A Meta-Review of Learning Research in Immersive Virtual Reality

2021 ◽  
Vol 65 (1) ◽  
pp. 894-898
Author(s):  
Gregory McGowin ◽  
Stephen M. Fiore ◽  
Kevin Oden
Keyword(s):  
Virtual Reality ◽  
Cost Effective ◽  
Research Community ◽  
Immersive Virtual Reality ◽  
Meta Review ◽  
Effective Technology ◽  
Training Research ◽  
Learning Research ◽  
Training Community ◽  
And Training

Research and development in virtual reality (VR) continues to influence all sectors of society. This has been particularly the case in the application of VR for learning and training. Due to the affordability of VR, it increasingly is providing a safe and cost-effective technology for studying learning and training. In this paper, we summarize findings from recent compilations of research in virtual reality that examined VR and learning. From this, we identify a set of recommendations distilled from these reviews in order to help the training research community structure their research based upon the extent empirical base. Our goal is to help the training community more effectively explore VR as a technology for learning.

A Framework for Educational and Training Immersive Virtual Reality Experiences

2020 ◽  
pp. 220-228
Author(s):  
David Checa ◽  
Carola Gatto ◽  
Doriana Cisternino ◽  
Lucio Tommaso De Paolis ◽  
Andres Bustillo
Keyword(s):  
Virtual Reality ◽  
Immersive Virtual Reality ◽  
And Training

scholarly journals Fully Immersive Virtual Reality in Logistics Modelling and Simulation Education

2021 ◽  
Vol 33 (6) ◽  
pp. 799-806
Author(s):  
Dario Ogrizović ◽  
Ana Perić Hadžić ◽  
Mladen Jardas
Keyword(s):  
Virtual Reality ◽  
Learning Strategies ◽  
Discrete Event ◽  
Immersive Virtual Reality ◽  
Event Simulation ◽  
Simulation Education ◽  
Head Mounted Displays ◽  
Information And Communication ◽  
And Training ◽  
Potential Use

With the increasing development and popularisation of information and communication technology, new challenges are posed to higher education in the modernisation of teaching in order to make education and training of students as effective as possible. It is therefore very important to develop and experiment with appropriate development tools, explore their benefits and effectiveness, and integrate them into existing learning strategies. The emergence of a computer-generated digital environment that can be directly experienced, actions that can determine what is happening in it, growth of technological characteristics, and decline in prices of virtual reality hardware leads to a situation that cannot be ignored. This paper investigated users' perceptions on the potential use of fully immersive virtual reality head-mounted displays in a discrete-event simulation of logistics processes. The dynamic nature of virtual environments requires active participation which causes greater engagement, motivation, and interest aided by interaction and challenges.

Learning Affordances: Theoretical Considerations for Design of Immersive Virtual Reality in Training and Education

2021 ◽  
Vol 65 (1) ◽  
pp. 883-887
Author(s):  
Gregory McGowin ◽  
Stephen M. Fiore ◽  
Kevin Oden
Keyword(s):  
Virtual Reality ◽  
Learning Theory ◽  
Immersive Virtual Reality ◽  
Theoretical Evaluation ◽  
Cognitive Sciences ◽  
Training And Education ◽  
Technological Advances ◽  
Theoretical Considerations ◽  
And Training ◽  
The Way

Technological advances have led to a rapid increase in the implementation of virtual reality (VR) across multiple sectors of society. Further, we are seeing more researchers explore how the technology can be used to promote learning and training in a variety of domains. But there is a problematic gap between development of VR for training and education and learning theory to ensure its efficacy. We address this need by providing a theoretical lens through which to evaluate existing research in VR. We consider technology developments that have made VR more sophisticated and draw from research in the learning and cognitive sciences to evaluate their utility as learning affordances. With this, we examine existing research as a way to illustrate the practical value of theoretical evaluation. We conclude with a discussion how this theoretical framing can point the way for both better designed studies to accelerate learning and training as well as for more innovative adaptations for accelerating learning in immersive virtual reality.

scholarly journals The Digital Heart-Lung Unit: Applications of Exponential Technology

2021 ◽  
Author(s):  
Amir H Sadeghi ◽  
Joris F W Ooms ◽  
Nicolas M Van Mieghem ◽  
Edris A F Mahtab ◽  
Ad J J C Bogers
Keyword(s):  
Virtual Reality ◽  
Additive Manufacturing ◽  
Computational Modeling ◽  
Immersive Virtual Reality ◽  
Clinical Workflow ◽  
Clinical Role ◽  
Training And Education ◽  
Number Of Publications ◽  
And Training

Abstract Exponential technologies such as virtual reality (VR), computational modeling, and additive manufacturing have emerged in the field of cardiology and cardiothoracic surgery. An increasing number of publications that evaluate the clinical role of these technologies are becoming available. Moreover, there is an increase in the number of hospitals and departments that have implemented digital and exponential solutions in clinical workflow. In our center, we have adopted various exponential technologies in order to improve clinical pre-procedural workflow, patient care, and training and education. In order to provide our view and approach on the implementation of these technologies, in this article, we provide an overview of the currently applied modalities including immersive virtual reality, 3D computational modeling, VR-based simulations, and additive manufacturing (3D printing). Moreover, we present the potential of these applications in cardiovascular and cardiothoracic medicine, and additionally, we will provide key facilitators, challenges, and recommendations to adopting these technologies in clinical practice.

An Integrated Review: Virtual Reality Simulation for Disaster Preparedness Training in Hospitals (Preprint)

2021 ◽  
Author(s):  
Younhyun Jung
Keyword(s):  
Virtual Reality ◽  
Disaster Preparedness ◽  
Review Process ◽  
Healthcare Professionals ◽  
Cost Effective ◽  
Hospital Environment ◽  
Virtual Reality Simulation ◽  
Clinical Implementation ◽  
Clinical Practices ◽  
And Training

BACKGROUND A critical component of disaster preparedness in hospital is experiential education and training of healthcare professionals. Live drill is a well-established training approach, but cost restraints and logistic constraints make clinical implementation challenging, and training opportunities with live drills may be severely limited. Virtual reality simulation (VRS) technology may offer a viable alternative with its inherent features of reproducibility, just-in-time training, and repeatability. OBJECTIVE This integrated review examines the scientific evidence pertaining to the effectiveness of VRS and its usefulness in training healthcare professionals for in-hospital disaster preparedness. METHODS A well-known five-stage methodology was used for the review process. The review process consisted of identification of the problem and purposes, a defined literature search strategy and inclusion criteria determination, evaluation and analysis of collected studies, and presentation of findings. A search of diverse publication repositories was performed. They included Web of Science (WOS), PubMed (PMD), and Embase (EMB). RESULTS The review resulted in twelve studies included. Principle findings identified three major themes including: capabilities of VRS (i) to virtually replicate hospital environment and clinical practices; (ii) to improve learning effects; and (iii) enable cost-effective implementation. CONCLUSIONS The findings from the review suggested VRS could be a competitive, cost-effective adjunct to existing training approaches. As VR continues to evolve in all technological aspects, it is anticipated that studies using VRS can become more vitalized in clinical domain while addressing currently unsolved issues.

scholarly journals Full-immersive virtual reality platform for teaching and training of cerebrovascular anatomy: a randomized study

2021 ◽  
Vol 1 ◽  
pp. 100838
Author(s):  
L. Greuter ◽  
A. De Rosa ◽  
P. Cattin ◽  
R. Guzman ◽  
J. Soleman
Keyword(s):  
Virtual Reality ◽  
Randomized Study ◽  
Immersive Virtual Reality ◽  
And Training

scholarly journals A review of immersive virtual reality serious games to enhance learning and training

2019 ◽  
Vol 79 (9-10) ◽  
pp. 5501-5527 ◽  
Author(s):  
David Checa ◽  
Andres Bustillo
Keyword(s):  
Virtual Reality ◽  
Serious Games ◽  
Evaluation Procedure ◽  
Future Research ◽  
Immersive Virtual Reality ◽  
End User ◽  
Knowledge Area ◽  
Software And Hardware ◽  
Training Methodologies ◽  
And Training

AbstractThe merger of game-based approaches and Virtual Reality (VR) environments that can enhance learning and training methodologies have a very promising future, reinforced by the widespread market-availability of affordable software and hardware tools for VR-environments. Rather than passive observers, users engage in those learning environments as active participants, permitting the development of exploration-based learning paradigms. There are separate reviews of VR technologies and serious games for educational and training purposes with a focus on only one knowledge area. However, this review covers 135 proposals for serious games in immersive VR-environments that are combinations of both VR and serious games and that offer end-user validation. First, an analysis of the forum, nationality, and date of publication of the articles is conducted. Then, the application domains, the target audience, the design of the game and its technological implementation, the performance evaluation procedure, and the results are analyzed. The aim here is to identify the factual standards of the proposed solutions and the differences between training and learning applications. Finally, the study lays the basis for future research lines that will develop serious games in immersive VR-environments, providing recommendations for the improvement of these tools and their successful application for the enhancement of both learning and training tasks.

scholarly journals The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality

2021 ◽  
Author(s):  
Guido Makransky ◽  
Gustav B. Petersen
Keyword(s):  
Virtual Reality ◽  
Procedural Knowledge ◽  
Self Regulation ◽  
Theoretical Framework ◽  
Theoretical Research ◽  
Future Research ◽  
Immersive Virtual Reality ◽  
Immersive Learning ◽  
Control Factors ◽  
And Training

AbstractThere has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.

scholarly journals Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

2021 ◽  
Vol 16 (13) ◽  
pp. 248
Author(s):  
Carolin Pletz
Keyword(s):  
Virtual Reality ◽  
Technology Acceptance ◽  
Large Scale ◽  
Immersive Virtual Reality ◽  
Expert Survey ◽  
Learning Contexts ◽  
Technological Developments ◽  
General Aspects ◽  
Teaching Learning ◽  
And Training

Although immersive virtual reality (IVR) is now accessible for large-scale use due to rapid technological developments, there appear to be few organizations in the German-speaking countries that are already actively using this technology on a large scale in education and training. Therefore, little is known about the technology acceptance. Questions arise as to how the technology acceptance can be explained and which technology-specific influencing factors can be identified in the field of training. 15 persons from 13 organizations, who are experienced with use of IVR in teaching-learning contexts such as training, were interviewed in an expert survey to identify promoting and inhibiting aspects of the technology acceptance of IVR in teaching-learning contexts. The results provide information about personal, organizational and technology-related promoting and inhibiting aspects for trainers and training participants. Furthermore, general aspects which are decisive for future use in the companies are derived.

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