Search Results (79)

Stroke is the second leading cause of death worldwide and a major cause of long-term disability. These deficits may alter the body representation of the affected limb. Recent evidence suggests that Virtual Reality (VR), particularly when integrating body illusion paradigms, may enhance neuroplasticity and improve motor and proprioceptive abilities after stroke. This study investigated the effectiveness of a VR-based rehabilitation program for upper-limb motor and proprioceptive deficits. Participants were adults (both sexes) aged 18–85 years with ischemic or haemorrhagic stroke occurring from 2 to 18 months before recruitment, moderate to severe upper limb motor impairment (Motricity Index ≤ 80), altered proprioceptive function of the affected limb (failure on 3 of 4 Thumb Location Test trials), and the ability to understand and provide written informed consent. Eligible participants were undergoing a 4-week VR rehabilitation program and assessed at baseline and post-intervention. Twelve patients (four female) participated in this pilot study (Mage = 52.08, SDage = 16.03), with a mean time since stroke of 12 months. Non-parametric analyses showed significant improvements in motor abilities, including the Motricity Index (shoulder p = 0.039, elbow p = 0.024, pinch p = 0.011), Fugl–Meyer Assessment (p = 0.050), and Box and Block Test (p = 0.008). No significant improvement was observed in the Rubber Hand Illusion for the affected arm in terms of embodiment (p = 0.859). Regression analyses demonstrated that embodiment exerted a significant positive effect on post-intervention motor abilities (p = 0.004). In conclusion, VR-based rehabilitation may improve upper-limb motor performance after stroke modulates by proprioceptive ability, and that individual differences in embodiment may play an important role in modulating treatment-related motor outcomes. Full article

Virtual reality (VR) provides a flexible platform for investigating human perception of augmented bodily abilities. While motion scaling of virtual limbs has been explored in previous studies, psychophysical detection thresholds and embodiment have rarely been examined together, and direct comparisons between motion enlargement and reduction remain limited. In this study, we systematically manipulated the motion gain of a virtual hand in an immersive VR environment and evaluated both detection thresholds for deviations from unity gain and embodiment, including the sense of ownership and agency. Fifteen participants took part in the experiment. The results showed that the 50% detection thresholds for motion gain were 1.18 for motion expansion and 0.86 for motion shrinkage. These detection thresholds were approximately symmetric about the unity gain. In contrast, embodiment ratings showed an asymmetric decline, with ownership and agency decreasing more steeply for motion shrinkage than for motion expansion. Perceptual detection and subjective embodiment therefore exhibited both consistency and divergence: the onset of significant degradation in ownership and agency occurred near the perceptual detection range, whereas beyond these thresholds, embodiment declined asymmetrically. These findings provide quantitative guidance for designing motion-scaled body augmentation in VR, highlighting the importance of considering not only detectability but also the direction-dependent robustness of embodiment. Full article

Background: Virtual reality (VR) has attracted increasing attention in architectural design education because of its potential to support spatial cognition and embodied understanding of architectural space. Compared with conventional two-dimensional (2D) drawings and screen-based three-dimensional (3D CAD) tools, VR enables learners to experience space at a realistic scale through binocular disparity and motion parallax, which may reduce cognitive load and facilitate experiential learning. However, previous studies have mainly relied on subjective evaluations, such as questionnaires and observations, and have not sufficiently examined differences in educational effectiveness among design tools or among students with different learning levels. Objective and Methods: This study aimed to identify effective teaching tools for facilitating students’ understanding at different learning levels and to propose appropriate methods for applying VR to improve educational effectiveness. To achieve this, we proposed an objective experimental method for evaluating the effectiveness of VR in architectural design education based on students’ ability to identify incorrect content in architectural design plans. The experiment compared the performance of students using 2D drawings, 3D CAD, and VR environments and examined differences according to student grade levels (higher- and lower-year students) objectively. Results: The results revealed that both higher- and lower-year students identified more incorrect content items related to “Fitting” (such as door layouts) when using 2D drawings (finding rates were 43.8%~53.3% higher than those with 3D CAD or VR), whereas more incorrect content items related to “Furniture” size were identified when using VR (finding rates were 18.8%~56.3% higher than those with 2D drawings or 3D CAD). In addition, items related to sectional and elevation design, such as “Opening,” as well as issues concerning the size of “Space,” were identified by higher-year students regardless of the tool used. In contrast, lower-year students identified approximately twice as many of these items when using VR as when using 2D drawings. Conclusions: Based on the above results, the effectiveness of VR varied depending on both the type of design knowledge and the students’ learning levels. VR improved lower-year students’ understanding of spatial dimensions, furniture and fitting compared with conventional tools. Furthermore, VR encouraged more detailed consideration of spatial and design-related issues during architectural design tasks. These findings suggest that VR can reduce the cognitive load associated with learning architectural spatial concepts and promote experiential learning close to real spatial perception. Implications: This study supports the appropriate use of VR in architectural design education. The experimental method proposed in this study can also be used to objectively evaluate the effectiveness of educational tools other than VR before their implementation in architectural design education. Applying this method in architectural education is expected to enhance students’ awareness of architectural spatial issues and promote more comprehensive spatial understanding during the design process. Full article

Interior built environments influence user behavior through more than deliberate rational evaluation. They shape attention, movement, affective comfort, perceived safety, wayfinding, and well-being through bounded cognition, affective appraisal, heuristics, embodied perception, and automatic approach–avoidance processes. The research gap addressed in this review concerns the fact that prior work on interior environments, wayfinding, indoor environmental quality, neuroarchitecture, atmospherics, and behavioral decision-making remains fragmented across separate studies, and existing reviews rarely explain how these mechanisms can be organized into a design-usable framework for interior built environments. This narrative review synthesizes foundational and recent literature across building design, environmental psychology, neuroarchitecture, virtual reality, indoor environmental quality, wayfinding, and behavioral decision-making to clarify how decision mechanisms translate into interior design variables such as lighting, color, spatial organization, materiality, form, sensory atmosphere, environmental legibility, thermal comfort, and controllability. The review distinguishes bounded rationality, heuristics and biases, dual-process accounts, affective and atmospheric processing, prospect–refuge dynamics, mere exposure, and room-effect research rather than treating them as a single “non-rational” category. It proposes an integrative framework in which interior cues are processed through perceptual and affective appraisal; moderated by individual, cultural, contextual, temporal, and ethical factors; and expressed through behavioral outcomes such as navigation, approach or withdrawal, dwell time, perceived quality, usability, stress regulation, and well-being. The paper contributes to human-centered building design by formalizing a mechanism-based account of how interior environments can support behavior without reducing users to passive recipients of environmental manipulation. It concludes with practical implications for design briefing, post-occupancy evaluation, VR-based testing, healthcare and workplace audits, safety-critical settings, and future longitudinal validation. Full article

Large-scale location-based virtual reality (LBE VR) has become an important form of immersive cultural tourism, but its role in supporting sustained value transformation remains insufficiently understood. In this study, “sustained value transformation” refers to the extension, reinterpretation, and circulation of cultural, educational, social, and engagement-related value across physical venues, embodied virtual narratives, and digital platforms. Rather than assessing economic performance, environmental impact, or long-term operational viability, this study focuses on the cultural and social circulation of experiential value. It examines how physical venues, embodied virtual narratives, and digital platforms jointly mediate visitor experience in LBE VR-based cultural tourism. It compares representative LBE VR projects in museums and heritage institutions, emerging public cultural spaces, and commercial venues in China. A total of 10,862 project-related textual items and 464 visual samples were collected from Xiaohongshu and Douyin and analyzed through comparative content and visual analyses. The findings show that visitor choices are shaped by both the spirit of place in physical venues and platform-visible experience labels. In museums and heritage institutions, institutional knowledge authority and embodied narrative depth help visitors recognize interactive educational value. In emerging public cultural spaces, the intertwining of historical narratives and commercial operations produces more ambiguous experience labels. In commercial venues, platform discussions focus more strongly on value-for-money judgment, sensory stimulation, product quality, and service experience. The study argues that sustained value transformation in LBE VR-based cultural tourism cannot rely solely on platform traffic. Instead, it depends on collaboration among cultural institutions, tourism enterprises, platform content creators, educational actors, and community stakeholders to preserve cultural distinctiveness, improve experience quality, and extend cultural and social value beyond the immediate on-site experience. Full article

This study investigates how immersive journalism delivered through virtual reality may shape audience responses toward refugees by activating affective and cognitive mechanisms associated with behavioral response. Drawing on four focus group sessions with a total of thirty two participants in Northern Cyprus, the research compares the empathic engagement and evaluative reflections associated with a 360 degree VR documentary with those produced through a traditional 2D viewing format. Participants who experienced the content in VR reported a heightened sense of presence, emotional proximity, and perspective taking, which corresponded with a positive change in their views toward refugees. In contrast, those who watched the same content in 2D expressed emotional discomfort yet generally did not describe a notable attitudinal shift, suggesting that non-immersive viewing maintains psychological distancing and reinforces pre-existing beliefs. The findings indicate that immersive journalism can operate as a technological catalyst for short-term attitudinal reorientation in politically sensitive contexts, particularly by eliciting embodied emotional responses that traditional formats struggle to generate. Although the study is limited by its small sample size and reliance on self-reported reflections, it contributes to the growing body of evidence that immersive media hold behavioral and perceptual relevance for journalism practice, audience engagement, and the broader public understanding of marginalized populations. Full article

This paper presents a Digital Twin (DT)-based framework for the control, monitoring, and intelligent optimization of an Assembly/Disassembly/Repair Mechatronic Production Line (A/D/R MPL), developed as a laboratory platform aligned with Industry/Education 4.0/5.0 paradigms. The A/D/R MPL is assisted by two complementary cyber–physical robotic systems: an Assembly/Disassembly/Replacement Cyber–Physical Robotic System (A/D/R CPRS), and a Mobile Cyber–Physical Robotic System (MCPRS), enabling both fixed and mobile intelligent operations. The CPRS is equipped with an industrial robotic manipulator (IRM) responsible for A/D/R tasks, while the A/D Mechatronic Line (A/D ML) consists of seven interconnected workstations (WS1–WS7) dedicated to storage, transport, quality control, and final product handling. MCPRS includes a wheeled mobile robot (WMR), carrying a robotic manipulator (RM) and Mobile Visual Servoing System (MVSS). Each workstation is connected to a local slave programmable logic controller (PLC), which communicates via PROFIBUS with a master PLC located at the CPRS level. Additional communication infrastructures include LAN PROFINET and LAN Ethernet for local integration, and WAN Ethernet connectivity enabled through open platform Communication-Unified Architecture (OPC-UA), ensuring interoperability, scalability, and remote accessibility. Also, MODBUS TCP as serial industrial communication is used between the master PLC and the MCPRS. Virtual environment supports task planning through Augmented Reality (AR) and real-time monitoring through Virtual Reality (VR). The system behaviour is modelled with synchronized hybrid Petri Nets (SHPNs) which describe the discrete and hybrid dynamics of A/D/R processes. Artificial intelligence (AI) techniques are integrated into the DT framework for optimal task scheduling and adaptive decision-making. As a laboratory-scale implementation, the proposed system provides a comprehensive platform for experimentation, validation, and education. It supports Education 4.0/5.0 objectives by facilitating hands-on learning, human–machine interaction, and the integration of emerging technologies such as AI, Digital Twins, AR/VR, and cyber–physical systems. At the same time, it embodies Industry 4.0/5.0 principles, including interoperability, decentralization, sustainability, robustness, and human-centric design. Full article

Learning is fundamentally human, even as Artificial Intelligence (AI) challenges human exclusivity. AI, along with Virtual Reality (VR), emerges as a powerful tool that is set to transform higher education, the institutional embodiment of this pursuit at its highest level. These technologies offer the potential not to replace the human factor, but to enhance our ability to create more adaptive, immersive, and truly human-centric learning experiences, aligning powerfully with the emerging vision of Education 5.0, which emphasizes ethical, collaborative learning ecosystems. This research maps how AI and VR tools act as a disruptive force, examining additionally their capabilities and limitations. Moreover, it explores how AI and VR interact to overcome traditional pedagogy’s constraints, fostering environments where technology serves human learning goals. Employing a comprehensive two-month audit of over 60 AI, VR, and AI-VR hybrid tools, the study assesses their functionalities and properties such as technical complexity, cost structures, integration capabilities, and compliance with ethical standards. Findings reveal that AI and VR systems provide significant opportunities for the future of education by providing personalized and captivating environments that encourage experiential learning and improve student motivation across disciplines. Nonetheless, numerous challenges limit widespread adoption, such as advanced infrastructure requirements and strategic planning. By articulating a structured evaluative framework and highlighting emerging trends, this paper provides practical guidance for educational stakeholders seeking to select and implement AI and VR tools in higher education. Full article

Although motion capture has become integral to contemporary animation pipelines, university teaching still asks students to learn motion largely through screen-based keyframing. To address this gap, this classroom-based comparative study evaluated one structured motion-design lesson within an immersive MoCap-supported training module. Sixty-eight undergraduates in a computer animation course completed the same task in either a Keyframe condition (n = 33) or a VR-MoCap condition (n = 35), with instructional delivery mode as the only difference. Creative performance was assessed in originality, fluency, aesthetic quality, clarity, and a composite score. MANOVA revealed a significant multivariate effect of condition (Pillai’s trace = 0.454, F(4, 63) = 13.12, p < 0.001). Relative to keyframe instruction, VR-MoCap produced significantly higher originality, fluency, clarity, and composite performance, whereas aesthetic quality did not differ significantly. Supplementary group-interview responses further indicated that students experienced the immersive condition as more engaging, more intuitive, and better suited to immediate feedback and embodied movement exploration. Immersive VR-MoCap appears most useful in the early phases of motion design and is better understood as complementing, rather than replacing, conventional keyframe training. Full article

This study investigates how virtual reality systems can support inclusive access to culturally restricted sacred heritage sites. Two extended reality (XR) approaches were developed and deployed in a real-world setting: a VR360 virtual tour and an AI-driven immersive virtual reality prototype with conversational interaction. A research-in-the-wild, between-subjects study was conducted with 136 participants using mixed methods, including standardized questionnaires (System Usability Scale, User Engagement Scale, and Igroup Presence Questionnaire), retrospective interviews, and exhibition staff observations. The results reveal clear trade-offs between the two systems. The VR360 system demonstrated higher usability and operational reliability, requiring minimal supervision and technical resources, whereas the AI-driven immersive VR system supported embodied exploration and conversational inquiry, which was associated with higher spatial presence and helped visitors address questions during exploration. Qualitative findings further indicate that conversational interaction enhanced user experience but also introduced greater technical complexity and staffing requirements. Overall, the study provides empirical insights for designing and deploying XR systems in heritage contexts and highlights how different levels of immersion and interaction influence usability, presence, and operational feasibility when supporting inclusive access to culturally restricted sites. Full article

Immersive virtual environments are increasingly investigated as tools capable of modulating conscious experience, yet the specific contribution of graded immersion to altered states of consciousness (ASC), time perception, and cognition remains unclear. The present study examined how different levels of immersion during videogame play influence subjective experience and post-experience cognitive performance. Seventy-two participants played an identical 35 min segment of the videogame Half-Life: Alyx under one of three conditions: desktop PC (low immersion), head-mounted virtual reality (VR; medium immersion), or VR combined with full-body locomotion via an omnidirectional treadmill (high immersion). Following gameplay, participants completed validated measures of presence (IPQ), immersion (IEQ), ASC (5D-ASC), retrospective time estimation, and cognitive flexibility (Stroop task and Alternative Uses Test). Presence was selectively enhanced in VR relative to desktop play, whereas immersion was highest in the VR plus treadmill condition. Specific ASC dimensions related to embodiment and self-experience were selectively elevated in immersive conditions, with the most robust effects observed for disembodiment and positive depersonalization. Retrospective time-estimation accuracy was reduced in the highest immersion condition, indicating increased temporal distortion. Immersive gameplay did not produce widespread changes in executive function. Overall, the findings indicate that immersive virtual reality gameplay selectively alters embodiment-related aspects of conscious experience and retrospective time perception, without broadly changing executive function. Full article

Background/Objectives: This study examined the concurrent validity and test–retest reliability of the novel virtual reality-based Stroop test (VRST), developed based on the principles of embodied cognition. The VRST simulates a clothing-sorting task to assess inhibitory control using cognitive and behavioral (kinematic) measures. Methods: A total of 224 cognitively healthy older adults (mean age = 71.51 years) completed the VRST and a traditional Stroop test in randomized order. The VRST implemented a fixed-difficulty design consisting of 30 incongruent trials, where participants were required to sort virtual objects by their semantic category while ignoring conflicting color cues. The task duration ranged from approximately 1 to 3 min. The VRST assessed task completion time, error count, 3D movement distance, and hesitation latency. Test–retest reliability was examined after two weeks. Concurrent validity was analyzed via Pearson correlation coefficients with traditional Stroop metrics. Test–retest reliability was assessed using intraclass correlation coefficients (ICCs). Results: VRST performance metrics showed significant correlations with traditional Stroop completion time: task completion time (r = 0.821; p < 0.001), movement distance (r = 0.801; p < 0.001), and hesitation latency (r = 0.784; p < 0.001), indicating good concurrent validity. No significant correlations were observed for error counts. Test–retest analysis showed high reliability for completion time (ICC > 0.9; p < 0.001), movement distance (ICC > 0.9; p < 0.001), and hesitation latency (ICC > 0.9; p < 0.001), but not for error count. These findings suggest that the VRST provides reliable and ecologically grounded behavioral indicators of inhibitory control. Conclusions: This preliminary study supports the VRST as a valid and reliable measure of inhibitory control in healthy older adults. By combining kinematic data with realistic task contexts, the VRST extends executive function assessment beyond traditional methods. Although limited to non-clinical populations, the findings suggest its utility for detecting subtle variations in executive functioning during healthy aging, warranting further investigation across broader cognitive profiles. Full article

Indigenous cultures in Taiwan embody rich ecological knowledge and strong environmental conservation values. However, elementary and secondary education often provides limited exposure to these cultures due to geographic constraints and insufficient instructional resources, relying primarily on textbooks and teacher-centered teaching methods. Such approaches restrict experiential learning, which may diminish students’ motivation and depth of understanding. However, 360-degree virtual reality (VR360) enables immersive simulations of authentic environments, increasing the accessibility of cultural and ecological education through smartphones and low-cost Google Cardboard. In addition, drone technology enhances learning by offering multiple perspectives for environmental exploration and data collection. This study examines the effectiveness of integrating a VR360 and virtual drone system into instruction focused on the ecological context of Sun Moon Lake and Thao Indigenous culture. Learning outcomes for Indigenous and non-Indigenous students were compared in terms of learning effectiveness, motivation, cognitive load, and technology acceptance. Ecological and cultural materials were collected through field investigations and drone photography, enabling students to explore landscapes from a first-person perspective and engage with Thao cultural practices and their relationship with local ecology. The findings indicate that the proposed VR-based system significantly enhances learning experiences and demonstrates strong potential for cultural and ecological education, offering valuable guidance for the design of future immersive instructional strategies and learning materials related to Indigenous cultures. Full article

Virtual museums delivered through immersive virtual reality (VR) function as information environments where users access interpretive content while navigating spatially. With the integration of generative artificial intelligence (AI), conversational assistants can dynamically mediate information interaction; however, evidence remains limited regarding how different AI interface representations affect user experience. This study compares three generative AI interface modalities in a VR virtual museum: voice only, voice with synchronized text, and voice with an embodied AI avatar. A controlled experiment with 75 participants examined their effects on user engagement, perceived information quality, and subjective cognitive workload while holding informational content constant. The results indicate that the voice-and-text modality produced the highest perceived information quality, whereas the embodied AI avatar modality yielded the highest user engagement. No significant differences were observed in cognitive workload across modalities. These findings suggest that AI interface modalities play complementary roles in VR-based information interaction and provide design guidance for selecting appropriate AI representations in immersive information systems. Full article

As one of the most representative cultural heritages, traditional Chinese opera is characterized by highly refined symbolic contexts and stylized narrative structures. Nevertheless, the contemporary generation often struggles with its abstract expression and language, leading to declining attendance. In addition, urbanization and digital entertainment have squeezed out its living spaces, increasing demand for more diverse experiences. To address these issues, this study conducts a systematic and thematically categorized review of the literature, exploring how extended reality (XR) reshapes the spatial and experiential representation of opera culture. Drawing upon the reality–virtuality continuum and spatial computing as theoretical foundations, the research investigates the features, workflows, and cultural adaptability of augmented reality (AR), virtual reality (VR), and mixed reality (MR), identifying how each modality of XR supports distinct modes of space generation and audience engagement. Through comparative analysis, we propose three XR-based approaches for reinterpreting Chinese opera: AR for theatrical spaces visualization, VR for performative narratives embodiment, and MR for opera cultural elements superposition. Overall, the research clarifies that XR can be used as a comprehensive medium to enhance replicability and user perception, contributing to the preservation and communication of humanity’s traditional culture. Full article