Background/Objectives: In response to the impact of the COVID-19 pandemic, the authors implemented an innovative and alternative approach to practice learning for a Cohort of Year One Adult and Mental Health student nurses. The evaluation aimed to explore the effectiveness of virtual practice learning as a viable alternative to traditional practice placements and the impact on the student practice learning experience. Methods: All year one student nurses attending the four Simulated Practice Learning Experience (SPLE) weeks were invited to participate and complete a generated questionnaire within the virtual environment on their final day of each week. The evaluation employed a mixed methods approach to evaluate the effectiveness of the SPLE on student satisfaction and their overall practice learning experience. Results: A mean total of 205 student nurses completed the questionnaire, achieving a response rate of 98-100%. Students reported an overall satisfaction score of 88%, highlighting their preparedness and positive feedback on the organisation, delivery, and content of the SPLE. Qualitative analysis revealed key themes, including the development of transferable skills and personal growth, the value of peer learning, the benefits of a virtual environment, and appreciation of service user and healthcare professional input. Students reported significant personal growth, improved communication skills, and a deeper understanding of holistic care through interactive and collaborative learning experiences. Conclusions: This evaluation underscores the innovative potential of virtual practice learning to enhance nursing education, emphasising the importance of integrating emerging technologies and diverse pedagogical approaches. The findings suggest that SPLEs can effectively prepare nursing students for the complexities of clinical practice while addressing the evolving demands of healthcare education. Future research should focus on longitudinal studies to assess the sustained impact of virtual learning on clinical experiences and professional development.

The Covid-19 pandemic caused a shift in teaching practice towards blended learning for many Higher Education institutions. This led to the rapid adoption of certain digital technologies within existing teaching structures as a means to meet student access needs and facilitate learning. Integration of these technologies caused numerous challenges for practitioners and often provided mixed results. This paper is an attempt to summarise and extend pre-Covid pedagogical research to leverage digital immersive technologies for blended teaching in the post-pandemic era. Focus is given towards the evolution of Virtual Learning Environments through elements of immersive audio-visual technologies, which are shown to be effective when coupled in a blended approach. It is both a review of these methodologies and a case study of the I-Ulysses: Virtual Learning Environment as a point of comparison for evaluating the review.

The article addresses the problem of course development in virtual teaching and learning spaces by teachers to support blended learning in the Ecuadorian unified baccalaureate. For this purpose, a documentary analysis of 465 papers selected by a search in Scopus and Google Scholar about blended learning and 145 papers selected by a search in Scopus and Google Scholar about development of virtual courses was carried out. The definition of the first concept is qualitatively different from the previous ones by analysing it as a form of organisation and assessing the configuration of face-to-face and distance learning depending on the educational objective. The second concept defined presents the unrepeatable and unique character of each course given by the configuration of its digital resources, the characteristics of these resources and the new qualities that are conferred on them. Subsequently, based on them, the methodology that contributed to the development of courses in virtual spaces as a support to blended learning is proposed. Unlike other methodologies, the proposal explicitly states its conceptual apparatus and the necessary requirements for its introduction in an educational organization. It incorporates important actions that do not appear in other methodologies such as cross-cutting processes including quality assurance with its corresponding metrics, maintenance, recall and evaluation of previous actions.

The commercial popularity of Virtual Reality attracted educators’ interest and brought new opportunities to the educational landscape. At the same time, Learning Analytics emerged with the promise to revolutionise the traditional practices by introducing ways to systematically assess and improve the effectiveness of instruction. However, the collection of ‘big’ educational data is mostly associated with web-based platforms as they offer direct access to learners’ activities with minimal effort. On the antipode, the nature of VR limits the opportunities for such data collection. Hence, in the context of this work, we present a four-dimensional theoretical framework, that accounts the information that can be gathered from VR-supported instruction, and propose a set of structural elements which can be utilised for the development of a Learning Analytics prototype system. The outcomes of this work are expected to support practitioners to maximise the potential of their interventions and provide inspiration for new ones.

Distance learning has assumed a relevant role in the Educational scenario. The use of Virtual Learning Environments contributes to obtain a substantial amount of educational data. In this sense, the analyzed data generate knowledge used by institutions to assist managers and professors in strategic planning and teaching. The discovery of students’ behaviors enables a wide variety of intelligent services for assisting in the learning process. This article presents a literature review in order to identify the intelligent services applied in distance learning. The research covers the period from January 2010 to May 2021. The initial search found 1,316 articles, among which 51 were selected for further studies. Considering the selected articles, 33% (17/51) focus on learning systems, 35% (18/51) propose recommendation systems, 26% (13/51) approach predictive systems or models, and 6% (3/51) use assessment tools. This review allowed to observe that the principal services offered are recommendation systems and learning systems. In these services, the analysis of student profiles stands out to identify patterns of behavior, detect low performance and identify probabilities of dropouts from courses.

Previous research has explored different models of synchronous remote learning environments supported by videoconferencing and virtual reality platforms. However, few studies have evaluated the preference and acceptance of synchronous remote learning in a course streamed in an immersive or augmented reality platform. This case study uses ANOVA analysis to examine the engineering students´ preferences for receiving instruction during the COVID19 pandemic in three classroom types: face-to-face, conventional virtual (mediated by videoconferencing) and an immersive virtual classroom (IVC). Likewise, structural equation modeling, was used to analyze the acceptance of the IVC perceived by students, this includes four latent factors: ease of receiving a class, perceived usefulness, attitude towards IVC and IVC use. The findings showed that the IVC used in synchronous remote learning has a similar level of preference to the face-to-face classroom, and higher than the conventional virtual one. Despite the high preference for receiving remote instruction in IVC, aspects such as audio delays that affect interaction still need to be resolved. On the other hand, a key aspect for a good performance of these environments is the dynamics associated with the teaching-learning processes and the instructor´ qualities.

Due to the unanticipated, forced migration of classroom activities to a fully remote format because of the coronavirus pandemic, there is a critical need for progress in the online education system. Not only that, but online education is the way of the future, and its infrastructure must be enhanced for teaching and learning to be effective. Engaging the students and enhancing their focus is one of the major concerns in the current video calling-based system. In this research, we propose a VR and AR-based virtual classroom environment system called "Edu VR" which encourages students to learn with a high level of involvement and attentiveness. We have divided the system into 2 distinct categories. one amongst which incorporates the virtual reality classroom, wherever the students can have a similar feel of actual school with peer-to-peer-based interactions and student-to-teacher interactions with Unity3D. We are able to conjointly deploy AR models with Vuforia, which permits the teachers to take classes more efficiently with student’s engagement. The other category involves the AI-based classroom assessment system, which enables teachers to produce assessments, which in turn are proctored by Artificial Intelligence. The results are automatically sent to the student within a short period, with the assistance of text similarity analysis for evaluating the answer scripts with Machine learning. This approach solves the drawbacks of video call-based systems with enhanced focus and engagement.

The rapid advancement of technology has revolutionized language learning, introducing innovative methods that depart from traditional instructional approaches. This study employs a mixed-methods research design to examine the impact of chatbot-based language learning support, adaptive learning algorithms, and virtual reality language immersion on the language learning proficiency and self-regulated learning skills of English as a Foreign Language (EFL) learners. The research design includes quantitative analysis of language proficiency scores and qualitative exploration of learner experiences with the technological interventions. The theoretical implications of this study are rooted in constructivist and socio-cultural learning theories, which underpin the design and implementation of the technological interventions. The triangulation of qualitative and quantitative data revealed that the participants' positive perceptions of the effectiveness of chatbot-based language learning support were supported by the quantitative results, with the variable "chat-bot based support" demonstrating a substantial mean difference compared to other groups. This convergence of findings reinforces the positive influence of chatbot-based support on language learning outcomes and highlights the importance of integrating theoretical perspectives with empirical evidence to gain a comprehensive understanding of the impact of technological interventions on language learning outcomes for EFL learners. The study's findings provide insights into the potential of these technological interventions to optimize language learning outcomes for EFL learners and promote autonomous learning behaviors.

The fast-paced advancements in the technological space and its application have influenced greatly its usage in teaching especially in science and mathematics subjects. The overall objective of this study was to examine the physical proximity of learning in shaping students’ mastery of technology-enhanced mathematics and science concepts. Consequently, the study investigates how technology can promote teaching presence toward the mastery of mathematics and science concepts and how the latter can be grasped by the learners using physical proximity strategies. This research study used a mixed-method research design and was conducted in Kayonza District (Eastern Province) and Gasabo District (Kigali), Rwanda. The participants were postgraduate students at the University of Rwanda, College of Education undertaking a master degree in chemistry education, mathematics education, physics education and biology education under the Africa Centre of Excellence for Innovative Teaching and Learning Mathematics and Science. A sample size of 88 students was selected from both Remera and Rukara campuses. Participants were in a range of 21-40 years old. The study used both interviews and questionnaires to collect empirical data. Qualitative data was analyzed using thematic analysis while quantitative data was analyzed using R software. The study reveals that a virtual lab is a vital tool in promoting teaching presence regarding the mastery of mathematics and science concepts. The use of virtual labs seems to foster instructional design and organization from teachers. Moreover, virtual labs seem to facilitate meaningful discourses, interactions between learners and between the learners and the teacher. The findings show also that virtual visualizing seems also to play a role in direct instruction where the teacher offers guidance and direction to learners on various subjects or issues of contention that may need the clarity. Thus 87.6% of the respondents affirm that technology integration in learning is efficient in bridging the gap of physical proximity among learners and teachers through various virtual instruments and platforms. The study also demonstrates that various forms of technology that can be used to bring mathematics and science concepts to the learners’ physical proximity including WhatsApp, Microsoft Teams, Google Meet, Zoom and Webex. The study therefore recommends that visualization should be integrated in the curricula, training of teachers and students to maximize physical proximity components and sharing of best practices among teachers and students.

1) Background: Several studies have shown the benefit of drawing when learning anatomy. Virtual Reality (VR) also appears to be useful to increase the understanding of the location of anatomical structures. This study aims to describe how students in an Operating Room Nursing (OR nursing) master study program perceive the benefit of active learning methods, including drawing and the use of VR. 2) Methods: We combined these two methods in a class of 29 students. 38 half-finished drawings of anatomical structures were made. The students were to complete these during lectures with guidance from the teacher. The students also attended a two-hour VR session where they were to find various anatomical structures. A paper questionnaire was applied to evaluate the teaching program. Data were analyzed statistically. 3) Results: The students highly appreciated these learning methods. They reported that drawing made them work more actively during lectures and increased their learning outcome. They also perceived that the use of VR technology increased their understanding of the location of anatomical structures. 4) Conclusion: The combination of drawing and VR technology may be of benefit to OR Nursing students when learning anatomy by both increasing student activity and learning outcomes.

With the rapid surge in technological advancements, an equal amount of investment in technology-embedded teaching has become vital to pace up with the ongoing educational needs. Distance education has evolved from the era of postal services to the use of ICT tools in current times. With the aid of globally updated content across the board, technology usage ensures all students receive equal attention without any discrimination. Importantly, web-based teaching allows all kind of students to learn at their own pace, without the fear of being judged, including professionals who can learn remotely without disturbing their job schedules. Having web-based content allows low-cost and robust implementation of the content upgradation. An improved, yet effective, version of the education using such tools is Hybrid Learning (HL). This learning mode aims to provide luxurious reinforcement to its legitimate candidates while maintaining the quality standards of various elements. Incorporated with both traditional and distance learning methods, along with exploiting social media tools for increased comfort level and peer-to-peer collaboration, HL ultimately facilitates the end user and educational setup. The structure of such a hybrid model is realized by delivering the study material via a learning management system (LMS) designed in compliance with quality standards, which is one of the fundamental tackling techniques for controlling quality constraints. In this paper, we present the recently piloted project by COMSATS Institute of Information Technology (CIIT) which is driven by technology-embedded teaching model. This model is an amalgam of the traditional class room model with the aid of state-of-the-art online learning technologies. The students are enrolled as full-time students, with all the courses in traditional classroom mode, except one course offered as hybrid course. This globally adapted model helps the students to benefit from both face-to-face learning as well as gaining hands-on experience on technology-enriched education model providing flexibility of timings, learning pace, and boundaries. Our HL model is equipped with two major synchronous and asynchronous blocks. The synchronous block delivers real-time live interaction scenarios using discussion boards, thereby providing a face-to-face environment. Interactions via social network has witnessed equally surging improvement in the output performance. The asynchronous block refers to the lecture videos, slides and handouts, prepared by imminent professors, available 24/7 for students. To ensure quality output, our HL model follows the course learning outcomes (CLOs), and program learning outcomes (PLOs) as per international standards. As a proof of concept, we have deployed a mechanism at the end of each semester to verify the effectiveness of our model. This mechanism fundamentally surveys the satisfaction levels of all the students enrolled in the HL courses. With the surveys already conducted, a significant level of satisfaction has been noted. Extensive results from these surveys are presented in the paper to further validate the efficiency and robustness of our proposed HL model.

In recent years information and communication technologies (ICT) play a significant role in all aspects of modern society and impact socioeconomic development in sectors as education, administration, business, medical care and agriculture. The benefits of such technologies in agriculture can be appreciated only if farmers use them. In order to predict and evaluate the adoption of these new technological tools, the technology acceptance model (TAM) can be a valid aid. The paper measures the potential acceptance of an e-learning tool designed for EU farmers and agricultural entrepreneurs. Starting from a literature review of the technology acceptance model, by analyzing the most commonly used external variables in the fields of e-learning, Agriculture, and Virtual reality, the analysis shows that computer self-efficacy, individual innovativeness, computer anxiety, perceived enjoyment, social norm, content and system quality, experience and facilitating conditions are the most common determinants addressing technology acceptance. Furthermore, findings evidenced that the external variables have a different impact on the two main beliefs of the TAM Model, Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). This study is expected to bring theoretical support for academics when determining the variables to be included in TAM extensions.

Authentic learning opportunities that simulate full scale design and construction experiences using real materials offer ideal experiential learning environments for construction and civil engineering students by challenging students to apply building concepts in practical settings. However, the excessive cost of real building materials required for this mode of education limits access to the vast majority of students. As a result, educational researchers have explored potential alternatives to provide cost-effective experiential learning through activities using mock-up materials (e.g., plastic straws, popsicle sticks) and simulation of experiences using immersive technologies (e.g., virtual reality or augmented reality). While some of these alternatives approximate the environment and others provide physical interaction with mock-up materials, the lack of authenticity in the building materials used introduces some apparent differences between the “authentic” learning environments and their cost-effective approximations. Therefore, this research aims to identify the learning processes reported by students and faculty who participated in authentic learning experiences to understand the ways in which this mode of education offers unique value to construction education. Their interview responses illustrated characteristics of authentic learning experiences that were believed to be critical to the learning process, some of which included: working in groups; interdisciplinary participants; and use of real construction materials. Although some of these characteristics are intrinsically linked to the use of real materials, others do not explicitly refer to interaction with real materials. This may indicate to aspects of the authentic learning processes that educational researchers can strategically target through more cost-effective learning environments like virtual and augmented reality. The contribution of this paper is in identifying the characteristics of authentic learning experiences that may guide educational investment and research innovations that aim to replicate some of these learning experiences through more accessible learning environments.

Drug induced liver injury (DILI) remains one of the challenges in the safety profile of both authorized drugs and candidate drugs and predicting hepatotoxicity from the chemical structure of a substance remains a challenge worth pursuing, being also coherent with the current tendency for replacing non-clinical tests with in vitro or in silico alternatives. In 2016 a group of researchers from FDA published an improved annotated list of drugs with respect to their DILI risk, constituting “the largest reference drug list ranked by the risk for developing drug-induced liver injury in humans”, DILIrank. This paper is one of the few attempting to predict liver toxicity using the DILIrank dataset. Molecular descriptors were computed with the Dragon 7.0 software, and a variety of feature selection and machine learning algorithms were implemented in the R computing environment. Nested (double) cross-validation was used to externally validate the models selected. A number of 78 models with reasonable performance have been selected and stacked through several approaches, including the building of multiple meta-models. The performance of the stacked models was slightly superior to other models published. The models were applied in a virtual screening exercise on over 100,000 compounds from the ZINC database and about 20% of them were predicted to be non-hepatotoxic.

The visual perception of leisure spaces between residences in cold regions is important for public health. To compensate for the existing researches` lack of ignoring the cold snow season`s influence, this study selected two types of outdoor leisure space environments in non-snow and snow seasons as research objects. An eye tracker combined with a Semantic Difference (SD) questionnaire was used to verify the feasibility of the application of virtual reality technology, screen out leisure gaze characteristics, and reveal the environmental factors related to leisure visual perception. In snow season, spatial aspect ratio (SAR), building elevation saturation (BS), and grass proportion in the field of view (GP) showed strong correlation to the leisure visual perception scores (W). In non-snow season, apart from the above three factors, roof height difference (RHD), tall tree height (TTH) and color contrast (HC) also influenced W obviously. The effects of factors on W were revealed in immersive virtual en-vironment (IVE) orthogonal experiments and genetic algorithm (GA) and k-nearest neighbor algorithm (KNN) were combined to optimized the environmental factors. The optimized threshold ranges in the non-snow season environment were SAR: 1.82‒2.15, RHD: 10.81 m‒20.09 m, BS: 48.53‒61.01, TTH: 14.18 m‒18.29 m, GP: 0.12‒0.15, and HC: 18.64‒26.83. In the snow season environment, the optimized threshold ranges were SAR: 2.22‒2.54, BS: 68.47‒82.34, and GP: 0.1‒0.14.

Experiential learning, defined as the result, source, or context of knowledge obtained from direct experience, is increasingly bolstered by technology and human-computer interaction (HCI) principles and protocols. This article will describe how technology-based human-computer interaction (HCI) has been used in experiments to enhance direct knowledge experience. In this paper, immersive technologies (such as Virtual Reality, Augmented Reality, and haptics) will be described based on cognitive learning theory, empirical research and practical experience gained from implementing cutting-edge technology and maximizing HCI principles in constructive learning. Additionally, this article will describe how AI can be used to create individualized learning environments according to a student's needs in the future. While cost, technical issues and specialised trainings are the obstacle to deliver personalized learning experiences especially to economically disadvantaged students, technological change opportunities are projected, and these technologies will take educational outcomes to the next level.

We have proposed a data-driven approach for designing mesoscale porous structures of Li-ion battery electrode with three-dimensional virtual structures and machine learning techniques. Over 2,000 artificial 3D structures assuming positive electrode composed of random packed spheres as active material particles are generated, and charge/discharge resistance has been evaluated using simplified Physico-chemical model. In this model, resistance from Li diffusion in active material particles (diffusion resistance), transfer resistance of Li+ in electrolyte (electrolyte resistance) and reaction resistance on the interface between active material and electrolyte are simulated based on mass balance of Li, Ohm’s law in and linearized Butler-Volmer equation, respectively. Using these simulation results, regression models via Artificial Neural Network (ANN) have been created in order to predict charge/discharge resistance from porous structure features. In this study, porosity, active material particle size and volume fraction, pressure in the compaction process, electrolyte conductivity, and binder volume fraction are adopted as features, associated with controllable process parameters for manufacturing battery electrode. As results, the predicted electrode resistance by ANN regression model is good agreement with the simulated values. Furthermore, sensitivity analysis and optimization of the process parameters have been carried out. The proposed data-driven approach could be a solution as a guiding principle for manufacturing battery electrode.

This study explored the incidence of metaphorical virtual classrooms and interactive learning objects in the interaction of students in online mode. The main objective was to analyze how these digital tools, driven by a set of strategies to promote their use, affect the interaction of students in the virtual classroom system and their derived effects. To this end, the latest version of Moodle was implemented in conjunction with gamification plugins and interactive tools in the higher education institution used as a case study. The methodology consisted of data collection through ordinal instruments applied to the teachers and student performance metrics gathered using a plugin developed to extract accurate metrics of each student's usage and performance through direct queries to the Moodle database and its processing through a neural network. This facilitated the collection of standardized data on the actual metrics of each virtual classroom at the end of the teaching of each subject from both the previous LMS and the newly implemented one. This data was then analyzed using advanced statistical techniques, including Mahalanobis distances, confirmatory factor analysis, and the Wilcoxon signed-rank test. These methods provided a compelling comparison between the old and new systems, revealing significant improvements in the metrics and factors evaluated. The results showed a significant improvement in teachers' perceptions of the usability of the virtual classroom system and an increase in students' academic performance, interaction, progress, and time spent learning in virtual contexts. These results provide solid empirical evidence of the added value of these educational tools as effective strategies for improving student interaction, performance, and motivation in online education.

Education 4.0 arises to provide citizens with the technical/digital competencies and cognitive/interpersonal skills demanded by Industry 4.0. New technologies drive this change, though time-independent learning remains a challenge, because students might face a lack of support, advice and surveillance when teachers are unavailable. This study proposes complementing presential lessons with online learning driven by ChatGPT, applied as an educational tool able to mentor K-12 students learning science at home. First, ChatGPT’s performance in the field of K-12 science is evaluated, scoring A (9.3/10 in 2023, and 9.7/10 in 2024) and providing detailed, analytic, meaningful, and human-like answers. Then, an empirical interventional study is performed to assess the impact of using ChatGPT as a virtual mentor on real K-12 students. After the intervention, the grades of students in the experimental group improved 30%, and 70% of students stated a positive perception of the AI, suggesting a positive impact of the proposed educational approach. After discussion, the study concludes ChatGPT might be a useful educational tool able to provide K-12 students learning science with the functional and social/emotional support they might require, democratizing a higher level of knowledge acquisition and promoting students’ autonomy, security and self-efficacy. The results probe ChatGPT’s remarkable capacity (and immense potential) to assist teachers in their mentoring tasks, laying the foundations of virtual mentoring and paving the way for future research aimed at obtaining a more realistic view of the AI impact on education.

Due to their strong immersion and real-time interactivity, helmet-mounted VR devices are becoming increasingly popular. Based on these devices, an immersive virtual geographic environment (VGE) provides a promising method for research into crowd behavior in an emergency. However, the current cheaper helmet-mounted VR devices are not popular enough and will continue to coexist with PC-based systems for a long time. Therefore, a heterogeneous distributed virtual geographic environment (HDVGE) could be a feasible solution to solve the heterogeneous problems caused by various types of clients, and support implementation of virtual crowd evacuation experiments, with large numbers of concurrent participants. In this study, we developed an HDVGE framework and put forward a set of design principles to define the similarities between the real world and the VGE. We discussed the HDVGE architecture and proposed an abstract interaction layer, a protocol-based interaction algorithm and an adjusted dead reckoning algorithm to solve the heterogeneous distributed problems. We then implemented an HDVGE prototype system focusing on subway fire evacuation experiments. Two types of clients are considered in the system, PC and all-in-one VR. Finally, we evaluated the performances of the prototype system and the key algorithms. The results showed that in a low-latency LAN environment, the prototype system can smoothly support 90 concurrent users consisting of PC and all-in-one VR clients. HDVGE could serve as a new means of obtaining observational data about individual and group behavior in support of human geography research.

Automotive manufacturers and suppliers develop new vehicle systems, such as Advanced Driver Assistance Systems (ADAS), to increase traffic safety and driving comfort. ADAS are technologies that provide drivers with essential information or take over demanding driving tasks. More complex and intelligent vehicle systems are being developed toward fully autonomous and cooperative driving. Apart from the technical development challenges, training of drivers with these complex vehicle systems represents an important concern for automotive manufacturers. This paper highlights the new evolving requirements concerning the training of drivers with future complex vehicle systems. In accordance with these requirements, a new training concept is introduced, and a prototype of a training platform is implemented for utilization in future driving schools. The developed training platform has a scalable and modular architecture so that more than one driving simulator can be networked to a common driving instructor unit. The participating driving simulators provide fully immersive visualization to the drivers by utilizing head-mounted displays instead of conventional display screens and projectors. The driving instructor unit consists of a computer with a developed software tool for training session control, monitoring, and evaluation. Moreover, the driving instructor can use a head-mounted display to participate interactively within the same virtual environment of any selected driver. A simulation model of an autonomous driving system was implemented and integrated in the participating driving simulators. Using this simulation model, training sessions were conducted with the help of a group of test drivers and professional driving instructors to prove the validity of the developed concept and show the usability of the implemented training platform.

Objective: To explore the acceptability and feasibility of conducting comprehensive, community-based, hy-brid (in-person and virtual) mental health screening and feedback with diverse youth in the community. Methods: The Screening and Support for Youth intervention provides comprehensive assessment and thera-peutic feedback in community settings including symptoms, diagnoses, functional impairment, suicide, and clinical risk. Symptom severity, seven diagnoses and suicidality were assessed with the Kiddie Computer-ized Adaptive Test. Functional impairment was evaluated by youth self-report on the Weiss Functional Im-pairment Rating Scale. Measures were scored according to nationally developed norms and an algorithm was developed to aggregate symptoms and functioning to determine clinical risk. The results were discussed with participants in a motivational interview to promote insight and engagement in an online intervention. Results: Methodological innovations included using a QR code for recruitment, integrated in-person and virtual participation, and expansion from in-person recruitment within the schools to virtual engagement with youth throughout the community. The final sample included disproportionately more Black or African American and Hispanic youth as compared to school and community statistics, suggesting that hybrid re-search may facilitate recruitment of diverse populations. Qualitative interviews indicated that the screening and feedback raised youth awareness of their wellbeing and/or distress, its impact on their functioning, and engagement with options for improving wellbeing. Conclusion: Hybrid research, developed as a necessity during the pandemic, proved advantageous to the feasibility and acceptability of community-based recruit-ment of at risk, minoritized youth.

Human-Computer Interaction, including technology-aided instruction, is beginning to focus on virtual reality (VR) technology due to its ability to support immersive learning, teaching through simulation, and gamification of learning. These systems can deliver high-level multisensory learning experiences that are important in the teaching of many subjects, especially those involving abstract concepts or requiring spatial skills, such as organic chemistry. Haptic experiences with VR, however, remain a challenge. In addition, development have focused on general entertainment/gaming; VR systems in chemistry implement simulations of the chemistry laboratory and other advanced systems whereas those that support safe, game-like, immersive and multisensory learning of organic chemistry with haptics at pre-university education levels are scarce. We developed the VR Multisensory Classroom (VRMC) as an immersive learning environment within a VR head-mounted display, where learners employ hand movements to build hydrocarbon molecules and experience haptic feedback through gloves with built-in sensors and hand-tracking with the Leap Motion system. We report here the evaluation of the first prototype by learners from diverse backgrounds who reported on the ability of the VRMC to support high engagement, motivation, interest and organic chemistry learning as well as diverse learning styles. The VRMC is a novel VR classroom that supports immersive learning in molecular organic chemistry with haptics for multisensory learning.

Ligand-based virtual screening (LBVS) is a promising approach for rapid and low-cost screening of potentially bioactive molecules in the early stage of drug discovery. Compared with traditional similarity-based machine learning methods, deep learning frameworks for LBVS can more effectively extract high-order molecule structure representations from molecular fingerprints or structures. However, the 3D conformation of a molecule largely influences its bioactivity and physical properties, and has rarely been considered in previous deep learning-based LBVS methods. Moreover, the relative bioactivity benchmark dataset is still lacking. To address these issues, we introduce a novel end-to-end deep learning architecture trained from molecular conformers for LBVS. We first extracted molecule conformers from multiple public molecular bioactivity data and consolidated them into a large-scale bioactivity benchmark dataset, which totally includes millions of endpoints and molecules corresponding to 954 targets. Then, we devised a deep learning-based LBVS called EquiVS to learn molecule representations from conformers for bioactivity prediction. Specifically, graph convolutional network (GCN) and equivariant graph neural network (EGNN) are sequentially stacked to learn high-order molecule-level and conformer-level representations, followed by attention-based deep multiple-instance learning (MIL) to aggregate these representations and then predict the potential bioactivity for the query molecule on a given target. We conducted various experiments to validate the data quality of our benchmark dataset, and confirmed EquiVS achieved better performance compared with 10 traditional machine learning or deep learning-based LBVS methods. Further ablation studies demonstrate the significant contribution of molecular conformation for bioactivity prediction, as well as the reasonability and non-redundancy of deep learning architecture in EquiVS. Finally, a model interpretation case study on CDK2 shows the potential of EquiVS in optimal conformer discovery. The overall study shows that our proposed benchmark dataset and EquiVS method have promising prospects in virtual screening applications.

With the widespread Application of Virtual Reality (VR) in education, optimizing foreign language learning in VR has become a focal point of research. This paper introduces a comprehensive theoretical framework (VR-CCL) based on constructivism and cognitive load theory to enhance foreign language learning in VR. Through a literature review, we explore the applications of VR in education, foreign language learning theories, and prior works on technology-assisted language learning. We further detail the three main components of the VR-CCL framework and validate its effectiveness through two case studies: Duolingo VR and Rosetta Stone VR. Finally, we discuss the strengths and limitations of the framework and its implications for educators and developers.

This study explores the impact of multi-user interaction, group work, and simulations within virtual worlds on language learning and the development of intergroup empathy. Two distinct research projects were conducted, involving a total of 241 participants aged 19-45. The language learning study engaged 116 participants in diverse interactive experiences, while the intercultural study had 125 participants collaborating in multicultural groups and participating in perspective-taking simulations. Both studies employed qualitative data collection methods, including surveys, interviews, and observations. The findings suggest that the combination of networking strategies, collaborative learning, and simulations within virtual worlds contributes to improvements in learners' language proficiency, confidence, and empathy towards diverse social groups. Participants reported increased motivation and engagement, attributed to the immersive and interactive nature of the virtual environments. The studies highlight the importance of collaboration and reflection in facilitating language acquisition and intercultural understanding. Technical challenges were identified as potential barriers to implementation. The results demonstrate the potential of virtual worlds to enhance language education and foster empathy in diverse societies, offering valuable insights for educators and researchers. However, the findings may be limited by the specific contexts and sample sizes of the studies, warranting further research to explore the generalizability and long-term impact of virtual world interventions. not exaggerate the main conclusions.

Low Back Pain (LBP) is one of the most common problems among adults. The usual physiotherapy treatment is to perform physical exercises. However, some LBP patients have false beliefs regarding their pain and they tend to avoid physical movements which might increase their pain and disability. Virtual Reality (VR) has shown to be an effective intervention in improving motor functions and reducing pain perception. Existing VR interventions for LBP rehabilitation were based on a non-immersive VR, whereas to effectively reduce the pain intensity, we need an immersive VR. In this paper, we introduce the development and evaluation of a serious game called RabbitRun with an immersive experience to engage the patients in a virtual environment and distract them from the pain while performing LBP exercises. The initial usability evaluation results suggest that RabbitRun game is enjoyable and acceptable. The game is easy to play and learn and most of the participants are willing to play the game at home. This solution will enhance the rehabilitation outcome since the patients who are suffering from LBP can use the system at their home and train more for long period of time using a smartphone and low-cost virtual reality device such as Google Cardboard.

Simulation-based education is a part of Intelligent Transportation Systems (ITS) education. The paper discusses the experimental success of using Virtual Reality (VR) technology in simulation-based ITS education to improve the quality of education while increasing immersion and motivation. The study documents the application of VR technology to a microscopic simulation model and the methodology to capture and evaluate student experiences. The study discusses findings and ways to improve the planned VR technology implementation in the ITS laboratory.

With advances in Building Information Modeling (BIM), Virtual Reality (VR) and Augmented Reality (AR) technologies have many potential applications in the Architecture, Engineering, and Construction (AEC) industry. However, the AEC industry, relative to other industries, has been slow in adopting AR/VR technologies, partly due to lack of feasibility studies examining the actual cost of implementation versus an increase in profit. The main objectives of this paper are to understand the industry trends in adopting AR/VR technologies and identifying gaps within the industry. The identified gaps can lead to opportunities for developing new tools and finding new use cases. To achieve these goals, two rounds of a survey at two different time periods (a year apart) were conducted. Responses from 158 industry experts and researchers were analyzed to assess the current state, growth, and saving opportunities for AR/VR technologies for the AEC industry. The findings demonstrate that older generations are significantly more confident about the future of AR/VR technologies and they see more benefits in AR/VR utilization. Furthermore, the research results indicate that Residential and commercial sectors have adopted these tools the most, compared to other sectors and institutional and transportation sectors had the highest growth from 2017 to 2018. Industry experts anticipated a solid growth in the use of AR/VR technologies in 5 to 10 years, with the highest expectations towards healthcare. Ultimately, the findings show a significant increase in AR/VR utilization in the AEC industry from 2017 to 2018.

The topic of predictive toxicology has been greatly influenced by recent progress in comprehending drug toxicity processes and enhancing medication development. The integration of omics technologies, such as transcriptomics, proteomics, and metabolomics, with traditional toxicological assessments has yielded extensive knowledge about the biological pathways implicated in drug-induced toxicity. The utilization of a multi-omics method amplifies the ability to identify biomarkers that can detect toxicity at an early stage, hence enhancing the safety profile of novel therapeutic medicines. Machine learning and in silico models, such as QSAR models and multi-task deep learning algorithms, have become essential tools. They have shown great accuracy in predicting toxicity endpoints and have helped in the identification of new biomarkers and therapeutic targets. The introduction of microphysiological systems and PBPK modeling has enhanced the transfer of preclinical discoveries to clinical results, providing more precise forecasts of human reactions to medications. Notwithstanding these progressions, obstacles such as the diversity of data and the complex nature of omics data require sophisticated computational techniques for efficient analysis. Continued cooperation and established procedures are crucial to fully utilize these technologies, guaranteeing the creation of safer and more efficient medicinal agents.

In order to harness the potential of mobile technologies to enhance the quality of clinical research, it is critical to first understand how to engage patients and research sites when planning and conducting mobile clinical trials. The Clinical Trials Transformation Initiative has developed the first comprehensive, evidence-based set of recommendations for incorporating patient and site perspectives in mobile clinical trials, which can aid in engaging stakeholders, addressing site challenges, and maximizing value for participants.

In this 2 x 2 between-subjects experimental study, a virtual reality (VR) laboratory simulation is paired with a VR molecular world intervention to teach chemistry concepts. The independent variables are the implementation timing of the molecular world intervention (Pre-lab vs. Integrated) and the level of embodiment (Traditional vs. VR). Eighty students (N = 80), ages 11-18 years old, from a community center in New York City participated, completing a pretest, the laboratory simulation, the molecular intervention, and a post-test. The pre- and post-test measures included multiple-choice, free-response, and drawing questions. A key finding was that integrating the intervention within the lab simulation, no matter which level of embodiment, led to significantly higher gains in learning. The combination of using physical manipulatives and integrating them within the lab exercise (Integrated Traditional condition) demonstrated the greatest gains overall. On drawing measures, the Integrated VR condition showed significant improvement in three out of the four drawing categories (i.e., molecule shape, atom quantity, and relative sizes). The implications are that even though using a VR molecular world intervention can lead to significant learning of abstract chemistry content, the use of physical manipulatives is still a more effective tool.

The aim of the study is to assess enjoyment and intensity of physical exercise while practicing physical activity (PA) in immersive virtual reality (IVR) using innovative training devices (omni-directional Omni treadmill and Icaros Pro flight simulator). The study also contains the results of subjective research on the usefulness of such a form of PA in the opinion of users. In total, 61 adults (10 women and 50 men) took part in the study. To assess the enjoyment level (EL) Interest/Enjoyment subscale of Intrinsic Motivation Inventory (IMI) was used. Exercise intensity was assessed during 10-minute sessions of active video games (AVGs) in IVR based on heart rate (HR). The average enjoyment level during physical exercise in IVR on the tested training devices was relatively high (Omni 5.74 points, Icaros 5.60 points). In the opinion of the majority of participants, AVGs on IVR training devices constitute a sufficiently useful form of movement to meet the needs of PA practiced in free time, and they can even replace some of the classic forms of movement. Intensity of PA during games on training devices was at the level recommended for health benefits for 92% (Omni) and 84% (Icaros Pro) of its duration. Based on the conducted research, it can be assumed that AVGs in IVR using a multi-directional treadmill and a flight simulator can be an effective tool for increasing participation in health-oriented PA.

We would like to suggest that, by considering three virtual gravitational constants assumed to be associated with gravitational, electromagnetic and strong interactions along with a strongly interacting virtual nuclear elementary charge, a workable model of final unification can be developed. In a verifiable approach, Newtonian gravitational constant and Fermi’s weak coupling constant can be interrelated via nuclear and electromagnetic gravitational constants.

Background: Learning arrangements in health care profession education are increasingly taking place in digital environments. VR in nursing education, as one of the digital elements, is the subject of controversial debate. On the one hand it supports the authenticity of case studies by adding realistic perspectives and information. On the other hand, the costs of developing and maintaining software and hardware hinder long-term implementation. Methods: In this paper, we describe our findings and insights from two different research projects focused on the incorporation of digital tools, particularly virtual reality (VR), into nursing education. Based on the German context, our aim is to promote the adoption of innovative digital methods in nursing education and to offer invaluable experiences from the field. Results: Starting with a brief recapitulation of the projects, we then elucidate the pedagogical strategies for embedding VR-driven scenarios in nursing education. Based on our experiences during the projects we identify various positive aspects, such as change of perspective and simulating acute situations. Key findings: Although potential drawbacks remain, we advocate long-term implementation and specific use of VR at the interface between theory and practice. Nevertheless it is crucial to establish regular evaluation observing the value of digitalisation, especially VR; for nursing education.

With the emergence of new VR/AR technologies, the question arises of how they can be used in human-swarm interaction. Where are the limitations and boundaries of conventional interfaces, and how can VR/AR overcome them? To find out, a user study was conducted. The subjects were able to interact with an autonomously acting swarm of drones using both a conventional desktop interface (Desktop-HSI) and a newly developed VR interface (VR-HSI).The resulting assessments are used as a basis for determining the extent to which this new technology can be applied in human-swarm interaction. The technical basis was an already tested simulation software that was expanded with a network interface to allow interacting with a drone swarm using connected HSIs (Human-Swarm Interfaces). Standardized communication was emphasized to enable the development of HSIs with different requirements. Specifically for this work, a VR-HSI was developed with Unity and a desktop-HSI with Java and their performance regarding human-swarm interaction was evaluated.

The ancient theory of Fatio de Duillier and Lesage on pushing gravity has been mainly criticized because of the extreme heating which would be produced in the case of inelastic shocks, supposed to be necessary to produce a gravity field. Here we investigate in an extremely simplified situation the possibility of creating a virtual acceleration with purely elastic repeated shocks and we derive some estimates on the mass and velocity of gravitons based on this model.

Sirtuins are nicotinamide adenine dinucleotide (NAD⁺)-dependent class III histone deacetylases and have been linked to the pathogenesis of numerous diseases such as HIV, metabolic disorders, neurodegeneration and cancer. Docking of the virtual pan-African natural products library (p-ANAPL), followed by in vitro testing, resulted in the identification of two inhibitors of sirtuin 1, 2 and 3 (sirt1-3). Two bichalcones; rhuschalcone IV (8) and rhuschalcone I (9), previously isolated from the medicinal plant Rhus pyroides, were shown to be active in the in vitro assay, with rhuschalcone I showing the best activity against sirt1, having an IC₅₀ = 40.8 µM. Based on the docking experiments, suggestions for improving the biological activities of the newly identified hit compounds have been provided.

This study investigates the impact of real-time emotional feedback on the quality of teamwork conducted over videoconferencing. We developed a framework that provides real-time feedback through a virtual mirror based on facial and voice emotion recognition. In an experiment with 28 teams (84 participants), teams collaborated over Zoom to set up a virtual Mars station using custom simulation software. Participants were divided into 14 experimental teams which were shown the virtual mirror, and 14 control teams without it. Team performance was measured by the improvement in the Mars simulation output quality. Our analysis using correlation, multilevel regression, and machine learning revealed that fewer interruptions but an increasing number over time correlated with higher performance. Higher vocal arousal and happiness also enhanced performance. We confirmed that female presence in teams boosts performance. SHAP values indicated that high variability in happiness, head movement, and positive facial valence—an “emotional rollercoaster”—positively predicted team performance. The experimental group outperformed the control group, suggesting that virtual mirroring improves virtual teamwork and that interrupting each other more, while speaking less, leads to better results.

Virtual Reality(VR) is an emerging technology with a broad range of application in training, entertainment, and business. To maximize the potentials of virtual reality as a medium, the unwelcome feeling of simulation sickness needs to be minimized. Even with advancements in VR, the usability concerns are barriers for a wide-spread acceptance. Several factors (hardware, software, human) play a part towards a pleasant VR experience. The reviewed scientific articles are mostly part of documents indexed in digital libraries. In this paper, we review the potential factors which cause simulation sickness and minimize the usability of virtual reality systems. We review the best practices from a developer’s perspective and some of the safety measures a user must follow while using the VR systems from existing research. Even after following some of the guidelines and best practices VR environments do not guarantee a pleasant experience for users. Limited research in VR environments towards requirement specification, design, and development for maximum usability and adaptability was the main motive for this work.

One of the most crucial aspects of the user experience in virtual reality (VR) is the sense of presence. To evaluate this, both subjective and objective methods can be employed. While subjective methods are easy to implement and interpret, they may not fully capture user feedback, and the results can sometimes lack consistency. In contrast, using objective methods, such as electroencephalography (EEG), can provide more reliable insights. To investigate the influence of realism on the sense of presence, we conducted an EEG study with 21 participants who experienced two VR environments—one realistic and one non-realistic. During the study, we continuously measured their brain activity using an EEG device. Our findings showed that alteration in the level of realism in an environment can be detected through changes in brain activity. Notably, we observed that users take longer to adapt to a non-realistic environment when transitioning from a realistic scene, compared to the reverse. Although our study has limitations, such as the total number of participants, we gained valuable initial insights into how realism may influence brain activity. These findings suggest that higher realism may lead to reduced cognitive load, increased attention, improved decision-making, and suppression of irrelevant information.

While digital libraries offer essential benefits for the digital age such as constant availability and accessibility, they often fail in providing a similarly enjoyable browsing experience that benefits engagement and serendipitous exploration inherent to traditional library experiences. In this paper, we propose a virtual reality (VR) library environment that emulates a traditional library promoting an engaging browsing experience that benefits browsing enjoyment and serendipity. The implemented system uses procedural content generation to dynamically generate a library-like environment, wherein each room corresponds to a specific category of the digital library. To assess the usability of the implemented system, we conducted an A/B study comparing the VR environment with the web interface of Project Gutenberg. The results of the study suggest that while the physical demand for using the VR environment is higher, the system can significantly benefit the browsing experience and entice users’ curiosity. Furthermore, the study suggests that the system can increase user engagement and users generally felt that using the system was rewarding.

This research presents the creation of a Virtual Reality experience for the Balzi Rossi museum, commemorating the centenary of Prince Albert I Grimaldi's archaeological work at the site. The project, a collaboration between the University of Genoa's 3D Lab Factory, Eurodrone, and the Balzi Rossi archaeological museum, aims to preserve and convey the site's heritage through advanced VR technology. Initially employing Unreal Engine 4, the team used photogrammetry for 3D reconstruction of the "Caviglione" and "Florestano" caves, notable for their ancient rock engravings. This first VR model, despite hardware limitations, provided an interactive exploration of the site. The subsequent development phase utilized Unreal Engine 5, incorporating Nanite technology for enhanced visual fidelity. This advancement resulted in a more detailed and immersive VR experience, presenting the Balzi Rossi cliff across different historical periods, including the Würm glaciation. Key to this phase was optimizing the VR experience for performance, focusing on stable frame rates and minimizing motion sickness, and integrating a multi-lingual interface for broader accessibility. Since November 2023, the VR setup at the Balzi Rossi Museum has been an educational and interactive feature, enabling visitors to explore the site's history virtually. This research demonstrates the potential of VR in cultural heritage preservation and education, providing a foundation for future technological improvements in the field.

Virtual Reality (VR) can be useful in efforts that aim to improve wellbeing of older members of the society. Within this context, the work presented in this paper aims to provide to elderly a user-friendly and enjoyable Virtual Reality (VR) application incorporating memory recalling and storytelling activities that can promote mental awareness, so that negative side effects related to brain inactivity are prevented. An important aspect of the proposed VR application is the presence of a virtual audience that listens to the stories presented by elderly users, and interacts with the user. In an effort to maximize the impact of the VR application, research was conducted to study whether the elderly are willing to use the VR application and whether they believe it can help to improve well-being and reduce the effects of loneliness and social isolation. The results show that elderly users are positive towards the use of such an application in everyday life, as a means of improving their overall well-being.

This review explores the integration of Virtual and Mixed Reality in medical training. The advent of immersive technologies has revolutionized traditional methodologies, offering immersive, interactive, and flexible learning environments. This study aims to assess the impact, efficacy, and potential of Extended Reality (XR) in medical education. Methods included a comprehensive analysis of current Metaverse’s applications in various medical fields, including surgery, diagnostics, and patient care. Results indicate a significant enhancement in learning outcomes, practical skills, and student engagement. Conclusions suggest that Virtual Reality is a valuable tool for medical training, providing realistic simulations and improving both theoretical knowledge and practical skills. The intersection of virtual reality and cognitive neuroscience presents an exciting frontier for understanding the human brain's response to immersive environments. This review explores how VR impacts learning, with a particular focus on the activation and engagement of the prefrontal cortex during immersive experiences. It delves into various studies that highlight the transformative potential of VR in educational settings and therapeutic applications, demonstrating how VR can facilitate deeper and more effective learning experiences. The review will present a dedicated section on the current methodologies used to analyze the brain's response while immersed in a virtual environment.

In this paper, a special recurrent neural network (RNN) called \emph{Long Short-Term Memory (LSTM)} is used to design a virtual load sensor that estimates the mass of heavy vehicles. The estimation algorithm consists of a two-layer LSTM network, with the two layers based on sequence-to-sequence and sequence-to-one logic, respectively. The network estimates the vehicle mass based on the vehicle speed, longitudinal acceleration, engine speed, engine torque, and the accelerator pedal position. The network is trained and tested with a data set collected in a high-fidelity simulation environment called Truckmaker. Training data is generated in acceleration maneuvers in a range of speeds whereas test data is obtained by simulating the vehicle in a Worldwide harmonized light vehicles test cycle (WLTC). Preliminary results show that, with the proposed approach, the heavy-vehicle mass can be estimated as accurately as commercial load sensors in a range of load mass as wide as four tons.

This study presents virtual reality (VR) videos as an effective technique for delivering extension educational materials on manure and mortality management. Virtual reality is a technology that can enable immersive distance learning. Using VR tours can enable the public to learn manure and mortality management technologies without in-person farm visits, thus saving traveling time and money and avoiding exposure to pathogens and noxious odors in farms. As the first part of this project, 360° VR tours were created on multiple aspects of manure management, including composting, anaerobic digestion, and preliminary wastewater treatment. These videos were presented to a diverse audience of agricultural producers, extension specialists, and researchers through in-person and online extension events and the Texas Manure YouTube channel. The effectiveness of videos was evaluated using surveys, which measured the audience's awareness of the topics before and after watching VR videos. Statistical analysis revealed that the increase in awareness after watching the videos was statistically significant, with a p-value of less than 0.0001. Statistical analysis also revealed that job classification and professional experience significantly impacted the change in awareness. Researchers, extension specialists/agents, and participants with less experience in manure and mortality management experienced a greater change in awareness than agricultural producers and participants with more experience. Interest and impression of the audience on the VR videos was also evaluated. According to survey data, the majority of the audience rated these videos as an effective technique for educating the public about manure and mortality management, found the VR videos interesting, were willing to learn more content through VR videos, and were likely to recommend them to their colleagues. A statistically significant correlation could be observed between the awareness change and the effectiveness rating given to the videos by the participant.

The dark energy from virtual gravitons is consistent with observational data on supernova with the same accuracy as the CDM model. The fact that virtual gravitons are capable of producing of a de Sitter accelerated expansion of the FLRW universe was established in 2008 (see references). The combination of conformal non–invariance with zero rest mass of gravitons (unique properties of the gravitational field) leads to the appearance of graviton dark energy in a mater-dominated era. Тhis fact explains the relatively recent appearance of the dark energy and answers the question “Why now?”. The transition redshifts (where deceleration is replaced by acceleration) that follow from the graviton theory are consistent with model independent transition redshifts derived from observational data. Prospects for testing the GCDM model (the graviton model of dark energy where G stands for gravitons) and comparison with the CDM model are discussed.

The intricate nature of congenital heart disease requires understanding of complex, patient-specific three-dimensional dynamic anatomy of the heart, from imaging data such as three-dimensional echocardiography for successful outcomes from surgical and interventional procedures. Conventional clinical systems use flat screens and therefore display remains two-dimensional, which undermines the full understanding of the three-dimensional dynamic data. Additionally, control of three-dimensional visualisation with two-dimensional tools is often difficult, so used only by imaging specialists. In this paper we describe a virtual reality system for immersive surgery planning using dynamic three-dimensional echocardiography, which enables fast prototyping for visualisation such as volume rendering, multi-planar reformatting, flow visualisation, and advanced interaction such as three-dimensional cropping, windowing, measurement, haptic feedback, automatic image orientation, and multi-user interactions. The available features were evaluated by imaging and non-imaging clinicians, showing that the virtual reality system can help improve understanding and communication of the three-dimensional echocardiography imaging and potentially benefit congenital heart disease treatment.

This paper explores benefits of using VR technologies in higher education. Theoretical part investigates classical education system and its features in order to compare advantages of using VR systems in education. VR technologies and its current state in industry and in education were explored as well as which branches of higher education uses these systems. Survey was conducted through online questionnaire where respondents (N = 55) gave their opinion on VR and the implementation of VR technologies in education. Three hypotheses related to the use of VR technology, student interest, and learning outcomes as well as the effectiveness, immersiveness and the effect of VR systems on the users were tested through 27 questions.

Technological advances made Virtual and Mixed Reality (VMR) accessible at our fingertips. However, only recently VMR has been explored for the teaching of biology. Here, we highlight how VMR applications can be useful in biology education, discuss about caveats related to VMR use that can interfere with learning, and look into the future of VMR applications in the field. We then propose that the combination of VMR with Machine Learning and Artificial Intelligence can provide unprecedented ways to visualise how species evolve in self-sustained immersive virtual worlds, thereby transforming VMR from an educational tool to the centre of biological interest.

The COVID-19 pandemic changed the world of medical education, moving it years ahead of time into the future. Many concepts needed to be changed, so did the methodologies. Nevertheless, clinical assessment remained tricky. This work highlights the outcome of the work of College of Medicine and Medical Sciences at the Arabian Gulf University in Bahrain in performing virtual clinical examination using Zoom™. Tips in this article are meant to help plan, implement and evaluate clinical assessments virtually.

With extended reality (XR) technology on the rise in aviation education, we evaluated the perceptions of Thai students on an inexpensive and classroom-friendly virtual reality (VR) system and software combination, as an introduction to flying an aircraft. In addition to cost-effectiveness, consumer grade technology also provides greater portability than traditional full-flight simulators. Third year aeronautical engineering and commercial pilot undergraduate program international students were exposed to a brief VR experience using a PlayStation 4 console (PS4) with PlayStation VR (PSVR) and Ultrawings software. Subsequently, in-depth qualitative interviews were analyzed via thematic coding. The student responses were mostly positive and enthusiastic, but also identified issues with hardware and software (screen door effect, limited peripheral vision, less than optimal interaction controls, and lack of haptic feedback). Using thematic coding, responses were categorized into; head mounted device, controls and controllers, plausibility illusion, place illusion, embodiment illusion, academic value and entertainment value. Following respondents’ positive responses on certain identified critical points, we recommend further study using other hardware and software combinations.

The rapid development of algorithms for skeleton detection with relatively inexpensive contactless systems and cameras opens the possibility of virtual exercise therapy for patients with different complications. However, evaluation and confirmation of posture classifications is still needed. The purpose of this study was therefore to find the most accurate algorithm for automatic classification of human exercise movement. A Kinect V2 with 25 joints identification was used to record movements for data analysis. A total of 10 subjects volunteered for this study. Four algorithms were tested for the classification of different postures in Matlab. These were based on: total error of vector lengths, total error of angles, multiplication of these two parameters and simultaneous analysis of the first and second parameters. A base of 13 exercises was then created to test the recognition of postures by the algorithm, and to analyse subject performance. The best results for posture classification was shown by the second algorithm with an accuracy of 94.9%. The average correctness of exercises among the 10 participants was 94.2% (SD1.8%). The algorithms tested in this study therefore proved to be effective and could potentially form the basis for developing a system for remote monitoring of rehabilitation involving exercise.

Background: This work presents Com@Rehab, a technological patient-centred activity for individuals needing a physical rehabilitation approach and with a specific loss of functionality. Within this scope, this paper focuses on the description of the activity in virtual reality (VR), its components, design and user profile, and its versatility and future adaptability regarding different ages, pathologies and rehabilitation contexts. Methods: The VR activity has been customised according to the patient's clinical needs while replicating an activity of daily living, namely showering. In addition, to validate and get feedback on the developed system, a validation questionnaire was applied to a group of healthy individuals to test the efficiency of the technology that supports the VR activity. Results: Preliminary results show that 94% of the participants recommended the experience, the performance of the various components of the system was successfully implemented, participants quickly adhered to the VR technology, and the UI assistant’s functionality should be improved. Conclusion: This solution creates a more effective, interactive, humanised rehabilitation approach based on a Virtual Reality (VR) activity. The Com@Rehab Communication Module improves human-human and human-machine communication while contributing to health literacy.

By considering three virtual gravitational constants assumed to be associated with gravitational, electromagnetic and strong interactions, Fermi’s weak coupling constant can be shown to be a natural manifestation of microscopic quantum gravity. As our approach is heuristic and completely different from the current methods of estimating the Newtonian gravitational constant, with reference to the call of ‘Ideas lab 2016’ organized by NSF, we appeal for inclusion of this theoretical work as a project under unification scheme.

As virtual reality (VR) games appeal to increasingly large audiences, many newcomers need convenient and flexible onboarding sessions. Traditional methods of creating tutorial levels can be time-consuming and require additional effort from the development team. In this paper, we present a toolkit for computer-assisted tutorial generation in VR. We conducted an interview with developers and a between-subjects user study to evaluate our toolkit compared to a manually designed onboarding experience by measuring user performance in actual gameplay. The results indicate that our toolkit performs equivalently to manual tutorials in terms of user success. Most users subjectively prefer a manually designed tutorial primarily for its aesthetic value. These results are encouraging, as they prove the feasibility of semi-automated onboarding.

This study presents a systematic review to evaluate the effectiveness of virtual patients in enhancing clinical reasoning skills in medical education, utilizing a hybrid methodology that combines human reviewers and ChatGPT. By analyzing various studies involving conversational virtual patients, the review examines the impact of these digital tools on student learning outcomes and satisfaction. Consistent with previous systematic reviews, our findings suggest that conversational virtual patients can improve clinical competencies, particularly in history-taking and clinical reasoning. Regarding student feedback, satisfaction tends to be higher when virtual patients’ interactions are more realistic, often due to the use of artificial intelligence (AI) and natural language processing (NLP) in the simulators. Furthermore, the study compares the accuracy of AI-driven reviews with human assessments, revealing comparable results. This research highlights AI’s potential to complement human expertise in academic evaluations, contributing to more efficient and consistent systematic reviews in rapidly evolving educational fields.

The incidence of right-turning pedestrian accidents is increasing in South Korea. Most of the accidents occurred when the larger vehicle was turning right, and the main cause of the accidents was found to be the driver's limited field of vision. After these accidents, the government has implemented a series of institutional measures with the objective of preventing such accidents. However, despite the institutional arrangements in place, pedestrian accidents continue to occur. We focused on the many limitations that autonomous vehicles, like humans, can face in such situations. To address this issue, we propose a right-turn pedestrian collision avoidance system by installing a LiDAR sensor in the center of the intersection to facilitate pedestrian detection. Furthermore, the urban road environment is considered, as this provides the optimal conditions for the model to perform at its best. During this research, we collected data on right-turn accidents using the CARLA simulator and ROS interface and demonstrated the effectiveness of our approach in preventing such incidents. Our results suggest that the implementation of this method can effectively reduce the incidence of right-turn accidents in autonomous vehicles.

Choosing a career path is an important decision in a person’s life and forms the basis for their future direction. It impacts the future career and influences financial stability as well as the person’s well-being. Many people struggle to find out what they are interested in and talented in, making it difficult to choose a fitting career path. Therefore, the decision-making process requires careful consideration, self-reflection, and exploring numerous options. While virtual environments provide an effective way to explore different experiences, virtual reality (VR) offers users immersive interactions with simulated 3D environments. This allows the realistic exploration of different job fields in a virtual environment without being physically present. VR 360-degree videos have been shown to significantly increase job interest among students. The ability to review and refine performance makes VR an ideal tool for career skill development as well as career guidance. In this paper, we present a tool that offers young people virtual career guidance through an immersive VR experience. The study investigates the extent to which performing occupational tasks in a virtual environment influences the career perceptions of young adults and whether it enhances their understanding of professions. In total, 23 teenagers and 8 application experts were involved to assess the teenager’s expectations and the potential of the career guidance tool.

As technology advances, the field of electrical and computer engineering continuously demands the introduction of innovative new tools and methodologies to facilitate effective learning and comprehension of fundamental concepts. This research addresses an identified gap in technology-augmented education capabilities and researches the integration of Virtual Reality (VR) technology with real-time electronic circuit simulation to enable and enhance the visualization of non-observable concepts such as voltage distribution and current flow within these circuits. In this paper, we describe the development of our immersive educational platform, which makes understanding these abstract concepts intuitive and engaging. This research also involved the design and development of a VR-based circuit simulation environment. By leveraging VR’s immersive capabilities, our system enables users to physically interact with electronic components, observe the flow of electrical signals, and manipulate circuit parameters in real-time. Through this immersive experience, learners can gain a deeper understanding of fundamental electronic principles, transcending the limitations of traditional two-dimensional diagrams and equations. Furthermore, this research focuses on the implementation of advanced and novel visualization techniques within the VR environment for non-observable electrical and electromagnetic properties, providing users with a clearer and more intuitive understanding of electrical circuit concepts. Examples include color-coded pathways for current flow and dynamic voltage gradient visualization. Additionally, real-time data representation and graphical overlays are researched and integrated to offer users insights into the dynamic behavior of circuits, allowing for better analysis and troubleshooting.

Asia has formally entered the big data era thanks to the ongoing advancement of information technology. the company business management has discovered bright operations management based on technological advances, and the arrival of the big data era has improved work efficiency and brought about a number of economic benefits while also posing a number of challenges, such as the ongoing expansion of business scope. The business's current management model is unable to keep up with the demands of development as its scope continues to grow. The primary development trend for the future is the integration of intelligence technologies with enterprise business management, big data technology application in corporate business management promotes fairness, transparency, and justice across corporate development and consumer activities; it also facilitates the production of goods and the creation of value for products in the direction of socialization. In order to further deepen the understanding of artificial intelligence among relevant personnel, we aim to further elaborate the future growth direction of the application of artificial intelligence in the field of enterprise business management in this paper, which begins with an in-depth awareness of the current situation of the combined use of artificial intelligence technology and big companies’ business management. We then focus on the utilization path of artificial cognitive ability technology in businesses business management.

Background: Immersive and non-immersive VR technology has been increasingly employed in training. This has encouraged physicians working in skill development to try using it to improve the learning, emotional recognition, and social skills of various disorders. This study aimed to explore the controlled trials employing VR in autism, ADHD, and dyslexia. Methodology:A literature review has been conducted, on PubMed, Scopus, and Web of Science. Any controlled trial in the pediatric age group, involving the comparison of VR training with other types of therapies in autism, ADHD, and dyslexia was included. Results:Only four controlled trials were identified, comprising a total of 208 patients, with ages ranging from 6-16 years. Out of these studies, two involved patients with autism, one with ADHD, and one with dyslexia. VR was successful in improving emotional recognition but not social interaction in autism. All trials did not mention thoroughly possible complications of prolonged use of VR. Conclusion: Despite being a promising technology, there is still a long road to prove the validity of using VR in skills development. Few controlled trials have been tailored to explore VR advantages over conventional training and therapies, most of them have a limited sample size, a short training course, and no mention of possible setbacks, such as ocular effects and social isolation.

Cancer is a multifactorial disease that continues to increase. Lignans are known to be important anticancer agents. However, due to the structural diversity of lignans, it is difficult to associate anticancer activity with a particular subclass. Therefore, the present study sought to evaluate the association of lignan subclasses with antitumor activity, considering the genetic profile of the variants of the selected targets. For this, predictive models were built against the targets tyrosine-protein kinase ABL (ABL), epider-mal growth factor receptor erbB1 (EGFR), histone deacetylase (HDAC), Serine/threonine-protein kinase mTOR (mTOR) and Poly [ADP-ribose] polymerase-1 (PARP1). Then, mapped single nucleotide polymorphisms and designed target mutations, and performed molecular docking with the lignans with the best predicted biological activity. The results showed more anticancer activity in the dibenzocyclooctadiene, furofuran and aryltetralin subclasses. The lignans with the best predictive values of biological activity showed varying binding energy results in the presence of certain genetic variants.

Active learning has demonstrated its effectiveness regarding the improvement of the capacities of abstraction, comprehension, and development of cognitive, expression and relationship skills of the students. In this study, the redesign and implementation of an electromagnetism course for engineering students is presented, under the methodology of Backward Design (BD), recognized for its attributes for the development of active learning and its possibility of specifying the fun-damentals and principles of engineering education in the development of syllabus in higher ed-ucation. The purposes of this study were: 1) To implement the Backward Design (BD) methodology to develop argumentative, purposeful and interpretive skills in an electromagnetism course; 2) Design and apply rubrics to evaluate tests and laboratory reports, determine the level that best suits the knowledge, skills and competencies of students. 3) Assess the perception of students regarding the use of the methodology, their contributions to the development and understanding of the concepts of the course. The results of this educational research experience shown that the BD teaching approach was pedagogical and significantly superior to conventional models towards improving knowledge and skills of electromagnetism based on Hake's statistic (h) reached 0.73 that allow us to conclude that there was a learning gain in the students.

Background: Immersive therapy through virtual reality represents a novel strategy used in psychological interventions, but there is still a need to strengthen the evidence on its effects on health professionals’ mental health. Objective: To analyze the results of immersive therapy through virtual reality in the levels of anxiety and secondly, well-being of the health professionals working in a regional hospital in Olot (Spain). Methods: Pilot quasi-experimental study including a group of 35 women (mean age=45.7, SD=8.43) health professionals who undertook immersive therapy for 8 weeks. The intervention was implemented through virtual reality, and its effect on anxiety levels and well-being was evaluated through the Hamilton and Eudemon scales, respectively. Data on age, gender, active pharmacological or psychological treatment, mental health disorders and number of sessions were also collected. Results: Statistically significant (p<0.001) improvement in anxiety and well-being was found, with large and moderate effect sizes (0.90 and 0.63 respectively). In addition, these changes were clinically significant. No significant associations were found between the improvements and the different variables, but a greater trend was identified among the group of professionals with untreated or unidentified levels of anxiety. Conclusion: This group of health professionals showed statistically and clinically significant improvement in anxiety and well-being after the application of immersive therapy using virtual reality. Further studies with a control group are necessary to further analyze this novel intervention.

In the contemporary business world, digital transformations have undergone vast and important developments over the last several decades, and they have aided in the development of the virtual team concept, in which geographically dispersed team members work to achieve a common goal. Virtual teams, according to the literature, suffer from process losses more frequently than their face-to-face counterparts. Although just a few studies have looked at the effects of individual differences in virtual teams, this study fills in the gaps by examining the impact of individual differences: Age Disparity (AD), Gender Disparity (GD), Language Competency (LC), and IT Competency (ITC) in management perspective on virtual team adaptation in the Sri Lankan private sector. A survey was used to collect data from a sample of 175 private sector companies in Sri Lanka during the COVID- 19 pandemic, and the data was analyzed using partial least squares path modeling (PLS) to test the study's hypotheses. The results indicated that the hypotheses were statistically significant only in the language competency and IT competency and their effects were in the expected direction. Future research could benefit from perceptions of employees in public sector organizations.

In response to the COVID-19 pandemic, and resultant cancellation of geoscience fieldwork, as well as outstanding accessibility issues inherent in conducting fieldwork, we developed a virtual geological fieldtrip (VFT) to the Huronian age deposits in the Whitefish Falls area, Ontario, Canada. This region is a geologically significant site in which many Ontario universities conduct undergraduate teaching due to the high-quality exposures. In this contribution we describe and comment on the development of this openly available resource, the motivations in doing so, the challenges faced, its pedagogical impact and relevance, as well as provide suggestions to others in the development of such resources. Our multimedia VFT combines 360° imagery, georeferenced data on integrated maps, and multi-scale imagery (aerial/drone, outcrop, and thin section images). The VFT was built using the Esri Storymaps platform, and thus offers us the opportunity to review the effectiveness of building such resources using this medium, as well as our approach to doing so. We conclude that the Esri Storymaps platform provides a sound medium for the dissemination of multimedia VFTs, but that some aspects of in-person fieldwork remain hard to replicate. Most notably, ‘hands on experience’ and specific activities such as geological mapping. In addition, while VFTs alleviate some accessibility barriers to geoscience fieldwork, substantial barriers remain that should remain the focus of both pedagogical and geoscience work.

Concrete is a heterogeneous material with a disordered material morphology that strongly governs the behavior of the material. In this contribution, we present a computational tool called the Concrete Mesostructure Generator (CMG) for the generation of ultra-realistic virtual concrete morphologies for mesoscale and multiscale computational modeling and simulation of concrete. Given an aggregate size distribution, realistic generic concrete aggregates are generated by a sequential reduction of a cuboid to generate a polyhedron with multiple faces. Thereafter, concave depressions are introduced in the polyhedron using gaussian surfaces. The generated aggregates are assembled into the mesostructure using a hierarchic random sequential adsorption algorithm. The virtual mesostructures are first calibrated using laboratory measurements of aggregate distributions. The model is validated by comparing the elastic properties obtained from laboratory testing of concrete specimens with the elastic properties obtained using computational homogenisation of virtual concrete mesostructures. Finally, a 3D-convolutional neural network is trained to directly generate elastic properties from voxel data.

We discuss the implementation of a suite of virtual diagnostics at the FACET-II facility currently under commissioning at SLAC National Accelerator Laboratory. The diagnostics will be used for prediction of the longitudinal phase space along the linac, spectral reconstruction of the bunch profile and non-destructive inference of transverse beam quality (emittance) using edge radiation at the injector dogleg and bunch compressor locations. These measurements will be folded in to adaptive feedbacks and ML-based reinforcement learning controls to improve the stability and optimize the performance of the machine for different experimental configurations. In this paper we describe each of these diagnostics with expected measurement results based on simulation data and discuss progress towards implementation in regular operations.

Ligand and structure based virtual screening approaches were applied to clinical stage drugs as well as those approved for human use in an attempt to repurpose drugs for potential use against COVID-19. This approach involved ligand-based shape similarity searches, structure-based docking and pharmacophore searches with the help of pharmacophore queries derived from available ligands and receptor structures. Several compounds appeared as hits in pharmacophore and shape similarity searches and those docking to the SARS-CoV-2 viral 3CL protease were then ranked on the basis of docking scores.

The rising popularity of virtual reality has seen a recent push in applications, such as, social media, educational tools, medical simulations, entertainment and training systems. With virtual realitythe ability to engage users for specific purposes, provides opportunities to entertain, develop cognitive abilities and technical skills outside of the standard mediums (e.g., the television or theclassroom) thereby optimizing exposure with realistic (live) opportunities. However, before these applications of virtual reality become more widespread, there are a number of open questions andissues that must be addressed including limitations, challenges, relationships between fidelity, multi-modal cue interaction, immersion, and knowledge transfer and retention. In this article, we begin with a brief overview of virtual reality methods, followed by a discussion of virtual reality and its applications (both historically, currently and in the future). We review virtual reality trends both from the early artistic days through to current day state of the art technological advancements. We explore emerging and futuristic breakthroughs - and their applications in virtual reality - showing how virtual reality will go way beyond anything we could envision. Infact, after reading this article, we hope the reader will agree, that virtual reality, is possibly one of the most powerful mediums of our time. While the earliest mechanistic virtual reality prototypes (e.g., Sensorama) allowed us to view stereoscopic 3D images accompanied by stereosound, smells, as well as wind effect - set the foundation and direction for future pioneers - there have been spearheaded developments which have continually pushed the concept of virtual reality to new domains. As virtual reality evolves, many new and yet-to-be-imagined applications will arise, but we must have understanding and patience as we wait for science, research andtechnology to mature and improve. The article ends with a short overview of future directions based upon recent breakthroughs in research and what this will mean for virtual reality in the coming years.

In this study, 6 residents of a long-term care facility were asked to try on Virtual Reality glasses and report their first experiences with Virtual Reality. The results show that Virtual Reality is of great interest to elderly residents of in-patient long-term care facilities. The wearing period was longer than expected and no symptoms of cyber sickness occurred. For the residents it was exciting to explore the virtual environments. Austrian destinations, nature scenes in the mountains and forests but also trips to the zoo, the museum, in churches or even densely populated areas like shopping streets or train stations would be places for the residents, they would like to explore virtually. Far-off destinations such as Rio de Janeiro or the Caribbean are more of an exception. Biographically relevant places such as the parental home or the location of their wedding were not named. Concerning the usability, an adjustment of the VR glasses is necessary for a longer-term use in any case.

Conversational spoken dialogue systems that interact with the user rather than merely reading text can be equipped with hesitations to manage the dialogue flow and the users' attention. Based on a series of empirical studies, we built an elaborated hesitation synthesis strategy for dialogue systems that inserts hesitations of scalable extent wherever needed in the ongoing utterance. So far, evaluations of hesitating systems have shown that synthesis quality is affected negatively by hesitations, but that there is improvement in interaction quality. We argue that due to its conversational nature, hesitation synthesis needs interactive evaluation rather than traditional MOS-based questionnaires. To prove this point, we dually evaluate our system’s speech synthesis component: on the one hand, linked to the dialogue system evaluation, on the other hand, in the traditional MOS way. This way we are able to analyze and discuss differences that arise due to the evaluation methodology. Our results suggest that MOS scales are not sufficient to assess speech synthesis quality, which has implications for future research that are discussed in this paper. Furthermore, our results indicate that hesitations work well to increase task performance and that an elaborated strategy is necessary to avoid likability issues.

Virtual reality (VR) describes a family of technologies which immerse users in sensorily-stimulating virtual environments. Such technologies have increasingly found applications in the treatment of neurological and mental health disorders. Depression, anxiety, and other mood abnormalities are of concern in the growing elderly population – especially those who reside in long-term care facilities (LTCFs). The transition from the familiar home environment to the foreign LTCF introduces a number of stressors that can precipitate depression. However, recent studies reveal that VR therapy (VRT) can promote positive emotionality and improve cognitive abilities in the elderly, both at home and in LTCFs. VR thus holds potential in allowing elderly individuals to gradually adapt to their new environments – thereby mitigating the detrimental effects of place attachment and social exclusion. Nevertheless, while the current psychological literature is promising, the implementation of VR in LTCFs faces many challenges. LTCF residents must gain trust in VR technologies, care providers require training to maximize the positive effects of VRT, and decision makers must evaluate both the opportunities and obstacles in adopting VR. Here, we concisely review the implications of depression related to place attachment in LTCFs, and explore the potential therapeutic applications of VR.

Multidisciplinary neurotechnology holds the promise of understanding and non-invasively treating neurodegenerative diseases. In this preclinical trial on Parkinson's disease (PD), we combined neuroscience together with the nascent field of medical virtual reality and generated several important observations. First, we established the Oculus Rift virtual reality system as a potent measurement device for parkinsonian involuntary hand tremors (IHT). Interestingly, we determined changes in rotation were the most sensitive marker of PD IHT. Secondly, we determined parkinsonian tremors can be abolished in VR with algorithms that remove tremors from patients' digital hands. We also found that PD patients were interested in and were readily able to use VR hardware and software. Together these data suggest PD patients can enter VR and be asymptotic of PD IHT. Importantly, VR is an open-medium where patients can perform actions, activities, and functions that positively impact their real lives - for instance, one can sign tax return documents in VR and have them printed on real paper or directly e-sign via internet to government tax agencies. Lastly, we generated a technical framework wherein movements in the real world can be measured side-by-side with those in virtual reality. With this framework, we observed anecdotal evidence of parkinsonian tremors being reduced in real life when our algorithms abolished digital hand tremors in VR.

Purpose: People with Williams syndrome (WS, n = 20, CA = 12.5, MA = 8.9) have strong verbal short-term memory but challenged verbal long-term memory. This study aimed to evaluate the memory abilities of people with WS and examine the possibility of improving their memory performance. Methods: Twelve navigations completed the study. Fourteen indexes were used for each navigation. Controls matched in chronological age (CA, n = 20, mean age = 12.5), mental age (MA, n = 20, mean age = 8.8), 5th graders (n = 20, mean age = 10.3), and college students (CS, n = 20, mean age = 20.2) were recruited. Results: The WS group was slowest and erred more in completing tasks than the CA and MA groups. The error patterns revealed group differences in the number of extra items purchased and missed correct items. The 5th graders erred more than the CS on extra items purchased; the CA group erred more than the CS and the 5th graders on missed correct items. The WS group erred more than the CA and MA groups for incorrect items purchased, extra items purchased, missed correct items, and incorrect types purchased. The error patterns yielded replacements and confusion. Semantic features attributed to atypical processing during navigation have emerged in people with WS. Conclusion: These findings suggest that people with WS have developmental disorders in verbal long-term memory. The current study serves as a foundation for future interventions in people with WS.

Immersive virtual reality has the potential to motivate and challenge patients that need and want to relearn movements in the process of (neuro-)rehabilitation. The aims of this study were to evaluate the feasibility and users’ acceptance of an innovative immersive virtual reality system (head-mounted display) used in combination with robot assisted gait training in subjects suffering from neurological diseases. Fifteen participants tested a single session of immersive virtual reality by means of head-mounted display during a Lokomat gait session. Training parameters and safety indicators were collected and the acceptance was investigated among the participants and the therapists. The results suggest that the immersive virtual reality system is feasible with respect to safety and tolerance. Furthermore, the very positive overall acceptance of the system suggests that it has potential to be included in a robot assisted gait training session by means of Lokomat. Taken together, this study demonstrates the feasibility and acceptance of an innovative immersive virtual reality system in combination with a robot assisted gait training in subjects suffering from stroke and spinal cord injury, as well as their therapists.

The present study provided a comprehensive overview of the current state of research on the Urban Metaverse, focusing on its integration into urban planning and design, as well as the ethical, social, and economic implications in urban settings. This study aims to evaluate the present standing and scope of the metaverse in the context of urban planning and city design; investigate the obstacles and remedies in integrating metaverse components into urban spaces; and explore the ethical, social, and economic ramifications of the metaverse in urban settings. The methodology involved a qualitative investigation of the relevant literature using academic databases and a review of thirty-two selected studies published between 2022 and 2024. The findings emphasise the changing nature of interpersonal relationships, potential alienation from physical spaces, and ethical implications of technology-driven urban changes. The study also highlights the potential opportunities and challenges associated with incorporating the metaverse into urban environments and offers strategies to address these challenges, including the formulation of data protection regulations, expansion of infrastructure, and ensuring equal access for all residents. The implications of the findings underscore the necessity of regulatory frameworks, technological investments, ethical considerations, and inclusive governance structures to ensure inclusive and sustainable urban development in the emerging era of the metaverse.

For the first time to optimize the creation of new neuroprotective agents based on bioflavonoids, we applied information technologies - docking analysis to calculate the binding of candidate molecules to the pharmacological target protein transthyretin, as well as the program of virtual screening of NO scavengers. As a result of this approach, the substance catechin was isolated from candidate molecules - quercetin, catechin, Epicatechin gallate, Epicatechin, Procyanidin B1, Procyanidin B2, Procyanidin B3, Catechin-3-gallate according to docking analysis. As a result of virtual screening, catechin was identified as a potential NO scavenger (55.15% prediction). The results of the prediction were confirmed by in vitro experiments. Course administration of catechin to animals with experimental multiple sclerosis (MS) against the background of methylprednisolone administration completely eliminated lethal cases, reduced the number of diseased animals by 20%, as well as prevented the development of severe neurological symptoms by 20% (compared to the methylprednisolone group) and by 60% compared to the control group. Course administration of catechin with methylprednisolone leads to decrease of neurodegradation markers in the cytosol of rats with EAE: NSE by 37%, and S-100 - by 54.8%. The combined administration of methylprednisolone significantly exceeds the combination of methylprednisolone with the reference drug mexidol by the degree of NSE reduction. The obtained results indicate a significant neuroprotective effect of ocular combinations of methylprednisolone and catechin. The above-mentioned confirms the correctness of bioflavonoid selection with the help of virtual screening program.

Point cloud acquisition systems now enable the capture of geometric models enriched with additional attribute data, providing a deeper semantic understanding of the measured environments. However, visualizing complex spatiotemporal point clouds remains computationally challenging. This paper presents a fusion methodology that aggregates points from different instants into unified clouds with reduced redundancy while preserving time-varying information. The static 3D structure is condensed using a voxel approach, while temporal attributes are propagated across the merged data. The resulting point cloud is optimized and rendered interactively in a virtual reality (VR) application. This platform allows for intuitive exploration, visualization, and analysis of the merged clouds. Users can examine thermographic properties using color maps and study graphical temperature trends. The potential of VR for insightful interrogation of point clouds enriched with multiple properties is highlighted by the system.

Previous research demonstrates that the interruption of immersive experiences may lead to a bias in the results of questionnaires. Thus, the traditional way of presenting questionnaires, paper-based or web-based, may not be compatible with evaluating VR experiences. Recent research has shown the positive impact of embedding questionnaires contextually into the virtual environment. However, a comprehensive overview of the available VR questionnaire solutions is currently missing. Furthermore, no clear taxonomy exists for these different solutions in the literature. To address this, we present a literature review of VR questionnaire user interfaces (UI) following PRISMA guidelines. Our search returned 1.109 initial results, which were screened for eligibility, resulting in a corpus of 25 papers. This paper contributes to HCI and games research with a literature review of embedded questionnaires in VR, discussing the advantages and disadvantages and introducing a taxonomy of in-VR questionnaire UIs.

In this paper, we introduce a specialized, fully automated experimental arrangement designed for assessing the effectiveness of augmented and virtual reality technologies in healthcare setting and explore its design principles focusing on depth sensor characterization. The main goal of this project is to establish a robust benchtop platform for the quantitative evaluation of extended reality technologies in a controlled environment, emphasizing the practical assessment of augmented reality head-mounted devices. We outline a design concept and considerations for an experimental configuration aimed at creating a realistic testing environment. This apparatus comprises an observation platform mounted on a three-degree-of-freedom motorized system and a test phantom stage. Focusing on real-case scenarios, we utilized a range of sensors, including readily available range-sensing cameras and commercial augmented reality headsets, such as the Intel RealSense L515 LiDAR camera, mounted on the motion control system. The setup enabled automated data collection and facilitates controlled assessments and validation of various facets of augmented reality technologies, including object, hand, and head tracking, as well as static and dynamic image registration. This paper describes the system architecture, the process of automated data collection, and presents several evaluation studies conducted with this setup, providing insights into the quality and temporal noise associated with static or moving objects or observers in augmented reality applications.

Technology can be seen everywhere and has been integrated into our lives.We are always using technology and enjoying the convenience brought by technology. However, physical retailers and e-commerce companies are also gradually adopting advanced technologies. Technology improves the purchasing environment and purchasing experience. Virtual reality and augmented reality have been hotly discussed in recent years. Technology, although virtual reality and augmented reality technology have not yet matured, it can be said that they will in the future It has great development potential. Virtual reality and augmented reality are also beginning to sprout in the retail industry. However, research on the acceptance of the use of virtual reality and augmented reality in the apparel shopping process is still lacking because This study explores how usefulness, ease of use, hedonicity, customer experience, customer engagement and satisfaction. To influence customer loyalty, this study adopted questionnaire survey and convenience sampling methods, and collected a total of 308 valid questionnaires. The analysis method used confirmatory factor analysis and structural equation model to verify the research hypothesis relationship. The results of this study found. Hedonic has a significant impact on customer loyalty, while usefulness, ease of use, customer experience, customer engagement and satisfaction Satisfaction does not have a significant impact on customer loyalty. This study explains the academic contribution of the research results. The practical implications in marketing are put forward, and specific suggestions and directions for future research are given.

The interest in virtual fencing, as opposed to traditional physical barriers, has increased since it makes it easier to move the boundaries of animal enclosures for agricultural and rewilding purposes. Despite this, the implementation of virtual fence systems, such as the Nofence© system, requires large financial investments. The necessity of individual collars also makes it more difficult to implement this system on a larger scale. If a herd of cattle tend to maintain cohesive social groups around dominant individuals, it might be possible to use fewer collars thereby making the system more cost efficient. This study investigates the pattern in spatial distribution in a herd of 17 Angus cows on Fanø in Denmark with GPS locations, using a Nofence© system. The aim of this paper is to determine how individuals position themselves in a herd, spatially, and identify a pattern in ranks. The method used in this study examines the distances between an individual to the rest of the herd mates using nearest neighbour and distribution plots. Contrary to the expectations, this study did not show a distinct pattern in herd distribution. While some tendencies in spatial distribution patterns were observed, only a low concordance could be found (W=0.15,p=3.02e−16). Therefore, interactions among individuals should be considered in future studies, rather than only investigating the herd as one unit. A cumulative curves of the ranks estimated over the entire periods allowed however a rough estimation of the hierarchy and allowed the identification of the highest ranked cows. Therefore it might be possible to use fewer collars if the high ranked cows are discovered, but the estimation of the hierarchy will require a period of observation overall several days as the hierarchical positions are fluctuating too much from days to days. Therefore the cumulative rank curves seems to be a valid solution.

Sensory integration is an essential function of human life, and its decline causes difficulties in the quality of life, especially in older adults. In this study, we proposed an arm-reaching task based on a virtual reality head-mounted display (VR-HMD) system to assess sensory integration in daily life, and examined whether reaching task performance was associated with age and resting-state functional connectivity (rsFC) between the brain regions of interest involved in sensory integration. We hypothesized that performance during a reaching task with multiple cognitive loadings would be affected by aging. The gap angle between the reaching hand and target positions was compared between older and middle-aged adults as a measure of sensory integration function. In addition, rsFC, which was significantly correlated with the gap angles of individual participants in the older adult group, was identified using resting-state functional magnetic resonance imaging data. The mean gap angle was significantly larger in the older adults than in the middle-aged group and was also significantly correlated with connections between the left primary motor area and the left inferior temporal gyrus, temporo-occipital part. Because the connectivity between the areas is known to be related to visuomotor integration, the results suggest the involvement of visuomotor integration in the decline of sensory integration function in old age and the validity of the gap angle during the proposed VR-HMD task as an index for the decline in function.

This research examines the effects of the implementation of an educational programme of mindfulness training using Virtual Reality (VR) with students in adapted vocational training. The aim of this programme is to instruct and strengthen attention and self-regulation skills in relation to the learning process, with the objective of reducing anxiety and impulsivity in students, contributing to promoting sustainability in education, as well as reducing inequalities. The development and implementation of this project was carried out in IES Teguise in Lanzarote (Spain) with 11 students with intellectual disabilities who used the Virtual Reality Mindfulness application called TRIPP for three months. The use of Virtual Reality offers immersive experiences, while mindfulness enables concentration, which directly contributes to higher academic performance. After the implementation of the programme, it is observed that the use of this emerging technology provides students with a sense of calm and well-being, which translates into improvements in their academic grades, promoting equal and quality education in line with the Sustainable Development Goals (SDGs).

This research hypothesised that the use of Virtual Reality (VR) applications can be used to train people in the ability to acquire targets faster, with greater accuracy when using motion controllers than compared with a traditional pointing device (mouse) on a 2D display. User performance was defined and measured using Reaction Time and Accuracy. The research findings suggests that the use of motion controllers in VR improved Reaction Time but not Accuracy when compared against the traditional pointing device and 2D display. This suggests that VR can be used specifically in training scenarios where Reaction Times are more important than Accuracy. It is recommended that further research is conducted using a wider range of hardware and software configurations with a stratified sample that takes into account age and gender to expand the collective understanding of factors that impact on VR aiming and target acquisition in VR.

This paper investigates nonverbal communication in human interactions, with a specific focus on facial expressions. Employing a Long Short-Term Memory (LSTM) architecture and a custom-ized facial expression framework, our approach aims to improve virtual agent interactions by incorporating subtle nonverbal cues. The paper contributes to the emerging field of facial expres-sion generation, addressing gaps in current research and presenting a novel framework within Unreal Engine 5. The model's architecture, trained on the CANDOR corpus, captures temporal dynamics, and refines hyperparameters for optimal performance. During testing, the trained model showed a cosine similarity of -0.95. This enables the algorithm to accurately respond to non-verbal cues and interact with humans in a way that is comparable to human-human interac-tion. Unlike other approaches in the field of facial expression generation, the presented method is more comprehensive and enables the integration of a multi-modal approach for generating facial expressions. Future work involves integrating blendshape generation, real-world testing, and the inclusion of additional modalities to create a comprehensive framework for seamless hu-man-agent interactions beyond facial expressions.

In this paper, a study was conducted on the Ramsey interference and spectral line locking techniques based on rubidium-87 cold atoms. Using sequential control technique, the timing design of a three-dimensional magneto-optical trap (MOT), cold atoms’ free fall, Ramsey microwave interference, and two-level fluorescence detection was realized, achieving the state preparation of cold atoms and clock transitions. By designing an automatic peak-finding algorithm, numerical integration was performed on the time-of-flying (TOF) signal, and narrow linewidth cold atom Ramsey interference fringes were obtained. Based on this, a frequency-hopping method was used to lock the frequency of the 10MHz oven-controlled crystal oscillator (OCXO) in a closed loop, achieving a linewidth of 38Hz. This preliminary result verifies the feasibility of the system design.

This work is aimed at showcasing one of the most engaging geoparks in Europe, the Gole della Breggia Geopark. By following its geotrail, the visitors can observe a great deal of features that encompass a wide variety of sedimentary, stratigraphic, tectonic and paleogeographic processes. Its contents are valorized by a comprehensive geotrail that encompasses 23 geostops, enriched with explanatory panels, which enable viewers to gain an overall picture of the complex processes that led to the present-day configuration of the outcrops encountered in the Geopark. We have selected five significative outcrops, which we have regarded as fully-fledged geosites, and which encompass the whole 170-million-year interval, from Early Jurassic to Late Miocene times, during which the rocks of the Geopark were deposited and deformed. We have performed an assessment of the five geosites, using the most common criteria that can be applied for geosite evaluation. The result of the assessment show that the most valuable geosite is the Lombardian Maiolica, highly representative of a pelagic limestone, which is rich in fossil contents, marked by integrity, scien-tific interest and has a major educational value. All geosites, thanks to a QR code added to each figure along the text, can be viewed as Virtual Geosites (VGs), integrated by 360° videos.

This research paper explores the transformative potential of immersive media, specifically virtual reality (VR), in enhancing empathy among users. Empathy is vital in fostering understanding, compassion, and social cohesion. Immersive media, with its ability to transport individuals into simulated environments and perspectives, offers unique opportunities to bridge the empathy gap. This paper examines how VR can boost empathy, including perspective-taking, emotional connection, experiential learning, breaking down barriers, and empathy-building simulations. It discusses existing studies and empirical evidence supporting the effectiveness of VR in promoting empathy. The paper acknowledges the ethical considerations and challenges associated with using VR for empathy enhancement, such as avoiding stereotype reinforcement and ensuring inclusive design. By highlighting the potential of immersive media in cultivating empathy, this research paper contributes to the growing field of empathy research and provides insights for the development and application of VR experiences aimed at fostering empathy and understanding in diverse contexts.

The purpose of this study is to investigate and validate the influencing factors of audiences’ attitude toward virtual concerts. To address this issue, the current study proposes a conceptual model integrating player experiences’ factors (autonomy, relatedness, and engagement) and the technology acceptance model (perceived usefulness, perceived ease of use, and perceived enjoyment). An online questionnaire on virtual concert experiences was distributed to Chinese audiences who had attended virtual concerts. Structural equation modeling was then used to establish the relationship between variables. The results suggested autonomy, relatedness and engagement positively impacted perceived usefulness, perceived ease of use, and perceived enjoyment. Furthermore, the perceived usefulness, perceived ease of use, and perceived enjoyment were significant predictors of audiences’ attitude. The findings of this study can provide a reference for relevant virtual entertainment providers and can also serve as a point of development and exploration for technology acceptance model and player experience in the field of virtual concerts.

Simulation-Based Medical Education that uses Virtual Patients has become increasingly important during the COVID-19 pandemic. With the need for social distancing and minimizing contact, medical simulation technology has provided a valuable tool for healthcare professionals to practice and improve their skills without the need for face-to-face interactions. MedSIM is a medically accurate simulation platform with Virtual Patients designed for undergraduate medical education. Our study involved two groups of students. The PreCOVID group, before the pandemic, underwent conventional teaching methods. The COVID group, during the pandemic, had students exposed to conventions skills taught earlier and were taught again with MedSIM. Students indicated high satisfaction with the clinical skills demonstrated by the Virtual Patients. More than half agreed that MedSIM had enabled them to perform all kinds of procedures on patients (PreCOVID group 68.8%, COVID group 71.3%), showed cues and consequences much like those in natural clinical environments (PreCOVID 68.4%, COVID 71.3%). Also, MedSIM allowed them to have a repetitive practice that helps in critical skills transfer to actual patients (PreCOVID 72.7%, COVID 74.7%). MedSIM met the expectations of most of the students. Students from both groups rated the online performance of the MedSIM simulator as "Very good." Analysis from a customized word cloud indicated that most students found MedSIM to be good and of educational value. MedSIM platform enhances healthcare professionals' skills and knowledge, leading to better patient outcomes and increased access to healthcare, supporting SDG 3 (Good Health and Well-being). It also provides a safe and controlled environment for healthcare professionals to learn and practice essential skills, supporting SDG 4 (Quality Education).

Background: The COVID-19 pandemic has disproportionately affected people from more deprived communities. The experience of Long Covid is similarly distributed but very few investigations have concentrated on the needs of this population. The aim of this project was to co-produce an acceptable intervention for people with Long Covid, living in communities recognised as more deprived. Methods: The intervention was based on a multi-disciplinary team using approaches from sport and exercise medicine and functional rehabilitation. The co-production process was undertaken with a stakeholder advisory group and patient public involvement representation. This study identified participants by postcode and the indices of multiple deprivation (IMD); recruitment and engagement were supported by an existing health and wellbeing service. A virtual ‘clinic’ was offered with a team of professional practitioners who met participants three times each; to directly consider their needs and offer structured advice. The acceptability of the intervention was based on the individual’s participation and their completion of the intervention. Results: Ten participants were recruited with eight completing the intervention. The partnership with an existing community health and wellbeing service was deemed to be an important way of reaching participants. Two men and six women ages ranging from 38 to 73 were involved and their needs were commonly associated with fatigue, anxiety and depression with overall de-conditioning. None reported serious hardship associated with the pandemic although most were in self-employment/part-time employment or were not working due to retirement or ill-health. Two older participants lived alone, and others were single parents and had considerable challenges associated with managing a household alongside their Long Covid difficulties. Conclusions: This paper presents the needs and perspectives of eight individuals involved in the process and discusses the needs and preferences of the group in relation to their support for self- managed recovery from Long Covid.

Social isolation magnified by the restriction of movement order during the COVID-19 pandemic may lead to negative psychosocial health impact among community-dwelling older adults. We evaluated the feasibility of virtual research methods and virtual group exercises among individuals aged 60 years and over in Malaysia. Participants were recruited from the Promoting Independence in Seniors with Arthritis (PISA) pilot cohort through social media messages. A four-week course of virtual group exercise was offered. Anxiety and depression were assessed with the Hospital Anxiety and Depression Scale (HADS) during the last attended follow-up of the cohort study (pre-pandemic), pre-intervention, and post-intervention. Exercise adherence was recorded using diary with daily entries and attendance to the virtual group exercise sessions were captured daily. The outcomes of interest were changes of anxiety and depression scores from baseline to pre-intervention (pandemic-related) and post-intervention (virtual exercise related). Forty-three individuals were recruited. A significant increase in anxiety scores from baseline to pre-intervention was observed. Comparisons using repeated-measures analysis of variance between those who attendance ≥14 and &lt;14 group exercise sessions revealed no between-within subjects differences in depression scores. There was a 23% dropout rate in the post intervention survey and 60.5% of diaries were returned. This study demonstrated the feasibility of conducting research entirely virtually among older persons during the peak of global first wave of a pandemic. The pandemic has led to increased anxiety among community-dwelling older adults.

Sometimes a pavement deflects only because of seasonal volume change of expansive soils in the pavement subgrade. Engineering practitioners expect an implementable and straightforward analysis method for a geosynthetic-reinforced pavement subjected to the swelling/shrinkage issue of expansive clayey subgrade, in an effort to find the bending moment, shear force and tension force distributions through the reinforced pavement, which are induced from the volumetric changes of subgrade soils. The virtual load method (VLM) was proposed in the past following the Timoshenko beam theory to analyze geosynthetic-reinforced pavement on expansive soils. In the VLM, the unknown virtual distributed load was obtained in the way by applying the inverse theory for the identification of material parameters of the pavement-foundation system. It was seen that the selection of the number of material parameters to obtain virtual load significantly affects the accuracy of the structural properties of the pavement and tensile properties of the geosynthetics if the linear least square method is used. In this paper, a unique numerical scheme was proposed in the hopes of solving the issue. After a forward problem was solved numerically, the Timoshenko beam deflection was taken as a start-up for the inverse problem to back analyze the load applied to the pavement. Solutions from forward/backward examples have explicitly shown the accuracy achieved related to the bending moment in the pavement and tension in the geosynthetic reinforcements. The proposed methodology can be applied for an in-depth understanding of the geosynthetic function for the mitigation of longitudinal cracks on pavements caused by heave/shrinkage of expansive soils.

Children and adolescents with severe burns require dressing changes, associated with pain. As immersive virtual reality (VR) gained prominence as non-pharmacological adjuvant analgesia, we conducted a systematic review and meta-analysis on the efficacy of full immersive VR on pain experienced during dressing changes in hospitalized children and adolescents with severe burns. This exercise included quality and risk of bias assessment. The systematic reviewsearch resulted in eight studies and 142 patients. This exercise included quality and risk of bias assessment. Due to missing data, four studies were excluded from the meta-analysis. Fixed effects meta-analysis of the four included studies (n = 104) revealed a large effect size (ES) (SMD=0.94; 95% CI=0.62, 1.27; Z=5.70; p&lt;0.00001) for adjuvant full immersive VR compared to standard care. In conclusion, adjuvant full immersive VR significantly reduces pain experienced during dressing changes in children and adolescents with burns. We therefore recommend implementing full immersive VR as an adjuvant in this specific setting and population. However, this requires further research into the hygienic use of VR appliances in health institutions. Furthermore, due to the high cost of the hardware, a cost-benefit analysis is required. Finally, research should also verify the long term physical and psychological benefits of VR.

This paper shares our work in developing and implementing an immersive gamification training platform for students who undergo manufacturing shopfloor training at the School of Engineering, Nanyang Polytechnic, Singapore. In this gamification training platform, we developed a virtual manufacturing shopfloor that is identical to the actual shopfloor located in the school. Students have the freedom to learn the manufacturing shopfloor operations and safety acts through the various game scenarios and training tasks which include workshop safety, CNC machine introduction, CNC machining dynamics, MES, etc. In addition, the assessment feature with immediate feedback were embedded within the gamification platform, which aim to help students to assess their level of understanding and help teachers to monitor the learning progress of their students. To investigate the impact of this gamification training platform on students’ learning outcome and motivation in manufacturing shopfloor technologies and safety acts, a pilot study was conducted in AY2018 semester 2 for a total 134 students from 4 classes of digital & precision engineering diploma. It is found that gamification can be integrated effectively into manufacturing education to motivate students and enhance their learning effectiveness. Based on the collected data from the technical quizzes and satisfactory survey, the results showed that the integration of gamification into the classroom learning not only added a stimulating and captivating game-like layer to the learning experience of the students, but also provided a safe environment for students to learn without fear of making errors. Challenges faced in implementing this gamification training platform will also be discussed in this paper.

3CL^pro is the main protease of the novel coronavirus (SARS-CoV-2) responsible for their intracellular duplication. Based on virtual screening technology, we found 23 approved clinical drugs such as Carfilzomib, Saquinavir, Thymopentin and etc., which showed high affinity with the 3CL^pro active sites. These findings suggest that 3CL^pro inhibitors might be potential candidates for further activity detection and molecular modification.