulates theories and data in a specific research focus area by defining independent, predictor, and dependent variables and the relations among them. Students work in an on-line virtual environment to discover the principles of this simulated reality: They go to a library, read theoretical overviews and scientific puzzles, and then go to a lab, design a study, collect and analyze data, and write a report. Each student's design and data analysis decisions are computer-graded and recorded in a database; the written research report can be read by the instructor or by other students in peer groups simulating scientific conventions.

Personalized Messages That Promote Science Learning in Virtual Environments

ERIC Educational Resources Information Center

Moreno, Roxana; Mayer, Richard E.

2004-01-01

College students learned how to design the roots, stem, and leaves of plants to survive in five different virtual reality environments through an agent-based multimedia educational game. For each student, the agent used personalized speech (e.g., including I and you) or nonpersonalized speech (e.g., 3rd-person monologue), and the game was…

Web3D Technologies in Learning, Education and Training: Motivations, Issues, Opportunities

ERIC Educational Resources Information Center

Chittaro, Luca; Ranon, Roberto

2007-01-01

Web3D open standards allow the delivery of interactive 3D virtual learning environments through the Internet, reaching potentially large numbers of learners worldwide, at any time. This paper introduces the educational use of virtual reality based on Web3D technologies. After briefly presenting the main Web3D technologies, we summarize the…

Brave New (Virtual) World: Transforming Language Learning into Cultural Studies through Online Learning Environments (MOOs).

ERIC Educational Resources Information Center

Schneider, Jeffrey; von der Emde, Silke

2000-01-01

Describes an online approach through using a MOO, a computer program that allows students to share text-based virtual reality. The goal of the program was to build an environment that both enabled practice in the target language and sustained reflection on the processes of cultural production and reception. (Author/VWL)

Immersive virtual reality platform for medical training: a "killer-application".

PubMed

2000-01-01

The Medical Readiness Trainer (MRT) integrates fully immersive Virtual Reality (VR), highly advanced medical simulation technologies, and medical data to enable unprecedented medical education and training. The flexibility offered by the MRT environment serves as a practical teaching tool today and in the near future the will serve as an ideal vehicle for facilitating the transition to the next level of medical practice, i.e., telepresence and next generation Internet-based collaborative learning.

The potential of virtual reality-based training to enhance the functional autonomy of Alzheimer's disease patients in cooking activities: A single case study.

PubMed

Foloppe, Déborah A; Richard, Paul; Yamaguchi, Takehiko; Etcharry-Bouyx, Frédérique; Allain, Philippe

2018-07-01

Impairments in performing activities of daily living occur early in the course of Alzheimer's disease (AD). There is a great need to develop non-pharmacological therapeutic interventions likely to reduce dependency in everyday activities in AD patients. This study investigated whether it was possible to increase autonomy in these patients in cooking activities using interventions based on errorless learning, vanishing-cue, and virtual reality techniques. We recruited a 79-year-old woman who met NINCDS-ADRDA criteria for probable AD. She was trained in four cooking tasks for four days per task, one hour per day, in virtual and in real conditions. Outcome measures included subjective data concerning the therapeutic intervention and the experience of virtual reality, repeated assessments of training activities, neuropsychological scores, and self-esteem and quality of life measures. The results indicated that our patient could relearn some cooking activities using virtual reality techniques. Transfer to real life was also observed. Improvement of the task performance remained stable over time. This case report supports the value of a non-immersive virtual kitchen to help people with AD to relearn cooking activities.

Generating Contextual Descriptions of Virtual Reality (VR) Spaces

NASA Astrophysics Data System (ADS)

Olson, D. M.; Zaman, C. H.; Sutherland, A.

2017-12-01

Virtual reality holds great potential for science communication, education, and research. However, interfaces for manipulating data and environments in virtual worlds are limited and idiosyncratic. Furthermore, speech and vision are the primary modalities by which humans collect information about the world, but the linking of visual and natural language domains is a relatively new pursuit in computer vision. Machine learning techniques have been shown to be effective at image and speech classification, as well as at describing images with language (Karpathy 2016), but have not yet been used to describe potential actions. We propose a technique for creating a library of possible context-specific actions associated with 3D objects in immersive virtual worlds based on a novel dataset generated natively in virtual reality containing speech, image, gaze, and acceleration data. We will discuss the design and execution of a user study in virtual reality that enabled the collection and the development of this dataset. We will also discuss the development of a hybrid machine learning algorithm linking vision data with environmental affordances in natural language. Our findings demonstrate that it is possible to develop a model which can generate interpretable verbal descriptions of possible actions associated with recognized 3D objects within immersive VR environments. This suggests promising applications for more intuitive user interfaces through voice interaction within 3D environments. It also demonstrates the potential to apply vast bodies of embodied and semantic knowledge to enrich user interaction within VR environments. This technology would allow for applications such as expert knowledge annotation of 3D environments, complex verbal data querying and object manipulation in virtual spaces, and computer-generated, dynamic 3D object affordances and functionality during simulations.

A One-year Case Study: Understanding the Rich Potential of Project-based Learning in a Virtual Reality Class for High School Students

NASA Astrophysics Data System (ADS)

Morales, Teresa M.; Bang, EunJin; Andre, Thomas

2013-10-01

This paper presents a qualitative case analysis of a new and unique, high school, student-directed, project-based learning (PBL), virtual reality (VR) class. In order to create projects, students learned, on an independent basis, how to program an industrial-level VR machine. A constraint was that students were required to produce at least one educational application of VR. This study incorporated in-depth classroom observations, interviews with students, analyses of student projects, and surveys of parents and teachers to examine the social and learning processes in the class, and the nature of content learning represented in student projects. The results demonstrated that PBL can be effective even with minimal teacher guidance. The findings substantiate an educational approach rich with promise, for at least some students, that deserves considerable additional study to maximize its powerful potentials for independent and peer-mentored learning.

Enhancing a Multi-body Mechanism with Learning-Aided Cues in an Augmented Reality Environment

NASA Astrophysics Data System (ADS)

Singh Sidhu, Manjit

2013-06-01

Augmented Reality (AR) is a potential area of research for education, covering issues such as tracking and calibration, and realistic rendering of virtual objects. The ability to augment real world with virtual information has opened the possibility of using AR technology in areas such as education and training as well. In the domain of Computer Aided Learning (CAL), researchers have long been looking into enhancing the effectiveness of the teaching and learning process by providing cues that could assist learners to better comprehend the materials presented. Although a number of works were done looking into the effectiveness of learning-aided cues, but none has really addressed this issue for AR-based learning solutions. This paper discusses the design and model of an AR based software that uses visual cues to enhance the learning process and the outcome perception results of the cues.

Emergence of Virtual Reality as a Tool for Upper Limb Rehabilitation: Incorporation of Motor Control and Motor Learning Principles

PubMed Central

Weiss, Patrice L.; Keshner, Emily A.

2015-01-01

The primary focus of rehabilitation for individuals with loss of upper limb movement as a result of acquired brain injury is the relearning of specific motor skills and daily tasks. This relearning is essential because the loss of upper limb movement often results in a reduced quality of life. Although rehabilitation strives to take advantage of neuroplastic processes during recovery, results of traditional approaches to upper limb rehabilitation have not entirely met this goal. In contrast, enriched training tasks, simulated with a wide range of low- to high-end virtual reality–based simulations, can be used to provide meaningful, repetitive practice together with salient feedback, thereby maximizing neuroplastic processes via motor learning and motor recovery. Such enriched virtual environments have the potential to optimize motor learning by manipulating practice conditions that explicitly engage motivational, cognitive, motor control, and sensory feedback–based learning mechanisms. The objectives of this article are to review motor control and motor learning principles, to discuss how they can be exploited by virtual reality training environments, and to provide evidence concerning current applications for upper limb motor recovery. The limitations of the current technologies with respect to their effectiveness and transfer of learning to daily life tasks also are discussed. PMID:25212522

"Juxtapose": An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment

ERIC Educational Resources Information Center

Menorath, Darren; Antonczak, Laurent

2017-01-01

This paper examines the state of the art of mobile Augmented Reality (AR) and mobile Virtual Reality (VR) in relation to collaboration and professional practices in a creative digital environment and higher education. To support their discussion, the authors use a recent design-based research project named "Juxtapose," which explores…

Augmenting Your Own Reality: Student Authoring of Science-Based Augmented Reality Games

ERIC Educational Resources Information Center

Klopfer, Eric; Sheldon, Josh

2010-01-01

Augmented Reality (AR) simulations superimpose a virtual overlay of data and interactions onto a real-world context. The simulation engine at the heart of this technology is built to afford elements of game play that support explorations and learning in students' natural context--their own community and surroundings. In one of the more recent…

Alternate Reality Games as Learning Environments for Student Induction

ERIC Educational Resources Information Center

Whitton, Nicola; Jones, Rosie; Wilson, Scott; Whitton, Peter

2014-01-01

Alternate reality games (ARGs) are a relatively new form of collaborative game that make use of both the virtual and real worlds to engage players in a series of challenges within a compelling narrative. The Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project aimed to use this game format to provide an alternative…

Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality

ERIC Educational Resources Information Center

Mota, José Miguel; Ruiz-Rube, Iván; Dodero, Juan Manuel; Figueiredo, Mauro

2016-01-01

Augmented Reality (AR) technology allows the inclusion of virtual elements on a vision of actual physical environment for the creation of a mixed reality in real time. This kind of technology can be used in educational settings. However, the current AR authoring tools present several drawbacks, such as, the lack of a mechanism for tracking the…

Creating state of the art, next-generation Virtual Reality exposure therapies for anxiety disorders using consumer hardware platforms: design considerations and future directions.

PubMed

Lindner, Philip; Miloff, Alexander; Hamilton, William; Reuterskiöld, Lena; Andersson, Gerhard; Powers, Mark B; Carlbring, Per

2017-09-01

Decades of research and more than 20 randomized controlled trials show that Virtual Reality exposure therapy (VRET) is effective in reducing fear and anxiety. Unfortunately, few providers or patients have had access to the costly and technical equipment previously required. Recent technological advances in the form of consumer Virtual Reality (VR) systems (e.g. Oculus Rift and Samsung Gear), however, now make widespread use of VRET in clinical settings and as self-help applications possible. In this literature review, we detail the current state of VR technology and discuss important therapeutic considerations in designing self-help and clinician-led VRETs, such as platform choice, exposure progression design, inhibitory learning strategies, stimuli tailoring, gamification, virtual social learning and more. We illustrate how these therapeutic components can be incorporated and utilized in VRET applications, taking full advantage of the unique capabilities of virtual environments, and showcase some of these features by describing the development of a consumer-ready, gamified self-help VRET application for low-cost commercially available VR hardware. We also raise and discuss challenges in the planning, development, evaluation, and dissemination of VRET applications, including the need for more high-quality research. We conclude by discussing how new technology (e.g. eye-tracking) can be incorporated into future VRETs and how widespread use of VRET self-help applications will enable collection of naturalistic "Big Data" that promises to inform learning theory and behavioral therapy in general.

Effect of Virtual Reality on Cognition in Stroke Patients

PubMed Central

Kim, Bo Ryun; Kim, Lee Suk; Park, Ji Young

2011-01-01

Objective To investigate the effect of virtual reality on the recovery of cognitive impairment in stroke patients. Method Twenty-eight patients (11 males and 17 females, mean age 64.2) with cognitive impairment following stroke were recruited for this study. All patients were randomly assigned to one of two groups, the virtual reality (VR) group (n=15) or the control group (n=13). The VR group received both virtual reality training and computer-based cognitive rehabilitation, whereas the control group received only computer-based cognitive rehabilitation. To measure, activity of daily living cognitive and motor functions, the following assessment tools were used: computerized neuropsychological test and the Tower of London (TOL) test for cognitive function assessment, Korean-Modified Barthel index (K-MBI) for functional status evaluation, and the motricity index (MI) for motor function assessment. All recruited patients underwent these evaluations before rehabilitation and four weeks after rehabilitation. Results The VR group showed significant improvement in the K-MMSE, visual and auditory continuous performance tests (CPT), forward digit span test (DST), forward and backward visual span tests (VST), visual and verbal learning tests, TOL, K-MBI, and MI scores, while the control group showed significant improvement in the K-MMSE, forward DST, visual and verbal learning tests, trail-making test-type A, TOL, K-MBI, and MI scores after rehabilitation. The changes in the visual CPT and backward VST in the VR group after rehabilitation were significantly higher than those in the control group. Conclusion Our findings suggest that virtual reality training combined with computer-based cognitive rehabilitation may be of additional benefit for treating cognitive impairment in stroke patients. PMID:22506159

Testing communication strategies to convey genomic concepts using virtual reality technology.

PubMed

Kaphingst, Kimberly A; Persky, Susan; McCall, Cade; Lachance, Christina; Beall, Andrew C; Blascovich, Jim

2009-06-01

Health professionals need to be able to communicate information about genomic susceptibility in understandable and usable ways, but substantial challenges are involved. We developed four learning modules that varied along two factors: (1) learning mode (active learning vs. didactic learning) and (2) metaphor (risk elevator vs. bridge) and tested them using a 2 x 2 between-subjects, repeated measures design. The study used an innovative virtual reality technology experimental platform; four virtual worlds were designed to convey the concept that genetic and behavioral factors interact to affect common disease risk. The primary outcome was comprehension (recall, transfer). Study participants were 42 undergraduates aged 19-23. The results indicated that the elevator metaphor better supported learning of the concept than the bridge metaphor. Mean transfer score was significantly higher for the elevator metaphor (p < 0.05). Mean change in recall was significantly higher for didactic learning than active learning (p < 0.05). Mean ratings for variables posited to be associated with better learning (e.g., motivation), however, were generally higher for the active learning worlds. The results suggested that active learning might not always be more effective than didactic learning in increasing comprehension of health information. The findings also indicated that less complex metaphors might convey abstract concepts more effectively.

Testing Communication Strategies to Convey Genomic Concepts Using Virtual Reality Technology

PubMed Central

Kaphingst, Kimberly A.; Persky, Susan; McCall, Cade; Lachance, Christina; Beall, Andrew C.; Blascovich, Jim

2009-01-01

Health professionals need to be able to communicate information about genomic susceptibility in understandable and usable ways, but substantial challenges are involved. We developed four learning modules that varied along two factors: (1) learning mode (active learning vs. didactic learning) and (2) metaphor (risk elevator vs. bridge) and tested them using a 2×2 between-subjects, repeated measures design. The study used an innovative virtual reality technology experimental platform; four virtual worlds were designed to convey the concept that genetic and behavioral factors interact to affect common disease risk. The primary outcome was comprehension (recall, transfer). Study participants were 42 undergraduates aged 19–23. The results indicated that the elevator metaphor better supported learning of the concept than the bridge metaphor. Mean transfer score was significantly higher for the elevator metaphor (p<0.05). Mean change in recall was significantly higher for didactic learning than active learning (p<0.05). However, mean ratings for variables posited to be associated with better learning (e.g., motivation) were generally higher for the active learning worlds. The results suggested that active learning might not always be more effective than didactic learning in increasing comprehension of health information. The findings also indicated that less complex metaphors might convey abstract concepts more effectively. PMID:19466649

Visual landmarks facilitate rodent spatial navigation in virtual reality environments

PubMed Central

Youngstrom, Isaac A.; Strowbridge, Ben W.

2012-01-01

Because many different sensory modalities contribute to spatial learning in rodents, it has been difficult to determine whether spatial navigation can be guided solely by visual cues. Rodents moving within physical environments with visual cues engage a variety of nonvisual sensory systems that cannot be easily inhibited without lesioning brain areas. Virtual reality offers a unique approach to ask whether visual landmark cues alone are sufficient to improve performance in a spatial task. We found that mice could learn to navigate between two water reward locations along a virtual bidirectional linear track using a spherical treadmill. Mice exposed to a virtual environment with vivid visual cues rendered on a single monitor increased their performance over a 3-d training regimen. Training significantly increased the percentage of time avatars controlled by the mice spent near reward locations in probe trials without water rewards. Neither improvement during training or spatial learning for reward locations occurred with mice operating a virtual environment without vivid landmarks or with mice deprived of all visual feedback. Mice operating the vivid environment developed stereotyped avatar turning behaviors when alternating between reward zones that were positively correlated with their performance on the probe trial. These results suggest that mice are able to learn to navigate to specific locations using only visual cues presented within a virtual environment rendered on a single computer monitor. PMID:22345484

Virtual Environments Supporting Learning and Communication in Special Needs Education

ERIC Educational Resources Information Center

Cobb, Sue V. G.

2007-01-01

Virtual reality (VR) describes a set of technologies that allow users to explore and experience 3-dimensional computer-generated "worlds" or "environments." These virtual environments can contain representations of real or imaginary objects on a small or large scale (from modeling of molecular structures to buildings, streets, and scenery of a…

Teaching Literature in Virtual Worlds: Immersive Learning in English Studies

ERIC Educational Resources Information Center

Webb, Allen, Ed.

2011-01-01

What are the realities and possibilities of utilizing on-line virtual worlds as teaching tools for specific literary works? Through engaging and surprising stories from classrooms where virtual worlds are in use, this book invites readers to understand and participate in this emerging and valuable pedagogy. It examines the experience of high…

A commercially viable virtual reality knee arthroscopy training system.

PubMed

McCarthy, A D; Hollands, R J

1998-01-01

Arthroscopy is a minimally invasive form of surgery used to inspect joints. It is complex to learn yet current training methods appear inadequate, thus negating the potential benefits to the patient. This paper describes the development and initial assessment of a cost-effective virtual reality based system for training surgeons in arthroscopy of the knee. The system runs on a P.C. Initial assessments by surgeons have been positive and current developments in deformable models are described.

Co-Operative Learning and Development Networks.

ERIC Educational Resources Information Center

Hodgson, V.; McConnell, D.

1995-01-01

Discusses the theory, nature, and benefits of cooperative learning. Considers the Cooperative Learning and Development Network (CLDN) trial in the JITOL (Just in Time Open Learning) project and examines the relationship between theories about cooperative learning and the reality of a group of professionals participating in a virtual cooperative…

Collaborative Learning across Physical and Virtual Worlds: Factors Supporting and Constraining Learners in a Blended Reality Environment

ERIC Educational Resources Information Center

Bower, Matt; Lee, Mark J. W.; Dalgarno, Barney

2017-01-01

This article presents the outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment. Pre-service teachers at an Australian university took part in a hybrid tutorial lesson involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along…

Level of Abstraction and Feelings of Presence in Virtual Space: Business English Negotiation in Open Wonderland

ERIC Educational Resources Information Center

Chen, Judy F.; Warden, Clyde A.; Tai, David Wen-Shung; Chen, Farn-Shing; Chao, Chich-Yang

2011-01-01

Virtual spaces allow abstract representations of reality that not only encourage student self-directed learning but also reinforce core content of the learning objective through visual metaphors not reproducible in the physical world. One of the advantages of such a space is the ability to escape the restrictions of the physical classroom, yet…

Virtual reality exposure in the treatment of social phobia.

PubMed

Klinger, Evelyne; Légeron, Patrick; Roy, Stéphane; Chemin, Isabelle; Lauer, Françoise; Nugues, Pierre

2004-01-01

Social phobia is one of the most frequent psychiatric disorders and is accessible to two forms of scientifically validated treatments: anti-depressant drugs and cognitive-behavioral therapies. Graded exposure to feared social situations (either in vivo or by imagining the situations) is fundamental to obtain an improvement of the anxious symptoms. Virtual reality (VR) may be an alternative to these standard exposure techniques and seems to bring significant advantages by allowing exposures to numerous and varied situations. Moreover studies have shown that human subjects are appropriately sensitive to virtual environments. This chapter reports the definition of a VR-based clinical protocol and a study to treat social phobia using virtual reality techniques. The virtual environments used in the treatment reproduce four situations that social phobics feel the most threatening: performance, intimacy, scrutiny and assertiveness. With the help of the therapist, the patient learns adapted cognitions and behaviors when coping with social situations, with the aim of reducing her or his anxiety in the corresponding real life situations. Some studies have been carried out using virtual reality in the treatment of fear of public speaking, which is only a small part of the symptomatology of most of social phobic patients. The novelty of our work is to address a larger group of situations that the phobic patients experience with high anxiety. In our protocol, the efficacy of the virtual reality treatment is compared to well established and well validated group cognitive-behavioral treatment.

Immersive Collaboration Simulations: Multi-User Virtual Environments and Augmented Realities

NASA Technical Reports Server (NTRS)

Dede, Chris

2008-01-01

Emerging information technologies are reshaping the following: shifts in the knowledge and skills society values, development of new methods of teaching and learning, and changes in the characteristics of learning.

Motor learning from virtual reality to natural environments in individuals with Duchenne muscular dystrophy.

PubMed

Quadrado, Virgínia Helena; Silva, Talita Dias da; Favero, Francis Meire; Tonks, James; Massetti, Thais; Monteiro, Carlos Bandeira de Mello

2017-11-10

To examine whether performance improvements in the virtual environment generalize to the natural environment. we had 64 individuals, 32 of which were individuals with DMD and 32 were typically developing individuals. The groups practiced two coincidence timing tasks. In the more tangible button-press task, the individuals were required to 'intercept' a falling virtual object at the moment it reached the interception point by pressing a key on the computer. In the more abstract task, they were instructed to 'intercept' the virtual object by making a hand movement in a virtual environment using a webcam. For individuals with DMD, conducting a coincidence timing task in a virtual environment facilitated transfer to the real environment. However, we emphasize that a task practiced in a virtual environment should have higher rates of difficulties than a task practiced in a real environment. IMPLICATIONS FOR REHABILITATION Virtual environments can be used to promote improved performance in ?real-world? environments. Virtual environments offer the opportunity to create paradigms similar ?real-life? tasks, however task complexity and difficulty levels can be manipulated, graded and enhanced to increase likelihood of success in transfer of learning and performance. Individuals with DMD, in particular, showed immediate performance benefits after using virtual reality.

Immersive Technologies and Language Learning

ERIC Educational Resources Information Center

Blyth, Carl

2018-01-01

This article briefly traces the historical conceptualization of linguistic and cultural immersion through technological applications, from the early days of locally networked computers to the cutting-edge technologies known as virtual reality and augmented reality. Next, the article explores the challenges of immersive technologies for the field…

Information Technologies and Workplace Learning.

ERIC Educational Resources Information Center

Roth, Gene L.

1995-01-01

Information technologies are important tools for individual, team, and organizational learning. Developments in virtual reality and the Internet, performance support systems that increase the efficiency of individuals and groups, and other innovations have the potential to enhance the relationship between work and learning. (SK)

Virtual reality and gaming systems to improve walking and mobility for people with musculoskeletal and neuromuscular conditions.

PubMed

Deutsch, Judith E

2009-01-01

Improving walking for individuals with musculoskeletal and neuromuscular conditions is an important aspect of rehabilitation. The capabilities of clinicians who address these rehabilitation issues could be augmented with innovations such as virtual reality gaming based technologies. The chapter provides an overview of virtual reality gaming based technologies currently being developed and tested to improve motor and cognitive elements required for ambulation and mobility in different patient populations. Included as well is a detailed description of a single VR system, consisting of the rationale for development and iterative refinement of the system based on clinical science. These concepts include: neural plasticity, part-task training, whole task training, task specific training, principles of exercise and motor learning, sensorimotor integration, and visual spatial processing.

The Application of Modeling and Simulation to the Behavioral Deficit of Autism

NASA Technical Reports Server (NTRS)

Anton, John J.

2010-01-01

This abstract describes a research effort to apply technological advances in virtual reality simulation and computer-based games to create behavioral modification programs for individuals with Autism Spectrum Disorder (ASD). The research investigates virtual social skills training within a 3D game environment to diminish the impact of ASD social impairments and to increase learning capacity for optimal intellectual capability. Individuals with autism will encounter prototypical social contexts via computer interface and will interact with 3D avatars with predefined roles within a game-like environment. Incremental learning objectives will combine to form a collaborative social environment. A secondary goal of the effort is to begin the research and development of virtual reality exercises aimed at triggering the release of neurotransmitters to promote critical aspects of synaptic maturation at an early age to change the course of the disease.

The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: a randomized controlled trial.

PubMed

Andersen, Steven Arild Wuyts; Mikkelsen, Peter Trier; Konge, Lars; Cayé-Thomasen, Per; Sørensen, Mads Sølvsten

2016-01-01

Cognitive overload can inhibit learning, and cognitive load theory-based instructional design principles can be used to optimize learning situations. This study aims to investigate the effect of implementing cognitive load theory-based design principles in virtual reality simulation training of mastoidectomy. Eighteen novice medical students received 1 h of self-directed virtual reality simulation training of the mastoidectomy procedure randomized for standard instructions (control) or cognitive load theory-based instructions with a worked example followed by a problem completion exercise (intervention). Participants then completed two post-training virtual procedures for assessment and comparison. Cognitive load during the post-training procedures was estimated by reaction time testing on an integrated secondary task. Final-product analysis by two blinded expert raters was used to assess the virtual mastoidectomy performances. Participants in the intervention group had a significantly increased cognitive load during the post-training procedures compared with the control group (52 vs. 41 %, p  = 0.02). This was also reflected in the final-product performance: the intervention group had a significantly lower final-product score than the control group (13.0 vs. 15.4, p  < 0.005). Initial instruction using worked examples followed by a problem completion exercise did not reduce the cognitive load or improve the performance of the following procedures in novices. Increased cognitive load when part tasks needed to be integrated in the post-training procedures could be a possible explanation for this. Other instructional designs and methods are needed to lower the cognitive load and improve the performance in virtual reality surgical simulation training of novices.

Brave New (Interactive) Worlds: A Review of the Design Affordances and Constraints of Two 3D Virtual Worlds as Interactive Learning Environments

ERIC Educational Resources Information Center

Dickey, Michele D.

2005-01-01

Three-dimensional virtual worlds are an emerging medium currently being used in both traditional classrooms and for distance education. Three-dimensional (3D) virtual worlds are a combination of desk-top interactive Virtual Reality within a chat environment. This analysis provides an overview of Active Worlds Educational Universe and Adobe…

CLEW: A Cooperative Learning Environment for the Web.

ERIC Educational Resources Information Center

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

Learning prosthetic vision: a virtual-reality study.

PubMed

Chen, Spencer C; Hallum, Luke E; Lovell, Nigel H; Suaning, Gregg J

2005-09-01

Acceptance of prosthetic vision will be heavily dependent on the ability of recipients to form useful information from such vision. Training strategies to accelerate learning and maximize visual comprehension would need to be designed in the light of the factors affecting human learning under prosthetic vision. Some of these potential factors were examined in a visual acuity study using the Landolt C optotype under virtual-reality simulation of prosthetic vision. Fifteen normally sighted subjects were tested for 10-20 sessions. Potential learning factors were tested at p < 0.05 with regression models. Learning was most evident across-sessions, though 17% of sessions did express significant within-session trends. Learning was highly concentrated toward a critical range of optotype sizes, and subjects were less capable in identifying the closed optotype (a Landolt C with no gap, forming a closed annulus). Training for implant recipients should target these critical sizes and the closed optotype to extend the limit of visual comprehension. Although there was no evidence that image processing affected overall learning, subjects showed varying personal preferences.

Personalization of Learning Activities within a Virtual Environment for Training Based on Fuzzy Logic Theory

ERIC Educational Resources Information Center

Mohamed, Fahim; Abdeslam, Jakimi; Lahcen, El Bermi

2017-01-01

Virtual Environments for Training (VET) are useful tools for visualization, discovery as well as for training. VETs are based on virtual reality technique to put learners in training situations that emulate genuine situations. VETs have proven to be advantageous in putting learners into varied training situations to acquire knowledge and…

Mitigating Challenges of Using Virtual Reality in Online Courses: A Case Study

ERIC Educational Resources Information Center

Stewart, Barbara; Hutchins, Holly M.; Ezell, Shirley; De Martino, Darrell; Bobba, Anil

2010-01-01

Case study methodology was used to describe the challenges experienced in the development of a virtual component for a freshman-level undergraduate course. The purpose of the project was to use a virtual environment component to provide an interactive and engaging learning environment. While some student and faculty feedback was positive, this…

The Development of a Virtual Dinosaur Museum

ERIC Educational Resources Information Center

Tarng, Wernhuar; Liou, Hsin-Hun

2007-01-01

The objective of this article is to study the network and virtual reality technologies for developing a virtual dinosaur museum, which provides a Web-learning environment for students of all ages and the general public to know more about dinosaurs. We first investigate the method for building the 3D dynamic models of dinosaurs, and then describe…

On the usefulness of the concept of presence in virtual reality applications

NASA Astrophysics Data System (ADS)

Mestre, Daniel R.

2015-03-01

Virtual Reality (VR) leads to realistic experimental situations, while enabling researchers to have deterministic control on these situations, and to precisely measure participants' behavior. However, because more realistic and complex situations can be implemented, important questions arise, concerning the validity and representativeness of the observed behavior, with reference to a real situation. One example is the investigation of a critical (virtually dangerous) situation, in which the participant knows that no actual threat is present in the simulated situation, and might thus exhibit a behavioral response that is far from reality. This poses serious problems, for instance in training situations, in terms of transfer of learning to a real situation. Facing this difficult question, it seems necessary to study the relationships between three factors: immersion (physical realism), presence (psychological realism) and behavior. We propose a conceptual framework, in which presence is a necessary condition for the emergence of a behavior that is representative of what is observed in real conditions. Presence itself depends not only on physical immersive characteristics of the Virtual Reality setup, but also on contextual and psychological factors.

Surgical virtual reality - highlights in developing a high performance surgical haptic device.

PubMed

Custură-Crăciun, D; Cochior, D; Constantinoiu, S; Neagu, C

2013-01-01

Just like simulators are a standard in aviation and aerospace sciences, we expect for surgical simulators to soon become a standard in medical applications. These will correctly instruct future doctors in surgical techniques without there being a need for hands on patient instruction. Using virtual reality by digitally transposing surgical procedures changes surgery in are volutionary manner by offering possibilities for implementing new, much more efficient, learning methods, by allowing the practice of new surgical techniques and by improving surgeon abilities and skills. Perfecting haptic devices has opened the door to a series of opportunities in the fields of research,industry, nuclear science and medicine. Concepts purely theoretical at first, such as telerobotics, telepresence or telerepresentation,have become a practical reality as calculus techniques, telecommunications and haptic devices evolved,virtual reality taking a new leap. In the field of surgery barrier sand controversies still remain, regarding implementation and generalization of surgical virtual simulators. These obstacles remain connected to the high costs of this yet fully sufficiently developed technology, especially in the domain of haptic devices. Celsius.

Virtual reality disaster training: translation to practice.

PubMed

Farra, Sharon L; Miller, Elaine T; Hodgson, Eric

2015-01-01

Disaster training is crucial to the mitigation of both mortality and morbidity associated with disasters. Just as clinical practice needs to be grounded in evidence, effective disaster education is dependent upon the development and use of andragogic and pedagogic evidence. Educational research findings must be transformed into useable education strategies. Virtual reality simulation is a teaching methodology that has the potential to be a powerful educational tool. The purpose of this article is to translate research findings related to the use of virtual reality simulation in disaster training into education practice. The Ace Star Model serves as a valuable framework to translate the VRS teaching methodology and improve disaster training of healthcare professionals. Using the Ace Star Model as a framework to put evidence into practice, strategies for implementing a virtual reality simulation are addressed. Practice guidelines, implementation recommendations, integration to practice and evaluation are discussed. It is imperative that health educators provide more exemplars of how research evidence can be moved through the various stages of the model to advance practice and sustain learning outcomes. Copyright © 2013 Elsevier Ltd. All rights reserved.

[Effectiveness of a programme based on a virtual reality game for cognitive enhancement in schizophrenia].

PubMed

López-Martín, Olga; Segura Fragoso, Antonio; Rodríguez Hernández, Marta; Dimbwadyo Terrer, Iris; Polonio-López, Begoña

2016-01-01

To evaluate the effectiveness of a programme based on a virtual reality game to improve cognitive domains in patients with schizophrenia. A randomized controlled trial was conducted in 40 patients with schizophrenia, 20 in the experimental group and 20 in the control group. The experimental group received 10 sessions with Nintendo Wii(®) for 5 weeks, 50 minutes/session, 2 days/week in addition to conventional treatment. The control group received conventional treatment only. Statistically significant differences in the T-Score were found in 5 of the 6 cognitive domains assessed: processing speed (F=12.04, p=0.001), attention/vigilance (F=12.75, p=0.001), working memory (F=18.86, p <0.01), verbal learning (F=7.6, p=0.009), visual learning (F=3.6, p=0.064), and reasoning and problem solving (F=11.08, p=0.002). Participation in virtual reality interventions aimed at cognitive training have great potential for significant gains in different cognitive domains assessed in patients with schizophrenia. Copyright © 2015 SESPAS. Published by Elsevier Espana. All rights reserved.

Visualizing the process of interaction in a 3D environment

NASA Astrophysics Data System (ADS)

Vaidya, Vivek; Suryanarayanan, Srikanth; Krishnan, Kajoli; Mullick, Rakesh

2007-03-01

As the imaging modalities used in medicine transition to increasingly three-dimensional data the question of how best to interact with and analyze this data becomes ever more pressing. Immersive virtual reality systems seem to hold promise in tackling this, but how individuals learn and interact in these environments is not fully understood. Here we will attempt to show some methods in which user interaction in a virtual reality environment can be visualized and how this can allow us to gain greater insight into the process of interaction/learning in these systems. Also explored is the possibility of using this method to improve understanding and management of ergonomic issues within an interface.

The use of virtual reality tools in surgical education.

PubMed

Smith, Andrew

2010-03-01

Advances in computing, specifically those used for simulation and games technology has allowed for exciting developments in dental and surgical education. At the same time concerns are being raised that students with relatively little training, practise to improve their skill on patients with all of the inherent risks that may occur. Simulation in dentistry has been practised for many years and so the concept is not new to the profession. New tools have been developed that both enhance teaching and learning and are also useful for assessment of students and trainees. The challenge of virtual and simulated reality tools is to have the required fidelity to improve teaching and learning outcomes over the currently utilized methodology.

The Virtual Classroom.

ERIC Educational Resources Information Center

Roach, Ronald

1997-01-01

Increasingly, college teachers and instructional designers are exploring use of the technology of virtual reality to enhance student learning in math, science, and the social sciences. It is found particularly useful for teaching psychomotor skills and may have potential to make scientific concepts and abstract subjects more accessible to…

Possible applications of the LEAP motion controller for more interactive simulated experiments in augmented or virtual reality

NASA Astrophysics Data System (ADS)

Wozniak, Peter; Vauderwange, Oliver; Mandal, Avikarsha; Javahiraly, Nicolas; Curticapean, Dan

2016-09-01

Practical exercises are a crucial part of many curricula. Even simple exercises can improve the understanding of the underlying subject. Most experimental setups require special hardware. To carry out e. g. a lens experiments the students need access to an optical bench, various lenses, light sources, apertures and a screen. In our previous publication we demonstrated the use of augmented reality visualization techniques in order to let the students prepare with a simulated experimental setup. Within the context of our intended blended learning concept we want to utilize augmented or virtual reality techniques for stationary laboratory exercises. Unlike applications running on mobile devices, stationary setups can be extended more easily with additional interfaces and thus allow for more complex interactions and simulations in virtual reality (VR) and augmented reality (AR). The most significant difference is the possibility to allow interactions beyond touching a screen. The LEAP Motion controller is a small inexpensive device that allows for the tracking of the user's hands and fingers in three dimensions. It is conceivable to allow the user to interact with the simulation's virtual elements by the user's very hand position, movement and gesture. In this paper we evaluate possible applications of the LEAP Motion controller for simulated experiments in augmented and virtual reality. We pay particular attention to the devices strengths and weaknesses and want to point out useful and less useful application scenarios.

3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum

ERIC Educational Resources Information Center

Su,Chung-Ho; Cheng, Ching-Hsue

2013-01-01

The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning achievement. A…

Frames of Reference in Mobile Augmented Reality Displays

ERIC Educational Resources Information Center

Mou, Weimin; Biocca, Frank; Owen, Charles B.; Tang, Arthur; Xiao, Fan; Lim, Lynette

2004-01-01

In 3 experiments, the authors investigated spatial updating in augmented reality environments. Participants learned locations of virtual objects on the physical floor. They were turned to appropriate facing directions while blindfolded before making pointing judgments (e.g., "Imagine you are facing X. Point to Y"). Experiments manipulated the…

Virtual reality training for surgical trainees in laparoscopic surgery.

PubMed

Nagendran, Myura; Gurusamy, Kurinchi Selvan; Aggarwal, Rajesh; Loizidou, Marilena; Davidson, Brian R

2013-08-27

Standard surgical training has traditionally been one of apprenticeship, where the surgical trainee learns to perform surgery under the supervision of a trained surgeon. This is time-consuming, costly, and of variable effectiveness. Training using a virtual reality simulator is an option to supplement standard training. Virtual reality training improves the technical skills of surgical trainees such as decreased time for suturing and improved accuracy. The clinical impact of virtual reality training is not known. To assess the benefits (increased surgical proficiency and improved patient outcomes) and harms (potentially worse patient outcomes) of supplementary virtual reality training of surgical trainees with limited laparoscopic experience. We searched the Cochrane Central Register of Controlled Trials (CENTRAL) in The Cochrane Library, MEDLINE, EMBASE and Science Citation Index Expanded until July 2012. We included all randomised clinical trials comparing virtual reality training versus other forms of training including box-trainer training, no training, or standard laparoscopic training in surgical trainees with little laparoscopic experience. We also planned to include trials comparing different methods of virtual reality training. We included only trials that assessed the outcomes in people undergoing laparoscopic surgery. Two authors independently identified trials and collected data. We analysed the data with both the fixed-effect and the random-effects models using Review Manager 5 analysis. For each outcome we calculated the mean difference (MD) or standardised mean difference (SMD) with 95% confidence intervals based on intention-to-treat analysis. We included eight trials covering 109 surgical trainees with limited laparoscopic experience. Of the eight trials, six compared virtual reality versus no supplementary training. One trial compared virtual reality training versus box-trainer training and versus no supplementary training, and one trial compared virtual reality training versus box-trainer training. There were no trials that compared different forms of virtual reality training. All the trials were at high risk of bias. Operating time and operative performance were the only outcomes reported in the trials. The remaining outcomes such as mortality, morbidity, quality of life (the primary outcomes of this review) and hospital stay (a secondary outcome) were not reported. Virtual reality training versus no supplementary training: The operating time was significantly shorter in the virtual reality group than in the no supplementary training group (3 trials; 49 participants; MD -11.76 minutes; 95% CI -15.23 to -8.30). Two trials that could not be included in the meta-analysis also showed a reduction in operating time (statistically significant in one trial). The numerical values for operating time were not reported in these two trials. The operative performance was significantly better in the virtual reality group than the no supplementary training group using the fixed-effect model (2 trials; 33 participants; SMD 1.65; 95% CI 0.72 to 2.58). The results became non-significant when the random-effects model was used (2 trials; 33 participants; SMD 2.14; 95% CI -1.29 to 5.57). One trial could not be included in the meta-analysis as it did not report the numerical values. The authors stated that the operative performance of virtual reality group was significantly better than the control group. Virtual reality training versus box-trainer training: The only trial that reported operating time did not report the numerical values. In this trial, the operating time in the virtual reality group was significantly shorter than in the box-trainer group. Of the two trials that reported operative performance, only one trial reported the numerical values. The operative performance was significantly better in the virtual reality group than in the box-trainer group (1 trial; 19 participants; SMD 1.46; 95% CI 0.42 to 2.50). In the other trial that did not report the numerical values, the authors stated that the operative performance in the virtual reality group was significantly better than the box-trainer group. Virtual reality training appears to decrease the operating time and improve the operative performance of surgical trainees with limited laparoscopic experience when compared with no training or with box-trainer training. However, the impact of this decreased operating time and improvement in operative performance on patients and healthcare funders in terms of improved outcomes or decreased costs is not known. Further well-designed trials at low risk of bias and random errors are necessary. Such trials should assess the impact of virtual reality training on clinical outcomes.

The VREST learning environment.

PubMed

Kunst, E E; Geelkerken, R H; Sanders, A J B

2005-01-01

The VREST learning environment is an integrated architecture to improve the education of health care professionals. It is a combination of a learning, content and assessment management system based on virtual reality. The generic architecture is now being build and tested around the Lichtenstein protocol for hernia inguinalis repair.

Effects of perturbation-based slip training using a virtual reality environment on slip-induced falls.

PubMed

Parijat, Prakriti; Lockhart, Thurmon E; Liu, Jian

2015-04-01

The purpose of the current study was to design and evaluate the effectiveness of virtual reality training in improving recovery reactions and reducing fall frequency in older adults. Twenty-four older adults were recruited and randomly assigned to two groups (virtual reality training and control). Both groups underwent three sessions including baseline slip, training and transfer of training on slippery surface. Both groups experienced two slips, one during baseline and the other during the transfer of training trial. The training group underwent 12 simulated slips using a visual perturbation induced by tilting a virtual reality scene while walking on the treadmill and the control group performed normal walking during the training session. Kinematic and kinetic data were collected during all the sessions. Results demonstrated a reduced incidence of falls in the training group during the transfer of training trial as compared to the control group. The training group was able to transfer reactive control strategies learned during training to the second slip trial. The reactive adjustments included reduced slip distance. Additionally, gait parameters reflective of gait instability (stride length, step width, variability in stride velocity) reduced after walking in the VR environment for 15-20 min. The results indicated a beneficial effect of the virtual reality training in reducing slip severity and recovery kinematics in healthy older adults.

Effects of Perturbation-Based Slip Training using a Virtual Reality Environment on Slip-induced Falls

PubMed Central

Parijat, Prakriti; Lockhart, Thurmon E.; Liu, Jian

2015-01-01

The purpose of the current study was to design and evaluate the effectiveness of virtual reality training in improving recovery reactions and reducing fall frequency in older adults. Twenty-four older adults were recruited and randomly assigned to two groups (virtual reality training and control). Both groups underwent three sessions including baseline slip, training and transfer of training on slippery surface. Both groups experienced two slips, one during baseline and the other during the transfer of training trial. The training group underwent twelve simulated slips using a visual perturbation induced by tilting a virtual reality scene while walking on the treadmill and the control group performed normal walking during the training session. Kinematic and kinetic data were collected during all the sessions. Results demonstrated a reduced incidence of falls in the training group during the transfer of training trial as compared to the control group. The training group was able to transfer reactive control strategies learned during training to the second slip trial. The reactive adjustments included reduced slip distance. Additionally, gait parameters reflective of gait instability (stride length, step width, variability in stride velocity) reduced after walking in the VR environment for 15–20 min. The results indicated a beneficial effect of the virtual reality training in reducing slip severity and recovery kinematics in healthy older adults. PMID:25245221

Virtual reality for the treatment of autism.

PubMed

Strickland, D

1997-01-01

Autism is a mental disorder which has received attention in several unrelated studies using virtual reality. One of the first attempts was to diagnose children with special needs at Tokyo University using a sandbox playing technique. Although operating the computer controls proved to be too difficult for the individuals with autism in the Tokyo study, research at the University of Nottingham, UK, is successful in using VR as a learning aid for children with a variety of disorders including autism. Both centers used flat screen computer systems with virtual scenes. Another study which concentrated on using VR as a learning aid with an immersive headset system is described in detail in this chapter. Perhaps because of the seriousness of the disorder and the lack of effective treatments, autism has received more study than attention deficit disorders, although both would appear to benefit from many of the same technology features.

Neurocognitive Treatment for a Patient with Alzheimer’s Disease Using a Virtual Reality Navigational Environment

PubMed Central

White, Paul J.F.; Moussavi, Zahra

2016-01-01

In this case study, a man at the onset of Alzheimer’s disease (AD) was enrolled in a cognitive treatment program based upon spatial navigation in a virtual reality (VR) environment. We trained him to navigate to targets in a symmetric, landmark-less virtual building. Our research goals were to determine whether an individual with AD could learn to navigate in a simple VR navigation (VRN) environment and whether that training could also bring real-life cognitive benefits. The results show that our participant learned to perfectly navigate to desired targets in the VRN environment over the course of the training program. Furthermore, subjective feedback from his primary caregiver (his wife) indicated that his skill at navigating while driving improved noticeably and that he enjoyed cognitive improvement in his daily life at home. These results suggest that VRN treatments might benefit other people with AD. PMID:27840579

Virtual Golden Foods Corporation: Generic Skills in a Virtual Crisis Environment (A Pilot Study)

ERIC Educational Resources Information Center

Godat, Meredith

2007-01-01

Workplace learning in a crisis-rich environment is often difficult if not impossible to integrate into programs so that students are able to experience and apply crisis management practices and principles. This study presents the results of a pilot project that examined the effective use of a virtual reality (VR) environment as a tool to teach…

Learning about the Unit Cell and Crystal Lattice with Computerized Simulations and Games: A Pilot Study

ERIC Educational Resources Information Center

Luealamai, Sutha; Panijpan, Bhinyo

2012-01-01

The authors have developed a computer-based learning module on the unit cell of various types of crystal. The module has two components: the virtual unit cell (VUC) part and the subsequent unit cell hunter part. The VUC is a virtual reality simulation for students to actively arrive at the unit cell from exploring, from a broad view, the crystal…

Teaching Basic Field Skills Using Screen-Based Virtual Reality Landscapes

NASA Astrophysics Data System (ADS)

Houghton, J.; Robinson, A.; Gordon, C.; Lloyd, G. E. E.; Morgan, D. J.

2016-12-01

We are using screen-based virtual reality landscapes, created using the Unity 3D game engine, to augment the training geoscience students receive in preparing for fieldwork. Students explore these landscapes as they would real ones, interacting with virtual outcrops to collect data, determine location, and map the geology. Skills for conducting field geological surveys - collecting, plotting and interpreting data; time management and decision making - are introduced interactively and intuitively. As with real landscapes, the virtual landscapes are open-ended terrains with embedded data. This means the game does not structure student interaction with the information as it is through experience the student learns the best methods to work successfully and efficiently. These virtual landscapes are not replacements for geological fieldwork rather virtual spaces between classroom and field in which to train and reinforcement essential skills. Importantly, these virtual landscapes offer accessible parallel provision for students unable to visit, or fully partake in visiting, the field. The project has received positive feedback from both staff and students. Results show students find it easier to focus on learning these basic field skills in a classroom, rather than field setting, and make the same mistakes as when learning in the field, validating the realistic nature of the virtual experience and providing opportunity to learn from these mistakes. The approach also saves time, and therefore resources, in the field as basic skills are already embedded. 70% of students report increased confidence with how to map boundaries and 80% have found the virtual training a useful experience. We are also developing landscapes based on real places with 3D photogrammetric outcrops, and a virtual urban landscape in which Engineering Geology students can conduct a site investigation. This project is a collaboration between the University of Leeds and Leeds College of Art, UK, and all our virtual landscapes are freely available online at www.see.leeds.ac.uk/virtual-landscapes/.

New Theoretical Approach Integrated Education and Technology

ERIC Educational Resources Information Center

Ding, Gang

2010-01-01

The paper focuses on exploring new theoretical approach in education with development of online learning technology, from e-learning to u-learning and virtual reality technology, and points out possibilities such as constructing a new teaching ecological system, ubiquitous educational awareness with ubiquitous technology, and changing the…

Implementing the virtual reality learning environment: Second Life.

PubMed

Schmidt, Bonnie; Stewart, Stephanie

2009-01-01

Today, faculty members are challenged to find meaningful learning activities that enhance online nursing education. Second Life is an innovative Internet-based strategy that may be used to engage students in active learning. The authors discuss how this technology was implemented into an accelerated online nursing program.

Exploring Virtual Reality for Classroom Use: The Virtual Reality and Education Lab at East Carolina University.

ERIC Educational Resources Information Center

Auld, Lawrence W. S.; Pantelidis, Veronica S.

1994-01-01

Describes the Virtual Reality and Education Lab (VREL) established at East Carolina University to study the implications of virtual reality for elementary and secondary education. Highlights include virtual reality software evaluation; hardware evaluation; computer-based curriculum objectives which could use virtual reality; and keeping current…

The WINCKELMANN300 Project: Dissemination of Culture with Virtual Reality at the Capitoline Museum in Rome

NASA Astrophysics Data System (ADS)

Gonizzi Barsanti, S.; Malatesta, S. G.; Lella, F.; Fanini, B.; Sala, F.; Dodero, E.; Petacco, L.

2018-05-01

The best way to disseminate culture is, nowadays, the creation of scenarios with virtual and augmented reality that supply the visitors of museums with a powerful, interactive tool that allows to learn sometimes difficult concepts in an easy, entertaining way. 3D models derived from reality-based techniques are nowadays used to preserve, document and restore historical artefacts. These digital contents are also powerful instrument to interactively communicate their significance to non-specialist, making easier to understand concepts sometimes complicated or not clear. Virtual and Augmented Reality are surely a valid tool to interact with 3D models and a fundamental help in making culture more accessible to the wide public. These technologies can help the museum curators to adapt the cultural proposal and the information about the artefacts based on the different type of visitor's categories. These technologies allow visitors to travel through space and time and have a great educative function permitting to explain in an easy and attractive way information and concepts that could prove to be complicated. The aim of this paper is to create a virtual scenario and an augmented reality app to recreate specific spaces in the Capitoline Museum in Rome as they were during Winckelmann's time, placing specific statues in their original position in the 18th century.

Development of and feedback on a fully automated virtual reality system for online training in weight management skills.

PubMed

Thomas, J Graham; Spitalnick, Josh S; Hadley, Wendy; Bond, Dale S; Wing, Rena R

2015-01-01

Virtual reality (VR) technology can provide a safe environment for observing, learning, and practicing use of behavioral weight management skills, which could be particularly useful in enhancing minimal contact online weight management programs. The Experience Success (ES) project developed a system for creating and deploying VR scenarios for online weight management skills training. Virtual environments populated with virtual actors allow users to experiment with implementing behavioral skills via a PC-based point and click interface. A culturally sensitive virtual coach guides the experience, including planning for real-world skill use. Thirty-seven overweight/obese women provided feedback on a test scenario focused on social eating situations. They reported that the scenario gave them greater skills, confidence, and commitment for controlling eating in social situations. © 2014 Diabetes Technology Society.

Development of and Feedback on a Fully Automated Virtual Reality System for Online Training in Weight Management Skills

PubMed Central

Spitalnick, Josh S.; Hadley, Wendy; Bond, Dale S.; Wing, Rena R.

2014-01-01

Virtual reality (VR) technology can provide a safe environment for observing, learning, and practicing use of behavioral weight management skills, which could be particularly useful in enhancing minimal contact online weight management programs. The Experience Success (ES) project developed a system for creating and deploying VR scenarios for online weight management skills training. Virtual environments populated with virtual actors allow users to experiment with implementing behavioral skills via a PC-based point and click interface. A culturally sensitive virtual coach guides the experience, including planning for real-world skill use. Thirty-seven overweight/obese women provided feedback on a test scenario focused on social eating situations. They reported that the scenario gave them greater skills, confidence, and commitment for controlling eating in social situations. PMID:25367014

EBUS-STAT Subscore Analysis to Predict the Efficacy and Assess the Validity of Virtual Reality Simulation for EBUS-TBNA Training Among Experienced Bronchoscopists.

PubMed

Scarlata, Simone; Palermo, Patrizio; Candoli, Piero; Tofani, Ariela; Petitti, Tommasangelo; Corbetta, Lorenzo

2017-04-01

Linear endobronchial ultrasound transbronchial needle aspiration (EBUS-TBNA) represents a pivotal innovation in interventional pulmonology; determining the best approach to guarantee systematic and efficient training is expected to become a main issue in the forthcoming years. Virtual reality simulators have been proposed as potential EBUS-TBNA training instruments, to avoid unskilled beginners practicing directly in real-life settings. A validated and perfected simulation program could be used before allowing beginners to practice on patients. Our goal was to test the reliability of the EBUS-Skills and Task Assessment Tool (STAT) and its subscores for measuring the competence of experienced bronchoscopists approaching EBUS-guided TBNA, using only the virtual reality simulator as both a training and an assessment tool. Fifteen experienced bronchoscopists, with poor or no experience in EBUS-TBNA, participated in this study. They were all administered the Italian version of the EBUS-STAT evaluation tool, during a high-fidelity virtual reality simulation. This was followed by a single 7-hour theoretical and practical (on simulators) session on EBUS-TBNA, at the end of which their skills were reassessed by EBUS-STAT. An overall, significant improvement in EBUS-TBNA skills was observed, thereby confirming that (a) virtual reality simulation can facilitate practical learning among practitioners, and (b) EBUS-STAT is capable of detecting these improvements. The test's overall ability to detect differences was negatively influenced by the minimal variation of the scores relating to items 1 and 2, was not influenced by the training, and improved significantly when the 2 items were not considered. Apart from these 2 items, all the remaining subscores were equally capable of revealing improvements in the learner. Lastly, we found that trainees with presimulation EBUS-STAT scores above 79 did not show any significant improvement after virtual reality training, suggesting that this score represents a cutoff value capable of predicting the likelihood that simulation can be beneficial. Virtual reality simulation is capable of providing a practical learning tool for practitioners with previous experience in flexible bronchoscopy, and the EBUS-STAT questionnaire is capable of detecting these changes. A pretraining EBUS-STAT score below 79 is a good indicator of those candidates who will benefit from the simulation training. Further studies are needed to verify whether a modified version of the questionnaire would be capable of improving its performance among experienced bronchoscopists.

Robotic virtual reality simulation plus standard robotic orientation versus standard robotic orientation alone: a randomized controlled trial.

PubMed

Vaccaro, Christine M; Crisp, Catrina C; Fellner, Angela N; Jackson, Christopher; Kleeman, Steven D; Pavelka, James

2013-01-01

The objective of this study was to compare the effect of virtual reality simulation training plus robotic orientation versus robotic orientation alone on performance of surgical tasks using an inanimate model. Surgical resident physicians were enrolled in this assessor-blinded randomized controlled trial. Residents were randomized to receive either (1) robotic virtual reality simulation training plus standard robotic orientation or (2) standard robotic orientation alone. Performance of surgical tasks was assessed at baseline and after the intervention. Nine of 33 modules from the da Vinci Skills Simulator were chosen. Experts in robotic surgery evaluated each resident's videotaped performance of the inanimate model using the Global Rating Scale (GRS) and Objective Structured Assessment of Technical Skills-modified for robotic-assisted surgery (rOSATS). Nine resident physicians were enrolled in the simulation group and 9 in the control group. As a whole, participants improved their total time, time to incision, and suture time from baseline to repeat testing on the inanimate model (P = 0.001, 0.003, <0.001, respectively). Both groups improved their GRS and rOSATS scores significantly (both P < 0.001); however, the GRS overall pass rate was higher in the simulation group compared with the control group (89% vs 44%, P = 0.066). Standard robotic orientation and/or robotic virtual reality simulation improve surgical skills on an inanimate model, although this may be a function of the initial "practice" on the inanimate model and repeat testing of a known task. However, robotic virtual reality simulation training increases GRS pass rates consistent with improved robotic technical skills learned in a virtual reality environment.

The Reality of Virtual Learning.

ERIC Educational Resources Information Center

Berman, Sheldon

1999-01-01

Through a $7.5 million U.S. Department of Education grant, students at the Hudson (Massachusetts) Public Schools "attend" Virtual High School--a network of 30 schools in 10 states. Kids attend classes any time, work collaboratively, and choose among innovative, timely, technologically rich course offerings. Other sites are described.…

EduMOOs: Virtual Learning Centers.

ERIC Educational Resources Information Center

Woods, Judy C.

1998-01-01

Multi-user Object Oriented Internet activities (MOOs) permit real time interaction in a text-based virtual reality via the Internet. This article explains EduMOOs (educational MOOs) and provides brief descriptions, World Wide Web addresses, and telnet addresses for selected EduMOOs. Instructions for connecting to a MOO and a list of related Web…

Virtual reality in autism: state of the art.

PubMed

Bellani, M; Fornasari, L; Chittaro, L; Brambilla, P

2011-09-01

Autism spectrum disorders are characterized by core deficits with regard to three domains, i.e. social interaction, communication and repetitive or stereotypic behaviour. It is crucial to develop intervention strategies helping individuals with autism, their caregivers and educators in daily life. For this purpose, virtual reality (VR), i.e. a simulation of the real world based on computer graphics, can be useful as it allows instructors and therapists to offer a safe, repeatable and diversifiable environment during learning. This mini review examines studies that have investigated the use of VR in autism.

A virtual reality browser for Space Station models

NASA Technical Reports Server (NTRS)

Goldsby, Michael; Pandya, Abhilash; Aldridge, Ann; Maida, James

1993-01-01

The Graphics Analysis Facility at NASA/JSC has created a visualization and learning tool by merging its database of detailed geometric models with a virtual reality system. The system allows an interactive walk-through of models of the Space Station and other structures, providing detailed realistic stereo images. The user can activate audio messages describing the function and connectivity of selected components within his field of view. This paper presents the issues and trade-offs involved in the implementation of the VR system and discusses its suitability for its intended purposes.

Virtual Reality for Collaborative E-Learning

ERIC Educational Resources Information Center

Monahan, Teresa; McArdle, Gavin; Bertolotto, Michela

2008-01-01

In the past, the term e-learning referred to any method of learning that used electronic delivery methods. With the advent of the Internet however, e-learning has evolved and the term is now most commonly used to refer to online courses. A multitude of systems are now available to manage and deliver learning content online. While these have proved…

Wildcard: A wearable virtual reality storytelling tool for children with intellectual developmental disability.

PubMed

Gelsomini, Mirko; Garzotto, Franca; Montesano, Daniele; Occhiuto, Daniele

2016-08-01

Our research aims at supporting existing therapies for children with intellectual and developmental disorders (IDD). The personal and social autonomy is the desired end state to be achieved to enable a smooth integration in the real world. We developed and tested a framework for storytelling and learning activities that exploits an immersive virtual reality viewer to interact with target users. We co-designed our system with experts from the medical sector, identifying features that allow patients to stay focused on exercises to perform. Our approach triggers a learning process for a seamless assimilation of common behavioral skills useful in every day's life. This paper highlights the technologic challenges in healthcare and discusses cutting-edge interaction paradigms.

Establishment Reality vs. Maintenance Reality: How Real Is Real Enough?

ERIC Educational Resources Information Center

Lindsay, E. D.; Murray, S.; Liu, D. K.; Lowe, D. B.; Bright, C. G.

2009-01-01

Remote and virtual laboratories are increasingly prevalent alternatives to the face-to-face laboratory experience; however, the question of their learning outcomes is yet to be fully investigated. There are many presumptions regarding the effectiveness of these approaches; foremost amongst these assumptions is that the experience must be "real" to…

Understanding the Conics through Augmented Reality

ERIC Educational Resources Information Center

Salinas, Patricia; Pulido, Ricardo

2017-01-01

This paper discusses the production of a digital environment to foster the learning of conics through augmented reality. The name conic refers to curves obtained by the intersection of a plane with a right circular conical surface. The environment gives students the opportunity to interact with the cone and the plane as virtual objects in real…

Can a virtual reality surgical simulation training provide a self-driven and mentor-free skills learning? Investigation of the practical influence of the performance metrics from the virtual reality robotic surgery simulator on the skill learning and associated cognitive workloads.

PubMed

Lee, Gyusung I; Lee, Mija R

2018-01-01

While it is often claimed that virtual reality (VR) training system can offer self-directed and mentor-free skill learning using the system's performance metrics (PM), no studies have yet provided evidence-based confirmation. This experimental study investigated what extent to which trainees achieved their self-learning with a current VR simulator and whether additional mentoring improved skill learning, skill transfer and cognitive workloads in robotic surgery simulation training. Thirty-two surgical trainees were randomly assigned to either the Control-Group (CG) or Experiment-Group (EG). While the CG participants reviewed the PM at their discretion, the EG participants had explanations about PM and instructions on how to improve scores. Each subject completed a 5-week training using four simulation tasks. Pre- and post-training data were collected using both a simulator and robot. Peri-training data were collected after each session. Skill learning, time spent on PM (TPM), and cognitive workloads were compared between groups. After the simulation training, CG showed substantially lower simulation task scores (82.9 ± 6.0) compared with EG (93.2 ± 4.8). Both groups demonstrated improved physical model tasks performance with the actual robot, but the EG had a greater improvement in two tasks. The EG exhibited lower global mental workload/distress, higher engagement, and a better understanding regarding using PM to improve performance. The EG's TPM was initially long but substantially shortened as the group became familiar with PM. Our study demonstrated that the current VR simulator offered limited self-skill learning and additional mentoring still played an important role in improving the robotic surgery simulation training.

Evaluating the use of augmented reality to support undergraduate student learning in geomorphology

NASA Astrophysics Data System (ADS)

Ockelford, A.; Bullard, J. E.; Burton, E.; Hackney, C. R.

2016-12-01

Augmented Reality (AR) supports the understanding of complex phenomena by providing unique visual and interactive experiences that combine real and virtual information and help communicate abstract problems to learners. With AR, designers can superimpose virtual graphics over real objects, allowing users to interact with digital content through physical manipulation. One of the most significant pedagogic features of AR is that it provides an essentially student-centred and flexible space in which students can learn. By actively engaging participants using a design-thinking approach, this technology has the potential to provide a more productive and engaging learning environment than real or virtual learning environments alone. AR is increasingly being used in support of undergraduate learning and public engagement activities across engineering, medical and humanities disciplines but it is not widely used across the geosciences disciplines despite the obvious applicability. This paper presents preliminary results from a multi-institutional project which seeks to evaluate the benefits and challenges of using an augmented reality sand box to support undergraduate learning in geomorphology. The sandbox enables users to create and visualise topography. As the sand is sculpted, contours are projected onto the miniature landscape. By hovering a hand over the box, users can make it `rain' over the landscape and the water `flows' down in to rivers and valleys. At undergraduate level, the sand-box is an ideal focus for problem-solving exercises, for example exploring how geomorphology controls hydrological processes, how such processes can be altered and the subsequent impacts of the changes for environmental risk. It is particularly valuable for students who favour a visual or kinesthetic learning style. Results presented in this paper discuss how the sandbox provides a complex interactive environment that encourages communication, collaboration and co-design.

Encouraging Innovativeness through Computer-Assisted Collaborative Learning

ERIC Educational Resources Information Center

Thorsteinsson, Gisli; Page, Tom

2012-01-01

This article puts forward a three related case study series, using a Virtual Reality Learning Environment (VRLE) with a view to supporting the development of students' ideation skills in conventional primary and secondary education. This learning environment is fairly new and therefore it is necessary to examine its educational uses and determine…

Middle School Students' Learning of the Impact of Methamphetamine Abuse on the Brain through Serious Game Play

ERIC Educational Resources Information Center

Cheng, Meng-Tzu

2009-01-01

In response to the solicitation of the National Institute on Drug Use (NIDA) (NIDA, 2006) for the "Development of a Virtual Reality Environment for Teaching about the Impact of Drug Abuse on the Brain," a virtual brain exhibit was developed by the joint venture of Entertainment Science, Inc. and Virtual Heroes, Inc.. This exhibit included a…

Telepsychiatry and Virtual Reality an the Teatment of Patients with Intellectual and Developmental Disabilities.

PubMed

Krysta, Krzysztof; Krzystanek, Marek; Cubała, Wiesław J; Wiglusz, Mariusz S; Jakuszkowiak-Wojten, Katarzyna; Gałuszko-Węgielnik, Maria; Czarnowska-Cubała, Monika; Szarmach, Joanna; Włodarczyk, Adam; Janas-Kozik, Małgorzata

2017-09-01

Treatment and rehabilitation of people with intellectual and developmental disabilities is a multidisciplinary challenge, which require implementing new attitudes. The use of modern technology solutions like telepsychiatry or virtual reality may be a valuable addition to the traditional methods. The objective of this review was to explore the usability of new technological solutions in this special population of patients. The search in the PubMed was conducted using the following terms: (intellectual disability (Title/Abstract) OR developmental disability OR learning disorder (Title/Abstract)) AND virtual reality (Title/Abstract) OR telepsychiatry OR telemedicine OR e-mental health AND English (lang) AND (1995/01/01(PDAT): 2017/07/31(PDAT)). Telepsychiatry may be a useful tool in situations, when the direct access to professional assistance is limited, in solving particular problems like e.g. managing challenging behavior, also to support patients' parents and for diagnostic and educational purposes. Virtual reality can be a safe and effective method of improving different skills, developing physical fitness, and enriching the ways of spending the leisure time. Using modern technology is a relatively new and promising field in which new ideas may develop to support the already existing services for patients with intellectual and developmental disabilities.

Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review.

PubMed

den Brok, W L J E; Sterkenburg, P S

2015-01-01

Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contribute to independent societal participation. This systematic review examines the studies that applied self-controlled technologies. The 28 relevant studies showed that skills and concepts are learned through prompting, interaction with devices, and practicing in (realistic) virtual environments. For attaining cognitive concepts, advanced technologies such as virtual reality are effective. Five studies focussed on cognitive concepts and two on emotion concepts. More research is necessary to examine the generalization of results and effect of using technology for learning cognitive and emotional concepts. Implications for Rehabilitation Persons with a moderate to mild intellectual disability and/or with autism can use self-controlled technology to learn new activities of daily living and cognitive concepts (e.g. time perception and imagination). Specific kinds of technologies can be used to learn specific kinds of skills (e.g. videos on computers or handheld devices for daily living skills; Virtual Reality for time perception and emotions of others). For learning new cognitive concepts it is advisable to use more advanced technologies as they have the potential to offer more features to support learning.

A pilot study of surgical training using a virtual robotic surgery simulator.

PubMed

Tergas, Ana I; Sheth, Sangini B; Green, Isabel C; Giuntoli, Robert L; Winder, Abigail D; Fader, Amanda N

2013-01-01

Our objectives were to compare the utility of learning a suturing task on the virtual reality da Vinci Skills Simulator versus the da Vinci Surgical System dry laboratory platform and to assess user satisfaction among novice robotic surgeons. Medical trainees were enrolled prospectively; one group trained on the virtual reality simulator, and the other group trained on the da Vinci dry laboratory platform. Trainees received pretesting and post-testing on the dry laboratory platform. Participants then completed an anonymous online user experience and satisfaction survey. We enrolled 20 participants. Mean pretest completion times did not significantly differ between the 2 groups. Training with either platform was associated with a similar decrease in mean time to completion (simulator platform group, 64.9 seconds [P = .04]; dry laboratory platform group, 63.9 seconds [P < .01]). Most participants (58%) preferred the virtual reality platform. The majority found the training "definitely useful" in improving robotic surgical skills (mean, 4.6) and would attend future training sessions (mean, 4.5). Training on the virtual reality robotic simulator or the dry laboratory robotic surgery platform resulted in significant improvements in time to completion and economy of motion for novice robotic surgeons. Although there was a perception that both simulators improved performance, there was a preference for the virtual reality simulator. Benefits unique to the simulator platform include autonomy of use, computerized performance feedback, and ease of setup. These features may facilitate more efficient and sophisticated simulation training above that of the conventional dry laboratory platform, without loss of efficacy.

Real-life memory and spatial navigation in patients with focal epilepsy: ecological validity of a virtual reality supermarket task.

PubMed

Grewe, P; Lahr, D; Kohsik, A; Dyck, E; Markowitsch, H J; Bien, C G; Botsch, M; Piefke, M

2014-02-01

Ecological assessment and training of real-life cognitive functions such as visual-spatial abilities in patients with epilepsy remain challenging. Some studies have applied virtual reality (VR) paradigms, but external validity of VR programs has not sufficiently been proven. Patients with focal epilepsy (EG, n=14) accomplished an 8-day program in a VR supermarket, which consisted of learning and buying items on a shopping list. Performance of the EG was compared with that of healthy controls (HCG, n=19). A comprehensive neuropsychological examination was administered. Real-life performance was investigated in a real supermarket. Learning in the VR supermarket was significantly impaired in the EG on different VR measures. Delayed free recall of products did not differ between the EG and the HCG. Virtual reality scores were correlated with neuropsychological measures of visual-spatial cognition, subjective estimates of memory, and performance in the real supermarket. The data indicate that our VR approach allows for the assessment of real-life visual-spatial memory and cognition in patients with focal epilepsy. The multimodal, active, and complex VR paradigm may particularly enhance visual-spatial cognitive resources. Copyright © 2013 Elsevier Inc. All rights reserved.

Interactive Learning Environment: Web-based Virtual Hydrological Simulation System using Augmented and Immersive Reality

NASA Astrophysics Data System (ADS)

Demir, I.

2014-12-01

Recent developments in internet technologies make it possible to manage and visualize large data on the web. Novel visualization techniques and interactive user interfaces allow users to create realistic environments, and interact with data to gain insight from simulations and environmental observations. The hydrological simulation system is a web-based 3D interactive learning environment for teaching hydrological processes and concepts. The simulation systems provides a visually striking platform with realistic terrain information, and water simulation. Students can create or load predefined scenarios, control environmental parameters, and evaluate environmental mitigation alternatives. The web-based simulation system provides an environment for students to learn about the hydrological processes (e.g. flooding and flood damage), and effects of development and human activity in the floodplain. The system utilizes latest web technologies and graphics processing unit (GPU) for water simulation and object collisions on the terrain. Users can access the system in three visualization modes including virtual reality, augmented reality, and immersive reality using heads-up display. The system provides various scenarios customized to fit the age and education level of various users. This presentation provides an overview of the web-based flood simulation system, and demonstrates the capabilities of the system for various visualization and interaction modes.

On the potential for using immersive virtual environments to support laboratory experiment contextualisation

NASA Astrophysics Data System (ADS)

Machet, Tania; Lowe, David; Gütl, Christian

2012-12-01

This paper explores the hypothesis that embedding a laboratory activity into a virtual environment can provide a richer experimental context and hence improve the understanding of the relationship between a theoretical model and the real world, particularly in terms of the model's strengths and weaknesses. While an identified learning objective of laboratories is to support the understanding of the relationship between models and reality, the paper illustrates that this understanding is hindered by inherently limited experiments and that there is scope for improvement. Despite the contextualisation of learning activities having been shown to support learning objectives in many fields, there is traditionally little contextual information presented during laboratory experimentation. The paper argues that the enhancing laboratory activity with contextual information affords an opportunity to improve students' understanding of the relationship between the theoretical model and the experiment (which is effectively a proxy for the complex real world), thereby improving their understanding of the relationship between the model and reality. The authors propose that these improvements can be achieved by setting remote laboratories within context-rich virtual worlds.

Operative and diagnostic hysteroscopy: A novel learning model combining new animal models and virtual reality simulation.

PubMed

Bassil, Alfred; Rubod, Chrystèle; Borghesi, Yves; Kerbage, Yohan; Schreiber, Elie Servan; Azaïs, Henri; Garabedian, Charles

2017-04-01

Hysteroscopy is one of the most common gynaecological procedure. Training for diagnostic and operative hysteroscopy can be achieved through numerous previously described models like animal models or virtual reality simulation. We present our novel combined model associating virtual reality and bovine uteruses and bladders. End year residents in obstetrics and gynaecology attended a full day workshop. The workshop was divided in theoretical courses from senior surgeons and hands-on training in operative hysteroscopy and virtual reality Essure ® procedures using the EssureSim™ and Pelvicsim™ simulators with multiple scenarios. Theoretical and operative knowledge was evaluated before and after the workshop and General Points Averages (GPAs) were calculated and compared using a Student's T test. GPAs were significantly higher after the workshop was completed. The biggest difference was observed in operative knowledge (0,28 GPA before workshop versus 0,55 after workshop, p<0,05). All of the 25 residents having completed the workshop applauded the realism an efficiency of this type of training. The force feedback allowed by the cattle uteruses gives the residents the possibility to manage thickness of resection as in real time surgery. Furthermore, the two-horned bovine uteruses allowed to reproduce septa resection in conditions close to human surgery CONCLUSION: Teaching operative and diagnostic hysteroscopy is essential. Managing this training through a full day workshop using a combined animal model and virtual reality simulation is an efficient model not described before. Copyright © 2017 Elsevier B.V. All rights reserved.

Innovative application of virtual display technique in virtual museum

NASA Astrophysics Data System (ADS)

Zhang, Jiankang

2017-09-01

Virtual museum refers to display and simulate the functions of real museum on the Internet in the form of 3 Dimensions virtual reality by applying interactive programs. Based on Virtual Reality Modeling Language, virtual museum building and its effective interaction with the offline museum lie in making full use of 3 Dimensions panorama technique, virtual reality technique and augmented reality technique, and innovatively taking advantages of dynamic environment modeling technique, real-time 3 Dimensions graphics generating technique, system integration technique and other key virtual reality techniques to make sure the overall design of virtual museum.3 Dimensions panorama technique, also known as panoramic photography or virtual reality, is a technique based on static images of the reality. Virtual reality technique is a kind of computer simulation system which can create and experience the interactive 3 Dimensions dynamic visual world. Augmented reality, also known as mixed reality, is a technique which simulates and mixes the information (visual, sound, taste, touch, etc.) that is difficult for human to experience in reality. These technologies make virtual museum come true. It will not only bring better experience and convenience to the public, but also be conducive to improve the influence and cultural functions of the real museum.

Reasons to Use Virtual Reality in Education and Training Courses and a Model to Determine When to Use Virtual Reality

ERIC Educational Resources Information Center

Pantelidis, Veronica S.

2009-01-01

Many studies have been conducted on the use of virtual reality in education and training. This article lists examples of such research. Reasons to use virtual reality are discussed. Advantages and disadvantages of using virtual reality are presented, as well as suggestions on when to use and when not to use virtual reality. A model that can be…

Learning and Retention Using Virtual Reality in a Decontamination Simulation.

PubMed

Smith, Sherrill J; Farra, Sharon; Ulrich, Deborah L; Hodgson, Eric; Nicely, Stephanie; Matcham, William

The purpose of this study was to examine the longitudinal effects of virtual reality simulation (VRS) on learning outcomes and retention. Disaster preparation for health care professionals is seriously inadequate. VRS offers an opportunity to practice within a realistic and safe environment, but little is known about learning and retention using this pedagogy. A quasiexperimental design was used to examine the use of VRS with baccalaureate nursing students in two different nursing programs in terms of the skill of decontamination. Results indicate that VRS is at least as good as traditional methods and is superior in some cases for retention of knowledge and performance of skills. VRS may provide a valuable option for promoting skill development and retention. More research is needed to determine how to prepare nurses for skills that may not be required until months or even years after initial introduction.

Hippocampus-Dependent Goal Localization by Head-Fixed Mice in Virtual Reality.

PubMed

Sato, Masaaki; Kawano, Masako; Mizuta, Kotaro; Islam, Tanvir; Lee, Min Goo; Hayashi, Yasunori

2017-01-01

The demonstration of the ability of rodents to navigate in virtual reality (VR) has made it an important behavioral paradigm for studying spatially modulated neuronal activity in these animals. However, their behavior in such simulated environments remains poorly understood. Here, we show that encoding and retrieval of goal location memory in mice head-fixed in VR depends on the postsynaptic scaffolding protein Shank2 and the dorsal hippocampus. In our newly developed virtual cued goal location task, a head-fixed mouse moves from one end of a virtual linear track to seek rewards given at a target location along the track. The mouse needs to visually recognize the target location and stay there for a short period of time to receive the reward. Transient pharmacological blockade of fast glutamatergic synaptic transmission in the dorsal hippocampus dramatically and reversibly impaired performance of this task. Encoding and updating of virtual cued goal location memory was impaired in mice deficient in the postsynaptic scaffolding protein Shank2, a mouse model of autism that exhibits impaired spatial learning in a real environment. These results highlight the crucial roles of the dorsal hippocampus and postsynaptic protein complexes in spatial learning and navigation in VR.

Hippocampus-Dependent Goal Localization by Head-Fixed Mice in Virtual Reality

PubMed Central

Kawano, Masako; Mizuta, Kotaro; Islam, Tanvir; Lee, Min Goo; Hayashi, Yasunori

2017-01-01

Abstract The demonstration of the ability of rodents to navigate in virtual reality (VR) has made it an important behavioral paradigm for studying spatially modulated neuronal activity in these animals. However, their behavior in such simulated environments remains poorly understood. Here, we show that encoding and retrieval of goal location memory in mice head-fixed in VR depends on the postsynaptic scaffolding protein Shank2 and the dorsal hippocampus. In our newly developed virtual cued goal location task, a head-fixed mouse moves from one end of a virtual linear track to seek rewards given at a target location along the track. The mouse needs to visually recognize the target location and stay there for a short period of time to receive the reward. Transient pharmacological blockade of fast glutamatergic synaptic transmission in the dorsal hippocampus dramatically and reversibly impaired performance of this task. Encoding and updating of virtual cued goal location memory was impaired in mice deficient in the postsynaptic scaffolding protein Shank2, a mouse model of autism that exhibits impaired spatial learning in a real environment. These results highlight the crucial roles of the dorsal hippocampus and postsynaptic protein complexes in spatial learning and navigation in VR. PMID:28484738

Education Student Perceptions of Virtual Reality as a Learning Tool

ERIC Educational Resources Information Center

Domingo, Jelia R.; Bradley, Elizabeth Gates

2018-01-01

The purpose of this study was to ascertain student perceptions of the use and value of three-dimensional virtual environments. A grounded theory approach was used to gather and examine data. Just over half of student participants reported positive experiences. However, most experienced technical difficulties. Despite the technical challenges of…

Educational MOO: Text-Based Virtual Reality for Learning in Community. ERIC Digest.

ERIC Educational Resources Information Center

Turbee, Lonnie

MOO stands for "Multi-user domain, Object-Oriented." Early multi-user domains, or "MUDs," began as net-based dungeons-and-dragons type games, but MOOs have evolved from these origins to become some of cyberspace's most fascinating and engaging online communities. MOOs are social environments in a text-based virtual reality…

Solving Conceptual and Perceptual Analogies with Virtual Reality among Kindergarten Children of Immigrant Families

ERIC Educational Resources Information Center

Passig, David; Schwartz, Timor

2014-01-01

Background: The ability to think analogically is central to the process of learning and understanding reality and there is a broad consensus among researchers that we can improve this ability. Immigrants who have emigrated from developing to developed countries tend to experience tremendous challenges in their early years as immigrants. Their…

Modulation of thermal pain-related brain activity with virtual reality: evidence from fMRI.

PubMed

Hoffman, Hunter G; Richards, Todd L; Coda, Barbara; Bills, Aric R; Blough, David; Richards, Anne L; Sharar, Sam R

2004-06-07

This study investigated the neural correlates of virtual reality analgesia. Virtual reality significantly reduced subjective pain ratings (i.e. analgesia). Using fMRI, pain-related brain activity was measured for each participant during conditions of no virtual reality and during virtual reality (order randomized). As predicted, virtual reality significantly reduced pain-related brain activity in all five regions of interest; the anterior cingulate cortex, primary and secondary somatosensory cortex, insula, and thalamus (p<0.002, corrected). Results showed direct modulation of human brain pain responses by virtual reality distraction. Copyright 2004 Lippincott Williams and Wilkins

Is All Motivation Good for Learning? Dissociable Influences of Approach and Avoidance Motivation in Declarative Memory

ERIC Educational Resources Information Center

Murty, Vishnu P.; LaBar, Kevin S.; Hamilton, Derek A.; Adcock, R. Alison

2011-01-01

The present study investigated the effects of approach versus avoidance motivation on declarative learning. Human participants navigated a virtual reality version of the Morris water task, a classic spatial memory paradigm, adapted to permit the experimental manipulation of motivation during learning. During this task, participants were instructed…

Immersive Learning Technologies: Realism and Online Authentic Learning

ERIC Educational Resources Information Center

Herrington, Jan; Reeves, Thomas C.; Oliver, Ron

2007-01-01

The development of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible. Such simulations have been used to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be…

Development and Deployment of a Library of Industrially Focused Advanced Immersive VR Learning Environments

ERIC Educational Resources Information Center

Cameron, Ian; Crosthwaite, Caroline; Norton, Christine; Balliu, Nicoleta; Tadé, Moses; Hoadley, Andrew; Shallcross, David; Barton, Geoff

2008-01-01

This work presents a unique education resource for both process engineering students and the industry workforce. The learning environment is based around spherical imagery of real operating plants coupled with interactive embedded activities and content. This Virtual Reality (VR) learning tool has been developed by applying aspects of relevant…

Acquiring New Spatial Intuitions: Learning to Reason about Rotations

ERIC Educational Resources Information Center

Pani, John R.; Chariker, Julia H.; Dawson, Thomas E.; Johnson, Nathan

2005-01-01

There are certain simple rotations of objects that most people cannot reason about accurately. Reliable gaps in the understanding of a fundamental physical domain raise the question of how learning to reason in that domain might proceed. Using virtual reality techniques, this project investigated the nature of learning to reason across the domain…

Emerging technologies in education and training: applications for the laboratory animal science community.

PubMed

Ketelhut, Diane Jass; Niemi, Steven M

2007-01-01

This article examines several new and exciting communication technologies. Many of the technologies were developed by the entertainment industry; however, other industries are adopting and modifying them for their own needs. These new technologies allow people to collaborate across distance and time and to learn in simulated work contexts. The article explores the potential utility of these technologies for advancing laboratory animal care and use through better education and training. Descriptions include emerging technologies such as augmented reality and multi-user virtual environments, which offer new approaches with different capabilities. Augmented reality interfaces, characterized by the use of handheld computers to infuse the virtual world into the real one, result in deeply immersive simulations. In these simulations, users can access virtual resources and communicate with real and virtual participants. Multi-user virtual environments enable multiple participants to simultaneously access computer-based three-dimensional virtual spaces, called "worlds," and to interact with digital tools. They allow for authentic experiences that promote collaboration, mentoring, and communication. Because individuals may learn or train differently, it is advantageous to combine the capabilities of these technologies and applications with more traditional methods to increase the number of students who are served by using current methods alone. The use of these technologies in animal care and use programs can create detailed training and education environments that allow students to learn the procedures more effectively, teachers to assess their progress more objectively, and researchers to gain insights into animal care.

Connectivism: 21st Century's New Learning Theory

ERIC Educational Resources Information Center

Kropf, Dorothy C.

2013-01-01

Transformed into a large collaborative learning environment, the Internet is comprised of information reservoirs namely, (a) online classrooms, (b) social networks, and (c) virtual reality or simulated communities, to expeditiously create, reproduce, share, and deliver information into the hands of educators and students. Most importantly, the…

Transforming clinical imaging and 3D data for virtual reality learning objects: HTML5 and mobile devices implementation.

PubMed

Trelease, Robert B; Nieder, Gary L

2013-01-01

Web deployable anatomical simulations or "virtual reality learning objects" can easily be produced with QuickTime VR software, but their use for online and mobile learning is being limited by the declining support for web browser plug-ins for personal computers and unavailability on popular mobile devices like Apple iPad and Android tablets. This article describes complementary methods for creating comparable, multiplatform VR learning objects in the new HTML5 standard format, circumventing platform-specific limitations imposed by the QuickTime VR multimedia file format. Multiple types or "dimensions" of anatomical information can be embedded in such learning objects, supporting different kinds of online learning applications, including interactive atlases, examination questions, and complex, multi-structure presentations. Such HTML5 VR learning objects are usable on new mobile devices that do not support QuickTime VR, as well as on personal computers. Furthermore, HTML5 VR learning objects can be embedded in "ebook" document files, supporting the development of new types of electronic textbooks on mobile devices that are increasingly popular and self-adopted for mobile learning. © 2012 American Association of Anatomists.

Virtual reality and paranoid ideations in people with an 'at-risk mental state' for psychosis.

PubMed

Valmaggia, Lucia R; Freeman, Daniel; Green, Catherine; Garety, Philippa; Swapp, David; Antley, Angus; Prescott, Corinne; Fowler, David; Kuipers, Elizabeth; Bebbington, Paul; Slater, Mel; Broome, Matthew; McGuire, Philip K

2007-12-01

Virtual reality provides a means of studying paranoid thinking in controlled laboratory conditions. However, this method has not been used with a clinical group. To establish the feasibility and safety of using virtual reality methodology in people with an at-risk mental state and to investigate the applicability of a cognitive model of paranoia to this group. Twenty-one participants with an at-risk mental state were assessed before and after entering a virtual reality environment depicting the inside of an underground train. Virtual reality did not raise levels of distress at the time of testing or cause adverse experiences over the subsequent week. Individuals attributed mental states to virtual reality characters including hostile intent. Persecutory ideation in virtual reality was predicted by higher levels of trait paranoia, anxiety, stress, immersion in virtual reality, perseveration and interpersonal sensitivity. Virtual reality is an acceptable experimental technique for use with individuals with at-risk mental states. Paranoia in virtual reality was understandable in terms of the cognitive model of persecutory delusions.

Mirror neural training induced by virtual reality in brain-computer interfaces may provide a promising approach for the autism therapy.

PubMed

Zhu, Huaping; Sun, Yaoru; Zeng, Jinhua; Sun, Hongyu

2011-05-01

Previous studies have suggested that the dysfunction of the human mirror neuron system (hMNS) plays an important role in the autism spectrum disorder (ASD). In this work, we propose a novel training program from our interdisciplinary research to improve mirror neuron functions of autistic individuals by using a BCI system with virtual reality technology. It is a promising approach for the autism to learn and develop social communications in a VR environment. A test method for this hypothesis is also provided. Copyright © 2011 Elsevier Ltd. All rights reserved.

Virtual reality applications for motor rehabilitation after stroke.

PubMed

Sisto, Sue Ann; Forrest, Gail F; Glendinning, Diana

2002-01-01

Hemiparesis is the primary physical impairment underlying functional disability after stroke. A goal of rehabilitation is to enhance motor skill acquisition, which is a direct result of practice. However, frequency and duration of practice are limited in rehabilitation. Virtual reality (VR) is a computer technology that simulates real-life learning while providing augmented feedback and increased frequency, duration, and intensity of practiced tasks. The rate and extent of relearning of motor tasks could affect the duration, effectiveness, and cost of patient care. The purpose of this article is to review the use of VR training for motor rehabilitation after stroke.

Framework and Implications of Virtual Neurorobotics

PubMed Central

Goodman, Philip H.; Zou, Quan; Dascalu, Sergiu-Mihai

2008-01-01

Despite decades of societal investment in artificial learning systems, truly “intelligent” systems have yet to be realized. These traditional models are based on input-output pattern optimization and/or cognitive production rule modeling. One response has been social robotics, using the interaction of human and robot to capture important cognitive dynamics such as cooperation and emotion; to date, these systems still incorporate traditional learning algorithms. More recently, investigators are focusing on the core assumptions of the brain “algorithm” itself—trying to replicate uniquely “neuromorphic” dynamics such as action potential spiking and synaptic learning. Only now are large-scale neuromorphic models becoming feasible, due to the availability of powerful supercomputers and an expanding supply of parameters derived from research into the brain's interdependent electrophysiological, metabolomic and genomic networks. Personal computer technology has also led to the acceptance of computer-generated humanoid images, or “avatars”, to represent intelligent actors in virtual realities. In a recent paper, we proposed a method of virtual neurorobotics (VNR) in which the approaches above (social-emotional robotics, neuromorphic brain architectures, and virtual reality projection) are hybridized to rapidly forward-engineer and develop increasingly complex, intrinsically intelligent systems. In this paper, we synthesize our research and related work in the field and provide a framework for VNR, with wider implications for research and practical applications. PMID:18982115

A review of virtual reality based training simulators for orthopaedic surgery.

PubMed

Vaughan, Neil; Dubey, Venketesh N; Wainwright, Thomas W; Middleton, Robert G

2016-02-01

This review presents current virtual reality based training simulators for hip, knee and other orthopaedic surgery, including elective and trauma surgical procedures. There have not been any reviews focussing on hip and knee orthopaedic simulators. A comparison of existing simulator features is provided to identify what is missing and what is required to improve upon current simulators. In total 11 hip replacements pre-operative planning tools were analysed, plus 9 hip trauma fracture training simulators. Additionally 9 knee arthroscopy simulators and 8 other orthopaedic simulators were included for comparison. The findings are that for orthopaedic surgery simulators in general, there is increasing use of patient-specific virtual models which reduce the learning curve. Modelling is also being used for patient-specific implant design and manufacture. Simulators are being increasingly validated for assessment as well as training. There are very few training simulators available for hip replacement, yet more advanced virtual reality is being used for other procedures such as hip trauma and drilling. Training simulators for hip replacement and orthopaedic surgery in general lag behind other surgical procedures for which virtual reality has become more common. Further developments are required to bring hip replacement training simulation up to date with other procedures. This suggests there is a gap in the market for a new high fidelity hip replacement and resurfacing training simulator. Copyright © 2015 IPEM. Published by Elsevier Ltd. All rights reserved.

Immersive participation: Smartphone-Apps and Virtual Reality - tools for knowledge transfer, citizen science and interactive collaboration

NASA Astrophysics Data System (ADS)

Dotterweich, Markus

2017-04-01

In the last few years, the use of smartphone-apps has become a daily routine in our life. However, only a few approaches have been undertaken to use apps for transferring scientific knowledge to the public audience. The development of learning apps or serious games requires large efforts and several levels of simplification which is different to traditional text books or learning webpages. Current approaches often lack a connection to the real life and/or innovative gamification concepts. Another almost untapped potential is the use of Virtual Reality, a fast growing technology which replicates a virtual environment in order to simulate physical experiences in artificial or real worlds. Hence, smartphone-apps and VR provides new opportunities for capacity building, knowledge transfer, citizen science or interactive engagement in the realm of environmental sciences. This presentation will show some examples and discuss the advantages of these immersive approaches to improve the knowledge transfer between scientists and citizens and to stimulate actions in the real world.

3D interactive augmented reality-enhanced digital learning systems for mobile devices

NASA Astrophysics Data System (ADS)

Feng, Kai-Ten; Tseng, Po-Hsuan; Chiu, Pei-Shuan; Yang, Jia-Lin; Chiu, Chun-Jie

2013-03-01

With enhanced processing capability of mobile platforms, augmented reality (AR) has been considered a promising technology for achieving enhanced user experiences (UX). Augmented reality is to impose virtual information, e.g., videos and images, onto a live-view digital display. UX on real-world environment via the display can be e ectively enhanced with the adoption of interactive AR technology. Enhancement on UX can be bene cial for digital learning systems. There are existing research works based on AR targeting for the design of e-learning systems. However, none of these work focuses on providing three-dimensional (3-D) object modeling for en- hanced UX based on interactive AR techniques. In this paper, the 3-D interactive augmented reality-enhanced learning (IARL) systems will be proposed to provide enhanced UX for digital learning. The proposed IARL systems consist of two major components, including the markerless pattern recognition (MPR) for 3-D models and velocity-based object tracking (VOT) algorithms. Realistic implementation of proposed IARL system is conducted on Android-based mobile platforms. UX on digital learning can be greatly improved with the adoption of proposed IARL systems.

Virtual reality simulators and training in laparoscopic surgery.

PubMed

Yiannakopoulou, Eugenia; Nikiteas, Nikolaos; Perrea, Despina; Tsigris, Christos

2015-01-01

Virtual reality simulators provide basic skills training without supervision in a controlled environment, free of pressure of operating on patients. Skills obtained through virtual reality simulation training can be transferred on the operating room. However, relative evidence is limited with data available only for basic surgical skills and for laparoscopic cholecystectomy. No data exist on the effect of virtual reality simulation on performance on advanced surgical procedures. Evidence suggests that performance on virtual reality simulators reliably distinguishes experienced from novice surgeons Limited available data suggest that independent approach on virtual reality simulation training is not different from proctored approach. The effect of virtual reality simulators training on acquisition of basic surgical skills does not seem to be different from the effect the physical simulators. Limited data exist on the effect of virtual reality simulation training on the acquisition of visual spatial perception and stress coping skills. Undoubtedly, virtual reality simulation training provides an alternative means of improving performance in laparoscopic surgery. However, future research efforts should focus on the effect of virtual reality simulation on performance in the context of advanced surgical procedure, on standardization of training, on the possibility of synergistic effect of virtual reality simulation training combined with mental training, on personalized training. Copyright © 2014 Surgical Associates Ltd. Published by Elsevier Ltd. All rights reserved.

Creation of a virtual triage exercise: an interprofessional communication strategy.

PubMed

Farra, Sharon; Nicely, Stephanie; Hodgson, Eric

2014-10-01

Virtual reality simulation as a teaching method is gaining increased acceptance and presence in institutions of higher learning. This study presents an innovative strategy using the interdisciplinary development of a nonimmersive virtual reality simulation to facilitate interprofessional communication. The purpose of this pilot project was to describe nursing students' attitudes related to interprofessional communication following the collaborative development of a disaster triage virtual reality simulation. Collaboration between and among professionals is integral in enhancing patient outcomes. In addition, ineffective communication is linked to detrimental patient outcomes, especially during times of high stress. Poor communication has been identified as the root cause of the majority of negative sentinel events occurring in hospitals. The simulation-development teaching model proved useful in fostering interprofessional communication and mastering course content. Mean scores on the KidSIM Attitudes Towards Teamwork in Training Undergoing Designed Educational Simulation survey demonstrated that nursing students, after simulation experience,had agreement to strong agreement inall areas surveyed including interprofessional education, communication, roles and responsibilities of team members, and situational awareness. The findings indicate that students value interprofessional teamwork and the opportunity to work with other disciplines.

Technology Enhanced Learning: Virtual Realities; Concrete Results--Case Study on the Impact of TEL on Learning

ERIC Educational Resources Information Center

Al-Khatib, Hayat

2011-01-01

Technology Enhanced Learning is a feature of 21st century education. Innovations in ICT have provided unbound access to information in support of the learning process (APTEL, 2010; Allert et al, 2002; Baldry et al, 2006; Frustenberg et al, 2001; Sarkis, 2010). LMS has been extensively put to use in universities and educational institutions to…

School and Situated Knowledge: Travel or Tourism?

ERIC Educational Resources Information Center

Damarin, Suzanne K.

1993-01-01

Examines issues related to situated cognition and learning, both in the classroom and in the world. Topics discussed include educational theories; the situated nature of knowledge; the perception of experts; and the role of technology in situated learning, including virtual reality, hypertext, and telecommunications. (26 references) (LRW)

Web-Based Learning in the Computer-Aided Design Curriculum.

ERIC Educational Resources Information Center

Sung, Wen-Tsai; Ou, S. C.

2002-01-01

Applies principles of constructivism and virtual reality (VR) to computer-aided design (CAD) curriculum, particularly engineering, by integrating network, VR and CAD technologies into a Web-based learning environment that expands traditional two-dimensional computer graphics into a three-dimensional real-time simulation that enhances user…

Using Game-Based Cooperative Learning to Improve Learning Motivation: A Study of Online Game Use in an Operating Systems Course

ERIC Educational Resources Information Center

Jong, Bin-Shyan; Lai, Chien-Hung; Hsia, Yen-Teh; Lin, Tsong-Wuu; Lu, Cheng-Yu

2013-01-01

Many researchers have studied the use of game-based learning. Game-based learning takes many forms, including virtual reality, role playing, and performing tasks. For students to learn specific course content, it is important that the selected game be suited to the course. Thus far, no studies have investigated the use of game-based cooperative…

Virtual reality for emergency training

DOE Office of Scientific and Technical Information (OSTI.GOV)

Altinkemer, K.

1995-12-31

Virtual reality is a sequence of scenes generated by a computer as a response to the five different senses. These senses are sight, sound, taste, touch, smell. Other senses that can be used in virtual reality include balance, pheromonal, and immunological senses. Many application areas include: leisure and entertainment, medicine, architecture, engineering, manufacturing, and training. Virtual reality is especially important when it is used for emergency training and management of natural disasters including earthquakes, floods, tornados and other situations which are hard to emulate. Classical training methods for these extraordinary environments lack the realistic surroundings that virtual reality can provide.more » In order for virtual reality to be a successful training tool the design needs to include certain aspects; such as how real virtual reality should be and how much fixed cost is entailed in setting up the virtual reality trainer. There are also pricing questions regarding the price per training session on virtual reality trainer, and the appropriate training time length(s).« less

Educational Virtual Environments: A Ten-Year Review of Empirical Research (1999-2009)

ERIC Educational Resources Information Center

Mikropoulos, Tassos A.; Natsis, Antonis

2011-01-01

This study is a ten-year critical review of empirical research on the educational applications of Virtual Reality (VR). Results show that although the majority of the 53 reviewed articles refer to science and mathematics, researchers from social sciences also seem to appreciate the educational value of VR and incorporate their learning goals in…

A Head in Virtual Reality: Development of A Dynamic Head and Neck Model

ERIC Educational Resources Information Center

Nguyen, Ngan; Wilson, Timothy D.

2009-01-01

Advances in computer and interface technologies have made it possible to create three-dimensional (3D) computerized models of anatomical structures for visualization, manipulation, and interaction in a virtual 3D environment. In the past few decades, a multitude of digital models have been developed to facilitate complex spatial learning of the…

Toward Educational Virtual Worlds: Should Identity Federation Be a Concern?

ERIC Educational Resources Information Center

Cruz, Gonçalo; Costa, António; Martins, Paulo; Gonçalves, Ramiro; Barroso, João

2015-01-01

3D Virtual Worlds are being used for education and training purposes in a cross-disciplinary way. However, its widespread adoption, particularly in formal learning contexts, is far from being a reality due a broad range of technological challenges. In this reflection paper, our main goal is to argue why and how identity federation should be…

Where's the Chicken? Virtual Reality Brings Poultry Science to the Community College

ERIC Educational Resources Information Center

Kloepper, Marcia Owens; Zweiacher, Ed; Curtis, Pat; Evert, Amanda

2010-01-01

This article highlights how two institutions--Redlands Community College (RCC) and Auburn University--teamed up to create a virtual world called Eagle Island, where learners enter to learn all they need to know about poultry science. Eagle Island, located in Second Life, provides an opportunity to tour a real-life food processing…

Exploring 3-D Virtual Reality Technology for Spatial Ability and Chemistry Achievement

ERIC Educational Resources Information Center

Merchant, Z.; Goetz, E. T.; Keeney-Kennicutt, W.; Cifuentes, L.; Kwok, O.; Davis, T. J.

2013-01-01

We investigated the potential of Second Life® (SL), a three-dimensional (3-D) virtual world, to enhance undergraduate students' learning of a vital chemistry concept. A quasi-experimental pre-posttest control group design was used to conduct the study. A total of 387 participants completed three assignment activities either in SL or using…

Learning at the Interstices; Locating Practical Philosophies for Understanding Physical/Virtual Inter-Spaces

ERIC Educational Resources Information Center

Savin-Baden, M.; Falconer, L.

2016-01-01

Virtual worlds are relatively recent developments, and so it is tempting to believe that they need to be understood through newly developed theories and philosophies. However, humans have long thought about the nature of reality and what it means to be "real." This paper examines the three persistent philosophical concepts of Metaxis,…

Using virtual reality to distinguish subjects with multiple- but not single-domain amnestic mild cognitive impairment from normal elderly subjects.

PubMed

Mohammadi, Alireza; Kargar, Mahmoud; Hesami, Ehsan

2018-03-01

Spatial disorientation is a hallmark of amnestic mild cognitive impairment (aMCI) and Alzheimer's disease. Our aim was to use virtual reality to determine the allocentric and egocentric memory deficits of subjects with single-domain aMCI (aMCIsd) and multiple-domain aMCI (aMCImd). For this purpose, we introduced an advanced virtual reality navigation task (VRNT) to distinguish these deficits in mild Alzheimer's disease (miAD), aMCIsd, and aMCImd. The VRNT performance of 110 subjects, including 20 with miAD, 30 with pure aMCIsd, 30 with pure aMCImd, and 30 cognitively normal controls was compared. Our newly developed VRNT consists of a virtual neighbourhood (allocentric memory) and virtual maze (egocentric memory). Verbal and visuospatial memory impairments were also examined with Rey Auditory-Verbal Learning Test and Rey-Osterrieth Complex Figure Test, respectively. We found that miAD and aMCImd subjects were impaired in both allocentric and egocentric memory, but aMCIsd subjects performed similarly to the normal controls on both tasks. The miAD, aMCImd, and aMCIsd subjects performed worse on finding the target or required more time in the virtual environment than the aMCImd, aMCIsd, and normal controls, respectively. Our findings indicated the aMCImd and miAD subjects, as well as the aMCIsd subjects, were more impaired in egocentric orientation than allocentric orientation. We concluded that VRNT can distinguish aMCImd subjects, but not aMCIsd subjects, from normal elderly subjects. The VRNT, along with the Rey Auditory-Verbal Learning Test and Rey-Osterrieth Complex Figure Test, can be used as a valid diagnostic tool for properly distinguishing different forms of aMCI. © 2018 Japanese Psychogeriatric Society.

Virtual Reality and the Virtual Library.

ERIC Educational Resources Information Center

Oppenheim, Charles

1993-01-01

Explains virtual reality, including proper and improper uses of the term, and suggests ways that libraries might be affected by it. Highlights include elements of virtual reality systems; possible virtual reality applications, including architecture, the chemical industry, transport planning, armed forces, and entertainment; and the virtual…

The effectiveness of virtual and augmented reality in health sciences and medical anatomy.

PubMed

Moro, Christian; Štromberga, Zane; Raikos, Athanasios; Stirling, Allan

2017-11-01

Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands-on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet-based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P < 0.05), dizziness (40% in VR, P < 0.001), or blurred vision (35% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549-559. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Virtual reality anatomy: is it comparable with traditional methods in the teaching of human forearm musculoskeletal anatomy?

PubMed

Codd, Anthony M; Choudhury, Bipasha

2011-01-01

The use of cadavers to teach anatomy is well established, but limitations with this approach have led to the introduction of alternative teaching methods. One such method is the use of three-dimensional virtual reality computer models. An interactive, three-dimensional computer model of human forearm anterior compartment musculoskeletal anatomy was produced using the open source 3D imaging program "Blender." The aim was to evaluate the use of 3D virtual reality when compared with traditional anatomy teaching methods. Three groups were identified from the University of Manchester second year Human Anatomy Research Skills Module class: a "control" group (no prior knowledge of forearm anatomy), a "traditional methods" group (taught using dissection and textbooks), and a "model" group (taught solely using e-resource). The groups were assessed on anatomy of the forearm by a ten question practical examination. ANOVA analysis showed the model group mean test score to be significantly higher than the control group (mean 7.25 vs. 1.46, P < 0.001) and not significantly different to the traditional methods group (mean 6.87, P > 0.5). Feedback from all users of the e-resource was positive. Virtual reality anatomy learning can be used to compliment traditional teaching methods effectively. Copyright © 2011 American Association of Anatomists.

Explore and experience: mobile augmented reality for medical training.

PubMed

Albrecht, Urs-Vito; Noll, Christoph; von Jan, Ute

2013-01-01

In medicine, especially in basic education, it may sometimes be inappropriate to integrate real patients into classes due to ethical issues that must be avoided. Nevertheless, the quality of medical education may suffer without the use of real cases. This is especially true of medical specialties such as legal medicine: survivors of a crime are already subjected to procedures that constitute a severe emotional burden and may cause additional distress even without the added presence of students. Using augmented reality based applications may alleviate this ethical dilemma by giving students the possibility to practice the necessary skills based on virtual but nevertheless almost realistic cases. The app "mARble®" that is presented in this paper follows this approach. The currently available learning module for legal medicine gives users an opportunity to learn about various wound patterns by virtually overlaying them on their own skin and is applicable in different learning settings. Preliminary evaluation results covering learning efficiency and emotional components of the learning process are promising. Content modules for other medical specialtiesare currently under construction.

Virtual Reality

DTIC Science & Technology

1993-04-01

until exhausted. SECURITY CLASSIFICATION OF THIS PAGE All other editions are obsolete. UNCLASSIFIED " VIRTUAL REALITY JAMES F. DAILEY, LIEUTENANT COLONEL...US" This paper reviews the exciting field of virtual reality . The author describes the basic concepts of virtual reality and finds that its numerous...potential benefits to society could revolutionize everyday life. The various components that make up a virtual reality system are described in detail

Effectiveness of conventional versus virtual reality based vestibular rehabilitation in the treatment of dizziness, gait and balance impairment in adults with unilateral peripheral vestibular loss: a randomised controlled trial.

PubMed

Meldrum, Dara; Herdman, Susan; Moloney, Roisin; Murray, Deirdre; Duffy, Douglas; Malone, Kareena; French, Helen; Hone, Stephen; Conroy, Ronan; McConn-Walsh, Rory

2012-03-26

Unilateral peripheral vestibular loss results in gait and balance impairment, dizziness and oscillopsia. Vestibular rehabilitation benefits patients but optimal treatment remains unknown. Virtual reality is an emerging tool in rehabilitation and provides opportunities to improve both outcomes and patient satisfaction with treatment. The Nintendo Wii Fit Plus® (NWFP) is a low cost virtual reality system that challenges balance and provides visual and auditory feedback. It may augment the motor learning that is required to improve balance and gait, but no trials to date have investigated efficacy. In a single (assessor) blind, two centre randomised controlled superiority trial, 80 patients with unilateral peripheral vestibular loss will be randomised to either conventional or virtual reality based (NWFP) vestibular rehabilitation for 6 weeks. The primary outcome measure is gait speed (measured with three dimensional gait analysis). Secondary outcomes include computerised posturography, dynamic visual acuity, and validated questionnaires on dizziness, confidence and anxiety/depression. Outcome will be assessed post treatment (8 weeks) and at 6 months. Advances in the gaming industry have allowed mass production of highly sophisticated low cost virtual reality systems that incorporate technology previously not accessible to most therapists and patients. Importantly, they are not confined to rehabilitation departments, can be used at home and provide an accurate record of adherence to exercise. The benefits of providing augmented feedback, increasing intensity of exercise and accurately measuring adherence may improve conventional vestibular rehabilitation but efficacy must first be demonstrated. Clinical trials.gov identifier: NCT01442623.

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial.

PubMed

Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Soerensen, Jette Led

2012-02-28

Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. The findings will contribute to a better understanding of optimal training methods in surgical education. NCT01497782.

Use of virtual reality systems as proprioception method in cerebral palsy: clinical practice guideline.

PubMed

Monge Pereira, E; Molina Rueda, F; Alguacil Diego, I M; Cano de la Cuerda, R; de Mauro, A; Miangolarra Page, J C

2014-01-01

The limitations in performing functional activities in children and adolescents with cerebral palsy are important. The use of virtual reality systems is a new treatment approach that reinforces task-oriented motor learning. The purpose of this guide is to study the impact of the use of virtual reality systems in the improvement and acquisition of functional skills, and to evaluate the scientific evidence to determine the strength of recommendation of such interventions. All available full-text articles, regardless of their methodology, were included. The following data bases were consulted: PubMed (Medline), PEDro, EMBASE (OVID-Elsevier), Cochrane Library, Medline (OVID), CINAHL, ISI Web Knowledge. An assessment was made of methodological quality, the level of scientific evidence, and the strength of recommendations using the tools: Critical Review Form - Quantitative Studies and the Guidelines for Critical Review Form - Quantitative Studies and U.S. Preventive Services Task Force. Finally, we included 13 articles and 97 participants were recruited. We obtained significant improvements in outcome measures that assessed postural control and balance, upper limb function, the selective joint control, and gait. The guide has some limitations: the limited number of patients enrolled, clinical diversity and age range, as well as the methodological quality of existing trials. Virtual reality is a promising tool in the treatment of children with cerebral palsy. There is strong scientific evidence of an acceptable recommendation for the use of virtual reality systems in the treatment of cerebral palsy. Copyright © 2011 Sociedad Española de Neurología. Published by Elsevier Espana. All rights reserved.

Collaborative Learning with Screen-Based Simulation in Health Care Education: An Empirical Study of Collaborative Patterns and Proficiency Development

ERIC Educational Resources Information Center

Hall, L. O.; Soderstrom, T.; Ahlqvist, J.; Nilsson, T.

2011-01-01

This article is about collaborative learning with educational computer-assisted simulation (ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported…

Problem Based Learning in Design and Technology Education Supported by Hypermedia-Based Environments

ERIC Educational Resources Information Center

Page, Tom; Lehtonen, Miika

2006-01-01

Audio-visual advances in virtual reality (VR) technology have given rise to innovative new ways to teach and learn. However, so far teaching and learning processes have been technologically driven as opposed to pedagogically led. This paper identifies the development of a pedagogical model and its application for teaching, studying and learning…

A virtual reality intervention (Second Life) to improve weight maintenance: Rationale and design for an 18-month randomized trial.

PubMed

Sullivan, D K; Goetz, J R; Gibson, C A; Mayo, M S; Washburn, R A; Lee, Y; Ptomey, L T; Donnelly, J E

2016-01-01

Despite the plethora of weight loss programs available in the US, the prevalence of overweight and obesity (BMI≥25kg/m(2)) among US adults continues to rise at least, in part, due to the high probability of weight regain following weight loss. Thus, the development and evaluation of novel interventions designed to improve weight maintenance are clearly needed. Virtual reality environments offer a promising platform for delivering weight maintenance interventions as they provide rapid feedback, learner experimentation, real-time personalized task selection and exploration. Utilizing virtual reality during weight maintenance allows individuals to engage in repeated experiential learning, practice skills, and participate in real-life scenarios without real-life repercussions, which may diminish weight regain. We will conduct an 18-month effectiveness trial (6 months weight loss, 12 months weight maintenance) in 202 overweight/obese adults (BMI 25-44.9kg/m(2)). Participants who achieve ≥5% weight loss following a 6month weight loss intervention delivered by phone conference call will be randomized to weight maintenance interventions delivered by conference call or conducted in a virtual environment (Second Life®). The primary aim of the study is to compare weight change during maintenance between the phone conference call and virtual groups. Secondarily, potential mediators of weight change including energy and macronutrient intake, physical activity, consumption of fruits and vegetables, self-efficacy for both physical activity and diet, and attendance and completion of experiential learning assignments will also be assessed. Copyright © 2015 Elsevier Inc. All rights reserved.

A virtual reality intervention (second life) to improve weight maintenance: Rationale and design for an 18 month randomized trial

PubMed Central

Sullivan, DK; Goetz, JR; Gibson, CA; Mayo, MS; Washburn, RA; Lee, Y; Ptomey, LT; Donnelly, JE

2015-01-01

Despite the plethora of weight loss programs available in the US, the prevalence of overweight and obesity (BMI ≥ 25 kg/m2) among US adults continues to rise at least, in part, due to the high probability of weight regain following weight loss. Thus, the development and evaluation of novel interventions designed to improve weight maintenance is clearly needed. Virtual reality environments offer a promising platform for delivering weight maintenance interventions as they provide rapid feedback, learner experimentation, real-time personalized task selection and exploration. Utilizing virtual reality during weight maintenance allows individuals to engage in repeated experiential learning, practice skills, and participate in real-life scenarios without reallife repercussions, which may diminish weight regain. We will conduct an 18-month effectiveness trial (6 months weight loss, 12 months weight maintenance) in 202 overweight/obese adults (BMI 25–44.9 kg/m2). Participants who achieve ≥ 5% weight loss following a 6 month weight loss intervention delivered by phone conference call will be randomized to weight maintenance interventions delivered by conference call or conducted in a virtual environment (Second Life®). The primary aim of the study is to compare weight change during maintenance between the phone conference call and virtual groups. Secondarily, potential mediators of weight change including energy and macronutrient intake, physical activity, consumption of fruits and vegetables, self-efficacy for both physical activity and diet, and attendance and completion of experiential learning assignments will also be assessed. PMID:26616535

Immersive Protein Gaming for Bio Edutainment

ERIC Educational Resources Information Center

Cai, Yiyu; Lu, Baifang; Zheng, Jianmin; Li, Lin

2006-01-01

Games have long been used as a tool for teaching important subject matter, from concept building to problem solving. Through fun learning, students may further develop their curiosities and interest in their study. This article addresses the issue of learning biomolecular structures by virtual reality gaming. A bio edutainment solution featuring…

Virtual reality-assisted robotic surgery simulation.

PubMed

Albani, Justin M; Lee, David I

2007-03-01

For more than a decade, advancing computer technologies have allowed incorporation of virtual reality (VR) into surgical training. This has become especially important in training for laparoscopic procedures, which often are complex and leave little room for error. With the advent of robotic surgery and the development and prevalence of a commercial surgical system (da Vinci robot; Intuitive Surgical, Sunnyvale, CA), a valid VR-assisted robotic surgery simulator could minimize the steep learning curve associated with many of these complex procedures and thus enable better outcomes. To date, such simulation does not exist; however, several agencies and corporations are involved in making this dream a reality. We review the history and progress of VR simulation in surgical training, its promising applications in robotic-assisted surgery, and the remaining challenges to implementation.

The reality of virtual learning for nurses in the largest integrated health care system in the nation.

PubMed

Rick, Cathy; Kearns, Martha A; Thompson, Nancy A

2003-01-01

The health care network and hospital system within the Department of Veterans Affairs (VA), the Veterans Health Administration (VHA), provides employment to more than 56,000 nursing personnel and serves as clinical education site to countless other nursing and health professional students. Nurse administrators and educators are posed with the challenge of providing an environment in which each nurse is able to gain needed knowledge, learn new skills, and share and communicate this knowledge with other colleagues. The education of nurses improves the health status of veterans while also realizing individual professional enhancement. Regional and cultural diversity of the system present challenges to education, in both delivery and content. VHA's learning organizations, the Employee Education System and the Office of Special Projects, have maximized new technologies and information systems to provide innovative, virtual education opportunities, capitalizing on the benefits of informal and formal learning, thus moving VHA to the forefront in knowledge sharing and dissemination. The Virtual Learning Center, VA Knowledge Network, Learning Catalog, and VA Learning Online provide VHA's nurses with interactive, desktop virtual learning opportunities.

Virtual reality training for improving the skills needed for performing surgery of the ear, nose or throat.

PubMed

Piromchai, Patorn; Avery, Alex; Laopaiboon, Malinee; Kennedy, Gregor; O'Leary, Stephen

2015-09-09

Virtual reality simulation uses computer-generated imagery to present a simulated training environment for learners. This review seeks to examine whether there is evidence to support the introduction of virtual reality surgical simulation into ear, nose and throat surgical training programmes. 1. To assess whether surgeons undertaking virtual reality simulation-based training achieve surgical ('patient') outcomes that are at least as good as, or better than, those achieved through conventional training methods.2. To assess whether there is evidence from either the operating theatre, or from controlled (simulation centre-based) environments, that virtual reality-based surgical training leads to surgical skills that are comparable to, or better than, those achieved through conventional training. The Cochrane Ear, Nose and Throat Disorders Group (CENTDG) Trials Search Co-ordinator searched the CENTDG Trials Register; Central Register of Controlled Trials (CENTRAL 2015, Issue 6); PubMed; EMBASE; ERIC; CINAHL; Web of Science; ClinicalTrials.gov; ICTRP and additional sources for published and unpublished trials. The date of the search was 27 July 2015. We included all randomised controlled trials and controlled trials comparing virtual reality training and any other method of training in ear, nose or throat surgery. We used the standard methodological procedures expected by The Cochrane Collaboration. We evaluated both technical and non-technical aspects of skill competency. We included nine studies involving 210 participants. Out of these, four studies (involving 61 residents) assessed technical skills in the operating theatre (primary outcomes). Five studies (comprising 149 residents and medical students) assessed technical skills in controlled environments (secondary outcomes). The majority of the trials were at high risk of bias. We assessed the GRADE quality of evidence for most outcomes across studies as 'low'. Operating theatre environment (primary outcomes) In the operating theatre, there were no studies that examined two of three primary outcomes: real world patient outcomes and acquisition of non-technical skills. The third primary outcome (technical skills in the operating theatre) was evaluated in two studies comparing virtual reality endoscopic sinus surgery training with conventional training. In one study, psychomotor skill (which relates to operative technique or the physical co-ordination associated with instrument handling) was assessed on a 10-point scale. A second study evaluated the procedural outcome of time-on-task. The virtual reality group performance was significantly better, with a better psychomotor score (mean difference (MD) 1.66, 95% CI 0.52 to 2.81; 10-point scale) and a shorter time taken to complete the operation (MD -5.50 minutes, 95% CI -9.97 to -1.03). Controlled training environments (secondary outcomes) In a controlled environment five studies evaluated the technical skills of surgical trainees (one study) and medical students (three studies). One study was excluded from the analysis. Surgical trainees: One study (80 participants) evaluated the technical performance of surgical trainees during temporal bone surgery, where the outcome was the quality of the final dissection. There was no difference in the end-product scores between virtual reality and cadaveric temporal bone training. Medical students: Two other studies (40 participants) evaluated technical skills achieved by medical students in the temporal bone laboratory. Learners' knowledge of the flow of the operative procedure (procedural score) was better after virtual reality than conventional training (SMD 1.11, 95% CI 0.44 to 1.79). There was also a significant difference in end-product score between the virtual reality and conventional training groups (SMD 2.60, 95% CI 1.71 to 3.49). One study (17 participants) revealed that medical students acquired anatomical knowledge (on a scale of 0 to 10) better during virtual reality than during conventional training (MD 4.3, 95% CI 2.05 to 6.55). No studies in a controlled training environment assessed non-technical skills. There is limited evidence to support the inclusion of virtual reality surgical simulation into surgical training programmes, on the basis that it can allow trainees to develop technical skills that are at least as good as those achieved through conventional training. Further investigations are required to determine whether virtual reality training is associated with better real world outcomes for patients and the development of non-technical skills. Virtual reality simulation may be considered as an additional learning tool for medical students.

The ALIVE Project: Astronomy Learning in Immersive Virtual Environments

NASA Astrophysics Data System (ADS)

Yu, K. C.; Sahami, K.; Denn, G.

2008-06-01

The Astronomy Learning in Immersive Virtual Environments (ALIVE) project seeks to discover learning modes and optimal teaching strategies using immersive virtual environments (VEs). VEs are computer-generated, three-dimensional environments that can be navigated to provide multiple perspectives. Immersive VEs provide the additional benefit of surrounding a viewer with the simulated reality. ALIVE evaluates the incorporation of an interactive, real-time ``virtual universe'' into formal college astronomy education. In the experiment, pre-course, post-course, and curriculum tests will be used to determine the efficacy of immersive visualizations presented in a digital planetarium versus the same visual simulations in the non-immersive setting of a normal classroom, as well as a control case using traditional classroom multimedia. To normalize for inter-instructor variability, each ALIVE instructor will teach at least one of each class in each of the three test groups.

Virtual reality as a metric for the assessment of laparoscopic psychomotor skills. Learning curves and reliability measures.

PubMed

Gallagher, A G; Satava, R M

2002-12-01

The objective assessment of the psychomotor skills of surgeons is now a priority; however, this is a difficult task because of measurement difficulties associated with the assessment of surgery in vivo. In this study, virtual reality (VR) was used to overcome these problems. Twelve experienced (>50 minimal-access procedures), 12 inexperienced laparoscopic surgeons (<10 minimal-access procedures), and 12 laparoscopic novices participated in the study. Each subject completed 10 trials on the Minimally Invasive Surgical Trainer; Virtual Reality (MIST VR). Experienced laparoscopic surgeons performed the tasks significantly (p < 0.01) faster, with less error, more economy in the movement of instruments and the use of diathermy, and with greater consistency in performance. The standardized coefficient alpha for performance measures ranged from a = 0.89 to 0.98, showing high internal measurement consistency. Test-retest reliability ranged from r = 0.96 to r = 0.5. VR is a useful tool for evaluating the psychomotor skills needed to perform laparoscopic surgery.

Virtual Reality and Its Potential Application in Education and Training.

ERIC Educational Resources Information Center

Milheim, William D.

1995-01-01

An overview is provided of current trends in virtual reality research and development, including discussion of hardware, types of virtual reality, and potential problems with virtual reality. Implications for education and training are explored. (Author/JKP)

The State of Human Anatomy Teaching in the Medical Schools of Gulf Cooperation Council Countries: Present and future perspectives.

PubMed

Habbal, Omar

2009-04-01

Available literature on medical education charts an emerging trend in the field of anatomy. In the past decade, assisted by innovations in informatics and the paradigm shift in medical education, the hands-on experience of cadaver dissection has progressively become a relic of the past. Within the context of the situation in Gulf Cooperation Council countries, this paper compares the traditional teaching approach with the modern one that tends to emphasise technical gadgetry, virtual reality and plastic models rather than hands-on-experience to impart knowledge and skill. However, cadaver-based learning is an important building block for the future physician and surgeon since clinical astuteness is likely to rely on skills gained from hands-on experience rather than the tendency to learning through virtual reality found in modern curricula.

Effects of Field of View and Visual Complexity on Virtual Reality Training Effectiveness for a Visual Scanning Task

DOE PAGES

Ragan, Eric D.; Bowman, Doug A.; Kopper, Regis; ...

2015-02-13

Virtual reality training systems are commonly used in a variety of domains, and it is important to understand how the realism of a training simulation influences training effectiveness. The paper presents a framework for evaluating the effects of virtual reality fidelity based on an analysis of a simulation’s display, interaction, and scenario components. Following this framework, we conducted a controlled experiment to test the effects of fidelity on training effectiveness for a visual scanning task. The experiment varied the levels of field of view and visual realism during a training phase and then evaluated scanning performance with the simulator’s highestmore » level of fidelity. To assess scanning performance, we measured target detection and adherence to a prescribed strategy. The results show that both field of view and visual realism significantly affected target detection during training; higher field of view led to better performance and higher visual realism worsened performance. Additionally, the level of visual realism during training significantly affected learning of the prescribed visual scanning strategy, providing evidence that high visual realism was important for learning the technique. The results also demonstrate that task performance during training was not always a sufficient measure of mastery of an instructed technique. That is, if learning a prescribed strategy or skill is the goal of a training exercise, performance in a simulation may not be an appropriate indicator of effectiveness outside of training—evaluation in a more realistic setting may be necessary.« less

Percutaneous spinal fixation simulation with virtual reality and haptics.

PubMed

Luciano, Cristian J; Banerjee, P Pat; Sorenson, Jeffery M; Foley, Kevin T; Ansari, Sameer A; Rizzi, Silvio; Germanwala, Anand V; Kranzler, Leonard; Chittiboina, Prashant; Roitberg, Ben Z

2013-01-01

In this study, we evaluated the use of a part-task simulator with 3-dimensional and haptic feedback as a training tool for percutaneous spinal needle placement. To evaluate the learning effectiveness in terms of entry point/target point accuracy of percutaneous spinal needle placement on a high-performance augmented-reality and haptic technology workstation with the ability to control the duration of computer-simulated fluoroscopic exposure, thereby simulating an actual situation. Sixty-three fellows and residents performed needle placement on the simulator. A virtual needle was percutaneously inserted into a virtual patient's thoracic spine derived from an actual patient computed tomography data set. Ten of 126 needle placement attempts by 63 participants ended in failure for a failure rate of 7.93%. From all 126 needle insertions, the average error (15.69 vs 13.91), average fluoroscopy exposure (4.6 vs 3.92), and average individual performance score (32.39 vs 30.71) improved from the first to the second attempt. Performance accuracy yielded P = .04 from a 2-sample t test in which the rejected null hypothesis assumes no improvement in performance accuracy from the first to second attempt in the test session. The experiments showed evidence (P = .04) of performance accuracy improvement from the first to the second percutaneous needle placement attempt. This result, combined with previous learning retention and/or face validity results of using the simulator for open thoracic pedicle screw placement and ventriculostomy catheter placement, supports the efficacy of augmented reality and haptics simulation as a learning tool.

Rehabilitation robotics for the upper extremity: review with new directions for orthopaedic disorders.

PubMed

Hakim, Renée M; Tunis, Brandon G; Ross, Michael D

2017-11-01

The focus of research using technological innovations such as robotic devices has been on interventions to improve upper extremity function in neurologic populations, particularly patients with stroke. There is a growing body of evidence describing rehabilitation programs using various types of supportive/assistive and/or resistive robotic and virtual reality-enhanced devices to improve outcomes for patients with neurologic disorders. The most promising approaches are task-oriented, based on current concepts of motor control/learning and practice-induced neuroplasticity. Based on this evidence, we describe application and feasibility of virtual reality-enhanced robotics integrated with current concepts in orthopaedic rehabilitation shifting from an impairment-based focus to inclusion of more intense, task-specific training for patients with upper extremity disorders, specifically emphasizing the wrist and hand. The purpose of this paper is to describe virtual reality-enhanced rehabilitation robotic devices, review evidence of application in patients with upper extremity deficits related to neurologic disorders, and suggest how this technology and task-oriented rehabilitation approach can also benefit patients with orthopaedic disorders of the wrist and hand. We will also discuss areas for further research and development using a task-oriented approach and a commercially available haptic robotic device to focus on training of grasp and manipulation tasks. Implications for Rehabilitation There is a growing body of evidence describing rehabilitation programs using various types of supportive/assistive and/or resistive robotic and virtual reality-enhanced devices to improve outcomes for patients with neurologic disorders. The most promising approaches using rehabilitation robotics are task-oriented, based on current concepts of motor control/learning and practice-induced neuroplasticity. Based on the evidence in neurologic populations, virtual reality-enhanced robotics may be integrated with current concepts in orthopaedic rehabilitation shifting from an impairment-based focus to inclusion of more intense, task-specific training for patients with UE disorders, specifically emphasizing the wrist and hand. Clinical application of a task-oriented approach may be accomplished using commercially available haptic robotic device to focus on training of grasp and manipulation tasks.

Virtual reality, disability and rehabilitation.

PubMed

Wilson, P N; Foreman, N; Stanton, D

1997-06-01

Virtual reality, or virtual environment computer technology, generates simulated objects and events with which people can interact. Existing and potential applications for this technology in the field of disability and rehabilitation are discussed. The main benefits identified for disabled people are that they can engage in a range of activities in a simulator relatively free from the limitations imposed by their disability, and they can do so in safety. Evidence that the knowledge and skills acquired by disabled individuals in simulated environments can transfer to the real world is presented. In particular, spatial information and life skills learned in a virtual environment have been shown to transfer to the real world. Applications for visually impaired people are discussed, and the potential for medical interventions and the assessment and treatment of neurological damage are considered. Finally some current limitations of the technology, and ethical concerns in relation to disability, are discussed.

Testing the effects of educational strategies on comprehension of a genomic concept using virtual reality technology.

PubMed

Kaphingst, Kimberly A; Persky, Susan; McCall, Cade; Lachance, Christina; Loewenstein, Johanna; Beall, Andrew C; Blascovich, Jim

2009-11-01

Applying genetic susceptibility information to improve health will likely require educating patients about abstract concepts, for which there is little existing research. This experimental study examined the effect of learning mode on comprehension of a genomic concept. 156 individuals aged 18-40 without specialized knowledge were randomly assigned to either a virtual reality active learning or didactic learning condition. The outcome was comprehension (recall, transfer, mental models). Change in recall was greater for didactic learning than for active learning (p<0.001). Mean transfer and change in mental models were also higher for didactic learning (p<0.0001 and p<0.05, respectively). Believability was higher for didactic learning (p<0.05), while ratings for motivation (p<0.05), interest (p<0.0001), and enjoyment (p<0.0001) were higher for active learning, but these variables did not mediate the association between learning mode and comprehension. These results show that learning mode affects comprehension, but additional research is needed regarding how and in what contexts different approaches are best for educating patients about abstract concepts. Didactic, interpersonal health education approaches may be more effective than interactive games in educating patients about abstract, unfamiliar concepts. These findings indicate the importance of traditional health education approaches in emerging areas like genomics.

A Virtual Reality-Based Simulation of Abdominal Surgery

DTIC Science & Technology

1994-06-30

415) 591-7881 In! IhNiI 1 SHORT TITLE: A Virtual Reality -Based Simulation of Abdominal Surgery REPORTING PERIOD: October 31, 1993-June 30, 1994 The...Report - A Virtual Reality -Based Simulation Of Abdominal Surgery Page 2 June 21, 1994 TECHNICAL REPORT SUMMARY Virtual Reality is a marriage between...applications of this technology. Virtual reality systems can be used to teach surgical anatomy, diagnose surgical problems, plan operations. simulate and

Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments

NASA Astrophysics Data System (ADS)

Kozhevnikov, Michael; Gurlitt, Johannes; Kozhevnikov, Maria

2013-12-01

The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop virtual environment (DVE) conditions. Our results show that after the simulation activities, both IVE and DVE groups exhibited a significant shift toward a scientific understanding in their conceptual models and epistemological beliefs about the nature of relative motion, and also a significant improvement on relative motion problem-solving tests. In addition, we analyzed students' performance on one-dimensional and two-dimensional questions in the relative motion problem-solving test separately and found that after training in the simulation, the IVE group performed significantly better than the DVE group on solving two-dimensional relative motion problems. We suggest that egocentric encoding of the scene in IVE (where the learner constitutes a part of a scene they are immersed in), as compared to allocentric encoding on a computer screen in DVE (where the learner is looking at the scene from "outside"), is more beneficial than DVE for studying more complex (two-dimensional) relative motion problems. Overall, our findings suggest that such aspects of virtual realities as immersivity, first-hand experience, and the possibility of changing different frames of reference can facilitate understanding abstract scientific phenomena and help in displacing intuitive misconceptions with more accurate mental models.

Perceptions of clinical utility of an Augmented Reality musical software among health care professionals.

PubMed

Corrêa, Ana Grasielle Dionísio; de Assis, Gilda Aparecida; do Nascimento, Marilena; de Deus Lopes, Roseli

2017-04-01

Augmented Reality musical software (GenVirtual) is a technology, which primarily allows users to develop music activities for rehabilitation. This study aimed to analyse the perceptions of health care professionals regarding the clinical utility of GenVirtual. A second objective was to identify improvements to GenVirtual software and similar technologies. Music therapists, occupational therapists, physiotherapists and speech and language therapist who assist people with physical and cognitive disabilities were enrolled in three focus groups. The quantitative and qualitative data were collected through inductive thematic analysis. Three main themes were identified: the use of GenVirtual in health care areas; opportunities for realistic application of GenVirtual; and limitations in the use of GenVirtual. The registration units identified were: motor stimulation, cognitive stimulation, verbal learning, recreation activity, musicality, accessibility, motivation, sonic accuracy, interference of lighting, poor sound, children and adults. This research suggested that the GenVirtual is a complementary tool to conventional clinical practice and has great potential to motor and cognitive rehabilitation of children and adults. Implications for Rehabilitation Gaining health professional' perceptions of the Augmented Reality musical game (GenVirtual) give valuable information as to the clinical utility of the software. GenVirtual was perceived as a tool that could be used as enhancing the motor and cognitive rehabilitation process. GenVirtual was viewed as a tool that could enhance clinical practice and communication among various agencies, but it was suggested that it should be used with caution to avoid confusion and replacement of important services.

A Virtual Map to Support People Who Are Blind in Navigation through Real Spaces

ERIC Educational Resources Information Center

Lahav, Orly; Schloerb, David W.; Kumar, Siddarth; Srinivasan, Mandayam A.

2011-01-01

Most of the spatial information needed by sighted people to construct cognitive maps of spaces is gathered through the visual channel. Unfortunately, people who are blind lack the ability to collect the required spatial information in advance. The use of virtual reality as a learning and rehabilitation tool for people with disabilities has been on…

An Instructional Design Using the Virtual Ecological Pond for Science Education in Elementary Schools

ERIC Educational Resources Information Center

Tarng, Wernhuar; Ou, Kuo-Liang; Tsai, Wen-Shin; Lin, Yu-Si; Hsu, Chen-Kai

2010-01-01

Ecological ponds can be a good teaching tool for science teachers, but they must be built and maintained properly to provide students with a safe and suitable learning environment. However, many schools do not have the ability to build and maintain an ecological pond. This study used virtual reality technology to develop a web-based virtual…

The Promise and the Reality: Exploring Virtual Schooling in Rural Juristictions

ERIC Educational Resources Information Center

Barbour, Michael K.

2011-01-01

The history of online learning at the K-12 level is almost as long as its history at the post-secondary level, with the first virtual school programs beginning in the early 1990s. While these opportunities were designed as a way to provide rural students with access to more specialized courses, as opportunities have become organized into virtual…

The use of virtual reality in memory rehabilitation: current findings and future directions.

PubMed

Brooks, B M; Rose, F D

2003-01-01

There is considerable potential for using virtual reality (VR) in memory rehabilitation which is only just beginning to be realized. PC-based virtual environments are probably better suited for this purpose than more immersive virtual environments because they are relatively inexpensive and portable, and less frightening to patients. Those exploratory studies that have so far been performed indicate that VR involvement would be usefully directed towards improving assessments of memory impairments and in memory remediation using reorganization techniques. In memory assessment, the use of VR could provide more comprehensive, ecologically-valid, and controlled evaluations of prospective, incidental, and spatial memory in a rehabilitation setting than is possible using standardized assessment tests. The additional knowledge gained from these assessments could more effectively direct rehabilitation towards specific impairments of individual patients. In memory remediation, VR training has been found to promote procedural learning in people with memory impairments, and this learning has been found to transfer to improved real-world performance. Future research should investigate ways in which the procedural knowledge gained during VR interaction can be adapted to offset the many disabilities which result from different forms of memory impairment.

Virtual Reality as Innovative Approach to the Interior Designing

NASA Astrophysics Data System (ADS)

Kaleja, Pavol; Kozlovská, Mária

2017-06-01

We can observe significant potential of information and communication technologies (ICT) in interior designing field, by development of software and hardware virtual reality tools. Using ICT tools offer realistic perception of proposal in its initial idea (the study). A group of real-time visualization, supported by hardware tools like Oculus Rift HTC Vive, provides free walkthrough and movement in virtual interior with the possibility of virtual designing. By improving of ICT software tools for designing in virtual reality we can achieve still more realistic virtual environment. The contribution presented proposal of an innovative approach of interior designing in virtual reality, using the latest software and hardware ICT virtual reality technologies

M3D (Media 3D): a new programming language for web-based virtual reality in E-Learning and Edutainment

NASA Astrophysics Data System (ADS)

Chakaveh, Sepideh; Skaley, Detlef; Laine, Patricia; Haeger, Ralf; Maad, Soha

2003-01-01

Today, interactive multimedia educational systems are well established, as they prove useful instruments to enhance one's learning capabilities. Hitherto, the main difficulty with almost all E-Learning systems was latent in the rich media implementation techniques. This meant that each and every system should be created individually as reapplying the media, be it only a part, or the whole content was not directly possible, as everything must be applied mechanically i.e. by hand. Consequently making E-learning systems exceedingly expensive to generate, both in time and money terms. Media-3D or M3D is a new platform independent programming language, developed at the Fraunhofer Institute Media Communication to enable visualisation and simulation of E-Learning multimedia content. M3D is an XML-based language, which is capable of distinguishing between the3D models from that of the 3D scenes, as well as handling provisions for animations, within the programme. Here we give a technical account of M3D programming language and briefly describe two specific application scenarios where M3D is applied to create virtual reality E-Learning content for training of technical personnel.

Students' perceptions of constructivist Internet learning environments by a physics virtual laboratory: the gap between ideal and reality and gender differences.

PubMed

Chuang, Shih-Chyueh; Hwang, Fu-Kwun; Tsai, Chin-Chung

2008-04-01

The purpose of this study was to investigate the perceptions of Internet users of a physics virtual laboratory, Demolab, in Taiwan. Learners' perceptions of Internet-based learning environments were explored and the role of gender was examined by using preferred and actual forms of a revised Constructivist Internet-based Learning Environment Survey (CILES). The students expressed a clear gap between ideal and reality, and they showed higher preferences for many features of constructivist Internet-based learning environments than for features they had actually learned in Demolab. The results further suggested that male users prefer to be involved in the process of discussion and to show critical judgments. In addition, male users indicated they enjoyed the process of negotiation and discussion with others and were able to engage in reflective thoughts while learning in Demolab. In light of these findings, male users seemed to demonstrate better adaptability to the constructivist Internet-based learning approach than female users did. Although this study indicated certain differences between males and females in their responses to Internet-based learning environments, they also shared numerous similarities. A well-established constructivist Internet-based learning environment may encourage more female learners to participate in the science community.

[Cognitive research about the use of virtual worlds among the students enrolled to the faculty of medicine and surgery "Campus Bio-Medico University" in Rome].

PubMed

Tambone, V; Alessi, A; Macchi, I; Milighetti, S; Muzii, L

2009-01-01

The main difference between a virtual reality and a generic representation is to be directly involved into the action you are performing. As a matter of fact, within the shift from real to virtual world, our biological physique does not mutate but is amplified and connected to the virtual world by technological interfaces. Training using a virtual reality simulator is an option to supplement (or replace) standard training. One of the two main goals of our study is to test, at first, how much students enrolled to the Faculty of Medicine at "University Campus Bio-Medico of Rome" are familiar with synthetic worlds, how long they have been using them and how they would like their Avatar to look like. Moreover, the second aim is to collect students' opinion about the use of virtual, interactive environments to enable learning and participation in dynamic, problem based, clinical, virtual simulations. Simulations might be used to allow learners to make mistakes safely in lieu of real life situations, learn from those mistakes and ultimately to improve performances by subsequent avoidance of those mistakes. The selected approach to the study is based on a semi-structured questionnaire made of 14 questions administered to all the medical students. Most of the students appear not to be very confident with virtual worlds mostly because of a lack of interest. However, a large majority of them are likely to use a virtual world for fun or escaping from reality. Students would select and customize their Avatar by giving her/him the same sexual identity, same figure, same social class but different employment. It is important to notice that a wide majority of the students is interested in practicing on a virtual world in order to manage new experiences and being able to face them; their willing is to get benefits from the ability to make mistakes in a safe environment as well as to record a positive impact on their understanding.

A preliminary empirical evaluation of virtual reality as an instructional medium for visual-spatial tasks

NASA Technical Reports Server (NTRS)

Regian, J. Wesley; Shebilske, Wayne; Monk, John M.

1993-01-01

We explored the training potential of Virtual Reality (VR) technology. Thirty-one adults were trained and tested on spatial skills in a VR. They learned a sequence of button and knob responses on a VR console and performed flawlessly on the same console. Half were trained with a rote strategy; the rest used a meaningful strategy. Response times were equivalent for both groups and decreased significantly over five test trials indicating that learning continued on VR tests. The same subjects practiced navigating through a VR building, which had three floors with four rooms on each floor. The dependent measure was the number of rooms traversed on routes that differed from training routes. Many subjects completed tests in the fewest rooms possible. All subjects learned configurational knowledge according to the criterion of taking paths that were significantly shorter than those predicted by a random walk as determined by a Monte Carlo analysis. The results were discussed as a departure point for empirically testing the training potential of VR technology.

Using virtual reality environment to improve joint attention associated with pervasive developmental disorder.

PubMed

Cheng, Yufang; Huang, Ruowen

2012-01-01

The focus of this study is using data glove to practice Joint attention skill in virtual reality environment for people with pervasive developmental disorder (PDD). The virtual reality environment provides a safe environment for PDD people. Especially, when they made errors during practice in virtual reality environment, there is no suffering or dangerous consequences to deal with. Joint attention is a critical skill in the disorder characteristics of children with PDD. The absence of joint attention is a deficit frequently affects their social relationship in daily life. Therefore, this study designed the Joint Attention Skills Learning (JASL) systems with data glove tool to help children with PDD to practice joint attention behavior skills. The JASL specifically focus the skills of pointing, showing, sharing things and behavior interaction with other children with PDD. The system is designed in playroom-scene and presented in the first-person perspectives for users. The functions contain pointing and showing, moving virtual objects, 3D animation, text, speaking sounds, and feedback. The method was employed single subject multiple-probe design across subjects' designs, and analysis of visual inspection in this study. It took 3 months to finish the experimental section. Surprisingly, the experiment results reveal that the participants have further extension in improving the joint attention skills in their daily life after using the JASL system. The significant potential in this particular treatment of joint attention for each participant will be discussed in details in this paper. Copyright © 2012 Elsevier Ltd. All rights reserved.

The virtues of virtual reality in exposure therapy.

PubMed

Gega, Lina

2017-04-01

Virtual reality can be more effective and less burdensome than real-life exposure. Optimal virtual reality delivery should incorporate in situ direct dialogues with a therapist, discourage safety behaviours, allow for a mismatch between virtual and real exposure tasks, and encourage self-directed real-life practice between and beyond virtual reality sessions. © The Royal College of Psychiatrists 2017.

Virtual Reality in the Classroom.

ERIC Educational Resources Information Center

Pantelidis, Veronica S.

1993-01-01

Considers the concept of virtual reality; reviews its history; describes general uses of virtual reality, including entertainment, medicine, and design applications; discusses classroom uses of virtual reality, including a software program called Virtus WalkThrough for use with a computer monitor; and suggests future possibilities. (34 references)…

Development of a virtual reality training system for endoscope-assisted submandibular gland removal.

PubMed

Miki, Takehiro; Iwai, Toshinori; Kotani, Kazunori; Dang, Jianwu; Sawada, Hideyuki; Miyake, Minoru

2016-11-01

Endoscope-assisted surgery has widely been adopted as a basic surgical procedure, with various training systems using virtual reality developed for this procedure. In the present study, a basic training system comprising virtual reality for the removal of submandibular glands under endoscope assistance was developed. The efficacy of the training system was verified in novice oral surgeons. A virtual reality training system was developed using existing haptic devices. Virtual reality models were constructed from computed tomography data to ensure anatomical accuracy. Novice oral surgeons were trained using the developed virtual reality training system. The developed virtual reality training system included models of the submandibular gland and surrounding connective tissues and blood vessels entering the submandibular gland. Cutting or abrasion of the connective tissue and manipulations, such as elevation of blood vessels, were reproduced by the virtual reality system. A training program using the developed system was devised. Novice oral surgeons were trained in accordance with the devised training program. Our virtual reality training system for endoscope-assisted removal of the submandibular gland is effective in the training of novice oral surgeons in endoscope-assisted surgery. Copyright © 2016 The Author(s). Published by Elsevier Ltd.. All rights reserved.

ViSTREET: An Educational Virtual Environment for the Teaching of Road Safety Skills to School Students

NASA Astrophysics Data System (ADS)

Chuah, Kee Man; Chen, Chwen Jen; Teh, Chee Siong

Virtual reality (VR) has been prevalently used as a tool to help students learn and to simulate situations that are too hazardous to practice in real life. The present study aims to explore the capability of VR to achieve these two purposes and demonstrate a novel application of the result, using VR to help school students learn about road safety skills, which are impractical to be carried out in real-life situations. This paper describes the system design of the VR-based learning environment known as Virtual Simulated Traffics for Road Safety Education (ViSTREET) and its various features. An overview of the technical procedures for its development is also included. Ultimately, this paper highlights the potential use of VR in addressing the learning problem concerning road safety education programme in Malaysia.

Virtual reality: past, present and future.

PubMed

Gobbetti, E; Scateni, R

1998-01-01

This report provides a short survey of the field of virtual reality, highlighting application domains, technological requirements, and currently available solutions. The report is organized as follows: section 1 presents the background and motivation of virtual environment research and identifies typical application domain, section 2 discusses the characteristics a virtual reality system must have in order to exploit the perceptual and spatial skills of users, section 3 surveys current input/output devices for virtual reality, section 4 surveys current software approaches to support the creation of virtual reality systems, and section 5 summarizes the report.

Virtual Reality: Toward Fundamental Improvements in Simulation-Based Training.

ERIC Educational Resources Information Center

Thurman, Richard A.; Mattoon, Joseph S.

1994-01-01

Considers the role and effectiveness of virtual reality in simulation-based training. The theoretical and practical implications of verity, integration, and natural versus artificial interface are discussed; a three-dimensional classification scheme for virtual reality is described; and the relationship between virtual reality and other…

Designing Empathetic Animated Agents for a B-Learning Training Environment within the Electrical Domain

ERIC Educational Resources Information Center

Hernández, Yasmin; Pérez-Ramírez, Miguel; Zatarain-Cabada, Ramon; Barrón-Estrada, Lucia; Alor-Hernández, Giner

2016-01-01

Electrical tests involve high risk; therefore utility companies require highly qualified electricians and efficient training. Recently, training for electrical tests has been supported by virtual reality systems; nonetheless, these training systems are not yet adaptive. We propose a b-learning model to support adaptive and distance training. The…

Criteria for the Development of Complex Teaching-Learning Environments.

ERIC Educational Resources Information Center

Achtenhagen, Frank

2001-01-01

Relates aspects of the didactic tradition, especially the German didactic tradition, to the theory and practice of instructional design. Focuses on processes that are necessary to the modeling of reality and describes the design and development of a virtual enterprise as a complex teaching-learning environment in a German business school.…

A Review on Making Things See: Augmented Reality for Futuristic Virtual Educator

ERIC Educational Resources Information Center

Iqbal, Javid; Sidhu, Manjit Singh

2017-01-01

In the past few years many choreographers have focused upon implementation of computer technology to enhance their artistic skills. Computer vision technology presents new methods for learning, instructing, developing, and assessing physical movements as well as provides scope to expand dance resources and rediscover the learning process. This…

Application of the Environmental Sensation Learning Vehicle Simulation Platform in Virtual Reality

ERIC Educational Resources Information Center

Hsu, Kuei-Shu; Jiang, Jinn-Feng; Wei, Hung-Yuan; Lee, Tsung-Han

2016-01-01

The use of simulation technologies in learning has received considerable attention in recent years, but few studies to date have focused on vehicle driving simulation systems. In this study, a vehicle driving simulation system was developed to support novice drivers in practicing their skills. Specifically, the vehicle driving simulation system…

Realistic versus Schematic Interactive Visualizations for Learning Surveying Practices: A Comparative Study

ERIC Educational Resources Information Center

Dib, Hazar; Adamo-Villani, Nicoletta; Garver, Stephen

2014-01-01

Many benefits have been claimed for visualizations, a general assumption being that learning is facilitated. However, several researchers argue that little is known about the cognitive value of graphical representations, be they schematic visualizations, such as diagrams or more realistic, such as virtual reality. The study reported in the paper…

Mixed Reality Games

ERIC Educational Resources Information Center

Marty, Jean-Charles; Carron, Thibault; Pernelle, Philippe; Talbot, Stéphane; Houzet, Gregory

2015-01-01

The authors' research work deals with the development of new game-based learning (gbl) environments. They think that the way of acquiring knowledge during a learning session is similar to following an adventure in a role-playing game and they apply the metaphor of exploring a virtual world, where each student embarks on a quest in order to collect…

Learning Science in Virtual Reality Multimedia Environments: Role of Methods and Media.

ERIC Educational Resources Information Center

Moreno, Roxana; Mayer, Richard E.

2002-01-01

College students learned about botany through an agent-based multimedia game. Students received either spoken or identical on-screen text explanations. Results reveal that students scored higher on retention, transfer, and program ratings in narration conditions than in text conditions. The media--desktop displays or headmounted displays--did not…

Using Virtual Reality to Provide Health Care Information to People With Intellectual Disabilities: Acceptability, Usability, and Potential Utility

PubMed Central

Conboy-Hill, Suzanne; Taylor, Dave

2011-01-01

Background People with intellectual disabilities have poor access to health care, which may be further compromised by a lack of accessible health information. To be effective, health information must be easily understood and remembered. People with intellectual disabilities learn better from multimodal information sources, and virtual reality offers a 3-dimensional (3D) computer-generated environment that can be used for providing information and learning. To date, research into virtual reality experiences for people with intellectual disabilities has been limited to skill-based training and leisure opportunities within the young to mid age ranges. Objective This study assessed the acceptability, usability, and potential utility of a virtual reality experience as a means of providing health care-related information to people with intellectual disabilities. We designed a prototype multimodal experience based on a hospital scenario and situated on an island in the Second Life 3D virtual world. We wanted to know how people of different ages and with varying levels of cognitive function would participate in the customized virtual environment, what they understood from being there, and what they remembered a week later. Methods The study drew on qualitative data. We used a participatory research approach that involved working alongside people with intellectual disabilities and their supporters in a community setting. Cognitive function was assessed, using the Matrix Analogies Test and the British Picture Vocabulary Scale, to describe the sample. Participants, supported by facilitators, were video recorded accessing and engaging with the virtual environment. We assessed recall 1 week later, using a specialized interview technique. Data were downloaded into NVivo 8 and analyzed using the framework analysis technique. Results Study participants were 20 people aged between 20 and 80 years with mild to severe intellectual disabilities. All participants were able to access the environment and voluntarily stayed there for between 23 and 57 minutes. With facilitator support, all participants moved the avatar themselves. Participants engaged with the scenario as if they were actually there, indicating cognitive presence. Some referred back to previous medical experiences, indicating the potential for experiential knowledge to become the foundation of new learning and retention of knowledge. When interviewed, all participants remembered some aspects of the environment. Conclusions A sample of adults with intellectual disabilities of all ages, and with varying levels of cognitive function, accessed and enjoyed a virtual-world environment that drew on a health care-related scenario, and remembered aspects of it a week later. The small sample size limits generalizability of findings, but the potential shown for experiential learning to aid retention of knowledge on which consent is based appears promising. Successfully delivering health care-related information in a non-National Health Service setting indicates potential for delivery in institutional, community, or home settings, thereby widening access to the information. PMID:22082765

Virtual reality therapy versus cognitive behavior therapy for social phobia: a preliminary controlled study.

PubMed

Klinger, E; Bouchard, S; Légeron, P; Roy, S; Lauer, F; Chemin, I; Nugues, P

2005-02-01

Social phobia is one of the most frequent mental disorders and is accessible to two forms of scientifically validated treatments: anti-depressant drugs and cognitive behavior therapies (CBT). In this last case, graded exposure to feared social situations is one of the fundamental therapeutic ingredients. Virtual reality technologies are an interesting alternative to the standard exposure in social phobia, especially since studies have shown its usefulness for the fear of public speaking. This paper reports a preliminary study in which a virtual reality therapy (VRT), based on exposure to virtual environments, was used to treat social phobia. The sample consisted of 36 participants diagnosed with social phobia assigned to either VRT or a group-CBT (control condition). The virtual environments used in the treatment recreate four situations dealing with social anxiety: performance, intimacy, scrutiny, and assertiveness. With the help of the therapist, the patient learns adapted cognitions and behaviors in order to reduce anxiety in the corresponding real situations. Both treatments lasted 12 weeks, and sessions were delivered according to a treatment manual. Results showed statistically and clinically significant improvement in both conditions. The effect-sizes comparing the efficacy of VRT to the control traditional group-CBT revealed that the differences between the two treatments are trivial.

The need for virtual reality simulators in dental education: A review.

PubMed

Roy, Elby; Bakr, Mahmoud M; George, Roy

2017-04-01

Virtual reality simulators are becoming an essential part of modern education. The benefits of Virtual reality in dentistry is constantly being assessed as a method or an adjunct to improve fine motor skills, hand-eye coordination in pre-clinical settings and overcome the monetary and intellectual challenges involved with such training. This article, while providing an overview of the virtual reality dental simulators, also looks at the link between virtual reality simulation and current pedagogical knowledge.

Walking training associated with virtual reality-based training increases walking speed of individuals with chronic stroke: systematic review with meta-analysis.

PubMed

Rodrigues-Baroni, Juliana M; Nascimento, Lucas R; Ada, Louise; Teixeira-Salmela, Luci F

2014-01-01

To systematically review the available evidence on the efficacy of walking training associated with virtual reality-based training in patients with stroke. The specific questions were: Is walking training associated with virtual reality-based training effective in increasing walking speed after stroke? Is this type of intervention more effective in increasing walking speed, than non-virtual reality-based walking interventions? A systematic review with meta-analysis of randomized clinical trials was conducted. Participants were adults with chronic stroke and the experimental intervention was walking training associated with virtual reality-based training to increase walking speed. The outcome data regarding walking speed were extracted from the eligible trials and were combined using a meta-analysis approach. Seven trials representing eight comparisons were included in this systematic review. Overall, the virtual reality-based training increased walking speed by 0.17 m/s (IC 95% 0.08 to 0.26), compared with placebo/nothing or non-walking interventions. In addition, the virtual reality-based training increased walking speed by 0.15 m/s (IC 95% 0.05 to 0.24), compared with non-virtual reality walking interventions. This review provided evidence that walking training associated with virtual reality-based training was effective in increasing walking speed after stroke, and resulted in better results than non-virtual reality interventions.

Walking training associated with virtual reality-based training increases walking speed of individuals with chronic stroke: systematic review with meta-analysis

PubMed Central

Rodrigues-Baroni, Juliana M.; Nascimento, Lucas R.; Ada, Louise; Teixeira-Salmela, Luci F.

2014-01-01

OBJECTIVE: To systematically review the available evidence on the efficacy of walking training associated with virtual reality-based training in patients with stroke. The specific questions were: Is walking training associated with virtual reality-based training effective in increasing walking speed after stroke? Is this type of intervention more effective in increasing walking speed, than non-virtual reality-based walking interventions? METHOD: A systematic review with meta-analysis of randomized clinical trials was conducted. Participants were adults with chronic stroke and the experimental intervention was walking training associated with virtual reality-based training to increase walking speed. The outcome data regarding walking speed were extracted from the eligible trials and were combined using a meta-analysis approach. RESULTS: Seven trials representing eight comparisons were included in this systematic review. Overall, the virtual reality-based training increased walking speed by 0.17 m/s (IC 95% 0.08 to 0.26), compared with placebo/nothing or non-walking interventions. In addition, the virtual reality-based training increased walking speed by 0.15 m/s (IC 95% 0.05 to 0.24), compared with non-virtual reality walking interventions. CONCLUSIONS: This review provided evidence that walking training associated with virtual reality-based training was effective in increasing walking speed after stroke, and resulted in better results than non-virtual reality interventions. PMID:25590442

Evaluating change in virtual reality adoption for brain injury rehabilitation following knowledge translation.

PubMed

Glegg, Stephanie M N; Holsti, Liisa; Stanton, Sue; Hanna, Steven; Velikonja, Diana; Ansley, Barbara; Sartor, Denise; Brum, Christine

2017-04-01

To evaluate the impact of knowledge translation (KT) on factors influencing virtual reality (VR) adoption and to identify support needs of therapists. Intervention will be associated with improvements in therapists' perceived ease of use and self-efficacy, and an associated increase in intentions to use VR. Single group mixed-methods pre-test-post-test evaluation of convenience sample of physical, occupational and rehabilitation therapists (n=37) from two brain injury rehabilitation centres. ADOPT-VR administered pre/post KT intervention, consisting of interactive education, clinical manual, technical and clinical support. Increases in perceived ease of use (p=0.000) and self-efficacy (p=0.001), but not behavioural intention to use VR (p=0.158) were found following KT, along with decreases in the frequency of perceived barriers. Post-test changes in the frequency and nature of perceived facilitators and barriers were evident, with increased emphasis on peer influence, organisational-level supports and client factors. Additional support needs were related to clinical reasoning, treatment programme development, technology selection and troubleshooting. KT strategies hold potential for targeting therapists' perceptions of low self-efficacy and ease of use of this technology. Changes in perceived barriers, facilitators and support needs at post-test demonstrated support for repeated evaluation and multi-phased training initiatives to address therapists' needs over time. Implications for Rehabilitation Therapists' learning and support needs in integrating virtual reality extend beyond technical proficiency to include clinical decision-making and application competencies spanning the entire rehabilitation process. Phased, multi-faceted strategies may be valuable in addressing therapists' changing needs as they progress from novice to experienced virtual reality users. The ADOPT-VR is a sensitive measure to re-evaluate the personal, social, environmental, technology-specific and system-level factors influencing virtual reality adoption over time.

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial

PubMed Central

2012-01-01

Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782 PMID:22373062

Therapists' perception of benefits and costs of using virtual reality treatments.

PubMed

Segal, Robert; Bhatia, Maneet; Drapeau, Martin

2011-01-01

Research indicates that virtual reality is effective in the treatment of many psychological difficulties and is being used more frequently. However, little is known about therapists' perception of the benefits and costs related to the use of virtual therapy in treatment delivery. In the present study, 271 therapists completed an online questionnaire that assessed their perceptions about the potential benefits and costs of using virtual reality in psychotherapy. Results indicated that therapists perceived the potential benefits as outweighing the potential costs. Therapists' self-reported knowledge of virtual reality, theoretical orientation, and interest in using virtual reality were found to be associated with perceptual measures. These findings contribute to the current knowledge of the perception of virtual reality amongst psychotherapists.

Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior

NASA Astrophysics Data System (ADS)

Chao, Jie; Chiu, Jennifer L.; DeJaegher, Crystal J.; Pan, Edward A.

2016-02-01

Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each provides for helping students learn science concepts. However, providing simultaneously connected physical and virtual experiences has the potential to promote connections among ideas. This paper explores the effect of augmenting a virtual lab with physical controls on high school chemistry students' understanding of gas laws. We compared students using the augmented virtual lab to students using a similar sensor-based physical lab with teacher-led discussions. Results demonstrate that students in the augmented virtual lab condition made significant gains from pretest and posttest and outperformed traditional students on some but not all concepts. Results provide insight into incorporating mixed-reality technologies into authentic classroom settings.

Perspectives of mobile learning in optics and photonics

NASA Astrophysics Data System (ADS)

Curticapean, Dan; Christ, Andreas; Feißt, Markus

2010-08-01

Mobile learning (m-learning) can be considered as a new paradigm of e-learning. The developed solution enables the presentation of animations and 3D virtual reality (VR) on mobile devices and is well suited for mobile learning. Difficult relations in physics as well as intricate experiments in optics can be visualised on mobile devices without need for a personal computer. By outsourcing the computational power to a server, the coverage is worldwide.

The Perceptions of CEIT Postgraduate Students Regarding Reality Concepts: Augmented, Virtual, Mixed and Mirror Reality

ERIC Educational Resources Information Center

Taçgin, Zeynep; Arslan, Ahmet

2017-01-01

The purpose of this study is to determine perception of postgraduate Computer Education and Instructional Technologies (CEIT) students regarding the concepts of Augmented Reality (AR), Virtual Reality (VR), Mixed Reality (MR), Augmented Virtuality (AV) and Mirror Reality; and to offer a table that includes differences and similarities between…

Teaching Physics Using Virtual Reality

NASA Astrophysics Data System (ADS)

Savage, C.; McGrath, D.; McIntyre, T.; Wegener, M.; Williamson, M.

2010-07-01

We present an investigation of game-like simulations for physics teaching. We report on the effectiveness of the interactive simulation "Real Time Relativity" for learning special relativity. We argue that the simulation not only enhances traditional learning, but also enables new types of learning that challenge the traditional curriculum. The lessons drawn from this work are being applied to the development of a simulation for enhancing the learning of quantum mechanics.

Virtual Reality and Active Videogame-Based Practice, Learning Needs, and Preferences: A Cross-Canada Survey of Physical Therapists and Occupational Therapists.

PubMed

Levac, Danielle; Glegg, Stephanie; Colquhoun, Heather; Miller, Patricia; Noubary, Farzad

2017-08-01

Describe the clinical use of virtual reality (VR)/active videogaming (AVG) by physical therapists (PTs) and occupational therapists (OTs) in Canada, identify usage barriers and facilitators, evaluate factors that predict intention to use VR/AVGs, and determine therapists' learning needs. Cross-sectional survey. Online survey of therapists in Canada who were members of 1 of 26 professional PT or OT colleges or associations using the Assessing Determinants Of Prospective Take-up of Virtual Reality (ADOPT-VR2) Instrument. We received 1071 (506 PTs, 562 OTs, 3 dual-trained) responses. Forty-six percent had clinical VR/AVG experience; only 12% reported current use, with the Wii being the most clinically accessible (41%) system. Therapists used VR/AVGs primarily in rehabilitation (32%) and hospital (29%) settings, preferentially targeting balance (39.3%) and physical activity (19.8%) outcomes. Stroke (25.8%), brain injury (15.3%), musculoskeletal (14.9%), and cerebral palsy (10.5%) populations were most frequently treated. Therapists with VR/AVG experience rated all ADOPT-VR2 constructs more highly than did those without experience (P < 0.001). Factors predictive of intention to use VR included the technology's perceived usefulness and therapist self-efficacy in VR/AVG use (P < 0.001). Highest-rated barriers to VR/AVG use were lack of funds, space, time, support staff, and appropriate clients, whereas facilitators included client motivation, therapist knowledge, and management support. Most (76%) respondents were interested in learning more. Understanding use, predictors of use, and learning needs is essential for developing knowledge translation initiatives to support clinical integration of VR/AVGs. Results of this first national survey will inform the creation of resources to support therapists in this field.

Hysteroscopic sterilization using a virtual reality simulator: assessment of learning curve.

PubMed

Janse, Juliënne A; Goedegebuure, Ruben S A; Veersema, Sebastiaan; Broekmans, Frank J M; Schreuder, Henk W R

2013-01-01

To assess the learning curve using a virtual reality simulator for hysteroscopic sterilization with the Essure method. Prospective multicenter study (Canadian Task Force classification II-2). University and teaching hospital in the Netherlands. Thirty novices (medical students) and five experts (gynecologists who had performed >150 Essure sterilization procedures). All participants performed nine repetitions of bilateral Essure placement on the simulator. Novices returned after 2 weeks and performed a second series of five repetitions to assess retention of skills. Structured observations on performance using the Global Rating Scale and parameters derived from the simulator provided measurements for analysis. The learning curve is represented by improvement per procedure. Two-way repeated-measures analysis of variance was used to analyze learning curves. Effect size (ES) was calculated to express the practical significance of the results (ES ≥ 0.50 indicates a large learning effect). For all parameters, significant improvements were found in novice performance within nine repetitions. Large learning effects were established for six of eight parameters (p < .001; ES, 0.50-0.96). Novices approached expert level within 9 to 14 repetitions. The learning curve established in this study endorses future implementation of the simulator in curricula on hysteroscopic skill acquisition for clinicians who are interested in learning this sterilization technique. Copyright © 2013 AAGL. Published by Elsevier Inc. All rights reserved.

Simulators and virtual reality in surgical education.

PubMed

Chou, Betty; Handa, Victoria L

2006-06-01

This article explores the pros and cons of virtual reality simulators, their abilities to train and assess surgical skills, and their potential future applications. Computer-based virtual reality simulators and more conventional box trainers are compared and contrasted. The virtual reality simulator provides objective assessment of surgical skills and immediate feedback further to enhance training. With this ability to provide standardized, unbiased assessment of surgical skills, the virtual reality trainer has the potential to be a tool for selecting, instructing, certifying, and recertifying gynecologists.

IceCube Polar Virtual Reality exhibit: immersive learning for learners of all ages

NASA Astrophysics Data System (ADS)

Madsen, J.; Bravo Gallart, S.; Chase, A.; Dougherty, P.; Gagnon, D.; Pronto, K.; Rush, M.; Tredinnick, R.

2017-12-01

The IceCube Polar Virtual Reality project is an innovative, interactive exhibit that explains the operation and science of a flagship experiment in polar research, the IceCube Neutrino Observatory. The exhibit allows users to travel from the South Pole, where the detector is located, to the furthest reaches of the universe, learning how the detection of high-energy neutrinos has opened a new view to the universe. This novel exhibit combines a multitouch tabletop display system and commercially available virtual reality (VR) head-mounted displays to enable informal STEM learning of polar research. The exhibit, launched in early November 2017 during the Wisconsin Science Festival in Madison, WI, will study how immersive VR can enhance informal STEM learning. The foundation of this project is built upon a strong collaborative effort between the Living Environments Laboratory (LEL), the Wisconsin IceCube Particle Astrophysics Center (WIPAC), and the Field Day Laboratory groups from the University of Wisconsin-Madison campus. The project is funded through an NSF Advancing Informal STEM Learning (AISL) grant, under a special call for engaging students and the public in polar research. This exploratory pathways project seeks to build expertise to allow future extensions. The plan is to submit a subsequent AISL Broad Implementation proposal to add more 3D environments for other Antarctic research topics and locations in the future. We will describe the current implementation of the project and discuss the challenges and opportunities of working with an interdisciplinary team of scientists and technology and education researchers. We will also present preliminary assessment results, which seek to answer questions such as: Did users gain a better understanding of IceCube research from interacting with the exhibit? Do both technologies (touch table and VR headset) provide the same level of engagement? Is one technology better suited for specific learning outcomes?

Usual and virtual reality video game-based physiotherapy for children and youth with acquired brain injuries.

PubMed

Levac, Danielle; Miller, Patricia; Missiuna, Cheryl

2012-05-01

Little is known about how therapists promote learning of functional motor skills for children with acquired brain injuries. This study explores physiotherapists' description of these interventions in comparison to virtual reality (VR) video game-based therapy. Six physiotherapists employed at a children's rehabilitation center participated in semi-structured interviews, which were transcribed and analyzed using thematic analysis. Physiotherapists describe using interventions that motivate children to challenge performance quality and optimize real-life functioning. Intervention strategies are influenced by characteristics of the child, parent availability to practice skills outside therapy, and therapist experience. VR use motivates children to participate, but can influence therapist use of verbal strategies and complicate interventions. Physiotherapists consider unique characteristics of this population when providing interventions that promote learning of motor skills. The VR technology has advantageous features but its use with this population can be challenging; further research is recommended.

Photorealistic virtual anatomy based on Chinese Visible Human data.

PubMed

Heng, P A; Zhang, S X; Xie, Y M; Wong, T T; Chui, Y P; Cheng, C Y

2006-04-01

Virtual reality based learning of human anatomy is feasible when a database of 3D organ models is available for the learner to explore, visualize, and dissect in virtual space interactively. In this article, we present our latest work on photorealistic virtual anatomy applications based on the Chinese Visible Human (CVH) data. We have focused on the development of state-of-the-art virtual environments that feature interactive photo-realistic visualization and dissection of virtual anatomical models constructed from ultra-high resolution CVH datasets. We also outline our latest progress in applying these highly accurate virtual and functional organ models to generate realistic look and feel to advanced surgical simulators. (c) 2006 Wiley-Liss, Inc.

Will Anything Useful Come Out of Virtual Reality? Examination of a Naval Application

DTIC Science & Technology

1993-05-01

The term virtual reality can encompass varying meanings, but some generally accepted attributes of a virtual environment are that it is immersive...technology, but at present there are few practical applications which are utilizing the broad range of virtual reality technology. This paper will discuss an...Operability, operator functions, Virtual reality , Man-machine interface, Decision aids/decision making, Decision support. ASW.

Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder.

PubMed

Saadatzi, Mohammad Nasser; Pennington, Robert C; Welch, Karla C; Graham, James H

2018-06-20

The authors combined virtual reality technology and social robotics to develop a tutoring system that resembled a small-group arrangement. This tutoring system featured a virtual teacher instructing sight words, and included a humanoid robot emulating a peer. The authors used a multiple-probe design across word sets to evaluate the effects of the instructional package on the explicit acquisition and vicarious learning of sight words instructed to three children with autism spectrum disorder (ASD) and the robot peer. Results indicated that participants acquired, maintained, and generalized 100% of the words explicitly instructed to them, made fewer errors while learning the words common between them and the robot peer, and vicariously learned 94% of the words solely instructed to the robot.

Cognitive training on stroke patients via virtual reality-based serious games.

PubMed

Gamito, Pedro; Oliveira, Jorge; Coelho, Carla; Morais, Diogo; Lopes, Paulo; Pacheco, José; Brito, Rodrigo; Soares, Fabio; Santos, Nuno; Barata, Ana Filipa

2017-02-01

Use of virtual reality environments in cognitive rehabilitation offers cost benefits and other advantages. In order to test the effectiveness of a virtual reality application for neuropsychological rehabilitation, a cognitive training program using virtual reality was applied to stroke patients. A virtual reality-based serious games application for cognitive training was developed, with attention and memory tasks consisting of daily life activities. Twenty stroke patients were randomly assigned to two conditions: exposure to the intervention, and waiting list control. The results showed significant improvements in attention and memory functions in the intervention group, but not in the controls. Overall findings provide further support for the use of VR cognitive training applications in neuropsychological rehabilitation. Implications for Rehabilitation Improvements in memory and attention functions following a virtual reality-based serious games intervention. Training of daily-life activities using a virtual reality application. Accessibility to training contents.

Education about Hallucinations Using an Internet Virtual Reality System: A Qualitative Survey

ERIC Educational Resources Information Center

Yellowlees, Peter M.; Cook, James N.

2006-01-01

Objective: The authors evaluate an Internet virtual reality technology as an education tool about the hallucinations of psychosis. Method: This is a pilot project using Second Life, an Internet-based virtual reality system, in which a virtual reality environment was constructed to simulate the auditory and visual hallucinations of two patients…

Virtual reality measures in neuropsychological assessment: a meta-analytic review.

PubMed

Neguț, Alexandra; Matu, Silviu-Andrei; Sava, Florin Alin; David, Daniel

2016-02-01

Virtual reality-based assessment is a new paradigm for neuropsychological evaluation, that might provide an ecological assessment, compared to paper-and-pencil or computerized neuropsychological assessment. Previous research has focused on the use of virtual reality in neuropsychological assessment, but no meta-analysis focused on the sensitivity of virtual reality-based measures of cognitive processes in measuring cognitive processes in various populations. We found eighteen studies that compared the cognitive performance between clinical and healthy controls on virtual reality measures. Based on a random effects model, the results indicated a large effect size in favor of healthy controls (g = .95). For executive functions, memory and visuospatial analysis, subgroup analysis revealed moderate to large effect sizes, with superior performance in the case of healthy controls. Participants' mean age, type of clinical condition, type of exploration within virtual reality environments, and the presence of distractors were significant moderators. Our findings support the sensitivity of virtual reality-based measures in detecting cognitive impairment. They highlight the possibility of using virtual reality measures for neuropsychological assessment in research applications, as well as in clinical practice.

Effects of virtual reality-based bilateral upper-extremity training on brain activity in post-stroke patients.

PubMed

Lee, Su-Hyun; Kim, Yu-Mi; Lee, Byoung-Hee

2015-07-01

[Purpose] This study investigated the therapeutic effects of virtual reality-based bilateral upper-extremity training on brain activity in patients with stroke. [Subjects and Methods] Eighteen chronic stroke patients were divided into two groups: the virtual reality-based bilateral upper-extremity training group (n = 10) and the bilateral upper-limb training group (n = 8). The virtual reality-based bilateral upper-extremity training group performed bilateral upper-extremity exercises in a virtual reality environment, while the bilateral upper-limb training group performed only bilateral upper-extremity exercise. All training was conducted 30 minutes per day, three times per week for six weeks, followed by brain activity evaluation. [Results] Electroencephalography showed significant increases in concentration in the frontopolar 2 and frontal 4 areas, and significant increases in brain activity in the frontopolar 1 and frontal 3 areas in the virtual reality-based bilateral upper-extremity training group. [Conclusion] Virtual reality-based bilateral upper-extremity training can improve the brain activity of stroke patients. Thus, virtual reality-based bilateral upper-extremity training is feasible and beneficial for improving brain activation in stroke patients.

Virtual Reality Simulation for the Operating Room

PubMed Central

Gallagher, Anthony G.; Ritter, E Matt; Champion, Howard; Higgins, Gerald; Fried, Marvin P.; Moses, Gerald; Smith, C Daniel; Satava, Richard M.

2005-01-01

Summary Background Data: To inform surgeons about the practical issues to be considered for successful integration of virtual reality simulation into a surgical training program. The learning and practice of minimally invasive surgery (MIS) makes unique demands on surgical training programs. A decade ago Satava proposed virtual reality (VR) surgical simulation as a solution for this problem. Only recently have robust scientific studies supported that vision Methods: A review of the surgical education, human-factor, and psychology literature to identify important factors which will impinge on the successful integration of VR training into a surgical training program. Results: VR is more likely to be successful if it is systematically integrated into a well-thought-out education and training program which objectively assesses technical skills improvement proximate to the learning experience. Validated performance metrics should be relevant to the surgical task being trained but in general will require trainees to reach an objectively determined proficiency criterion, based on tightly defined metrics and perform at this level consistently. VR training is more likely to be successful if the training schedule takes place on an interval basis rather than massed into a short period of extensive practice. High-fidelity VR simulations will confer the greatest skills transfer to the in vivo surgical situation, but less expensive VR trainers will also lead to considerably improved skills generalizations. Conclusions: VR for improved performance of MIS is now a reality. However, VR is only a training tool that must be thoughtfully introduced into a surgical training curriculum for it to successfully improve surgical technical skills. PMID:15650649

Use of Virtual Reality Tools for Vestibular Disorders Rehabilitation: A Comprehensive Analysis.

PubMed

Bergeron, Mathieu; Lortie, Catherine L; Guitton, Matthieu J

2015-01-01

Classical peripheral vestibular disorders rehabilitation is a long and costly process. While virtual reality settings have been repeatedly suggested to represent possible tools to help the rehabilitation process, no systematic study had been conducted so far. We systematically reviewed the current literature to analyze the published protocols documenting the use of virtual reality settings for peripheral vestibular disorders rehabilitation. There is an important diversity of settings and protocols involving virtual reality settings for the treatment of this pathology. Evaluation of the symptoms is often not standardized. However, our results unveil a clear effect of virtual reality settings-based rehabilitation of the patients' symptoms, assessed by objectives tools such as the DHI (mean decrease of 27 points), changing symptoms handicap perception from moderate to mild impact on life. Furthermore, we detected a relationship between the duration of the exposure to virtual reality environments and the magnitude of the therapeutic effects, suggesting that virtual reality treatments should last at least 150 minutes of cumulated exposure to ensure positive outcomes. Virtual reality offers a pleasant and safe environment for the patient. Future studies should standardize evaluation tools, document putative side effects further, compare virtual reality to conventional physical therapy, and evaluate economical costs/benefits of such strategies.

Use of Virtual Reality Tools for Vestibular Disorders Rehabilitation: A Comprehensive Analysis

PubMed Central

Bergeron, Mathieu; Lortie, Catherine L.; Guitton, Matthieu J.

2015-01-01

Classical peripheral vestibular disorders rehabilitation is a long and costly process. While virtual reality settings have been repeatedly suggested to represent possible tools to help the rehabilitation process, no systematic study had been conducted so far. We systematically reviewed the current literature to analyze the published protocols documenting the use of virtual reality settings for peripheral vestibular disorders rehabilitation. There is an important diversity of settings and protocols involving virtual reality settings for the treatment of this pathology. Evaluation of the symptoms is often not standardized. However, our results unveil a clear effect of virtual reality settings-based rehabilitation of the patients' symptoms, assessed by objectives tools such as the DHI (mean decrease of 27 points), changing symptoms handicap perception from moderate to mild impact on life. Furthermore, we detected a relationship between the duration of the exposure to virtual reality environments and the magnitude of the therapeutic effects, suggesting that virtual reality treatments should last at least 150 minutes of cumulated exposure to ensure positive outcomes. Virtual reality offers a pleasant and safe environment for the patient. Future studies should standardize evaluation tools, document putative side effects further, compare virtual reality to conventional physical therapy, and evaluate economical costs/benefits of such strategies. PMID:26556560

A Comparison between Flash and Second Life Programs as Aids in the Learning of Basic Laboratory Procedures

ERIC Educational Resources Information Center

Booth, Paula; Henderson-Begg, Stephanie

2011-01-01

Invited as a paper from E-Learn 2009 This study compared two programmes developed as a learning tool for students to practise basic laboratory procedures. One was a Flash simulation programme, the other a Second Life virtual reality programme. A cohort of 93 bioscience students participated in the between trial. A control group was used to…

Virtual reality training improves balance function.

PubMed

Mao, Yurong; Chen, Peiming; Li, Le; Huang, Dongfeng

2014-09-01

Virtual reality is a new technology that simulates a three-dimensional virtual world on a computer and enables the generation of visual, audio, and haptic feedback for the full immersion of users. Users can interact with and observe objects in three-dimensional visual space without limitation. At present, virtual reality training has been widely used in rehabilitation therapy for balance dysfunction. This paper summarizes related articles and other articles suggesting that virtual reality training can improve balance dysfunction in patients after neurological diseases. When patients perform virtual reality training, the prefrontal, parietal cortical areas and other motor cortical networks are activated. These activations may be involved in the reconstruction of neurons in the cerebral cortex. Growing evidence from clinical studies reveals that virtual reality training improves the neurological function of patients with spinal cord injury, cerebral palsy and other neurological impairments. These findings suggest that virtual reality training can activate the cerebral cortex and improve the spatial orientation capacity of patients, thus facilitating the cortex to control balance and increase motion function.

Virtual reality training improves balance function

PubMed Central

Mao, Yurong; Chen, Peiming; Li, Le; Huang, Dongfeng

2014-01-01

Virtual reality is a new technology that simulates a three-dimensional virtual world on a computer and enables the generation of visual, audio, and haptic feedback for the full immersion of users. Users can interact with and observe objects in three-dimensional visual space without limitation. At present, virtual reality training has been widely used in rehabilitation therapy for balance dysfunction. This paper summarizes related articles and other articles suggesting that virtual reality training can improve balance dysfunction in patients after neurological diseases. When patients perform virtual reality training, the prefrontal, parietal cortical areas and other motor cortical networks are activated. These activations may be involved in the reconstruction of neurons in the cerebral cortex. Growing evidence from clinical studies reveals that virtual reality training improves the neurological function of patients with spinal cord injury, cerebral palsy and other neurological impairments. These findings suggest that virtual reality training can activate the cerebral cortex and improve the spatial orientation capacity of patients, thus facilitating the cortex to control balance and increase motion function. PMID:25368651

Man, mind, and machine: the past and future of virtual reality simulation in neurologic surgery.

PubMed

Robison, R Aaron; Liu, Charles Y; Apuzzo, Michael L J

2011-11-01

To review virtual reality in neurosurgery, including the history of simulation and virtual reality and some of the current implementations; to examine some of the technical challenges involved; and to propose a potential paradigm for the development of virtual reality in neurosurgery going forward. A search was made on PubMed using key words surgical simulation, virtual reality, haptics, collision detection, and volumetric modeling to assess the current status of virtual reality in neurosurgery. Based on previous results, investigators extrapolated the possible integration of existing efforts and potential future directions. Simulation has a rich history in surgical training, and there are numerous currently existing applications and systems that involve virtual reality. All existing applications are limited to specific task-oriented functions and typically sacrifice visual realism for real-time interactivity or vice versa, owing to numerous technical challenges in rendering a virtual space in real time, including graphic and tissue modeling, collision detection, and direction of the haptic interface. With ongoing technical advancements in computer hardware and graphic and physical rendering, incremental or modular development of a fully immersive, multipurpose virtual reality neurosurgical simulator is feasible. The use of virtual reality in neurosurgery is predicted to change the nature of neurosurgical education, and to play an increased role in surgical rehearsal and the continuing education and credentialing of surgical practitioners. Copyright © 2011 Elsevier Inc. All rights reserved.

Augmented reality in medical education?

PubMed

Kamphuis, Carolien; Barsom, Esther; Schijven, Marlies; Christoph, Noor

2014-09-01

Learning in the medical domain is to a large extent workplace learning and involves mastery of complex skills that require performance up to professional standards in the work environment. Since training in this real-life context is not always possible for reasons of safety, costs, or didactics, alternative ways are needed to achieve clinical excellence. Educational technology and more specifically augmented reality (AR) has the potential to offer a highly realistic situated learning experience supportive of complex medical learning and transfer. AR is a technology that adds virtual content to the physical real world, thereby augmenting the perception of reality. Three examples of dedicated AR learning environments for the medical domain are described. Five types of research questions are identified that may guide empirical research into the effects of these learning environments. Up to now, empirical research mainly appears to focus on the development, usability and initial implementation of AR for learning. Limited review results reflect the motivational value of AR, its potential for training psychomotor skills and the capacity to visualize the invisible, possibly leading to enhanced conceptual understanding of complex causality.

The LapSim virtual reality simulator: promising but not yet proven.

PubMed

Fairhurst, Katherine; Strickland, Andrew; Maddern, Guy

2011-02-01

The acquisition of technical skills using surgical simulators is an area of active research and rapidly evolving technology. The LapSim is a virtual reality simulator that currently allows practice of basic laparoscopic skills and some procedures. To date, no reviews have been published with reference to a single virtual reality simulator. A PubMed search was performed using the keyword "LapSim," with further papers identified from the citations of original search articles. Use of the LapSim to develop surgical skills has yielded overall results, although inconsistencies exist. Data regarding the transferability of learned skills to the operative environment are encouraging as is the validation work, particularly the use of a combination of measured parameters to produce an overall comparative performance score. Although the LapSim currently does not have any proven significant advantages over video trainers in terms of basic skills instruction and although the results of validation studies are variable, the potential for such technology to have a huge impact on surgical training is apparent. Work to determine standardized learning curves and proficiency criteria for different levels of trainees is incomplete. Moreover, defining which performance parameters measured by the LapSim accurately determine laparoscopic skill is complex. Further technological advances will undoubtedly improve the efficacy of the LapSim, and the results of large multicenter trials are anticipated.

Virtual Realities and the Future of Text.

ERIC Educational Resources Information Center

Marcus, Stephen

1992-01-01

Discusses issues surrounding virtual reality and "virtual books." Suggests that those who are exploring the territory of virtual realities are already helping to expand and enrich expectations and visions for integrating technology into reading and writing. (RS)

Using Virtual Reality Environment to Improve Joint Attention Associated with Pervasive Developmental Disorder

ERIC Educational Resources Information Center

Cheng, Yufang; Huang, Ruowen

2012-01-01

The focus of this study is using data glove to practice Joint attention skill in virtual reality environment for people with pervasive developmental disorder (PDD). The virtual reality environment provides a safe environment for PDD people. Especially, when they made errors during practice in virtual reality environment, there is no suffering or…

Naval Applications of Virtual Reality,

DTIC Science & Technology

1993-01-01

Expert Virtual Reality Special Report 󈨡, pp. 67- 72. 14. SUBJECT TERMS 15 NUMBER o0 PAGES man-machine interface virtual reality decision support...collective and individual performance. -" Virtual reality projects could help *y by Mark Gembicki Av-t-abilty CodesA Avafllat Idt Iofe and David Rousseau...alt- 67 VIRTUAL . REALITY SPECIAl, REPORT r-OPY avcriaikxb to DD)C qg .- 154,41X~~~~~~~~~~~~j 1411 iI..:41 T a].’ 1,1 4 1111 I 4 1 * .11 ~ 4 l.~w111511 I

The Role of Visualization in Learning from Computer-Based Images. Research Report

ERIC Educational Resources Information Center

Piburn, Michael D.; Reynolds, Stephen J.; McAuliffe, Carla; Leedy, Debra E.; Birk, James P.; Johnson, Julia K.

2005-01-01

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and…

Signing Avatars: Using Virtual Reality to Support Students with Hearing Loss

ERIC Educational Resources Information Center

Zirzow, Nichole K.

2015-01-01

Students who are deaf or hard of hearing (D/HH) need additional support to learn curricular content and achieve academic outcomes. Students who attend rural schools may face greater challenges since they may have more limited access to services provided specially trained deaf educators. Yet, they need specialized instruction in learning how to use…

Learning Protein Structure with Peers in an AR-Enhanced Learning Environment

ERIC Educational Resources Information Center

Chen, Yu-Chien

2013-01-01

Augmented reality (AR) is an interactive system that allows users to interact with virtual objects and the real world at the same time. The purpose of this dissertation was to explore how AR, as a new visualization tool, that can demonstrate spatial relationships by representing three dimensional objects and animations, facilitates students to…

Testing the Effects of Educational Strategies on Comprehension of a Genomic Concept Using Virtual Reality Technology

PubMed Central

Kaphingst, Kimberly A.; Persky, Susan; McCall, Cade; Lachance, Christina; Loewenstein, Johanna; Beall, Andrew C.; Blascovich, Jim

2009-01-01

Objective Applying genetic susceptibility information to improve health will likely require educating patients about abstract concepts, for which there is little existing research. This experimental study examined the effect of learning mode on comprehension of a genomic concept. Methods 156 individuals aged 18–40 without specialized knowledge were randomly assigned to either a virtual reality active learning or didactic learning condition. The outcome was comprehension (recall, transfer, mental models). Results Change in recall was greater for didactic learning than active learning (p<0.001). Mean transfer and change in mental models were also higher for didactic learning (p<0.0001 and p<0.05, respectively). Believability was higher for didactic learning (p<0.05), while ratings for motivation (p<0.05), interest (p<0.0001), and enjoyment (p<0.0001) were higher for active learning, but these variables did not mediate the association between learning mode and comprehension. Conclusion These results show that learning mode affects comprehension, but additional research is needed regarding how and in what contexts different approaches are best for educating patients about abstract concepts. Practice implications Didactic, interpersonal health education approaches may be more effective than interactive games in educating patients about abstract, unfamiliar concepts. These findings indicate the importance of traditional health education approaches in emerging areas like genomics. PMID:19409749

NASA's Hybrid Reality Lab: One Giant Leap for Full Dive

NASA Technical Reports Server (NTRS)

Delgado, Francisco J.; Noyes, Matthew

2017-01-01

This presentation demonstrates how NASA is using consumer VR headsets, game engine technology and NVIDIA's GPUs to create highly immersive future training systems augmented with extremely realistic haptic feedback, sound, additional sensory information, and how these can be used to improve the engineering workflow. Include in this presentation is an environment simulation of the ISS, where users can interact with virtual objects, handrails, and tracked physical objects while inside VR, integration of consumer VR headsets with the Active Response Gravity Offload System, and a space habitat architectural evaluation tool. Attendees will learn how the best elements of real and virtual worlds can be combined into a hybrid reality environment with tangible engineering and scientific applications.

Magical Stories: Blending Virtual Reality and Artificial Intelligence.

ERIC Educational Resources Information Center

McLellan, Hilary

Artificial intelligence (AI) techniques and virtual reality (VR) make possible powerful interactive stories, and this paper focuses on examples of virtual characters in three dimensional (3-D) worlds. Waldern, a virtual reality game designer, has theorized about and implemented software design of virtual teammates and opponents that incorporate AI…

Virtual Reality: An Overview.

ERIC Educational Resources Information Center

Franchi, Jorge

1994-01-01

Highlights of this overview of virtual reality include optics; interface devices; virtual worlds; potential applications, including medicine and archaeology; problems, including costs; current research and development; future possibilities; and a listing of vendors and suppliers of virtual reality products. (Contains 11 references.) (LRW)

Psychological benefits of virtual reality for patients in rehabilitation therapy.

PubMed

Chen, Chih-Hung; Jeng, Ming-Chang; Fung, Chin-Ping; Doong, Ji-Liang; Chuang, Tien-Yow

2009-05-01

Whether virtual rehabilitation is beneficial has not been determined. To investigate the psychological benefits of virtual reality in rehabilitation. An experimental group underwent therapy with a virtual-reality-based exercise bike, and a control group underwent the therapy without virtual-reality equipment. Hospital laboratory. 30 patients suffering from spinal-cord injury. A designed rehabilitation therapy. Endurance, Borg's rating-of-perceived-exertion scale, the Activation-Deactivation Adjective Check List (AD-ACL), and the Simulator Sickness Questionnaire. The differences between the experimental and control groups were significant for AD-ACL calmness and tension. A virtual-reality-based rehabilitation program can ease patients' tension and induce calm.

InSPAL: A Novel Immersive Virtual Learning Programme.

PubMed

Byrne, Julia; Ip, Horace H S; Shuk-Ying Lau, Kate; Chen Li, Richard; Tso, Amy; Choi, Catherine

2015-01-01

In this paper we introduce The Interactive Sensory Program for Affective Learning (InSPAL) a pioneering virtual learning programme designed for the severely intellectually disabled (SID) students, who are having cognitive deficiencies and other sensory-motor handicaps, and thus need more help and attention in overcoming their learning difficulties. Through combining and integrating interactive media and virtual reality technology with the principles of art therapy and relevant pedagogical techniques, InSPAL aims to strengthen SID students' pre-learning abilities, promote their self-awareness, decrease behavioral interferences with learning as well as social interaction, enhance their communication and thus promote their quality of life. Results of our study show that students who went through our programme were more focused, and the ability to do things more independently increased by 15%. Moreover, 50% of the students showed a marked improvement in the ability to raise their hands in response, thus increasing their communication skills. The use of therapeutic interventions enabled a better control to the body, mind and emotions, resulting a greater performance and better participation.

The development, assessment and validation of virtual reality for human anatomy instruction

NASA Technical Reports Server (NTRS)

Marshall, Karen Benn

1996-01-01

This research project seeks to meet the objective of science training by developing, assessing, validating and utilizing VR as a human anatomy training medium. Current anatomy instruction is primarily in the form of lectures and usage of textbooks. In ideal situations, anatomic models, computer-based instruction, and cadaver dissection are utilized to augment traditional methods of instruction. At many institutions, lack of financial resources limits anatomy instruction to textbooks and lectures. However, human anatomy is three-dimensional, unlike the one-dimensional depiction found in textbooks and the two-dimensional depiction found on the computer. Virtual reality allows one to step through the computer screen into a 3-D artificial world. The primary objective of this project is to produce a virtual reality application of the abdominopelvic region of a human cadaver that can be taken back to the classroom. The hypothesis is that an immersive learning environment affords quicker anatomic recognition and orientation and a greater level of retention in human anatomy instruction. The goal is to augment not replace traditional modes of instruction.

Computer-Based Technologies in Dentistry: Types and Applications

PubMed Central

Albuha Al-Mussawi, Raja’a M.; Farid, Farzaneh

2016-01-01

During dental education, dental students learn how to examine patients, make diagnosis, plan treatment and perform dental procedures perfectly and efficiently. However, progresses in computer-based technologies including virtual reality (VR) simulators, augmented reality (AR) and computer aided design/computer aided manufacturing (CAD/CAM) systems have resulted in new modalities for instruction and practice of dentistry. Virtual reality dental simulators enable repeated, objective and assessable practice in various controlled situations. Superimposition of three-dimensional (3D) virtual images on actual images in AR allows surgeons to simultaneously visualize the surgical site and superimpose informative 3D images of invisible regions on the surgical site to serve as a guide. The use of CAD/CAM systems for designing and manufacturing of dental appliances and prostheses has been well established. This article reviews computer-based technologies, their application in dentistry and their potentials and limitations in promoting dental education, training and practice. Practitioners will be able to choose from a broader spectrum of options in their field of practice by becoming familiar with new modalities of training and practice. PMID:28392819

Computer-Based Technologies in Dentistry: Types and Applications.

PubMed

Albuha Al-Mussawi, Raja'a M; Farid, Farzaneh

2016-06-01

During dental education, dental students learn how to examine patients, make diagnosis, plan treatment and perform dental procedures perfectly and efficiently. However, progresses in computer-based technologies including virtual reality (VR) simulators, augmented reality (AR) and computer aided design/computer aided manufacturing (CAD/CAM) systems have resulted in new modalities for instruction and practice of dentistry. Virtual reality dental simulators enable repeated, objective and assessable practice in various controlled situations. Superimposition of three-dimensional (3D) virtual images on actual images in AR allows surgeons to simultaneously visualize the surgical site and superimpose informative 3D images of invisible regions on the surgical site to serve as a guide. The use of CAD/CAM systems for designing and manufacturing of dental appliances and prostheses has been well established. This article reviews computer-based technologies, their application in dentistry and their potentials and limitations in promoting dental education, training and practice. Practitioners will be able to choose from a broader spectrum of options in their field of practice by becoming familiar with new modalities of training and practice.

The Use of Virtual Reality Facilitates Dialectical Behavior Therapy® "Observing Sounds and Visuals" Mindfulness Skills Training Exercises for a Latino Patient with Severe Burns: A Case Study.

PubMed

Gomez, Jocelyn; Hoffman, Hunter G; Bistricky, Steven L; Gonzalez, Miriam; Rosenberg, Laura; Sampaio, Mariana; Garcia-Palacios, Azucena; Navarro-Haro, Maria V; Alhalabi, Wadee; Rosenberg, Marta; Meyer, Walter J; Linehan, Marsha M

2017-01-01

Sustaining a burn injury increases an individual's risk of developing psychological problems such as generalized anxiety, negative emotions, depression, acute stress disorder, or post-traumatic stress disorder. Despite the growing use of Dialectical Behavioral Therapy® (DBT®) by clinical psychologists, to date, there are no published studies using standard DBT® or DBT® skills learning for severe burn patients. The current study explored the feasibility and clinical potential of using Immersive Virtual Reality (VR) enhanced DBT® mindfulness skills training to reduce negative emotions and increase positive emotions of a patient with severe burn injuries. The participant was a hospitalized (in house) 21-year-old Spanish speaking Latino male patient being treated for a large (>35% TBSA) severe flame burn injury. Methods: The patient looked into a pair of Oculus Rift DK2 virtual reality goggles to perceive the computer-generated virtual reality illusion of floating down a river, with rocks, boulders, trees, mountains, and clouds, while listening to DBT® mindfulness training audios during 4 VR sessions over a 1 month period. Study measures were administered before and after each VR session. Results: As predicted, the patient reported increased positive emotions and decreased negative emotions. The patient also accepted the VR mindfulness treatment technique. He reported the sessions helped him become more comfortable with his emotions and he wanted to keep using mindfulness after returning home. Conclusions: Dialectical Behavioral Therapy is an empirically validated treatment approach that has proved effective with non-burn patient populations for treating many of the psychological problems experienced by severe burn patients. The current case study explored for the first time, the use of immersive virtual reality enhanced DBT® mindfulness skills training with a burn patient. The patient reported reductions in negative emotions and increases in positive emotions, after VR DBT® mindfulness skills training. Immersive Virtual Reality is becoming widely available to mainstream consumers, and thus has the potential to make this treatment available to a much wider number of patient populations, including severe burn patients. Additional development, and controlled studies are needed.

Virtual Reality Compared with Bench-Top Simulation in the Acquisition of Arthroscopic Skill: A Randomized Controlled Trial.

PubMed

Banaszek, Daniel; You, Daniel; Chang, Justues; Pickell, Michael; Hesse, Daniel; Hopman, Wilma M; Borschneck, Daniel; Bardana, Davide

2017-04-05

Work-hour restrictions as set forth by the Accreditation Council for Graduate Medical Education (ACGME) and other governing bodies have forced training programs to seek out new learning tools to accelerate acquisition of both medical skills and knowledge. As a result, competency-based training has become an important part of residency training. The purpose of this study was to directly compare arthroscopic skill acquisition in both high-fidelity and low-fidelity simulator models and to assess skill transfer from either modality to a cadaveric specimen, simulating intraoperative conditions. Forty surgical novices (pre-clerkship-level medical students) voluntarily participated in this trial. Baseline demographic data, as well as data on arthroscopic knowledge and skill, were collected prior to training. Subjects were randomized to 5-week independent training sessions on a high-fidelity virtual reality arthroscopic simulator or on a bench-top arthroscopic setup, or to an untrained control group. Post-training, subjects were asked to perform a diagnostic arthroscopy on both simulators and in a simulated intraoperative environment on a cadaveric knee. A more difficult surprise task was also incorporated to evaluate skill transfer. Subjects were evaluated using the Global Rating Scale (GRS), the 14-point arthroscopic checklist, and a timer to determine procedural efficiency (time per task). Secondary outcomes focused on objective measures of virtual reality simulator motion analysis. Trainees on both simulators demonstrated a significant improvement (p < 0.05) in arthroscopic skills compared with baseline scores and untrained controls, both in and ex vivo. The virtual reality simulation group consistently outperformed the bench-top model group in the diagnostic arthroscopy crossover tests and in the simulated cadaveric setup. Furthermore, the virtual reality group demonstrated superior skill transfer in the surprise skill transfer task. Both high-fidelity and low-fidelity simulation trainings were effective in arthroscopic skill acquisition. High-fidelity virtual reality simulation was superior to bench-top simulation in the acquisition of arthroscopic skills, both in the laboratory and in vivo. Further clinical investigation is needed to interpret the importance of these results.

The Use of Virtual Reality Facilitates Dialectical Behavior Therapy® “Observing Sounds and Visuals” Mindfulness Skills Training Exercises for a Latino Patient with Severe Burns: A Case Study

PubMed Central

Gomez, Jocelyn; Hoffman, Hunter G.; Bistricky, Steven L.; Gonzalez, Miriam; Rosenberg, Laura; Sampaio, Mariana; Garcia-Palacios, Azucena; Navarro-Haro, Maria V.; Alhalabi, Wadee; Rosenberg, Marta; Meyer, Walter J.; Linehan, Marsha M.

2017-01-01

Sustaining a burn injury increases an individual's risk of developing psychological problems such as generalized anxiety, negative emotions, depression, acute stress disorder, or post-traumatic stress disorder. Despite the growing use of Dialectical Behavioral Therapy® (DBT®) by clinical psychologists, to date, there are no published studies using standard DBT® or DBT® skills learning for severe burn patients. The current study explored the feasibility and clinical potential of using Immersive Virtual Reality (VR) enhanced DBT® mindfulness skills training to reduce negative emotions and increase positive emotions of a patient with severe burn injuries. The participant was a hospitalized (in house) 21-year-old Spanish speaking Latino male patient being treated for a large (>35% TBSA) severe flame burn injury. Methods: The patient looked into a pair of Oculus Rift DK2 virtual reality goggles to perceive the computer-generated virtual reality illusion of floating down a river, with rocks, boulders, trees, mountains, and clouds, while listening to DBT® mindfulness training audios during 4 VR sessions over a 1 month period. Study measures were administered before and after each VR session. Results: As predicted, the patient reported increased positive emotions and decreased negative emotions. The patient also accepted the VR mindfulness treatment technique. He reported the sessions helped him become more comfortable with his emotions and he wanted to keep using mindfulness after returning home. Conclusions: Dialectical Behavioral Therapy is an empirically validated treatment approach that has proved effective with non-burn patient populations for treating many of the psychological problems experienced by severe burn patients. The current case study explored for the first time, the use of immersive virtual reality enhanced DBT® mindfulness skills training with a burn patient. The patient reported reductions in negative emotions and increases in positive emotions, after VR DBT® mindfulness skills training. Immersive Virtual Reality is becoming widely available to mainstream consumers, and thus has the potential to make this treatment available to a much wider number of patient populations, including severe burn patients. Additional development, and controlled studies are needed. PMID:28993747

Virtual Reality for Pediatric Sedation: A Randomized Controlled Trial Using Simulation.

PubMed

Zaveri, Pavan P; Davis, Aisha B; O'Connell, Karen J; Willner, Emily; Aronson Schinasi, Dana A; Ottolini, Mary

2016-02-09

Team training for procedural sedation for pediatric residents has traditionally consisted of didactic presentations and simulated scenarios using high-fidelity mannequins. We assessed the effectiveness of a virtual reality module in teaching preparation for and management of sedation for procedures. After developing a virtual reality environment in Second Life® (Linden Lab, San Francisco, CA) where providers perform and recover patients from procedural sedation, we conducted a randomized controlled trial to assess the effectiveness of the virtual reality module versus a traditional web-based educational module. A 20 question pre- and post-test was administered to assess knowledge change. All subjects participated in a simulated pediatric procedural sedation scenario that was video recorded for review and assessed using a 32-point checklist. A brief survey elicited feedback on the virtual reality module and the simulation scenario. The median score on the assessment checklist was 75% for the intervention group and 70% for the control group (P = 0.32). For the knowledge tests, there was no statistically significant difference between the groups (P = 0.14). Users had excellent reviews of the virtual reality module and reported that the module added to their education. Pediatric residents performed similarly in simulation and on a knowledge test after a virtual reality module compared with a traditional web-based module on procedural sedation. Although users enjoyed the virtual reality experience, these results question the value virtual reality adds in improving the performance of trainees. Further inquiry is needed into how virtual reality provides true value in simulation-based education.

Virtual Reality for Pediatric Sedation: A Randomized Controlled Trial Using Simulation

PubMed Central

Davis, Aisha B; O'Connell, Karen J; Willner, Emily; Aronson Schinasi, Dana A; Ottolini, Mary

2016-01-01

Introduction: Team training for procedural sedation for pediatric residents has traditionally consisted of didactic presentations and simulated scenarios using high-fidelity mannequins. We assessed the effectiveness of a virtual reality module in teaching preparation for and management of sedation for procedures. Methods: After developing a virtual reality environment in Second Life® (Linden Lab, San Francisco, CA) where providers perform and recover patients from procedural sedation, we conducted a randomized controlled trial to assess the effectiveness of the virtual reality module versus a traditional web-based educational module. A 20 question pre- and post-test was administered to assess knowledge change. All subjects participated in a simulated pediatric procedural sedation scenario that was video recorded for review and assessed using a 32-point checklist. A brief survey elicited feedback on the virtual reality module and the simulation scenario. Results: The median score on the assessment checklist was 75% for the intervention group and 70% for the control group (P = 0.32). For the knowledge tests, there was no statistically significant difference between the groups (P = 0.14). Users had excellent reviews of the virtual reality module and reported that the module added to their education. Conclusions: Pediatric residents performed similarly in simulation and on a knowledge test after a virtual reality module compared with a traditional web-based module on procedural sedation. Although users enjoyed the virtual reality experience, these results question the value virtual reality adds in improving the performance of trainees. Further inquiry is needed into how virtual reality provides true value in simulation-based education. PMID:27014520

History Educators and the Challenge of Immersive Pasts: A Critical Review of Virtual Reality "Tools" and History Pedagogy

ERIC Educational Resources Information Center

Allison, John

2008-01-01

This paper will undertake a critical review of the impact of virtual reality tools on the teaching of history. Virtual reality is useful in several different ways. History educators, elementary and secondary school teachers and professors, can all profit from the digital environment. Challenges arise quickly however. Virtual reality technologies…

SeaTouch: A Haptic and Auditory Maritime Environment for Non Visual Cognitive Mapping of Blind Sailors

NASA Astrophysics Data System (ADS)

Simonnet, Mathieu; Jacobson, Dan; Vieilledent, Stephane; Tisseau, Jacques

Navigating consists of coordinating egocentric and allocentric spatial frames of reference. Virtual environments have afforded researchers in the spatial community with tools to investigate the learning of space. The issue of the transfer between virtual and real situations is not trivial. A central question is the role of frames of reference in mediating spatial knowledge transfer to external surroundings, as is the effect of different sensory modalities accessed in simulated and real worlds. This challenges the capacity of blind people to use virtual reality to explore a scene without graphics. The present experiment involves a haptic and auditory maritime virtual environment. In triangulation tasks, we measure systematic errors and preliminary results show an ability to learn configurational knowledge and to navigate through it without vision. Subjects appeared to take advantage of getting lost in an egocentric “haptic” view in the virtual environment to improve performances in the real environment.

Stepping into the virtual unknown: feasibility study of a virtual reality-based test of ocular misalignment.

PubMed

Nesaratnam, N; Thomas, P; Vivian, A

2017-10-01

IntroductionDissociated tests of strabismus provide valuable information for diagnosis and monitoring of ocular misalignment in patients with normal retinal correspondence. However, they are vulnerable to operator error and rely on a fixed head position. Virtual reality headsets obviate the need for head fixation, while providing other clear theoretical advantages, including complete control over the illumination and targets presented for the patient's interaction.PurposeWe compared the performance of a virtual reality-based test of ocular misalignment to that of the traditional Lees screen, to establish the feasibility of using virtual reality technology in ophthalmic settings in the future.MethodsThree patients underwent a traditional Lees screen test, and a virtual reality headset-based test of ocular motility. The virtual reality headset-based programme consisted of an initial test to measure horizontal and vertical deviation, followed by a test for torsion.ResultsThe pattern of deviation obtained using the virtual reality-based test showed agreement with that obtained from the Lees screen for patients with a fourth nerve palsy, comitant esotropia, and restrictive thyroid eye disease.ConclusionsThis study reports the first use of a virtual reality headset in assessing ocular misalignment, and demonstrates that it is a feasible dissociative test of strabismus.

Functional imaging of hippocampal place cells at cellular resolution during virtual navigation

PubMed Central

Dombeck, Daniel A.; Harvey, Christopher D.; Tian, Lin; Looger, Loren L.; Tank, David W.

2010-01-01

Spatial navigation is a widely employed behavior in rodent studies of neuronal circuits underlying cognition, learning and memory. In vivo microscopy combined with genetically-encoded indicators provides important new tools to study neuronal circuits, but has been technically difficult to apply during navigation. We describe methods to image the activity of hippocampal CA1 neurons with sub-cellular resolution in behaving mice. Neurons expressing the genetically encoded calcium indicator GCaMP3 were imaged through a chronic hippocampal window. Head-fixed mice performed spatial behaviors within a setup combining a virtual reality system and a custom built two-photon microscope. Populations of place cells were optically identified, and the correlation between the location of their place fields in the virtual environment and their anatomical location in the local circuit was measured. The combination of virtual reality and high-resolution functional imaging should allow for a new generation of studies to probe neuronal circuit dynamics during behavior. PMID:20890294

A standardized set of 3-D objects for virtual reality research and applications.

PubMed

Peeters, David

2018-06-01

The use of immersive virtual reality as a research tool is rapidly increasing in numerous scientific disciplines. By combining ecological validity with strict experimental control, immersive virtual reality provides the potential to develop and test scientific theories in rich environments that closely resemble everyday settings. This article introduces the first standardized database of colored three-dimensional (3-D) objects that can be used in virtual reality and augmented reality research and applications. The 147 objects have been normed for name agreement, image agreement, familiarity, visual complexity, and corresponding lexical characteristics of the modal object names. The availability of standardized 3-D objects for virtual reality research is important, because reaching valid theoretical conclusions hinges critically on the use of well-controlled experimental stimuli. Sharing standardized 3-D objects across different virtual reality labs will allow for science to move forward more quickly.

[Application of virtual reality in surgical treatment of complex head and neck carcinoma].

PubMed

Zhou, Y Q; Li, C; Shui, C Y; Cai, Y C; Sun, R H; Zeng, D F; Wang, W; Li, Q L; Huang, L; Tu, J; Jiang, J

2018-01-07

Objective: To investigate the application of virtual reality technology in the preoperative evaluation of complex head and neck carcinoma and he value of virtual reality technology in surgical treatment of head and neck carcinoma. Methods: The image data of eight patients with complex head and neck carcinoma treated from December 2016 to May 2017 was acquired. The data were put into virtual reality system to built the three-dimensional anatomical model of carcinoma and to created the surgical scene. The process of surgery was stimulated by recognizing the relationship between tumor and surrounding important structures. Finally all patients were treated with surgery. And two typical cases were reported. Results: With the help of virtual reality, surgeons could adequately assess the condition of carcinoma and the security of operation and ensured the safety of operations. Conclusions: Virtual reality can provide the surgeons with the sensory experience in virtual surgery scenes and achieve the man-computer cooperation and stereoscopic assessment, which will ensure the safety of surgery. Virtual reality has a huge impact on guiding the traditional surgical procedure of head and neck carcinoma.

Inquiry style interactive virtual experiments: a case on circular motion

NASA Astrophysics Data System (ADS)

Zhou, Shaona; Han, Jing; Pelz, Nathaniel; Wang, Xiaojun; Peng, Liangyu; Xiao, Hua; Bao, Lei

2011-11-01

Interest in computer-based learning, especially in the use of virtual reality simulations is increasing rapidly. While there are good reasons to believe that technologies have the potential to improve teaching and learning, how to utilize the technology effectively in teaching specific content difficulties is challenging. To help students develop robust understandings of correct physics concepts, we have developed interactive virtual experiment simulations that have the unique feature of enabling students to experience force and motion via an analogue joystick, allowing them to feel the applied force and simultaneously see its effects. The simulations provide students learning experiences that integrate both scientific representations and low-level sensory cues such as haptic cues under a single setting. In this paper, we introduce a virtual experiment module on circular motion. A controlled study has been conducted to evaluate the impact of using this virtual experiment on students' learning of force and motion in the context of circular motion. The results show that the interactive virtual experiment method is preferred by students and is more effective in helping students grasp the physics concepts than the traditional education method such as problem-solving practices. Our research suggests that well-developed interactive virtual experiments can be useful tools in teaching difficult concepts in science.

Hybrid Reality Lab Capabilities - Video 2

NASA Technical Reports Server (NTRS)

Delgado, Francisco J.; Noyes, Matthew

2016-01-01

Our Hybrid Reality and Advanced Operations Lab is developing incredibly realistic and immersive systems that could be used to provide training, support engineering analysis, and augment data collection for various human performance metrics at NASA. To get a better understanding of what Hybrid Reality is, let's go through the two most commonly known types of immersive realities: Virtual Reality, and Augmented Reality. Virtual Reality creates immersive scenes that are completely made up of digital information. This technology has been used to train astronauts at NASA, used during teleoperation of remote assets (arms, rovers, robots, etc.) and other activities. One challenge with Virtual Reality is that if you are using it for real time-applications (like landing an airplane) then the information used to create the virtual scenes can be old (i.e. visualized long after physical objects moved in the scene) and not accurate enough to land the airplane safely. This is where Augmented Reality comes in. Augmented Reality takes real-time environment information (from a camera, or see through window, and places digitally created information into the scene so that it matches with the video/glass information). Augmented Reality enhances real environment information collected with a live sensor or viewport (e.g. camera, window, etc.) with the information-rich visualization provided by Virtual Reality. Hybrid Reality takes Augmented Reality even further, by creating a higher level of immersion where interactivity can take place. Hybrid Reality takes Virtual Reality objects and a trackable, physical representation of those objects, places them in the same coordinate system, and allows people to interact with both objects' representations (virtual and physical) simultaneously. After a short period of adjustment, the individuals begin to interact with all the objects in the scene as if they were real-life objects. The ability to physically touch and interact with digitally created objects that have the same shape, size, location to their physical object counterpart in virtual reality environment can be a game changer when it comes to training, planning, engineering analysis, science, entertainment, etc. Our Project is developing such capabilities for various types of environments. The video outlined with this abstract is a representation of an ISS Hybrid Reality experience. In the video you can see various Hybrid Reality elements that provide immersion beyond just standard Virtual Reality or Augmented Reality.

Learning curves and impact of previous operative experience on performance on a virtual reality simulator to test laparoscopic surgical skills.

PubMed

Grantcharov, Teodor P; Bardram, Linda; Funch-Jensen, Peter; Rosenberg, Jacob

2003-02-01

The study was carried out to analyze the learning rate for laparoscopic skills on a virtual reality training system and to establish whether the simulator was able to differentiate between surgeons with different laparoscopic experience. Forty-one surgeons were divided into three groups according to their experience in laparoscopic surgery: masters (group 1, performed more than 100 cholecystectomies), intermediates (group 2, between 15 and 80 cholecystectomies), and beginners (group 3, fewer than 10 cholecystectomies) were included in the study. The participants were tested on the Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) 10 consecutive times within a 1-month period. Assessment of laparoscopic skills included time, errors, and economy of hand movement, measured by the simulator. The learning curves regarding time reached plateau after the second repetition for group 1, the fifth repetition for group 2, and the seventh repetition for group 3 (Friedman's tests P <0.05). Experienced surgeons did not improve their error or economy of movement scores (Friedman's tests, P >0.2) indicating the absence of a learning curve for these parameters. Group 2 error scores reached plateau after the first repetition, and group 3 after the fifth repetition. Group 2 improved their economy of movement score up to the third repetition and group 3 up to the sixth repetition (Friedman's tests, P <0.05). Experienced surgeons (group 1) demonstrated best performance parameters, followed by group 2 and group 3 (Mann-Whitney test P <0.05). Different learning curves existed for surgeons with different laparoscopic background. The familiarization rate on the simulator was proportional to the operative experience of the surgeons. Experienced surgeons demonstrated best laparoscopic performance on the simulator, followed by those with intermediate experience and the beginners. These differences indicate that the scoring system of MIST-VR is sensitive and specific to measuring skills relevant for laparoscopic surgery.

Virtual Reality Exploration and Planning for Precision Colorectal Surgery.

PubMed

Guerriero, Ludovica; Quero, Giuseppe; Diana, Michele; Soler, Luc; Agnus, Vincent; Marescaux, Jacques; Corcione, Francesco

2018-06-01

Medical software can build a digital clone of the patient with 3-dimensional reconstruction of Digital Imaging and Communication in Medicine images. The virtual clone can be manipulated (rotations, zooms, etc), and the various organs can be selectively displayed or hidden to facilitate a virtual reality preoperative surgical exploration and planning. We present preliminary cases showing the potential interest of virtual reality in colorectal surgery for both cases of diverticular disease and colonic neoplasms. This was a single-center feasibility study. The study was conducted at a tertiary care institution. Two patients underwent a laparoscopic left hemicolectomy for diverticular disease, and 1 patient underwent a laparoscopic right hemicolectomy for cancer. The 3-dimensional virtual models were obtained from preoperative CT scans. The virtual model was used to perform preoperative exploration and planning. Intraoperatively, one of the surgeons was manipulating the virtual reality model, using the touch screen of a tablet, which was interactively displayed to the surgical team. The main outcome was evaluation of the precision of virtual reality in colorectal surgery planning and exploration. In 1 patient undergoing laparoscopic left hemicolectomy, an abnormal origin of the left colic artery beginning as an extremely short common trunk from the inferior mesenteric artery was clearly seen in the virtual reality model. This finding was missed by the radiologist on CT scan. The precise identification of this vascular variant granted a safe and adequate surgery. In the remaining cases, the virtual reality model helped to precisely estimate the vascular anatomy, providing key landmarks for a safer dissection. A larger sample size would be necessary to definitively assess the efficacy of virtual reality in colorectal surgery. Virtual reality can provide an enhanced understanding of crucial anatomical details, both preoperatively and intraoperatively, which could contribute to improve safety in colorectal surgery.

Community-based pedestrian safety training in virtual reality: A pragmatic trial.

PubMed

Schwebel, David C; Combs, Tabitha; Rodriguez, Daniel; Severson, Joan; Sisiopiku, Virginia

2016-01-01

Child pedestrian injuries are a leading cause of mortality and morbidity across the United States and the world. Repeated practice at the cognitive-perceptual task of crossing a street may lead to safer pedestrian behavior. Virtual reality offers a unique opportunity for repeated practice without the risk of actual injury. This study conducted a pre-post within-subjects trial of training children in pedestrian safety using a semi-mobile, semi-immersive virtual pedestrian environment placed at schools and community centers. Pedestrian safety skills among a group of 44 seven- and eight-year-old children were assessed in a laboratory, and then children completed six 15-minute training sessions in the virtual pedestrian environment at their school or community center following pragmatic trial strategies over the course of three weeks. Following training, pedestrian safety skills were re-assessed. Results indicate improvement in delay entering traffic following training. Safe crossings did not demonstrate change. Attention to traffic and time to contact with oncoming vehicles both decreased somewhat, perhaps an indication that training was incomplete and children were in the process of actively learning to be safer pedestrians. The findings suggest virtual reality environments placed in community centers hold promise for teaching children to be safer pedestrians, but future research is needed to determine the optimal training dosage. Copyright © 2015 Elsevier Ltd. All rights reserved.

Frontal Alpha Oscillations and Attentional Control: A Virtual Reality Neurofeedback Study.

PubMed

Berger, Anna M; Davelaar, Eddy J

2018-05-15

Two competing views about alpha oscillations suggest that cortical alpha reflect either cortical inactivity or cortical processing efficiency. We investigated the role of alpha oscillations in attentional control, as measured with a Stroop task. We used neurofeedback to train 22 participants to increase their level of alpha amplitude. Based on the conflict/control loop theory, we selected to train prefrontal alpha and focus on the Gratton effect as an index of deployment of attentional control. We expected an increase or a decrease in the Gratton effect with increase in neural learning depending on whether frontal alpha oscillations reflect cortical idling or enhanced processing efficiency, respectively. In order to induce variability in neural learning beyond natural occurring individual differences, we provided half of the participants with feedback on alpha amplitude in a 3-dimensional (3D) virtual reality environment and the other half received feedback in a 2D environment. Our results showed variable neural learning rates, with larger rates in the 3D compared to the 2D group, corroborating prior evidence of individual differences in EEG-based learning and the influence of a virtual environment. Regression analyses revealed a significant association between the learning rate and changes on deployment of attentional control, with larger learning rates being associated with larger decreases in the Gratton effect. This association was not modulated by feedback medium. The study supports the view of frontal alpha oscillations being associated with efficient neurocognitive processing and demonstrates the utility of neurofeedback training in addressing theoretical questions in the non-neurofeedback literature. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

Virtual reality in surgical training.

PubMed

Lange, T; Indelicato, D J; Rosen, J M

2000-01-01

Virtual reality in surgery and, more specifically, in surgical training, faces a number of challenges in the future. These challenges are building realistic models of the human body, creating interface tools to view, hear, touch, feel, and manipulate these human body models, and integrating virtual reality systems into medical education and treatment. A final system would encompass simulators specifically for surgery, performance machines, telemedicine, and telesurgery. Each of these areas will need significant improvement for virtual reality to impact medicine successfully in the next century. This article gives an overview of, and the challenges faced by, current systems in the fast-changing field of virtual reality technology, and provides a set of specific milestones for a truly realistic virtual human body.

Immersive Education, an Annotated Webliography

ERIC Educational Resources Information Center

Pricer, Wayne F.

2011-01-01

In this second installment of a two-part feature on immersive education a webliography will provide resources discussing the use of various types of computer simulations including: (a) augmented reality, (b) virtual reality programs, (c) gaming resources for teaching with technology, (d) virtual reality lab resources, (e) virtual reality standards…

Fully Three-Dimensional Virtual-Reality System

NASA Technical Reports Server (NTRS)

Beckman, Brian C.

1994-01-01

Proposed virtual-reality system presents visual displays to simulate free flight in three-dimensional space. System, virtual space pod, is testbed for control and navigation schemes. Unlike most virtual-reality systems, virtual space pod would not depend for orientation on ground plane, which hinders free flight in three dimensions. Space pod provides comfortable seating, convenient controls, and dynamic virtual-space images for virtual traveler. Controls include buttons plus joysticks with six degrees of freedom.

Information system analysis of an e-learning system used for dental restorations simulation.

PubMed

Bogdan, Crenguţa M; Popovici, Dorin M

2012-09-01

The goal of using virtual and augmented reality technologies in therapeutic interventions simulation, in the fixed prosthodontics (VirDenT) project, is to increase the quality of the educational process in dental faculties, by assisting students in learning how to prepare teeth for all-ceramic restorations. Its main component is an e-learning virtual reality-based software system that will be used for the developing skills in grinding teeth, needed in all-ceramic restorations. The complexity of the domain problem that the software system dealt with made the analysis of the information system supported by VirDenT necessary. The analysis contains the following activities: identification and classification of the system stakeholders, description of the business processes, formulation of the business rules, and modelling of business objects. During this stage, we constructed the context diagram, the business use case diagram, the activity diagrams and the class diagram of the domain model. These models are useful for the further development of the software system that implements the VirDenT information system. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Using virtual reality technology and hand tracking technology to create software for training surgical skills in 3D game

NASA Astrophysics Data System (ADS)

Zakirova, A. A.; Ganiev, B. A.; Mullin, R. I.

2015-11-01

The lack of visible and approachable ways of training surgical skills is one of the main problems in medical education. Existing simulation training devices are not designed to teach students, and are not available due to the high cost of the equipment. Using modern technologies such as virtual reality and hands movements fixation technology we want to create innovative method of learning the technics of conducting operations in 3D game format, which can make education process interesting and effective. Creating of 3D format virtual simulator will allow to solve several conceptual problems at once: opportunity of practical skills improvement unlimited by the time without the risk for patient, high realism of environment in operational and anatomic body structures, using of game mechanics for information perception relief and memorization of methods acceleration, accessibility of this program.

Virtual Reality in Pediatric Psychology.

PubMed

Parsons, Thomas D; Riva, Giuseppe; Parsons, Sarah; Mantovani, Fabrizia; Newbutt, Nigel; Lin, Lin; Venturini, Eva; Hall, Trevor

2017-11-01

Virtual reality (VR) technologies allow for controlled simulations of affectively engaging background narratives. These virtual environments offer promise for enhancing emotionally relevant experiences and social interactions. Within this context, VR can allow instructors, therapists, neuropsychologists, and service providers to offer safe, repeatable, and diversifiable interventions that can benefit assessments and learning in both typically developing children and children with disabilities. Research has also pointed to VR's capacity to reduce children's experience of aversive stimuli and reduce anxiety levels. Although there are a number of purported advantages of VR technologies, challenges have emerged. One challenge for this field of study is the lack of consensus on how to do trials. A related issue is the need for establishing the psychometric properties of VR assessments and interventions. This review investigates the advantages and challenges inherent in the application of VR technologies to pediatric assessments and interventions. Copyright © 2017 by the American Academy of Pediatrics.

Virtual Reality-Enhanced Extinction of Phobias and Post-Traumatic Stress.

PubMed

Maples-Keller, Jessica L; Yasinski, Carly; Manjin, Nicole; Rothbaum, Barbara Olasov

2017-07-01

Virtual reality (VR) refers to an advanced technological communication interface in which the user is actively participating in a computer-generated 3-dimensional virtual world that includes computer sensory input devices used to simulate real-world interactive experiences. VR has been used within psychiatric treatment for anxiety disorders, particularly specific phobias and post-traumatic stress disorder, given several advantages that VR provides for use within treatment for these disorders. Exposure therapy for anxiety disorder is grounded in fear-conditioning models, in which extinction learning involves the process through which conditioned fear responses decrease or are inhibited. The present review will provide an overview of extinction training and anxiety disorder treatment, advantages for using VR within extinction training, a review of the literature regarding the effectiveness of VR within exposure therapy for specific phobias and post-traumatic stress disorder, and limitations and future directions of the extant empirical literature.

Can skills assessment on a virtual reality trainer predict a surgical trainee's talent in laparoscopic surgery?

PubMed

Rosenthal, R; Gantert, W A; Scheidegger, D; Oertli, D

2006-08-01

A number of studies have investigated several aspects of feasibility and validity of performance assessments with virtual reality surgical simulators. However, the validity of performance assessments is limited by the reliability of such measurements, and some issues of reliability still need to be addressed. This study aimed to evaluate the hypothesis that test subjects show logarithmic performance curves on repetitive trials for a component task of laparoscopic cholecystectomy on a virtual reality simulator, and that interindividual differences in performance after considerable training are significant. According to kinesiologic theory, logarithmic performance curves are expected and an individual's learning capacity for a specific task can be extrapolated, allowing quantification of a person's innate ability to develop task-specific skills. In this study, 20 medical students at the University of Basel Medical School performed five trials of a standardized task on the LS 500 virtual reality simulator for laparoscopic surgery. Task completion time, number of errors, economy of instrument movements, and maximum speed of instrument movements were measured. The hypothesis was confirmed by the fact that the performance curves for some of the simulator measurements were very close to logarithmic curves, and there were significant interindividual differences in performance at the end of the repetitive trials. Assessment of perceptual motor skills and the innate ability of an individual with no prior experience in laparoscopic surgery to develop such skills using the LS 500 VR surgical simulator is feasible and reliable.

Transduction between worlds: using virtual and mixed reality for earth and planetary science

NASA Astrophysics Data System (ADS)

Hedley, N.; Lochhead, I.; Aagesen, S.; Lonergan, C. D.; Benoy, N.

2017-12-01

Virtual reality (VR) and augmented reality (AR) have the potential to transform the way we visualize multidimensional geospatial datasets in support of geoscience research, exploration and analysis. The beauty of virtual environments is that they can be built at any scale, users can view them at many levels of abstraction, move through them in unconventional ways, and experience spatial phenomena as if they had superpowers. Similarly, augmented reality allows you to bring the power of virtual 3D data visualizations into everyday spaces. Spliced together, these interface technologies hold incredible potential to support 21st-century geoscience. In my ongoing research, my team and I have made significant advances to connect data and virtual simulations with real geographic spaces, using virtual environments, geospatial augmented reality and mixed reality. These research efforts have yielded new capabilities to connect users with spatial data and phenomena. These innovations include: geospatial x-ray vision; flexible mixed reality; augmented 3D GIS; situated augmented reality 3D simulations of tsunamis and other phenomena interacting with real geomorphology; augmented visual analytics; and immersive GIS. These new modalities redefine the ways in which we can connect digital spaces of spatial analysis, simulation and geovisualization, with geographic spaces of data collection, fieldwork, interpretation and communication. In a way, we are talking about transduction between real and virtual worlds. Taking a mixed reality approach to this, we can link real and virtual worlds. This paper presents a selection of our 3D geovisual interface projects in terrestrial, coastal, underwater and other environments. Using rigorous applied geoscience data, analyses and simulations, our research aims to transform the novelty of virtual and augmented reality interface technologies into game-changing mixed reality geoscience.

World Reaction to Virtual Space

NASA Technical Reports Server (NTRS)

1999-01-01

DRaW Computing developed virtual reality software for the International Space Station. Open Worlds, as the software has been named, can be made to support Java scripting and virtual reality hardware devices. Open Worlds permits the use of VRML script nodes to add virtual reality capabilities to the user's applications.

A Study on Design-Oriented Demands of VR via ZMET-QFD Model for Industrial Design Education and Students' Learning

ERIC Educational Resources Information Center

Liang, Yo-Wen; Lee, An-Sheng; Liu, Shuo-Fang

2016-01-01

The difficulty of Virtual Reality application in industrial design education and learning is VR engineers cannot comprehend what the important functions or elements are for students. In addition, a general-purpose VR usually confuses the students and provides neither good manipulation means nor useful toolkits. To solve these problems, the…

Learning Experiences and Practices of Elementary Teacher Candidates on the Use of Emerging Technology: A Grounded Theory Approach

ERIC Educational Resources Information Center

Bahng, EunJin; Lee, Mimi

2017-01-01

The purpose of this study is to understand the phenomenon of the "professional journey" of elementary teacher candidates (ETC) both as learners and as teachers by exploring their learning experiences and practices regarding the virtual reality (VR) platform called Second Life (SL). Using the grounded theory approach, we designed an…

The Relative Effectiveness of Computer-Based and Traditional Resources for Education in Anatomy

ERIC Educational Resources Information Center

Khot, Zaid; Quinlan, Kaitlyn; Norman, Geoffrey R.; Wainman, Bruce

2013-01-01

There is increasing use of computer-based resources to teach anatomy, although no study has compared computer-based learning to traditional. In this study, we examine the effectiveness of three formats of anatomy learning: (1) a virtual reality (VR) computer-based module, (2) a static computer-based module providing Key Views (KV), (3) a plastic…

Feasibility Study for Ballet E-Learning: Automatic Composition System for Ballet "Enchainement" with Online 3D Motion Data Archive

ERIC Educational Resources Information Center

Umino, Bin; Longstaff, Jeffrey Scott; Soga, Asako

2009-01-01

This paper reports on "Web3D dance composer" for ballet e-learning. Elementary "petit allegro" ballet steps were enumerated in collaboration with ballet teachers, digitally acquired through 3D motion capture systems, and categorised into families and sub-families. Digital data was manipulated into virtual reality modelling language (VRML) and fit…

An Internal Audit of a Virtual Learning Space to Facilitate Clinical Decision-Making in Nursing

ERIC Educational Resources Information Center

McEwan, Beryl; Hercelinskyj, Gylo

2012-01-01

In any nursing program, it is a challenge to foster an awareness of, and engagement with, the complexity and reality of nursing practice. During their studies, nursing students have to learn the relevant underpinning theoretical knowledge for practice as well as develop their understanding of the role and responsibilities of the registered nurse…

Mixed Reality with HoloLens: Where Virtual Reality Meets Augmented Reality in the Operating Room.

PubMed

Tepper, Oren M; Rudy, Hayeem L; Lefkowitz, Aaron; Weimer, Katie A; Marks, Shelby M; Stern, Carrie S; Garfein, Evan S

2017-11-01

Virtual reality and augmented reality devices have recently been described in the surgical literature. The authors have previously explored various iterations of these devices, and although they show promise, it has become clear that virtual reality and/or augmented reality devices alone do not adequately meet the demands of surgeons. The solution may lie in a hybrid technology known as mixed reality, which merges many virtual reality and augmented realty features. Microsoft's HoloLens, the first commercially available mixed reality device, provides surgeons intraoperative hands-free access to complex data, the real environment, and bidirectional communication. This report describes the use of HoloLens in the operating room to improve decision-making and surgical workflow. The pace of mixed reality-related technological development will undoubtedly be rapid in the coming years, and plastic surgeons are ideally suited to both lead and benefit from this advance.

The virtues of the virtual world. Enhancing the technology/knowledge professional interface for life-long learning.

PubMed

Koerner, JoEllen Goertz

2003-01-01

Nurses are quintessential learners. Nested between the fields of science and technology, the professional mandate for life-long learning has never been greater. The expanding demands for performance and quality coupled with the reality of diminishing time and resources increasingly frustrate and challenge providers in the field. By blending the best of current training and education with the emerging potential of virtual learning, new models for enhancing clinical reasoning and performance will simplify the challenges of complexity, moving it to higher order. In this transition lies the key to restoring the joy and commitment of professional practice while enhancing the capacity to care with competence.

Navigation strategy training using virtual reality in six chronic stroke patients: A novel and explorative approach to the rehabilitation of navigation impairment.

PubMed

Claessen, Michiel H G; van der Ham, Ineke J M; Jagersma, Elbrich; Visser-Meily, Johanna M A

2016-10-01

Recent studies have shown that navigation impairment is a common complaint after brain injury. Effective training programmes aiming to improve navigation ability in neurological patients are, however, scarce. The few reported programmes are merely focused on recalling specific routes rather than encouraging brain-damaged patients to use an alternative navigation strategy, applicable to any route. Our aim was therefore to investigate the feasibility of a (virtual reality) navigation training as a tool to instruct chronic stroke patients to adopt an alternative navigation strategy. Navigation ability was systematically assessed before the training. The training approach was then determined based on the individual pattern of navigation deficits of each patient. The use of virtual reality in the navigation strategy training in six middle-aged stroke patients was found to be highly feasible. Furthermore, five patients learned to (partially) apply an alternative navigation strategy in the virtual environment, suggesting that navigation strategies are mouldable rather than static. In the evaluation of their training experiences, the patients judged the training as valuable and proposed some suggestions for further improvement. The notion that the navigation strategy people use can be influenced after a short training procedure is a novel finding and initiates a direction for future studies.

The Immersive Virtual Reality Experience: A Typology of Users Revealed Through Multiple Correspondence Analysis Combined with Cluster Analysis Technique.

PubMed

Rosa, Pedro J; Morais, Diogo; Gamito, Pedro; Oliveira, Jorge; Saraiva, Tomaz

2016-03-01

Immersive virtual reality is thought to be advantageous by leading to higher levels of presence. However, and despite users getting actively involved in immersive three-dimensional virtual environments that incorporate sound and motion, there are individual factors, such as age, video game knowledge, and the predisposition to immersion, that may be associated with the quality of virtual reality experience. Moreover, one particular concern for users engaged in immersive virtual reality environments (VREs) is the possibility of side effects, such as cybersickness. The literature suggests that at least 60% of virtual reality users report having felt symptoms of cybersickness, which reduces the quality of the virtual reality experience. The aim of this study was thus to profile the right user to be involved in a VRE through head-mounted display. To examine which user characteristics are associated with the most effective virtual reality experience (lower cybersickness), a multiple correspondence analysis combined with cluster analysis technique was performed. Results revealed three distinct profiles, showing that the PC gamer profile is more associated with higher levels of virtual reality effectiveness, that is, higher predisposition to be immersed and reduced cybersickness symptoms in the VRE than console gamer and nongamer. These findings can be a useful orientation in clinical practice and future research as they help identify which users are more predisposed to benefit from immersive VREs.

Virtual Reality: Emerging Applications and Future Directions

ERIC Educational Resources Information Center

Ludlow, Barbara L.

2015-01-01

Virtual reality is an emerging technology that has resulted in rapid expansion in the development of virtual immersive environments for use as educational simulations in schools, colleges and universities. This article presents an overview of virtual reality, describes a number of applications currently being used by special educators for…

Virtual Reality: A Dream Come True or a Nightmare.

ERIC Educational Resources Information Center

Cornell, Richard; Bailey, Dan

Virtual Reality (VR) is a new medium which allows total stimulation of one's senses through human/computer interfaces. VR has applications in training simulators, nano-science, medicine, entertainment, electronic technology, and manufacturing. This paper focuses on some current and potential problems of virtual reality and virtual environments…

Feasibility of incorporating functionally relevant virtual rehabilitation in sub-acute stroke care: perception of patients and clinicians.

PubMed

Demers, Marika; Chan Chun Kong, Daniel; Levin, Mindy F

2018-03-11

To determine user satisfaction and safety of incorporating a low-cost virtual rehabilitation intervention as an adjunctive therapeutic option for cognitive-motor upper limb rehabilitation in individuals with sub-acute stroke. A low-cost upper limb virtual rehabilitation application incorporating realistic functionally-relevant unimanual and bimanual tasks, specifically designed for cognitive-motor rehabilitation was developed for patients with sub-acute stroke. Clinicians and individuals with stroke interacted with the intervention for 15-20 or 20-45 minutes, respectively. The study had a mixed-methods convergent parallel design that included a focus group interview with clinicians working in a stroke program and semi-structured interviews and standardized assessments (Borg Perceived Exertion Scale, Short Feedback Questionnaire) for participants with sub-acute stroke undergoing rehabilitation. The occurrence of adverse events was also noted. Three main themes emerged from the clinician focus group and patient interviews: Perceived usefulness in rehabilitation, satisfaction with the virtual reality intervention and aspects to improve. All clinicians and the majority of participants with stroke were highly satisfied with the intervention and perceived its usefulness to decrease arm motor impairment during functional tasks. No participants experienced major adverse events. Incorporation of this type of functional activity game-based virtual reality intervention in the sub-acute phase of rehabilitation represents a way to transfer skills learned early in the clinical setting to real world situations. This type of intervention may lead to better integration of the upper limb into everyday activities. Implications for Rehabilitation • Use of a cognitive-motor low-cost virtual reality intervention designed to remediate arm motor impairments in sub-acute stroke is feasible, safe and perceived as useful by therapists and patients for stroke rehabilitation.    • Input from end-users (therapists and individuals with stroke) is critical for the development and implementation of a virtual reality intervention.

Utilizing media arts principles for developing effective interactive neurorehabilitation systems.

PubMed

Rikakis, Thanassis

2011-01-01

This paper discusses how interactive neurorehabilitation systems can increase their effectiveness through systematic integration of media arts principles and practice. Media arts expertise can foster the development of complex yet intuitive extrinsic feedback displays that match the inherent complexity and intuitive nature of motor learning. Abstract, arts-based feedback displays can be powerful metaphors that provide re-contextualization, engagement and appropriate reward mechanisms for mature adults. Such virtual feedback displays must be seamlessly integrated with physical components to produce mixed reality training environments that promote active, generalizable learning. The proposed approaches are illustrated through examples from mixed reality rehabilitation systems developed by our team.

Laparoscopic skills maintenance: a randomized trial of virtual reality and box trainer simulators.

PubMed

Khan, Montaha W; Lin, Diwei; Marlow, Nicholas; Altree, Meryl; Babidge, Wendy; Field, John; Hewett, Peter; Maddern, Guy

2014-01-01

A number of simulators have been developed to teach surgical trainees the basic skills required to effectively perform laparoscopic surgery; however, consideration needs to be given to how well the skills taught by these simulators are maintained over time. This study compared the maintenance of laparoscopic skills learned using box trainer and virtual reality simulators. Participants were randomly allocated to be trained and assessed using either the Society of American Gastrointestinal Endoscopic Surgeons Fundamentals of Laparoscopic Surgery (FLS) simulator or the Surgical Science virtual reality simulator. Once participants achieved a predetermined level of proficiency, they were assessed 1, 3, and 6 months later. At each assessment, participants were given 2 practice attempts and assessed on their third attempt. The study was conducted through the Simulated Surgical Skills Program that was held at the Royal Australasian College of Surgeons, Adelaide, Australia. Overall, 26 participants (13 per group) completed the training and all follow-up assessments. There were no significant differences between simulation-trained cohorts for age, gender, training level, and the number of surgeries previously performed, observed, or assisted. Scores for the FLS-trained participants did not significantly change over the follow-up period. Scores for LapSim-trained participants significantly deteriorated at the first 2 follow-up points (1 and 3 months) (p < 0.050), but returned to be near initial levels by the final follow-up (6 months). This research showed that basic laparoscopic skills learned using the FLS simulator were maintained more consistently than those learned on the LapSim simulator. However, by the final follow-up, both simulator-trained cohorts had skill levels that were not significantly different to those at proficiency after the initial training period. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Uses of virtual reality in clinical training: developing the spatial skills of children with mobility impairments.

PubMed

Stanton, D; Foreman, N; Wilson, P N

1998-01-01

In this chapter we review some of the ways in which the skills learned in virtual environments (VEs) transfer to real situations, and in particular how information about the spatial layouts of virtual buildings acquired from the exploration of three-dimensional computer-simulations transfers to their real equivalents. Four experiments are briefly described which examined VR use by disabled children. We conclude that spatial information of the kind required for navigation transfers effectively from virtual to real situations. Spatial skills in disabled children showed progressive improvement with repeated exploration of virtual environments. The results are discussed in relation to the potential future benefits of VR in special needs education and training.

Boosting physics education through mobile augmented reality

NASA Astrophysics Data System (ADS)

Crǎciun, Dana; Bunoiu, Mǎdǎlin

2017-12-01

The integration of collaborative applications, based on modern learning technologies and the Internet, of various visualization techniques and digital strategies in open, flexible modern learning environments which facilitate access to resources, represents a challenge for physics teachers in Romania in general, and for novice teachers in particular. Although large efforts have been made worldwide to invest in educational technologies, their impact on the students' learning outcomes is quite modest. In this paper, we describe and analyze various curricular and extracurricular activities specifically designed for and undertaken by pre-service physics teachers. These activities employ new educational technologies, mobile augmented reality (MAR) and are based on modern teaching and learning theories. MAR is an extension for mobile devices of augmented reality, an interactive and in real time combination, of real and virtual objects overlaid in the real environment. The obtained results show that pre-service physics teachers are confident in using MAR in their teaching and learning activities, and consider that the activities performed helped them develop the skills necessary for science teachers in a technology-based society and to reflect upon the role of technology in the current Romanian educational context.

Improving Balance in TBI Using a Low-Cost Customized Virtual Reality Rehabilitation Tool

DTIC Science & Technology

2016-10-01

AWARD NUMBER: W81XWH-14-2-0150 TITLE: Improving Balance in TBI Using a Low-Cost Customized Virtual Reality Rehabilitation Tool PRINCIPAL...AND SUBTITLE Improving Balance in TBI Using a Low-Cost Customized Virtual Reality Rehabilitation Tool 5a. CONTRACT NUMBER 5b. GRANT NUMBER W81XWH...Distribution Unlimited 13. SUPPLEMENTARY NOTES 14. ABSTRACT The proposed study will implement and evaluate a novel, low-cost, Virtual Reality (VR

Review of virtual reality treatment for mental health.

PubMed

Gourlay, D; Lun, K C; Liya, G

2001-01-01

This paper describes recent research that proposes virtual reality techniques as a therapy for patients with cognitive and psychological problems. Specifically this applies to victims of conditions such as traumatic brain injury, Alzheimers and Parkinsons. Additionally virtual reality therapy offers an alternative to current desensitization techniques for the treatment of phobias Some important issues are examined including means of user interaction, skills transfer to the real world, and side-effects of virtual reality exposure.

Virtual reality for dermatologic surgery: virtually a reality in the 21st century.

PubMed

Gladstone, H B; Raugi, G J; Berg, D; Berkley, J; Weghorst, S; Ganter, M

2000-01-01

In the 20th century, virtual reality has predominantly played a role in training pilots and in the entertainment industry. Despite much publicity, virtual reality did not live up to its perceived potential. During the past decade, it has also been applied for medical uses, particularly as training simulators, for minimally invasive surgery. Because of advances in computer technology, virtual reality is on the cusp of becoming an effective medical educational tool. At the University of Washington, we are developing a virtual reality soft tissue surgery simulator. Based on fast finite element modeling and using a personal computer, this device can simulate three-dimensional human skin deformations with real-time tactile feedback. Although there are many cutaneous biomechanical challenges to solve, it will eventually provide more realistic dermatologic surgery training for medical students and residents than the currently used models.

Laparoscopic assistance by operating room nurses: Results of a virtual-reality study.

PubMed

Paschold, M; Huber, T; Maedge, S; Zeissig, S R; Lang, H; Kneist, W

2017-04-01

Laparoscopic assistance is often entrusted to a less experienced resident, medical student, or operating room nurse. Data regarding laparoscopic training for operating room nurses are not available. The aim of the study was to analyse the initial performance level and learning curves of operating room nurses in basic laparoscopic surgery compared with medical students and surgical residents to determine their ability to assist with this type of procedure. The study was designed to compare the initial virtual reality performance level and learning curves of user groups to analyse competence in laparoscopic assistance. The study subjects were operating room nurses, medical students, and first year residents. Participants performed three validated tasks (camera navigation, peg transfer, fine dissection) on a virtual reality laparoscopic simulator three times in 3 consecutive days. Laparoscopic experts were enrolled as a control group. Participants filled out questionnaires before and after the course. Nurses and students were comparable in their initial performance (p>0.05). Residents performed better in camera navigation than students and nurses and reached the expert level for this task. Residents, students, and nurses had comparable bimanual skills throughout the study; while, experts performed significantly better in bimanual manoeuvres at all times (p<0.05). The included user groups had comparable skills for bimanual tasks. Residents with limited experience reached the expert level in camera navigation. With training, nurses, students, and first year residents are equally capable of assisting in basic laparoscopic procedures. Copyright © 2017 Elsevier Ltd. All rights reserved.

An Intelligent Virtual Human System For Providing Healthcare Information And Support

DTIC Science & Technology

2011-01-01

for clinical purposes. Shifts in the social and scientific landscape have now set the stage for the next major movement in Clinical Virtual Reality ...College; dMadigan Army Medical Center Army Abstract. Over the last 15 years, a virtual revolution has taken place in the use of Virtual Reality ... Virtual Reality with the “birth” of intelligent virtual humans. Seminal research and development has appeared in the creation of highly interactive

Virtual Reality Rehabilitation from Social Cognitive and Motor Learning Theoretical Perspectives in Stroke Population

PubMed Central

Imam, Bita; Jarus, Tal

2014-01-01

Objectives. To identify the virtual reality (VR) interventions used for the lower extremity rehabilitation in stroke population and to explain their underlying training mechanisms using Social Cognitive (SCT) and Motor Learning (MLT) theoretical frameworks. Methods. Medline, Embase, Cinahl, and Cochrane databases were searched up to July 11, 2013. Randomized controlled trials that included a VR intervention for lower extremity rehabilitation in stroke population were included. The Physiotherapy Evidence Database (PEDro) scale was used to assess the quality of the included studies. The underlying training mechanisms involved in each VR intervention were explained according to the principles of SCT (vicarious learning, performance accomplishment, and verbal persuasion) and MLT (focus of attention, order and predictability of practice, augmented feedback, and feedback fading). Results. Eleven studies were included. PEDro scores varied from 3 to 7/10. All studies but one showed significant improvement in outcomes in favour of the VR group (P < 0.05). Ten VR interventions followed the principle of performance accomplishment. All the eleven VR interventions directed subject's attention externally, whereas nine provided training in an unpredictable and variable fashion. Conclusions. The results of this review suggest that VR applications used for lower extremity rehabilitation in stroke population predominantly mediate learning through providing a task-oriented and graduated learning under a variable and unpredictable practice. PMID:24523967

Promoting Therapists' Use of Motor Learning Strategies within Virtual Reality-Based Stroke Rehabilitation.

PubMed

Levac, Danielle E; Glegg, Stephanie M N; Sveistrup, Heidi; Colquhoun, Heather; Miller, Patricia; Finestone, Hillel; DePaul, Vincent; Harris, Jocelyn E; Velikonja, Diana

2016-01-01

Therapists use motor learning strategies (MLSs) to structure practice conditions within stroke rehabilitation. Virtual reality (VR)-based rehabilitation is an MLS-oriented stroke intervention, yet little support exists to assist therapists in integrating MLSs with VR system use. A pre-post design evaluated a knowledge translation (KT) intervention incorporating interactive e-learning and practice, in which 11 therapists learned how to integrate MLSs within VR-based therapy. Self-report and observer-rated outcome measures evaluated therapists' confidence, clinical reasoning and behaviour with respect to MLS use. A focus group captured therapists' perspectives on MLS use during VR-based therapy provision. The intervention improved self-reported confidence about MLS use as measured by confidence ratings (p <0.001). Chart-Stimulated Recall indicated a moderate level of competency in therapists' clinical reasoning about MLSs following the intervention, with no changes following additional opportunities to use VR (p = .944). On the Motor Learning Strategy Rating Instrument, no behaviour change with respect to MLS use was noted (p = 0.092). Therapists favoured the strategy of transferring skills from VR to real-life tasks over employing a more comprehensive MLS approach. The KT intervention improved therapists' confidence but did not have an effect on clinical reasoning or behaviour with regard to MLS use during VR-based therapy.

Promoting Therapists’ Use of Motor Learning Strategies within Virtual Reality-Based Stroke Rehabilitation

PubMed Central

Levac, Danielle E.; Glegg, Stephanie M. N.; Sveistrup, Heidi; Colquhoun, Heather; Miller, Patricia; Finestone, Hillel; DePaul, Vincent; Harris, Jocelyn E.; Velikonja, Diana

2016-01-01

Purpose Therapists use motor learning strategies (MLSs) to structure practice conditions within stroke rehabilitation. Virtual reality (VR)-based rehabilitation is an MLS-oriented stroke intervention, yet little support exists to assist therapists in integrating MLSs with VR system use. Method A pre-post design evaluated a knowledge translation (KT) intervention incorporating interactive e-learning and practice, in which 11 therapists learned how to integrate MLSs within VR-based therapy. Self-report and observer-rated outcome measures evaluated therapists’ confidence, clinical reasoning and behaviour with respect to MLS use. A focus group captured therapists’ perspectives on MLS use during VR-based therapy provision. Results The intervention improved self-reported confidence about MLS use as measured by confidence ratings (p <0.001). Chart-Stimulated Recall indicated a moderate level of competency in therapists’ clinical reasoning about MLSs following the intervention, with no changes following additional opportunities to use VR (p = .944). On the Motor Learning Strategy Rating Instrument, no behaviour change with respect to MLS use was noted (p = 0.092). Therapists favoured the strategy of transferring skills from VR to real-life tasks over employing a more comprehensive MLS approach. Conclusion The KT intervention improved therapists’ confidence but did not have an effect on clinical reasoning or behaviour with regard to MLS use during VR-based therapy. PMID:27992492

Training for percutaneous renal access on a virtual reality simulator.

PubMed

Zhang, Yi; Yu, Cheng-fan; Liu, Jin-shun; Wang, Gang; Zhu, He; Na, Yan-qun

2013-01-01

The need to develop new methods of surgical training combined with advances in computing has led to the development of virtual reality surgical simulators. The PERC Mentor(TM) is designed to train the user in percutaneous renal collecting system access puncture. This study aimed to validate the use of this kind of simulator, in percutaneous renal access training. Twenty-one urologists were enrolled as trainees to learn a fluoroscopy-guided percutaneous renal accessing technique. An assigned percutaneous renal access procedure was immediately performed on the PERC Mentor(TM) after watching instruction video and an analog operation. Objective parameters were recorded by the simulator and subjective global rating scale (GRS) score were determined. Simulation training followed and consisted of 2 hours daily training sessions for 2 consecutive days. Twenty-four hours after the training session, trainees were evaluated performing the same procedure. The post-training evaluation was compared to the evaluation of the initial attempt. During the initial attempt, none of the trainees could complete the appointed procedure due to the lack of experience in fluoroscopy-guided percutaneous renal access. After the short-term training, all trainees were able to independently complete the procedure. Of the 21 trainees, 10 had primitive experience in ultrasound-guided percutaneous nephrolithotomy. Trainees were thus categorized into the group of primitive experience and inexperience. The total operating time and amount of contrast material used were significantly lower in the group of primitive experience versus the inexperience group (P = 0.03 and 0.02, respectively). The training on the virtual reality simulator, PERC Mentor(TM), can help trainees with no previous experience of fluoroscopy-guided percutaneous renal access to complete the virtual manipulation of the procedure independently. This virtual reality simulator may become an important training and evaluation tool in teaching fluoroscopy-guided percutaneous renal access.

Reality Check: Basics of Augmented, Virtual, and Mixed Reality.

PubMed

Brigham, Tara J

2017-01-01

Augmented, virtual, and mixed reality applications all aim to enhance a user's current experience or reality. While variations of this technology are not new, within the last few years there has been a significant increase in the number of artificial reality devices or applications available to the general public. This column will explain the difference between augmented, virtual, and mixed reality and how each application might be useful in libraries. It will also provide an overview of the concerns surrounding these different reality applications and describe how and where they are currently being used.

Instrument Motion Metrics for Laparoscopic Skills Assessment in Virtual Reality and Augmented Reality.

PubMed

Fransson, Boel A; Chen, Chi-Ya; Noyes, Julie A; Ragle, Claude A

2016-11-01

To determine the construct and concurrent validity of instrument motion metrics for laparoscopic skills assessment in virtual reality and augmented reality simulators. Evaluation study. Veterinarian students (novice, n = 14) and veterinarians (experienced, n = 11) with no or variable laparoscopic experience. Participants' minimally invasive surgery (MIS) experience was determined by hospital records of MIS procedures performed in the Teaching Hospital. Basic laparoscopic skills were assessed by 5 tasks using a physical box trainer. Each participant completed 2 tasks for assessments in each type of simulator (virtual reality: bowel handling and cutting; augmented reality: object positioning and a pericardial window model). Motion metrics such as instrument path length, angle or drift, and economy of motion of each simulator were recorded. None of the motion metrics in a virtual reality simulator showed correlation with experience, or to the basic laparoscopic skills score. All metrics in augmented reality were significantly correlated with experience (time, instrument path, and economy of movement), except for the hand dominance metric. The basic laparoscopic skills score was correlated to all performance metrics in augmented reality. The augmented reality motion metrics differed between American College of Veterinary Surgeons diplomates and residents, whereas basic laparoscopic skills score and virtual reality metrics did not. Our results provide construct validity and concurrent validity for motion analysis metrics for an augmented reality system, whereas a virtual reality system was validated only for the time score. © Copyright 2016 by The American College of Veterinary Surgeons.

Virtual Space (E-Learning) Faculty Development

ERIC Educational Resources Information Center

Pruett, Christian D.; Pollard, Terry

2013-01-01

Mississippi's community and junior colleges comprise the nation's oldest two-year system. Throughout history, Mississippi has prided itself on bridging the gap between dreams and reality through increased access to higher education. In the early 1990s, through advancements made possible through telecommunications systems, educators and leaders…

A training system of orientation and mobility for blind people using acoustic virtual reality.

PubMed

Seki, Yoshikazu; Sato, Tetsuji

2011-02-01

A new auditory orientation training system was developed for blind people using acoustic virtual reality (VR) based on a head-related transfer function (HRTF) simulation. The present training system can reproduce a virtual training environment for orientation and mobility (O&M) instruction, and the trainee can walk through the virtual training environment safely by listening to sounds such as vehicles, stores, ambient noise, etc., three-dimensionally through headphones. The system can reproduce not only sound sources but also sound reflection and insulation, so that the trainee can learn both sound location and obstacle perception skills. The virtual training environment is described in extensible markup language (XML), and the O&M instructor can edit it easily according to the training curriculum. Evaluation experiments were conducted to test the efficiency of some features of the system. Thirty subjects who had not acquired O&M skills attended the experiments. The subjects were separated into three groups: a no-training group, a virtual-training group using the present system, and a real-training group in real environments. The results suggested that virtual-training can reduce "veering" more than real-training and also can reduce stress as much as real training. The subjective technical and anxiety scores also improved.

Integration of the virtual model of a Stewart platform with the avatar of a vehicle in a virtual reality

NASA Astrophysics Data System (ADS)

Herbuś, K.; Ociepka, P.

2016-08-01

The development of methods of computer aided design and engineering allows conducting virtual tests, among others concerning motion simulation of technical means. The paper presents a method of integrating an object in the form of a virtual model of a Stewart platform with an avatar of a vehicle moving in a virtual environment. The area of the problem includes issues related to the problem of fidelity of mapping the work of the analyzed technical mean. The main object of investigations is a 3D model of a Stewart platform, which is a subsystem of the simulator designated for driving learning for disabled persons. The analyzed model of the platform, prepared for motion simulation, was created in the “Motion Simulation” module of a CAD/CAE class system Siemens PLM NX. Whereas the virtual environment, in which the moves the avatar of the passenger car, was elaborated in a VR class system EON Studio. The element integrating both of the mentioned software environments is a developed application that reads information from the virtual reality (VR) concerning the current position of the car avatar. Then, basing on the accepted algorithm, it sends control signals to respective joints of the model of the Stewart platform (CAD).

Honeybees in a virtual reality environment learn unique combinations of colour and shape.

PubMed

Rusch, Claire; Roth, Eatai; Vinauger, Clément; Riffell, Jeffrey A

2017-10-01

Honeybees are well-known models for the study of visual learning and memory. Whereas most of our knowledge of learned responses comes from experiments using free-flying bees, a tethered preparation would allow fine-scale control of the visual stimuli as well as accurate characterization of the learned responses. Unfortunately, conditioning procedures using visual stimuli in tethered bees have been limited in their efficacy. In this study, using a novel virtual reality environment and a differential training protocol in tethered walking bees, we show that the majority of honeybees learn visual stimuli, and need only six paired training trials to learn the stimulus. We found that bees readily learn visual stimuli that differ in both shape and colour. However, bees learn certain components over others (colour versus shape), and visual stimuli are learned in a non-additive manner with the interaction of specific colour and shape combinations being crucial for learned responses. To better understand which components of the visual stimuli the bees learned, the shape-colour association of the stimuli was reversed either during or after training. Results showed that maintaining the visual stimuli in training and testing phases was necessary to elicit visual learning, suggesting that bees learn multiple components of the visual stimuli. Together, our results demonstrate a protocol for visual learning in restrained bees that provides a powerful tool for understanding how components of a visual stimulus elicit learned responses as well as elucidating how visual information is processed in the honeybee brain. © 2017. Published by The Company of Biologists Ltd.

A randomized, controlled trial of immersive virtual reality analgesia, during physical therapy for pediatric burns.

PubMed

Schmitt, Yuko S; Hoffman, Hunter G; Blough, David K; Patterson, David R; Jensen, Mark P; Soltani, Maryam; Carrougher, Gretchen J; Nakamura, Dana; Sharar, Sam R

2011-02-01

This randomized, controlled, within-subjects (crossover design) study examined the effects of immersive virtual reality as an adjunctive analgesic technique for hospitalized pediatric burn inpatients undergoing painful physical therapy. Fifty-four subjects (6-19 years old) performed range-of-motion exercises under a therapist's direction for 1-5 days. During each session, subjects spent equivalent time in both the virtual reality and the control conditions (treatment order randomized and counterbalanced). Graphic rating scale scores assessing the sensory, affective, and cognitive components of pain were obtained for each treatment condition. Secondary outcomes assessed subjects' perception of the virtual reality experience and maximum range-of-motion. Results showed that on study day one, subjects reported significant decreases (27-44%) in pain ratings during virtual reality. They also reported improved affect ("fun") during virtual reality. The analgesia and affect improvements were maintained with repeated virtual reality use over multiple therapy sessions. Maximum range-of-motion was not different between treatment conditions, but was significantly greater after the second treatment condition (regardless of treatment order). These results suggest that immersive virtual reality is an effective nonpharmacologic, adjunctive pain reduction technique in the pediatric burn population undergoing painful rehabilitation therapy. The magnitude of the analgesic effect is clinically meaningful and is maintained with repeated use. Copyright © 2010 Elsevier Ltd and ISBI. All rights reserved.

A Randomized, Controlled Trial of Immersive Virtual Reality Analgesia during Physical Therapy for Pediatric Burn Injuries

PubMed Central

Schmitt, Yuko S.; Hoffman, Hunter G.; Blough, David K.; Patterson, David R.; Jensen, Mark P.; Soltani, Maryam; Carrougher, Gretchen J.; Nakamura, Dana; Sharar, Sam R.

2010-01-01

This randomized, controlled, within-subjects (crossover design) study examined the effects of immersive virtual reality as an adjunctive analgesic technique for hospitalized pediatric burn inpatients undergoing painful physical therapy. Fifty-four subjects (6–19 years old) performed range-of-motion exercises under a therapist’s direction for one to five days. During each session, subjects spent equivalent time in both the virtual reality and the control conditions (treatment order randomized and counterbalanced). Graphic rating scale scores assessing the sensory, affective, and cognitive components of pain were obtained for each treatment condition. Secondary outcomes assessed subjects’ perception of the virtual reality experience and maximum range-of-motion. Results showed that on study day one, subjects reported significant decreases (27–44%) in pain ratings during virtual reality. They also reported improved affect (“fun”) during virtual reality. The analgesia and affect improvements were maintained with repeated virtual reality use over multiple therapy sessions. Maximum range-of-motion was not different between treatment conditions, but was significantly greater after the second treatment condition (regardless of treatment order). These results suggest that immersive virtual reality is an effective nonpharmacologic, adjunctive pain reduction technique in the pediatric burn population undergoing painful rehabilitation therapy. The magnitude of the analgesic effect is clinically meaningful and is maintained with repeated use. PMID:20692769

Operating Room Performance Improves after Proficiency-Based Virtual Reality Cataract Surgery Training.

PubMed

Thomsen, Ann Sofia Skou; Bach-Holm, Daniella; Kjærbo, Hadi; Højgaard-Olsen, Klavs; Subhi, Yousif; Saleh, George M; Park, Yoon Soo; la Cour, Morten; Konge, Lars

2017-04-01

To investigate the effect of virtual reality proficiency-based training on actual cataract surgery performance. The secondary purpose of the study was to define which surgeons benefit from virtual reality training. Multicenter masked clinical trial. Eighteen cataract surgeons with different levels of experience. Cataract surgical training on a virtual reality simulator (EyeSi) until a proficiency-based test was passed. Technical performance in the operating room (OR) assessed by 3 independent, masked raters using a previously validated task-specific assessment tool for cataract surgery (Objective Structured Assessment of Cataract Surgical Skill). Three surgeries before and 3 surgeries after the virtual reality training were video-recorded, anonymized, and presented to the raters in random order. Novices (non-independently operating surgeons) and surgeons having performed fewer than 75 independent cataract surgeries showed significant improvements in the OR-32% and 38%, respectively-after virtual reality training (P = 0.008 and P = 0.018). More experienced cataract surgeons did not benefit from simulator training. The reliability of the assessments was high with a generalizability coefficient of 0.92 and 0.86 before and after the virtual reality training, respectively. Clinically relevant cataract surgical skills can be improved by proficiency-based training on a virtual reality simulator. Novices as well as surgeons with an intermediate level of experience showed improvement in OR performance score. Copyright © 2017 American Academy of Ophthalmology. Published by Elsevier Inc. All rights reserved.

The use of high technology in STEM education

NASA Astrophysics Data System (ADS)

Lakshminarayanan, Vasudevan; McBride, Annette C.

2015-10-01

There has been a huge increase in the use of high technology in education. In this paper we discuss some aspects of technology that have major applications in STEM education, namely, (a) virtual reality systems, (b) personal electronic response systems aka "clickers", (c) flipped classrooms, (d) mobile learning "m-Learning", (e) massive open online courses "MOOCS", (f) internet-of-things and (g) cloud computing.

Bridging Realty to Virtual Reality: Investigating Gender Effect and Student Engagement on Learning through Video Game Play in an Elementary School Classroom

ERIC Educational Resources Information Center

Annetta, Leonard; Mangrum, Jennifer; Holmes, Shawn; Collazo, Kimberly; Cheng, Meng-Tzu

2009-01-01

The purpose of this study was to examine students' learning of simple machines, a fifth-grade (ages 10-11) forces and motion unit, and student engagement using a teacher-created Multiplayer Educational Gaming Application. This mixed-method study collected pre-test/post-test results to determine student knowledge about simple machines. A survey…

A Pilot Study of the Effectiveness of Augmented Reality to Enhance the Use of Remote Labs in Electrical Engineering Education

ERIC Educational Resources Information Center

Borrero, A. Mejias; Marquez, J. M. Andujar

2012-01-01

Lab practices are an essential part of teaching in Engineering. However, traditional laboratory lessons developed in classroom labs (CL) must be adapted to teaching and learning strategies that go far beyond the common concept of e-learning, in the sense that completely virtualized distance education disconnects teachers and students from the real…

Surgery applications of virtual reality

NASA Technical Reports Server (NTRS)

Rosen, Joseph

1994-01-01

Virtual reality is a computer-generated technology which allows information to be displayed in a simulated, bus lifelike, environment. In this simulated 'world', users can move and interact as if they were actually a part of that world. This new technology will be useful in many different fields, including the field of surgery. Virtual reality systems can be used to teach surgical anatomy, diagnose surgical problems, plan operations, simulate and perform surgical procedures (telesurgery), and predict the outcomes of surgery. The authors of this paper describe the basic components of a virtual reality surgical system. These components include: the virtual world, the virtual tools, the anatomical model, the software platform, the host computer, the interface, and the head-coupled display. In the chapter they also review the progress towards using virtual reality for surgical training, planning, telesurgery, and predicting outcomes. Finally, the authors present a training system being developed for the practice of new procedures in abdominal surgery.

[Virtual reality in neurosurgery].

PubMed

Tronnier, V M; Staubert, A; Bonsanto, M M; Wirtz, C R; Kunze, S

2000-03-01

Virtual reality enables users to immerse themselves in a virtual three-dimensional world and to interact in this world. The simulation is different from the kind in computer games, in which the viewer is active but acts in a nonrealistic world, or on the TV screen, where we are passively driven in an active world. In virtual reality elements look realistic, they change their characteristics and have almost real-world unpredictability. Virtual reality is not only implemented in gambling dens and the entertainment industry but also in manufacturing processes (cars, furniture etc.), military applications and medicine. Especially the last two areas are strongly correlated, because telemedicine or telesurgery was originated for military reasons to operate on war victims from a secure distance or to perform surgery on astronauts in an orbiting space station. In medicine and especially neurosurgery virtual-reality methods are used for education, surgical planning and simulation on a virtual patient.

Proof-of-Concept Part Task Trainer for Close Air Support Procedures

DTIC Science & Technology

2016-06-01

TVDL Tactical Video Down Link VE Virtual Environment VR Virtual Reality WTI Weapons and Tactics Instructor xvii ACKNOWLEDGMENTS I would first...in training of USMC pilots for close air support operations? • What is the feasibility of developing a prototype virtual reality (VR) system that...Chapter IV provides a review of virtual reality (VR)/ virtual environment (VE) and part-task trainers currently used in military training

Distributed interactive virtual environments for collaborative experiential learning and training independent of distance over Internet2.

PubMed

Alverson, Dale C; Saiki, Stanley M; Jacobs, Joshua; Saland, Linda; Keep, Marcus F; Norenberg, Jeffrey; Baker, Rex; Nakatsu, Curtis; Kalishman, Summers; Lindberg, Marlene; Wax, Diane; Mowafi, Moad; Summers, Kenneth L; Holten, James R; Greenfield, John A; Aalseth, Edward; Nickles, David; Sherstyuk, Andrei; Haines, Karen; Caudell, Thomas P

2004-01-01

Medical knowledge and skills essential for tomorrow's healthcare professionals continue to change faster than ever before creating new demands in medical education. Project TOUCH (Telehealth Outreach for Unified Community Health) has been developing methods to enhance learning by coupling innovations in medical education with advanced technology in high performance computing and next generation Internet2 embedded in virtual reality environments (VRE), artificial intelligence and experiential active learning. Simulations have been used in education and training to allow learners to make mistakes safely in lieu of real-life situations, learn from those mistakes and ultimately improve performance by subsequent avoidance of those mistakes. Distributed virtual interactive environments are used over distance to enable learning and participation in dynamic, problem-based, clinical, artificial intelligence rules-based, virtual simulations. The virtual reality patient is programmed to dynamically change over time and respond to the manipulations by the learner. Participants are fully immersed within the VRE platform using a head-mounted display and tracker system. Navigation, locomotion and handling of objects are accomplished using a joy-wand. Distribution is managed via the Internet2 Access Grid using point-to-point or multi-casting connectivity through which the participants can interact. Medical students in Hawaii and New Mexico (NM) participated collaboratively in problem solving and managing of a simulated patient with a closed head injury in VRE; dividing tasks, handing off objects, and functioning as a team. Students stated that opportunities to make mistakes and repeat actions in the VRE were extremely helpful in learning specific principles. VRE created higher performance expectations and some anxiety among VRE users. VRE orientation was adequate but students needed time to adapt and practice in order to improve efficiency. This was also demonstrated successfully between Western Australia and UNM. We successfully demonstrated the ability to fully immerse participants in a distributed virtual environment independent of distance for collaborative team interaction in medical simulation designed for education and training. The ability to make mistakes in a safe environment is well received by students and has a positive impact on their understanding, as well as memory of the principles involved in correcting those mistakes. Bringing people together as virtual teams for interactive experiential learning and collaborative training, independent of distance, provides a platform for distributed "just-in-time" training, performance assessment and credentialing. Further validation is necessary to determine the potential value of the distributed VRE in knowledge transfer, improved future performance and should entail training participants to competence in using these tools.

Enhanced discrimination between threatening and safe contexts in high-anxious individuals

PubMed Central

Glotzbach-Schoon, Evelyn; Tadda, Regina; Andreatta, Marta; Tröger, Christian; Ewald, Heike; Grillon, Christian; Pauli, Paul; Mühlberger, Andreas

2014-01-01

Trait anxiety, a stable personality trait associated with increased fear responses to threat, is regarded as a risk factor for the development and maintenance of anxiety disorders. Although the effect of trait anxiety has been examined with regard to explicit threat cues, little is known about the effect of trait anxiety on contextual threat learning. To assess this issue, extreme groups of low and high trait anxiety underwent a contextual fear conditioning protocol using virtual reality. Two virtual office rooms served as the conditioned contexts. One virtual office room (CXT+) was paired with unpredictable electrical stimuli. In the other virtual office room, no electrical stimuli were delivered (CXT−). High-anxious participants tended to show faster acquisition of startle potentiation in the CXT+ versus the CXT− than low-anxious participants. This enhanced contextual fear learning might function as a risk factor for anxiety disorders that are characterized by sustained anxiety. PMID:23384512

Virtual reality and the unfolding of higher dimensions

NASA Astrophysics Data System (ADS)

Aguilera, Julieta C.

2006-02-01

As virtual/augmented reality evolves, the need for spaces that are responsive to structures independent from three dimensional spatial constraints, become apparent. The visual medium of computer graphics may also challenge these self imposed constraints. If one can get used to how projections affect 3D objects in two dimensions, it may also be possible to compose a situation in which to get used to the variations that occur while moving through higher dimensions. The presented application is an enveloping landscape of concave and convex forms, which are determined by the orientation and displacement of the user in relation to a grid made of tesseracts (cubes in four dimensions). The interface accepts input from tridimensional and four-dimensional transformations, and smoothly displays such interactions in real-time. The motion of the user becomes the graphic element whereas the higher dimensional grid references to his/her position relative to it. The user learns how motion inputs affect the grid, recognizing a correlation between the input and the transformations. Mapping information to complex grids in virtual reality is valuable for engineers, artists and users in general because navigation can be internalized like a dance pattern, and further engage us to maneuver space in order to know and experience.

The role of virtual reality in surgical training in otorhinolaryngology.

PubMed

Fried, Marvin P; Uribe, José I; Sadoughi, Babak

2007-06-01

This article reviews the rationale, current status and future directions for the development and implementation of virtual reality surgical simulators as training tools. The complexity of modern surgical techniques, which utilize advanced technology, presents a dilemma for surgical training. Hands-on patient experience - the traditional apprenticeship method for teaching operations - may not apply because of the learning curve for skill acquisition and patient safety expectation. The paranasal sinuses and temporal bone have intricate anatomy with a significant amount of vital structures either within the surgical field or in close proximity. The current standard of surgical care in these areas involves the use of endoscopes, cameras and microscopes, requiring additional hand-eye coordination, an accurate command of fine motor skills, and a thorough knowledge of the anatomy under magnified vision. A surgeon's disorientation or loss of perspective can lead to complications, often catastrophic and occasionally lethal. These considerations define the ideal environment for surgical simulation; not surprisingly, significant research and validation of simulators in these areas have occurred. Virtual reality simulators are demonstrating validity as training and skills assessment tools. Future prototypes will find application for routine use in teaching, surgical planning and the development of new instruments and computer-assisted devices.