scholarly journals Factors Influencing Nursing Students’ Immersive Virtual Reality Media Technology-Based Learning

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 8088
Author(s):  
Young-Ju Kim ◽  
Sung-Yun Ahn
Keyword(s):  
Virtual Reality ◽  
Nursing Students ◽  
Significant Positive Correlation ◽  
Immersive Virtual Reality ◽  
Learning Effects ◽  
Media Technology ◽  
Virtual Reality Technology ◽  
Learning Satisfaction ◽  
Factors Influencing ◽  
Continuous Use

Background/objectives: This study aims to identify the effects of cognitive and emotional variables related to immersive virtual reality media technology on learning for nursing students. Methods/Statistical analysis: The subjects of this study were 121 nursing students from a university in area D. After experiential learning with virtual reality from 6–8 June 2019, data was collected through questionnaires. For virtual reality learning, VIVE’s hTC VIVE ECO CE model was used. The collected data was analyzed using the IBM SPSS 26.0 program. Multiple Regression Analysis was used to analyze the factors influencing the subject’s virtual reality learning effects. Findings: The learning effects of the virtual reality medium had a statistically significant positive correlation with the virtual reality technology recognition, sensory immersion, realism, learning satisfaction, learning necessity, and continuous use intention (p < 0.001) scores. In personality traits, only Openness, Extraversion (p < 0.01), and Conscientiousness (p < 0.05) had a statistically significant positive correlation. As a result of regression analysis, the explanatory power of the learning effect of the virtual reality medium was 63.9% (F = 53.61, p < 0.001), with learning satisfaction, sensory immersion, continuous use intention, and Extraversion being significant influencing factors (p < 0.05). Improvements/Applications: This study is meaningful in the sense that it provided strategic implications for the teaching and learning method of virtual reality technology-based learning by considering the insights necessary to develop a learning program using virtual reality technology, according to the characteristics of virtual reality technology, and the learner’s cognitive and psychological variables.

scholarly journals Immersive Virtual Reality Implementations in Developmental Psychology

2020 ◽  
Author(s):  
Paola Araiza-Alba ◽  
Therese Keane ◽  
Jennifer L Beaudry ◽  
Jordy Kaufman
Keyword(s):  
Virtual Reality ◽  
Neuropsychological Assessment ◽  
Real World ◽  
Developmental Psychology ◽  
Skills Training ◽  
Substantial Improvement ◽  
Immersive Virtual Reality ◽  
Virtual Reality Technology ◽  
The Real

In recent years, immersive virtual reality technology (IVR) has seen a substantial improvement in its quality, affordability, and ability to simulate the real world. Virtual reality in psychology can be used for three basic purposes: immersion, simulation, and a combination of both. While the psychological implementations of IVR have been predominately used with adults, this review seeks to update our knowledge about the uses and effectiveness of IVR with children. Specifically, its use as a tool for pain distraction, neuropsychological assessment, and skills training. Results showed that IVR is a useful tool when it is used either for immersive or simulative purposes (e.g., pain distraction, neuropsychological assessment), but when its use requires both simulation (of the real world) and immersion (e.g., a vivid environment), it is trickier to implement effectively.

scholarly journals Comparison of Learning Effects of Virtual Reality Simulation on Nursing Students Caring for Children with Asthma

2020 ◽  
Vol 17 (22) ◽  
pp. 8417
Author(s):  
Kyung-Ah Kang ◽  
Shin-Jeong Kim ◽  
Myung-Nam Lee ◽  
Mikang Kim ◽  
Sunghee Kim
Keyword(s):  
Virtual Reality ◽  
Nursing Students ◽  
High Fidelity Simulation ◽  
Learning Effects ◽  
Virtual Reality Simulation ◽  
Educational Method ◽  
Global Pandemic ◽  
Children With Asthma ◽  
Quasi Experimental ◽  
And Performance

With the global pandemic of the coronavirus disease, virtual reality simulation (vSim) has emerged as a simulation educational method. The purpose of this study is to examine the learning effects of vSim by comparing three different educational modalities of nursing care for children with asthma. A quasi-experimental design with three different teaching methods, vSim, high-fidelity simulation (HFS), and vSim with HFS, were used in the study. The group using vSim with HFS showed the highest scores in knowledge, confidence in practice, and performance compared to groups using vSim or HFS alone. Simulation practice using vSim combined with HFS could be an effective educational method for nursing students.

scholarly journals Hypnosis Associated with 3D Immersive Virtual Reality Technology in the Management of Pain: A Review of the Literature

2020 ◽  
Vol Volume 13 ◽  
pp. 1129-1138
Author(s):  
Floriane Rousseaux ◽  
Aminata Bicego ◽  
Didier Ledoux ◽  
Paul Massion ◽  
Anne-Sophie Nyssen ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Immersive Virtual Reality ◽  
Review Of The Literature ◽  
Virtual Reality Technology

scholarly journals Immersive Virtual Reality Implementations in Developmental Psychology

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Paola Araiza ◽  
Therese Keane ◽  
Jennifer L. Beaudry ◽  
Jordy Kaufman
Keyword(s):  
Virtual Reality ◽  
Neuropsychological Assessment ◽  
Real World ◽  
Developmental Psychology ◽  
Skills Training ◽  
Substantial Improvement ◽  
Immersive Virtual Reality ◽  
Virtual Reality Technology ◽  
The Real

In recent years, immersive virtual reality technology (IVR) has seen a substantial improvement in its quality, affordability, and ability to simulate the real world. Virtual reality in psychology can be used for three basic purposes: immersion, simulation, and a combination of both. While the psychological implementations of IVR have been predominately used with adults, this review seeks to update our knowledge about the uses and effectiveness of IVR with children. Specifically, its use as a tool for pain distraction, neuropsychological assessment, and skills training. Results showed that IVR is a useful tool when it is used either for immersive or simulative purposes (e.g., pain distraction, neuropsychological assessment), but when its use requires both simulation (of the real world) and immersion (e.g., a vivid environment), it is trickier to implement effectively.

scholarly journals Combined Application of 4D BIM Schedule and an Immersive Virtual Reality on a Modular Project: UNLV Solar Decathlon Case

2021 ◽  
Vol 2 (1) ◽  
pp. 1-14
Author(s):  
Rajarshi Ghimire ◽  
Seungtaek Lee ◽  
Jin Ouk Choi ◽  
Jin-Yeol Lee ◽  
Yong-Cheol Lee
Keyword(s):  
Virtual Reality ◽  
Construction Industry ◽  
Construction Projects ◽  
Immersive Virtual Reality ◽  
Technological Advancement ◽  
Virtual Reality Technology ◽  
Solar Decathlon ◽  
Combined Application ◽  
Almost All ◽  
Assembly Performance

The use of a 4D schedule as technological advancement has brought significant improvement to the planning and execution of construction projects, through visualizing step-wise construction progress, following a sequence of pre-planned activities, and finalizing a baseline schedule with necessary changes. Moreover, the application of immersive virtual reality (IVR) to create an interactive 4D BIM schedule of a planned structure has made it possible to create a detailed plan of any construction project. Because of these benefits, the use of 4D schedules and immersive virtual reality in the construction industry has increased, leading to improved planning and execution. However, past studies have given little attention to the applications of such technologies on modular projects. Thus, this research applied a 4D schedule, along with immersive virtual reality, on a modular project, and verified their benefits and effectiveness. The results showed that most of the participants who experienced a 4D BIM schedule, along with immersive virtual reality (4D/IVR), strongly agreed that it is an easy and straightforward way to visualize the project, understand the schedule, and find any errors. Moreover, while fewer than half of the participants scheduled the assembly sequence correctly with conventional schedule and 2D drawings, almost all of them sequenced the assembly successfully with 4D/IVR. Based on the findings, this research concludes that the implementation of a 4D BIM schedule, along with virtual reality technology, can enhance the fabrication and assembly performance of modules.

scholarly journals Children's memory of a story experienced with virtual reality versus traditional media technology

2020 ◽  
Vol 20 (2) ◽  
pp. 55-69
Author(s):  
Paola Araiza ◽  
Therese Keane ◽  
Won Sun Chen ◽  
Jordy Kaufman
Keyword(s):  
Virtual Reality ◽  
Memory Performance ◽  
Media Technology ◽  
Virtual Reality Technology ◽  
Traditional Media ◽  
Pronounced Difference ◽  
Story Content ◽  
Simulated Environment ◽  
Children's Memory ◽  
Video Condition

Immersive Virtual Reality Technology (IVR) is a visual multi-sensory computer-simulated environment that perceptually surrounds an individual, creating the illusion that one has “stepped inside” and is included in, and interacting with the generated world. Although IVR has been suggested as a tool to enhance learning, existing work has not examined how IVR presentations, compared with other types of storytelling, facilitate or interfere with children’s memory formation. Here, we present data from a study of seventy 6- and 7-year-old children randomly assigned to experience a story in one of three modalities: IVR, video, or a paper-based book. We assessed the children’s story recall and their ability to identify the protagonist’s emotions. Results showed that, overall, children in the IVR condition performed better in the memory-recall task than the children in the video and book conditions. The most pronounced difference in memory performance was between the IVR and book conditions. In the IVR versus video conditions, 6-year-olds performed significantly better in the IVR condition than in the video condition, while 7-year-olds performed similarly in both digital-story conditions. We found no effects of condition on children’s attribution of emotions to the story’s protagonist. We conclude that IVR may enhance children’s ability to learn story content in certain situations.

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