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Keywords = immersive serious games

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30 pages, 3923 KiB  
Article
Exploring the Key Factors Influencing the Plays’ Continuous Intention of Ancient Architectural Cultural Heritage Serious Games: An SEM–ANN–NCA Approach
by Qian Bao, Siqin Wang, Ken Nah and Wei Guo
Buildings 2025, 15(15), 2648; https://doi.org/10.3390/buildings15152648 - 27 Jul 2025
Viewed by 410
Abstract
Serious games (SGs) have been widely employed in the digital preservation and transmission of architectural heritage. However, the key determinants and underlying mechanisms driving users’ continuance intentions toward ancient-architecture cultural heritage serious games (CH-SGs) have not been thoroughly investigated. Accordingly, a conceptual model [...] Read more.
Serious games (SGs) have been widely employed in the digital preservation and transmission of architectural heritage. However, the key determinants and underlying mechanisms driving users’ continuance intentions toward ancient-architecture cultural heritage serious games (CH-SGs) have not been thoroughly investigated. Accordingly, a conceptual model grounded in the stimulus–organism–response (S–O–R) framework was developed to elucidate the affective and behavioral effects experienced by CH-SG users. Partial least squares structural equation modeling (PLS-SEM) and artificial neural networks (ANNs) were employed to capture both the linear and nonlinear relationships among model constructs. By integrating sufficiency logic (PLS-SEM) and necessity logic (necessary condition analysis, NCA), “must-have” and “should-have” factors were identified. Empirical results indicate that cultural authenticity, knowledge acquisition, perceived enjoyment, and design aesthetics each exert a positive influence—of varying magnitude—on perceived value, cultural identification, and perceived pleasure, thereby shaping users’ continuance intentions. Moreover, cultural authenticity and perceived enjoyment were found to be necessary and sufficient conditions, respectively, for enhancing perceived pleasure and perceived value, which in turn indirectly bolster CH-SG users’ sustained use intentions. By creating an immersive, narratively rich, and engaging cognitive experience, CH-SGs set against ancient architectural backdrops not only stimulate users’ willingness to visit and protect heritage sites but also provide designers and developers with critical insights for optimizing future CH-SG design, development, and dissemination. Full article
(This article belongs to the Section Architectural Design, Urban Science, and Real Estate)
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21 pages, 1627 KiB  
Systematic Review
Immersive Tools in Engineering Education—A Systematic Review
by Vasco Reis, João Santos Baptista and Joana Duarte
Appl. Sci. 2025, 15(11), 6339; https://doi.org/10.3390/app15116339 - 5 Jun 2025
Cited by 1 | Viewed by 871
Abstract
Immersive tools are being adopted as an alternative to traditional education methods, especially in engineering curricula, where it is common to integrate various disciplines such as science, technology, engineering, and mathematics (STEM). This systematic review aimed to evaluate the effectiveness of immersive tools [...] Read more.
Immersive tools are being adopted as an alternative to traditional education methods, especially in engineering curricula, where it is common to integrate various disciplines such as science, technology, engineering, and mathematics (STEM). This systematic review aimed to evaluate the effectiveness of immersive tools and serious games in improving student engagement and knowledge retention in engineering education. This study follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, analyzing 31 articles published between 2020 and 2025 across four databases (Scopus, Web of Science, Dimensions, and ScienceDirect). Articles were included if they complied with the following inclusion criteria: using (any) immersive tools, carrying out evaluation methods, and participation of students in STEM-related engineering courses. The data extracted encompassed sample characteristics, game attributes, evaluation methods, and results. The findings suggest that immersive tools positively impact students’ engagement and motivation. However, challenges such as potential motion sickness, complexity of serious games (SGs), and high implementation costs exist. SG design must balance engagement, immersion and pedagogical effectiveness to ensure viability. Future research should assess long-term impacts and promote methodological consistency across studies, particularly in subject areas and sample demographics, while determining a way to reduce motion sickness and alleviating SG complexity and difficulty. Full article
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15 pages, 474 KiB  
Systematic Review
Exploring the Efficacy of Virtual Reality Training in Obstetric Procedures and Patient Care—A Systematic Review
by Ioana Gabriela Visan, Cristian Valentin Toma, Razvan Petca, George E. D. Petrescu, Aniela-Roxana Noditi and Aida Petca
Healthcare 2025, 13(7), 784; https://doi.org/10.3390/healthcare13070784 - 1 Apr 2025
Viewed by 768
Abstract
Background: As technology continues to shape society, younger generations are increasingly accustomed to its integration into daily life, making it mandatory for medical educators to adopt innovative tools like virtual reality (VR). This systematic review examines the efficacy of VR in obstetric training [...] Read more.
Background: As technology continues to shape society, younger generations are increasingly accustomed to its integration into daily life, making it mandatory for medical educators to adopt innovative tools like virtual reality (VR). This systematic review examines the efficacy of VR in obstetric training and patient care, focusing on its impact on educational engagement, procedural skill acquisition, and pain management in obstetric patients. Methods: A systematic review of the current literature was conducted using databases: PubMed, Web of Science, Science Direct, Scopus, Embase, The Cochrane Library, and Clinicaltrials.gov analyzing randomized controlled studies on VR’s use in obstetric training and patient care. Inclusion criteria focused on studies evaluating VR’s role in enhancing clinical skills, and pain and anxiety management during labor and procedures. Only randomized controlled trials published in English were considered. The risk of bias was assessed using RoB 2 for RCTs. Data extraction and quality appraisal were performed independently by two reviewers. Results: A total of 18 studies met the inclusion criteria. Among them, 13 studies focused on VR for pain relief and anxiety reduction, and 5 studies on medical training and skill acquisition. Most studies used immersive VR headsets, while some utilized interactive VR or serious gaming platforms. Adverse effects such as motion sickness and visual discomfort were reported in a few cases but did not significantly impact participant engagement. Conclusions: VR holds the potential to improve obstetric training and patient care by aligning with the learning preferences of younger generations and enhancing both educational and patient care experiences. However, heterogeneity in sample sizes, participants, and intervention types limits generalizability. Further large-scale, high-quality RCTs are needed to validate findings and standardize VR applications in obstetrics. This review was registered in PROSPERO (Registration ID: CRD42024619197). Full article
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14 pages, 3627 KiB  
Project Report
Integrating Serious Games and Gamification for Diverse Learner Groups: Lessons from the “GeoGecko” Project
by Monika Rajcsanyi-Molnar, Istvan Andras and Sandor Czifra
Educ. Sci. 2025, 15(4), 440; https://doi.org/10.3390/educsci15040440 - 31 Mar 2025
Viewed by 1379
Abstract
The “GeoGecko” project stands as an innovative effort in both technical and educational advancements, focusing on creating educational materials grounded in experiential learning principles with a strong gamification framework. This report provides a detailed account of the project’s development, leveraging e-learning components to [...] Read more.
The “GeoGecko” project stands as an innovative effort in both technical and educational advancements, focusing on creating educational materials grounded in experiential learning principles with a strong gamification framework. This report provides a detailed account of the project’s development, leveraging e-learning components to create an engaging and immersive online program specifically designed to meet the expectations and needs of today’s high school and university students. Through a structured methodology, the study implemented gamified learning elements to assess their effectiveness. In addition to describing the development of the project, it also examines the teaching methods applied and the outcomes observed. Drawing on feedback from learners, the report highlights the program’s practical impact, effectiveness, and the lessons learned during its implementation. Results indicate that the platform successfully enhances student motivation, with higher engagement levels observed among younger participants compared to older learners. By sharing these insights, the “GeoGecko” project aims to contribute to the growing body of knowledge on integrating serious games and gamification into education. Full article
(This article belongs to the Section Technology Enhanced Education)
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17 pages, 2942 KiB  
Article
Profiling Students by Perceived Immersion: Insights from VR Engine Room Simulator Trials in Maritime Higher Education
by Luka Liker, Demir Barić, Ana Perić Hadžić and David Bačnar
Appl. Sci. 2025, 15(7), 3786; https://doi.org/10.3390/app15073786 - 30 Mar 2025
Cited by 1 | Viewed by 787
Abstract
Research on students’ immersive experiences with fully immersive virtual reality (VR) technologies is extensively documented across diverse educational settings; however, in maritime higher education, it remains relatively underrepresented. Therefore, by using segmentation analysis, this study aims to profile maritime engineering students at the [...] Read more.
Research on students’ immersive experiences with fully immersive virtual reality (VR) technologies is extensively documented across diverse educational settings; however, in maritime higher education, it remains relatively underrepresented. Therefore, by using segmentation analysis, this study aims to profile maritime engineering students at the Faculty of Maritime Studies, University of Rijeka, by perceived immersion (PIMM) within a Head-Mounted Display (HMD) VR engine room simulator and to explore differences in their perceived learning benefits (PLBs), future behavioural intentions (FBI), and satisfaction (SAT) with the HMD-VR experience. The sample comprised 84 participants who engaged in preliminary HMD-VR engine room simulator trials. A non-hierarchical (K-mean) cluster analysis, combined with the Elbow method, identified two distinct and homogeneous groups: Immersionists and Conformists. The results of an independent sample t-test indicated that Immersionists exhibited significantly higher scores regarding perceived learning benefits, future behavioural intentions, and overall satisfaction than Conformists. The study results underscore the significance of understanding students’ subjective perception of immersion in the implementation and further development of fully immersive VR technologies within maritime education and training (MET) curricula. However, as the study is based on a specific case within a particular educational context, the result may not directly apply to the broader student population. Full article
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29 pages, 4981 KiB  
Article
SRD Method: Integrating Autostereoscopy and Gesture Interaction for Immersive Serious Game-Based Behavioral Skills Training
by Linkai Lyu, Tianrui Hu, Hongrun Wang and Wenjun Hou
Electronics 2025, 14(7), 1337; https://doi.org/10.3390/electronics14071337 - 27 Mar 2025
Viewed by 458
Abstract
This study focuses on the innovative application of HCI and XR technologies in behavioral skills training (BST) in the digital age, exploring their potential in education, especially experimental training. Despite the opportunities these technologies offer for immersive BST, traditional methods remain mainstream, with [...] Read more.
This study focuses on the innovative application of HCI and XR technologies in behavioral skills training (BST) in the digital age, exploring their potential in education, especially experimental training. Despite the opportunities these technologies offer for immersive BST, traditional methods remain mainstream, with XR devices like HMDs causing user discomfort and current research lacking in evaluating user experience. To address these issues, we propose the spatial reality display (SRD) method, a new BST approach based on spatial reality display. This method uses autostereoscopic technology to avoid HMD discomfort, employs intuitive gesture interactions to reduce learning costs, and integrates BST content into serious games (SGs) to enhance user acceptance. Using the aluminothermic reaction in chemistry experiments as an example, we developed a Unity3D-based XR application allowing users to conduct experiments in a 3D virtual environment. Our study compared the SRD method with traditional BST through simulation, questionnaires, and interviews, revealing significant advantages of SRD in enhancing user skills and intrinsic motivation. Full article
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27 pages, 2646 KiB  
Article
Feasibility of Augmented Reality-Based Cognitive Training for Older Adults: The MarketMind AR Approach
by Konstantinos Kakoutopoulos, Emmanouil Drakakis, Anastasia Papadopoulou and Christos Goumopoulos
Sensors 2025, 25(7), 2081; https://doi.org/10.3390/s25072081 - 26 Mar 2025
Viewed by 1521
Abstract
The aging population increases the need for accessible interventions for cognitive training of the elderly to preserve cognitive health. Serious games have been widely used for this purpose, with many existing applications leveraging virtual reality (VR) technology. In contrast, this study explores the [...] Read more.
The aging population increases the need for accessible interventions for cognitive training of the elderly to preserve cognitive health. Serious games have been widely used for this purpose, with many existing applications leveraging virtual reality (VR) technology. In contrast, this study explores the potential of augmented reality (AR) for cognitive training. The literature review shows that cognitive training interventions typically employ supermarket-themed serious games that are used extensively in such interventions. MarketMind AR is a supermarket-themed serious game that was created to train memory, attention, and executive function using mobile phone sensors such as cameras, accelerometers, and gyroscopes to interact and recognize the environment. Fifteen older adults participated in a three-attempt trial and completed the System Usability Scale (SUS), the in-game Game Experience Questionnaire (iGEQ), and an adapted version of the Unified Theory of Acceptance and Use of Technology (UTAUT) questionnaires. Qualitative interviews and in-game data (e.g., completion times, PIN recall) were also examined. The results indicated that participants had a positive experience, confirming ease of use, immersive appeal, and perceived cognitive benefits, despite some difficulties with environment scanning and object detection. The results provide evidence that an AR supermarket game leveraging mobile sensors has the potential to be an effective cognitive training tool for older adults. Full article
(This article belongs to the Section Intelligent Sensors)
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21 pages, 4851 KiB  
Article
Optimization of Physics Learning Through Immersive Virtual Reality: A Study on the Efficacy of Serious Games
by Julian Felipe Villada Castillo, Leonardo Bohorquez Santiago and Sebastian Martínez García
Appl. Sci. 2025, 15(6), 3405; https://doi.org/10.3390/app15063405 - 20 Mar 2025
Cited by 2 | Viewed by 1334
Abstract
Background: Integrating serious games in immersive virtual reality (IVR) enhances university physics education by addressing student motivation and engagement challenges. Traditional methods often fail to link abstract concepts with real-world applications, reducing interest. IVR and serious games create interactive environments that dynamically reinforce [...] Read more.
Background: Integrating serious games in immersive virtual reality (IVR) enhances university physics education by addressing student motivation and engagement challenges. Traditional methods often fail to link abstract concepts with real-world applications, reducing interest. IVR and serious games create interactive environments that dynamically reinforce complex scientific principles, improving learning experiences. Methodology: A pre- and post-experimental design was conducted with 17 Physics 1 students from Universidad Tecnologica de Pereira (UTP). The participants were assessed before engaging with “Parabolic Basketball VR” to measure their initial understanding of projectile motion. After gameplay, post-intervention evaluations were conducted to analyze learning outcomes. Results: The intervention significantly improved students’ understanding, with post-intervention scores notably higher. The Wilcoxon signed-rank test (p = 0.007, Z = −2.687) confirmed a substantial increase in scores, demonstrating the game’s effectiveness in enhancing conceptual learning. Conclusions: “Parabolic Basketball VR” effectively enhances learning of projectile motion through immersive and interactive experiences. The significant improvements observed confirm the potential of integrating well-designed serious games into physics education, suggesting that these tools can significantly enhance both the theoretical understanding and practical application of complex scientific concepts. This study underscores the importance of aligning educational content with interactive gameplay to achieve learning objectives, providing a valuable approach for future educational strategies in scientific disciplines. Full article
(This article belongs to the Section Applied Physics General)
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18 pages, 2558 KiB  
Article
Speech Emotion Recognition and Serious Games: An Entertaining Approach for Crowdsourcing Annotated Samples
by Lazaros Matsouliadis, Eleni Siamtanidou, Nikolaos Vryzas and Charalampos Dimoulas
Information 2025, 16(3), 238; https://doi.org/10.3390/info16030238 - 18 Mar 2025
Viewed by 769
Abstract
Computer games have emerged as valuable tools for education and training. In particular, serious games, which combine learning with entertainment, offer unique potential for engaging users and enhancing knowledge acquisition. This paper presents a case study on the design, development, and evaluation of [...] Read more.
Computer games have emerged as valuable tools for education and training. In particular, serious games, which combine learning with entertainment, offer unique potential for engaging users and enhancing knowledge acquisition. This paper presents a case study on the design, development, and evaluation of two serious games, “Silent Kingdom” and “Job Interview Simulator”, created using Unreal Engine 5 and incorporating speech emotion recognition (SER) technology. Through a systematic analysis of the existing research in SER and game development, these games were designed to elicit a wide range of emotion responses from player and collect voice data for the enhancement of SER models. By evaluating player engagement, emotional expression, and overall user experience, this study investigates the effectiveness of serious games in collecting speech data and creating more immersive player experiences. The research also explores the technical limitations of SER integration within game environments in real-time, as well as its impact on player enjoyment. Although there are some technology limitations due to the latency provided for real-time SER analysis, the results reveal that a properly developed game with integrated SER technology could become a more engaging and efficient tool for crowdsourcing speech data. Full article
(This article belongs to the Special Issue Information Processing in Multimedia Applications)
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18 pages, 641 KiB  
Review
Exploring the Combination of Serious Games, Social Interactions, and Virtual Reality in Adolescents with ASD: A Scoping Review
by Fabrizio Stasolla, Enza Curcio, Anna Passaro, Mariacarla Di Gioia, Antonio Zullo and Elvira Martini
Technologies 2025, 13(2), 76; https://doi.org/10.3390/technologies13020076 - 12 Feb 2025
Cited by 1 | Viewed by 2405
Abstract
Autism spectrum disorder (ASD) often presents significant challenges for adolescents in developing social interaction skills. Emerging technologies such as Serious Games (SGs) and Virtual Reality (VR) offer promising solutions by providing immersive, interactive learning environments. This scoping review evaluates the potential of VR-based [...] Read more.
Autism spectrum disorder (ASD) often presents significant challenges for adolescents in developing social interaction skills. Emerging technologies such as Serious Games (SGs) and Virtual Reality (VR) offer promising solutions by providing immersive, interactive learning environments. This scoping review evaluates the potential of VR-based SGs to enhance social skills in adolescents with ASD by identifying current applications, benefits, limitations, and research gaps. A systematic search of the literature was conducted on Scopus, focusing on empirical studies published between 2013 and 2024. Studies were included based on their relevance to the use of SGs and VR in promoting social interactions in children and adolescents with ASD. The review highlights that VR-based SGs can effectively support the development of social skills, such as communication and collaboration, by providing structured, safe environments for children and adolescents to practice and refine their abilities. However, challenges remain, including the high cost of VR equipment, the need for greater customization, and the limited scope of long-term efficacy studies. While VR-based SGs show considerable promise, further research is needed to explore their long-term impacts and improve accessibility. Addressing these challenges could solidify VR’s role in ASD interventions, enhancing social skill development and improving the quality of life for children and adolescents with ASD. Full article
(This article belongs to the Collection Review Papers Collection for Advanced Technologies)
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42 pages, 11126 KiB  
Systematic Review
A Systematic Review of Serious Games in the Era of Artificial Intelligence, Immersive Technologies, the Metaverse, and Neurotechnologies: Transformation Through Meta-Skills Training
by Eleni Mitsea, Athanasios Drigas and Charalabos Skianis
Electronics 2025, 14(4), 649; https://doi.org/10.3390/electronics14040649 - 7 Feb 2025
Cited by 7 | Viewed by 6254
Abstract
Background: Serious games (SGs) are primarily aimed at promoting learning, skills training, and rehabilitation. Artificial intelligence, immersive technologies, the metaverse, and neurotechnologies promise the next revolution in gaming. Meta-skills are considered the “must-have” skills for thriving in the era of rapid change, complexity, [...] Read more.
Background: Serious games (SGs) are primarily aimed at promoting learning, skills training, and rehabilitation. Artificial intelligence, immersive technologies, the metaverse, and neurotechnologies promise the next revolution in gaming. Meta-skills are considered the “must-have” skills for thriving in the era of rapid change, complexity, and innovation. Μeta-skills can be defined as a set of higher-order skills that incorporate metacognitive, meta-emotional, and meta-motivational attributes, enabling one to be mindful, self-motivated, self-regulated, and flexible in different circumstances. Skillfulness, and more specifically meta-skills development, is recognized as a predictor of optimal performance along with mental and emotional wellness. Nevertheless, there is still limited knowledge about the effectiveness of integrating cutting-edge technologies in serious games, especially in the field of meta-skills training. Objectives: The current systematic review aims to collect and synthesize evidence concerning the effectiveness of advanced technologies in serious gaming for promoting meta-skills development. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was employed to identify experimental studies conducted in the last 10 years. Four different databases were employed: Web of Science, PubMed, Scopus, and Google Scholar. Results: Forty-nine studies were selected. Promising outcomes were identified in AI-based SGs (i.e., gamified chatbots) as they provided realistic, adaptive, personalized, and interactive environments using natural language processing, player modeling, reinforcement learning, GPT-based models, data analytics, and assessment. Immersive technologies, including the metaverse, virtual reality, augmented reality, and mixed reality, provided realistic simulations, interactive environments, and sensory engagement, making training experiences more impactful. Non-invasive neurotechnologies were found to encourage players’ training by monitoring brain activity and adapting gameplay to players’ mental states. Healthy participants (n = 29 studies) as well as participants diagnosed with anxiety, neurodevelopmental disorders, and cognitive impairments exhibited improvements in a wide range of meta-skills, including self-regulation, cognitive control, attention regulation, meta-memory skills, flexibility, self-reflection, and self-evaluation. Players were more self-motivated with an increased feeling of self-confidence and self-efficacy. They had a more accurate self-perception. At the emotional level, improvements were observed in emotional regulation, empathy, and stress management skills. At the social level, social awareness was enhanced since they could more easily solve conflicts, communicate, and work in teams. Systematic training led to improvements in higher-order thinking skills, including critical thinking, problem-solving skills, reasoning, decision-making ability, and abstract thinking. Discussion: Special focus is given to the potential benefits, possible risks, and ethical concerns; future directions and implications are also discussed. The results of the current review may have implications for the design and implementation of innovative serious games for promoting skillfulness among populations with different training needs. Full article
(This article belongs to the Special Issue Artificial Intelligence and Deep Learning Techniques for Healthcare)
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26 pages, 2661 KiB  
Systematic Review
Managing ADHD Symptoms in Children Through the Use of Various Technology-Driven Serious Games: A Systematic Review
by Aikaterini Doulou, Pantelis Pergantis, Athanasios Drigas and Charalampos Skianis
Multimodal Technol. Interact. 2025, 9(1), 8; https://doi.org/10.3390/mti9010008 - 16 Jan 2025
Cited by 4 | Viewed by 9151
Abstract
Children with attention deficit hyperactivity disorder (ADHD) frequently experience impairments in a range of abilities. Due to their poor attention and concentration, they find it challenging to stay focused when learning. They need help to retain the directions given by teachers and are [...] Read more.
Children with attention deficit hyperactivity disorder (ADHD) frequently experience impairments in a range of abilities. Due to their poor attention and concentration, they find it challenging to stay focused when learning. They need help to retain the directions given by teachers and are very animated. Focus issues, hyperactivity, and attention problems may hamper learning. The needs and challenges of children with ADHD have been addressed by numerous digital solutions over the years. These solutions support a variety of needs (e.g., diagnosing versus treating), aim to address a variety of goals (e.g., addressing inattention, impulsivity, working memory, executive functions, emotion regulation), and employ a wide range of technologies, including video games, PC, mobile, web, AR, VR, tangible interfaces, wearables, robots, and BCI/neurofeedback, occasionally even in tandem. According to studies on the psychological impacts of serious games, immersive games can potentially be valuable tools for treating ADHD. This research investigates using PC, mobile/tablet applications, augmented reality, virtual reality, and brain–computer interfaces to develop executive functions and metacognitive and emotional competencies in children with ADHD through serious games. Following PRISMA 2020 criteria, this systematic review includes a comprehensive search of the PubMed, Web of Science, Scopus, and Google Scholar databases. The database search provided 784 records, and 30 studies met the inclusion criteria. The results showed that serious games assisted by multiple technologies could significantly improve a wide range of cognitive and socioemotional meta-competencies among children with ADHD, including visuospatial working memory, attention, inhibition control, cognitive flexibility, planning/organizing, problem-solving, social communication, and emotional regulation. The results of this review may provide positive feedback for creating more inclusive digital training environments for the treatment of ADHD children. Full article
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23 pages, 5077 KiB  
Article
Collaboration in a Virtual Reality Serious Escape Room in the Metaverse Improves Academic Performance and Learners’ Experiences
by Antonia-Maria Pazakou, Stylianos Mystakidis and Ioannis Kazanidis
Future Internet 2025, 17(1), 21; https://doi.org/10.3390/fi17010021 - 6 Jan 2025
Cited by 3 | Viewed by 2739
Abstract
The evolving potential of virtual reality and the Metaverse to create immersive, engaging learning experiences and of digital escape room games to provide opportunities for active, autonomous, personalised learning has brought both to the forefront for educators seeking to transform traditional educational settings. [...] Read more.
The evolving potential of virtual reality and the Metaverse to create immersive, engaging learning experiences and of digital escape room games to provide opportunities for active, autonomous, personalised learning has brought both to the forefront for educators seeking to transform traditional educational settings. This study investigated the impact of collaboration within a virtual reality serious escape room game in the Metaverse that was designed for English as a Foreign Language (EFL) learners to explore how this approach influences their academic performance and overall learning experience. A comparative research approach was adopted using twenty (n = 20) adult learners divided into two equal-sized groups; the experimental group completed the virtual reality escape room in pairs, while the control group completed it individually. Mixed methods were employed, utilising a pre- and post-test to measure academic performance, as well as a questionnaire and two focus groups to evaluate participants’ learning experiences. Results indicated a trend of learners working collaboratively showing better learning outcomes and experience, offering valuable insights regarding the integration of serious Metaverse games in language-focused educational contexts. Full article
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12 pages, 923 KiB  
Perspective
Safety of Immersive Virtual Reality for the Management of Parkinson’s Disease
by Daniela Pimenta Silva, Filipa Pona-Ferreira, Beatriz Santos, Pablo Campo-Prieto, Raquel Bouça-Machado and Joaquim J. Ferreira
Sensors 2024, 24(24), 8188; https://doi.org/10.3390/s24248188 - 22 Dec 2024
Cited by 2 | Viewed by 1796
Abstract
Virtual reality (VR) has been used in research and clinical practice in the management of Parkinson’s disease (PD), potentially enhancing physiotherapy. Adverse events (AEs) associated with VR applications in PD have been poorly explored. We conducted a randomized controlled trial to compare two [...] Read more.
Virtual reality (VR) has been used in research and clinical practice in the management of Parkinson’s disease (PD), potentially enhancing physiotherapy. Adverse events (AEs) associated with VR applications in PD have been poorly explored. We conducted a randomized controlled trial to compare two 12-week interventions using physiotherapy and immersive VR, and analyzed the frequency and type of AEs occurring in 30 people with PD. We reported 144 AEs (8.4% of the sessions), predominantly classified as mild and unrelated to the interventions. Two were serious AEs, one leading to study discontinuation. Notably, discomfort/pain, motor fluctuations, and falls were the most frequently reported, accounting for 63% of the total AEs. Five falls were definitely associated with the ‘sense of presence’ provided by the fully immersive VR system, which underscores the necessity for careful game selection when designing interventions for PD. Motor fluctuations may have been associated with various factors, which merit further investigation. We also explored the role of SSQ as a measure of cybersickness in PD. In conclusion, it is important to closely monitor and characterize AEs to ensure safety and efficacy in clinical practice as AEs may be more common than previously recognized in VR interventions in PD. Full article
(This article belongs to the Special Issue Feature Review Papers in Biosensors Section 2024)
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13 pages, 899 KiB  
Article
Virtual Reality to Improve Sleep Quality in Patients Suffering from Painful Diabetic Polyneuropathy: A Proof of Concept Study
by Lisa Goudman, Ann De Smedt, Julie Jansen, Maxime Billot, Manuel Roulaud, Philippe Rigoard and Maarten Moens
J. Clin. Med. 2024, 13(23), 7163; https://doi.org/10.3390/jcm13237163 - 26 Nov 2024
Cited by 2 | Viewed by 1655
Abstract
Background/Objectives: Sleep disturbance is often observed in the context of chronic pain. We hypothesize that, by providing an immersive Virtual Reality (VR) experience with a serious game to chronic pain patients an hour before bedtime, attention can be diverted from the pain [...] Read more.
Background/Objectives: Sleep disturbance is often observed in the context of chronic pain. We hypothesize that, by providing an immersive Virtual Reality (VR) experience with a serious game to chronic pain patients an hour before bedtime, attention can be diverted from the pain condition, consequently leading to improved sleep quality. The aim is to evaluate the efficacy of VR compared to usual care in reducing the number of awakenings during the night and increasing sleep efficiency in patients suffering from painful diabetic polyneuropathy (PDPN). Methods: Eight patients with PDPN were randomized to either two weeks of VR or two weeks of usual care, followed by a cross-over. The primary outcome measurements were sleep efficiency and number of awakenings during the night. As secondary outcomes, self-reported sleep quality, insomnia, pain catastrophizing, anxiety, depression, pain intensity, side effects and impression of change were evaluated. Results: Data of seven patients were analysed. Actigraphy data, self-reported sleep quality, insomnia, pain catastrophizing, anxiety, depression and pain intensity scores did not differ between usual care and VR. As for impression of change, more patients improved after VR compared to usual care (V = 21, p = 0.03). Conclusions: A 2-week period of pain neuroscience education through VR did not result in increased sleep efficiency or fewer awakenings compared to usual care in patients with PDPN. These pilot results indicate that patients subjectively experience an improvement, yet this is not substantiated by either self-reported or objective measurements. Full article
(This article belongs to the Section Clinical Neurology)
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