Search Results (499)

Background/Objectives: The transformation of nursing and midwifery education through digital technologies has gained momentum worldwide, with algorithm-based video instruction and virtual reality (VR) emerging as promising tools for improving clinical learning. This quasi-experimental study explores the impact of an enhanced flipped classroom model on Bulgarian nursing and midwifery students’ self-perceived competence. Methods: A total of 228 participants were divided into a control group receiving traditional instruction (lectures and simulations with manikins) and an experimental group engaged in a digitally enhanced preparatory phase. The latter included pre-class video algorithms, VR, and clinical problem-solving tasks for learning and improving nursing skills. A 25-item self-report questionnaire was administered before and after the intervention to measure perceived competence in injection techniques, hygiene care, midwifery skills, and digital readiness. Results: Statistical analysis using Welch’s t-test revealed significant improvements in the experimental group in all domains (p < 0.001). Qualitative data from focus group interviews further confirmed increased student engagement, motivation, and receptiveness to digital learning tools. Conclusions: The findings highlight the pedagogical value of integrating structured video learning, VR components, and case-based learning within flipped classrooms. The study advocates for the wider adoption of blended learning models to foster clinical confidence and digital competence in healthcare education. The results of the study may be useful for curriculum developers aiming to improve clinical readiness through technology-enhanced learning. Full article

This research advances the integration of terrestrial laser scanning (TLS) in heritage documentation, targeting the development of holistic and practical guidance for practitioners to adopt the technology effectively. Acknowledging the pivotal role of TLS in capturing detailed and accurate representations of cultural heritage, the study emerges against a backdrop of technological progression and the evolving needs of heritage conservation. Through a comprehensive literature review, critical case studies of heritage sites in the U.S., expert interviews, and the development of a TLS for Heritage Documentation Best Practice Guide (the guide), the paper addresses the existing gaps in streamlined practices in the domain of TLS’s applications in heritage documentation. While recognizing and building upon foundational efforts such as international guidelines developed over the past decades, this study contributes a practice-oriented perspective grounded in field experience and case-based analysis. The developed guide seeks to equip practitioners with structured methods and practical tools to optimize the use of TLS, ultimately enhancing the quality and accessibility of heritage documentation. It also sets a foundation for integrating TLS datasets with other technologies, such as Building Information Modeling (BIM), virtual reality (VR), and augmented reality (AR) for heritage preservation, tourism, education, and interpretation, ultimately enhancing access to and engagement with cultural heritage sites. The paper also critically situates this guidance within the evolving theoretical discourse on digital heritage practices, highlighting its alignment with and divergence from existing methodologies. Full article

Background: Reverse total shoulder arthroplasty (RTSA) is increasingly used for managing cuff tear arthropathy, osteoarthritis, complex fractures, and revision procedures. As the demand for surgical precision and reproducibility grows, immersive technologies such as virtual reality (VR), augmented reality (AR), and metaverse-based platforms are being explored for surgical training, intraoperative guidance, and rehabilitation. While early data suggest potential benefits, a focused synthesis specific to RTSA is lacking. Methods: This systematic review was conducted in accordance with PRISMA 2020 guidelines. A comprehensive search of PubMed, Scopus, and Cochrane Library databases was performed through 30 May 2025. Eligible studies included those evaluating immersive technologies in the context of RTSA for skill acquisition or intraoperative guidance. Only peer-reviewed articles published in English were included. Data were synthesized narratively due to heterogeneity in study design and outcome metrics. Results: Out of 628 records screened, 21 studies met the inclusion criteria. Five studies evaluated immersive VR for surgical training: four randomized controlled trials and one retrospective case series. VR training improved procedural efficiency and showed non-inferiority to cadaveric training. Sixteen studies investigated intraoperative navigation or AR guidance. Clinical and cadaveric studies consistently reported improved accuracy in glenoid baseplate positioning with reduced angular and linear deviations in postoperative controls as compared to preoperative planning. Conclusions: Immersive technologies show promise in enhancing training, intraoperative accuracy, and procedural consistency in RTSA. VR and AR platforms may support standardized surgical education and precision-based practice, but their broad clinical impact remains limited by small sample sizes, heterogeneous methodologies, and limited long-term outcomes. Further multicenter trials with standardized endpoints and cost-effectiveness analyses are warranted. Postoperative rehabilitation using immersive technologies in RTSA remains underexplored and presents an opportunity for future research. Full article

Teacher education faces persistent challenges, including limited access to authentic field experiences and a disconnect between theoretical instruction and classroom practice. While virtual reality (VR) simulations offer an alternative, most are constrained by inflexible design and lack scalability, failing to mirror the complexity of real teaching environments. This study introduces TeacherGen@i, a generative AI (GenAI)-enhanced VR simulation designed to provide pre-service teachers with immersive, adaptive teaching practice through realistic GenAI agents. Using an explanatory case study with a mixed-methods approach, the study examines the simulation’s usability, design challenges, and instructional utility within a university-based teacher preparation course. Data sources included usability surveys and reflective journals, analyzed through thematic coding and computational linguistic analysis using LIWC. Findings suggest that TeacherGen@i facilitates meaningful development of teaching competencies such as instructional decision-making, classroom communication, and student engagement, while also identifying notable design limitations related to cognitive load, user interface design, and instructional scaffolding. This exploratory research offers preliminary insights into the integration of generative AI in teacher simulations and its potential to support responsive and scalable simulation-based learning environments. Full article

This exploratory case study investigates the implementation and educational impact of a Virtual Reality (VR)- and Augmented Reality (AR)-based assistive technology developed to support learners with dyslexia. The intervention, delivered via mobile devices and VR headsets, incorporated gamified and interactive content aimed at enhancing cognitive skills such as attention, inhibition, narrative memory, and phonological awareness. Two in-depth case studies were conducted with primary school students formally diagnosed with dyslexia. Cognitive performance was assessed using the NEPSY-II neuropsychological battery, and user experience was evaluated using the Technology Acceptance Model (TAM). The results showed positive trends in executive function and language-related skills, as well as high motivation and satisfaction. While these findings suggest promising benefits of immersive educational technologies in dyslexia intervention, conclusions regarding efficacy cannot be drawn due to the limited sample size. Further research with larger and controlled designs is needed to validate these initial observations. Full article

The application of extended reality (XR) in design education has grown substantially; however, empirical evidence on its educational benefits remains limited. This two-year study examines the impact of incorporating a virtual reality (VR) learning module into undergraduate landscape architecture (LA) construction courses, focusing on brick masonry instruction. A conventional learning sequence—lecture, sketching, CAD, and 3D modeling—was supplemented with an immersive VR experience developed using Unreal Engine 5 and deployed on Meta Quest devices. In Year 1, we piloted a preliminary version of the module with landscape architecture students (n = 15), and data on implementation feasibility and student perception were collected. In Year 2, we refined the learning module and implemented it with a new cohort (n = 16) using standardized VR evaluation metrics, knowledge retention tests, and self-efficacy surveys. The findings suggest that when sequenced after a theoretical introduction, VR serves as a pedagogical bridge between abstract construction principles and physical implementation. Moreover, the VR module enhanced student engagement and self-efficacy by offering experiential learning with immediate feedback. The findings highlight the need for intentional design, institutional support, and the continued development of tactile, collaborative simulations. Full article

Road traffic accidents are a leading cause of injury and death among adolescents, making road safety education crucial. This study assesses the performance of and users’ opinions on the Route 2 School (R2S) traffic safety education program, designed for secondary school students (13–17 years) in Belgium. The program incorporates gamified e-learning modules containing, among others, podcasts, interactive 360° visuals, and virtual reality (VR), to enhance traffic knowledge, situation awareness, risk detection, and risk management. This study was conducted across several cities and municipalities within Belgium. More than 600 students from school years 3 to 6 completed the platform and of these more than 200 students filled in a comprehensive questionnaire providing detailed feedback on platform usability, preferences, and behavioral risk assessments. The results revealed shortcomings in traffic knowledge and skills, particularly among older students. Gender-based analysis indicated no significant performance differences overall, though females performed better in risk management and males in risk detection. Furthermore, students from cities outperformed those from municipalities. Feedback on the R2S platform indicated high usability and engagement, with VR-based simulations receiving the most positive reception. In addition, it was highlighted that secondary school students are high-risk groups for distraction and red-light violations as cyclists and pedestrians. This study demonstrates the importance of gamified, technology-enhanced road safety education while underscoring the need for module-specific improvements and regional customization. The findings support the broader application of e-learning methodologies for sustainable, behavior-oriented traffic safety education targeting adolescents. Full article

This article investigates the revolutionary potential of AI-powered virtual assistants in augmented reality (AR) and virtual reality (VR) environments, concentrating primarily on their impact on special needs schooling. We investigate the complex characteristics of these virtual assistants, the influential elements affecting their development and implementation, and the joint efforts of educational institutions and technology developers, using a rigorous quantitative approach. Our research also looks at strategic initiatives aimed at effectively integrating AI into educational practices, addressing critical issues including infrastructure, teacher preparedness, equitable access, and ethical considerations. Our findings highlight the promise of AI technology, emphasizing the ability of AI-powered virtual assistants to provide individualized, immersive learning experiences adapted to the different needs of students with special needs. Furthermore, we find strong relationships between these virtual assistants’ features and deployment tactics and their subsequent impact on educational achievements. This study contributes to the increasing conversation on harnessing cutting-edge technology to improve educational results for all learners by synthesizing current research and employing a strong methodological framework. Our analysis not only highlights the promise of AI in increasing student engagement and comprehension but also emphasizes the importance of tackling ethical and infrastructure concerns to enable responsible and fair adoption. Full article

Background: Perioperative care is an integral part of the procedure of a surgical operation, with strictly defined rules. The need to upgrade and improve some individual long-term processes aims at optimal patient care and the provision of high-level health services. Therefore, preoperative care is drawn up with new data resulting from the evolution of technology to upgrade the procedures that need improvement. According to the international literature, a factor considered to be of major importance is high preoperative anxiety and its effects on the patient’s postoperative course. High preoperative anxiety is postoperatively responsible for prolonged hospital stays, increased postoperative pain, decreased effect of anesthetic agents, increased amounts of analgesics, delayed healing of surgical wounds, and increased risk of infections. The use of Virtual Reality technology appears as a new method of managing preoperative anxiety. Objective: This study investigates the effect and effectiveness of Virtual Reality (VR) technology in managing preoperative anxiety in adult patients. Methods: A literature review was performed on 193 articles, published between 2017 and 2024, sourced from the scientific databases PubMed and Cochrane, as well as the trial registry ClinicalTrials, with a screening and exclusion process to meet the criterion of investigating VR technology’s effectiveness in managing preoperative anxiety in adult patients. This systematic review was conducted under the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Results: Out of the 193 articles, 29 were selected. All articles examined the efficacy of VR in adult patients (≥18) undergoing various types of surgery. The studies represent a total of 2.354 participants from 15 countries. There are two types of VR applications: distraction therapy and patient education. From the studies, 14 (48%) used the distraction VR intervention, 14 (48%) used the training VR intervention, and 1 (4%) used both VR interventions, using a range of validated anxiety scales such as the STAI, VAS-A, APAIS, and HADS. Among the 29 studies reviewed, 25 (86%) demonstrated statistically significant reductions in preoperative anxiety levels following the implementation of VR interventions. VR technology appears to manage preoperative anxiety effectively. It is a non-invasive and non-pharmacological intervention with minimal side effects. Conclusions: Based on the review, the management of preoperative anxiety with VR technology shows good levels of effectiveness. Further investigation of the efficacy by more studies and randomized controlled trials, with a larger patient population, is recommended to establish and universally apply VR technology in the preoperative care process as an effective method of managing preoperative anxiety. Full article

The increasing integration of 3D technologies and machine learning is fundamentally reshaping mineral sciences and cultural heritage, establishing the foundation for an emerging “Mineralogy 4.0” framework. However, public engagement with digital 3D collections is often limited by complex or costly interfaces, such as VR/AR systems and traditional touchscreen kiosks, creating a clear need for more intuitive, accessible, and more engaging and inclusive solutions. This paper presents PETRA, an open-source, gesture-controlled system for exploring 3D rocks and minerals. Developed in the TouchDesigner environment, PETRA utilizes a standard webcam and the MediaPipe framework to translate natural hand movements into real-time manipulation of digital specimens, requiring no specialized hardware. The system provides a customizable, node-based framework for creating touchless, interactive exhibits. Successfully evaluated during a “Long Night of Museums” public event with 550 visitors, direct qualitative observations confirmed high user engagement, rapid instruction-free learnability across diverse age groups, and robust system stability in a continuous-use setting. As a practical case study, PETRA demonstrates that low-cost, webcam-based gesture control is a viable solution for creating accessible and immersive learning experiences. This work offers a significant contribution to the fields of digital mineralogy, human–machine interaction, and cultural heritage by providing a hygienic, scalable, and socially engaging method for interacting with geological collections. This research confirms that as digital archives grow, the development of human-centered interfaces is paramount in unlocking their full scientific and educational potential. Full article

Immersive technologies such as augmented reality (AR) and virtual reality (VR) have emerged as powerful tools in cultural heritage education and preservation. Building on prior work that demonstrated the effectiveness of gamified XR applications in engaging users with heritage content and drawing on existing studies in neuroscience and cognitive psychology, this study explores how immersive experiences support multisensory integration, emotional engagement, and spatial presence—all of which contribute to the deeper encoding and recall of heritage narratives. Through a theoretical lens supported by the empirical literature, we argue that the interactive and embodied nature of AR/VR aligns with principles of cognitive load theory, dual coding theory, and affective neuroscience, supporting enhanced learning and memory consolidation. This paper aims to bridge the gap between technological innovation and cognitive understanding in cultural heritage dissemination, identifying concrete design principles for memory-driven digital heritage experiences. While promising, these approaches also raise important ethical considerations, including accessibility, cultural representation, and inclusivity—factors essential for equitable digital heritage dissemination. Full article

University classrooms, core to higher education, have indoor light environments that directly affect students’ learning efficiency, visual health, and psychological states. This study integrates parametric optical simulation and virtual reality (VR) to explore light environment perception in ordinary university classrooms. Forty college students (18–25 years, ~1:1 gender ratio) participated in real virtual comparative experiments. VR scenarios were optimized via real-time rendering and physical calibration. The results showed no significant differences in subjects’ perception evaluations between environments (p > 0.05), verifying virtual environments as effective experimental carriers. The analysis of eight virtual conditions (varying window-to-wall ratios and lighting methods) revealed that mixed lighting performed best in light perception, spatial perception, and overall evaluation. Light perception had the greatest influence on overall evaluation (0.905), with glare as the core factor (0.68); closure sense contributed most to spatial perception (0.45). Structural equation modeling showed that window-to-wall ratio and lighting power density positively correlated with subjective evaluations. Window-to-wall ratio had a 0.412 direct effect on spatial perception and a 0.84 total mediating effect (67.1% of total effect), exceeding the lighting power density’s 0.57 mediating effect sum. This study confirms mixed lighting and window-to-wall ratio optimization as keys to improving classroom light quality, providing an experimental paradigm and parameter basis for user-perception-oriented design. Full article

Virtual reality is increasingly used in health sciences education, including healthcare, nursing, and medical education. Hence, this study provides an overview of the use of virtual reality within healthcare education, nursing education, and medical education through the analysis of published documents from 2010 to 2025. Based on the outcomes of this study, virtual reality emerged as an effective educational tool that can support students and health professionals. The immersive, realistic, and safe environments created in virtual reality allowed learners to enhance their knowledge and practice their skills, patient interactions, and decision-making without risking patient safety. Improvements in learning outcomes, including performance, clinical skills development, critical thinking, and knowledge acquisition were observed. Virtual reality also positively contributes toward a more holistic health sciences education as it increases students’ empathy and behavioral understanding. Finally, eight main research topics were identified and research gaps and future research directions are presented. Full article

Background/Objectives: Mechanical ventilation management is a critical competency for intensive care unit (ICU) nurses; however, traditional training methods are often insufficient to prepare nurses for the complexities of alarm management and clinical decision-making. This study aimed to evaluate the effectiveness of a 360-degree virtual reality (VR)-based mechanical ventilation nursing education program for ICU nurses in Korea. Methods: A quasi-experimental pre-test–post-test design was employed with 65 ICU nurses (32 in the experimental group and 33 in the control group). Data were collected from May to October 2023. The VR-based program, developed using the ADDIE instructional design model, incorporated simulation-based scenarios focusing on ventilator alarm management and clinical reasoning. Outcome measures included knowledge of ventilation nursing, self-efficacy, clinical reasoning, learning immersion, turnover intention, and educational satisfaction. Data were analyzed using normality tests, descriptive statistics, independent t-tests, and paired t-tests. Results: The experimental group demonstrated significantly greater improvements in knowledge (Δ = 5.54), self-efficacy (Δ = 0.94), clinical reasoning (Δ = 0.76), and learning immersion (Δ = 0.88) compared to the control group (all p < 0.001), where Δ denotes the change score (post-test minus pre-test). Post-test assessments were conducted immediately after the intervention. Educational satisfaction was also significantly higher in the experimental group (p < 0.001). No significant difference was observed in turnover intention between the groups, suggesting a limited short-term impact on this outcome. Conclusions: A 360-degree VR-based education program effectively enhanced key competencies among ICU nurses. While these findings reflect short-term outcomes, future research is warranted to assess the long-term effects and sustainability of VR-based learning in ICU continuing education. Full article

This study investigated the effects of virtual reality (VR)-based training combined with preliminary trunk stabilization education on postural control and balance in stroke patients. A single-blind randomized controlled trial enrolled 30 participants, randomly divided into a trunk stabilization group (n = 15) and a control group (n = 15). The trunk stabilization group engaged in 10 min of trunk stabilization education followed by 20 min of VR-based training, three times weekly for three weeks. The control group participated only in VR-based training. Outcomes were assessed using the Korean Trunk Impairment Scale (K-TIS), Postural Assessment Scale for Stroke (PASS), Berg Balance Scale (BBS), limit of stability (LOS), and center of pressure (COP) measurements. Both groups significantly improved in all measured outcomes post-intervention (p < 0.05). Notably, the trunk stabilization group exhibited significantly superior improvements in the K-TIS, PASS, BBS, LOS, and COP path length compared to the control group (p < 0.05). These results highlight the enhanced effectiveness of integrating trunk stabilization education with VR-based training, suggesting that it not only yields statistically significant improvements but also provides clinically meaningful benefits for functional postural control and balance recovery in stroke rehabilitation. Full article