Relevant bibliographies by topics / Gamification VR

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Academic literature on the topic 'Gamification VR'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Gamification VR"

Ryu, Jung-Hee, Jin-Woo Park, Francis Nahm, Young-Tae Jeon, Ah-Young Oh, Hak Lee, Jin-Hee Kim, and Sung-Hee Han. "The Effect of Gamification through a Virtual Reality on Preoperative Anxiety in Pediatric Patients Undergoing General Anesthesia: A Prospective, Randomized, and Controlled Trial." Journal of Clinical Medicine 7, no. 9 (September 17, 2018): 284. http://dx.doi.org/10.3390/jcm7090284.

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The use of gamification in healthcare has been gaining popularity. This prospective, randomized, clinical trial was designed to evaluate whether gamification of the preoperative process—via virtual reality (VR) gaming that provides a vivid, immersive and realistic experience—could reduce preoperative anxiety in children. Seventy children scheduled for elective surgery under general anesthesia were randomly divided into either the control or gamification group. Children in the control group received conventional education regarding the preoperative process, whereas those in the gamification group played a 5 min VR game experiencing the preoperative experience. Preoperative anxiety, induction compliance checklist (ICC), and procedural behavior rating scale (PBRS) were measured. Sixty-nine children were included in the final analysis (control group = 35, gamification = 34). Preoperative anxiety (28.3 [23.3–36.7] vs. 46.7 [31.7–51.7]; p < 0.001) and intraoperative compliance measured using ICC (p = 0.038) were lower in the gamification group than in the control group. However, PBRS (p = 0.092) and parent/guardian satisfaction (p = 0.268) were comparable between the two groups. VR experience of the preoperative process could reduce preoperative anxiety and improve compliance during anesthetic induction in children undergoing elective surgery and general anesthesia.

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Oberhauser, Roy, and Carsten Lecon. "Gamified Virtual Reality for Program Code Structure Comprehension." International Journal of Virtual Reality 17, no. 2 (January 1, 2017): 79–88. http://dx.doi.org/10.20870/ijvr.2017.17.2.2894.

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When programmers view program code text, the abstract and invisible nature of the underlying program code structures remains inherently challenging for them to visualize. Widespread availability of virtual reality (VR) hardware and software now make VR visualization of program code structures accessible. In such potentially visually satiating environments, the application of gamification has the potential to provide an additional focus and motivational factor towards comprehending program structures. Towards this end, this paper describes our Gamified Virtual Reality FlyThruCode (GVR-FTC) approach which gamifies our immersive metaphorical visualization of any given software code structure. Our initial results show that VR-based gamification (specifically code dependencies and modularization) can be more fun and motivational and support structural program comprehension better than using a PC-based text editor for a similarly gamified situation.

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Nor, Nurshamine, Mohd Sunar, and Azyan Kapi. "A Review of Gamification in Virtual Reality (VR) Sport." EAI Endorsed Transactions on Creative Technologies 6, no. 21 (February 24, 2020): 163212. http://dx.doi.org/10.4108/eai.13-7-2018.163212.

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Falah, Jannat, Mohammad Wedyan, Salsabeel F. M. Alfalah, Muhannad Abu-Tarboush, Ahmad Al-Jakheem, Muath Al-Faraneh, Areej Abuhammad, and Vassilis Charissis. "Identifying the Characteristics of Virtual Reality Gamification for Complex Educational Topics." Multimodal Technologies and Interaction 5, no. 9 (September 1, 2021): 53. http://dx.doi.org/10.3390/mti5090053.

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Multidisciplinary topics in education pose a major challenge for traditional learning and teaching methods. Such topics can deter students from selecting particular courses or hinder their study progress. This study focused on the subject of medicinal chemistry, which is a discipline combining medicine and chemistry. This combination of applied and basic science creates a complex field of education that is challenging to both teach and learn. Chemical and pharmacological principles are typically presented in 2D molecular structures and, recently, 3D molecular models have been utilized to improve the visualization of chemical compounds and their chemical interactions. Contemporary studies have presented Virtual Reality (VR) as an alternative method for improving the learning and teaching of multidisciplinary specialties such as this. However, current educational efforts employing VR offer limited interactivity and a traditional teaching method previously presented in 2D. This reduces students’ interest and concentration in the taught subjects. This paper presents the development rationale of a novel VR educational application based on the evaluation of the user requirements by 405 pharmacy undergraduate students. The results informed the development and preliminary evaluation of a proposed VR serious game application, which was deployed in a real-life class environment and evaluated in contrast to traditional teaching methods by 15 students. The derived results confirmed the advantages of VR technology as a learning and teaching tool, in addition to the end-users’ willingness to adopt VR systems as a learning aid.

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Jeong, Ji-Yong, Sang-kyun Kim, Sung-Jin Park, Jin-Tae Jang, and Sae-Ron Kim. "Design and verification of VR gamification contents for cooperative thinking." Journal of Digital Contents Society 19, no. 5 (May 31, 2018): 853–60. http://dx.doi.org/10.9728/dcs.2018.19.5.853.

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Chen, Pai-Hsun. "The Design of Applying Gamification in an Immersive Virtual Reality Virtual Laboratory for Powder-Bed Binder Jetting 3DP Training." Education Sciences 10, no. 7 (June 29, 2020): 172. http://dx.doi.org/10.3390/educsci10070172.

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The integration of Virtual Reality (VR) and gamification techniques can be used to produce a fun virtual laboratory, including virtual spaces and educational content. This study developed a prototype for a virtual laboratory for powder-bed binder jetting three-dimensional printing (3DP) training in universities. The 3DP virtual laboratory is expected to address problems encountered in teaching, training, and practicing with powder-bed binder jetting 3DP. The 3DP Training Virtual Laboratory was developed by using immersive VR technology to simulate two-handed operations. The user evaluation of the first version prototype revealed that the students lacked learning interest and motivation when using the prototype. Thus, gamification technology was integrated into the 3DP virtual laboratory prototype in the mid-implementation development phase. After refining and systematically developing the model to meet the modified requirements, user evaluations on the game elements showed positive feedback. This study concluded that elements of gamification design should be considered at the beginning of the educational or training system development in order to enhance students’ motivation or engagement.

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Mubin, Omar, Fady Alnajjar, Nalini Jishtu, Belal Alsinglawi, and Abdullah Al Mahmud. "Exoskeletons With Virtual Reality, Augmented Reality, and Gamification for Stroke Patients’ Rehabilitation: Systematic Review." JMIR Rehabilitation and Assistive Technologies 6, no. 2 (September 8, 2019): e12010. http://dx.doi.org/10.2196/12010.

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Background Robot-assisted therapy has become a promising technology in the field of rehabilitation for poststroke patients with motor disorders. Motivation during the rehabilitation process is a top priority for most stroke survivors. With current advancements in technology there has been the introduction of virtual reality (VR), augmented reality (AR), customizable games, or a combination thereof, that aid robotic therapy in retaining, or increasing the interests of, patients so they keep performing their exercises. However, there are gaps in the evidence regarding the transition from clinical rehabilitation to home-based therapy which calls for an updated synthesis of the literature that showcases this trend. The present review proposes a categorization of these studies according to technologies used, and details research in both upper limb and lower limb applications. Objective The goal of this work was to review the practices and technologies implemented in the rehabilitation of poststroke patients. It aims to assess the effectiveness of exoskeleton robotics in conjunction with any of the three technologies (VR, AR, or gamification) in improving activity and participation in poststroke survivors. Methods A systematic search of the literature on exoskeleton robotics applied with any of the three technologies of interest (VR, AR, or gamification) was performed in the following databases: MEDLINE, EMBASE, Science Direct & The Cochrane Library. Exoskeleton-based studies that did not include any VR, AR or gamification elements were excluded, but publications from the years 2010 to 2017 were included. Results in the form of improvements in the patients’ condition were also recorded and taken into consideration in determining the effectiveness of any of the therapies on the patients. Results Thirty studies were identified based on the inclusion criteria, and this included randomized controlled trials as well as exploratory research pieces. There were a total of about 385 participants across the various studies. The use of technologies such as VR-, AR-, or gamification-based exoskeletons could fill the transition from the clinic to a home-based setting. Our analysis showed that there were general improvements in the motor function of patients using the novel interfacing techniques with exoskeletons. This categorization of studies helps with understanding the scope of rehabilitation therapies that can be successfully arranged for home-based rehabilitation. Conclusions Future studies are necessary to explore various types of customizable games required to retain or increase the motivation of patients going through the individual therapies.

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Karmanova, E. V., and V. A. Shelemetyeva. "Hard and light gamification in education: Which one to choose?" Informatics and education 1, no. 1 (March 10, 2020): 20–27. http://dx.doi.org/10.32517/0234-0453-2020-35-1-20-27.

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The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

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Berton, Alessandra, Umile Giuseppe Longo, Vincenzo Candela, Sara Fioravanti, Lucia Giannone, Valeria Arcangeli, Viviana Alciati, et al. "Virtual Reality, Augmented Reality, Gamification, and Telerehabilitation: Psychological Impact on Orthopedic Patients’ Rehabilitation." Journal of Clinical Medicine 9, no. 8 (August 7, 2020): 2567. http://dx.doi.org/10.3390/jcm9082567.

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Background: Remote virtual rehabilitation aroused growing interest in the last decades, and its role has gained importance following the recent spread of COVID19 pandemic. The advantages of virtual reality (VR), augmented reality (AR), gamification, and telerehabilitation have been demonstrated in several medical fields. In this review, we searched the literature for studies using these technologies for orthopedic rehabilitation and analyzed studies’ quality, type and field of rehabilitation, patients’ characteristics, and outcomes to describe the state of the art of VR, AR, gamification, and telerehabilitation for orthopedic rehabilitation. Methods: A comprehensive search on PubMed, Medline, Cochrane, CINAHL, and Embase databases was conducted. This review was performed according to PRISMA guidelines. Studies published between 2015 and 2020 about remote virtual rehabilitations for orthopedic patients were selected. The Methodological Index for Non-Randomized Studies (MINORS) and Cochrane Risk-of-Bias assessment tool were used for quality assessment. Results: 24 studies (9 randomized controlled trials (RCTs) and 15 non-randomized studies) and 2472 patients were included. Studies mainly concern telerehabilitation (56%), and to a lesser extent VR (28%), AR (28%), and gamification (16%). Remote virtual technologies were used following knee and hip arthroplasty. The majority of included patients were between 40 and 60 years old and had a university degree. Remote virtual rehabilitation was not inferior to face-to-face therapy, and physical improvements were demonstrated by increased clinical scores. Orthopedic virtual remote rehabilitation decreased costs related to transports, hospitalizations, and readmissions. Conclusion: The heterogeneity of included studies prevented a meta-analysis of their results. Age and social context influence adaptability to technology, and this can modify compliance to treatment and outcomes. A good relationship between patient and physiotherapist is essential for treatment compliance and new technologies are useful to maintain clinical interactions remotely. Remote virtual technologies allow the delivery of high-quality care at reduced costs. This is a necessity given the growing demand for orthopedic rehabilitation and increasing costs related to it. Future studies need to develop specific and objective methods to evaluate the clinical quality of new technologies and definitively demonstrate advantages of VR, AR, gamification, and telerehabilitation compared to face-to face orthopedic rehabilitation.

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Reitz, Liesa, Aline Sohny, and Gerrit Lochmann. "VR-Based Gamification of Communication Training and Oral Examination in a Second Language." International Journal of Game-Based Learning 6, no. 2 (April 2016): 46–61. http://dx.doi.org/10.4018/ijgbl.2016040104.

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The authors present a novel way of oral language training by embedding the English as a foreign language (EFL) learning process into a generic 3D Cooperative Virtual Reality (VR) Game. Due to lack of time, resources and innovation, the language classroom is limited in its possibilities of promoting authentic communication. Therefore, the researchers investigated how to induce a VR setting with information gaps, for which they designed a template which intrinsically promotes communication and the students' confidence in using EFL. Thereby, VR enables the simulation of real life situations, creating both comfortable and authentic training environments. The game content is based on the internationally approved Graded Examination in Spoken English (GESE) Trinity Exam and can be adapted to the needs of the learners or the given curricula. The empirical analysis shows that the designed game trains the students' communication skills, evoking a high amount of speech and a qualitative linguistic output.

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Dissertations / Theses on the topic "Gamification VR"

Bramstedt, Robert. "Notifikationsmodeller i virtuell verklighet vid träning inför akuta situationer : En jämförelse mellan två grafiskt presenterade notifikationsmodeller." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-98412.

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VR står för Virtual Reality och används idag ofta för utbildning, både inom skola och yrkesgrupper då det har uppvisat goda resultat och är relativt billigt att utföra jämfört med att träna till exempel personal inom brandkår, sjukhus och polis. Finns det en applikation där flera användare inklusive en instruktör kan samverka oberoende plats och plattform blir det bättre ur både logistiskt och ekonomiskt perspektiv. Det finns idag ingen standardiserad modell för notifikationer inom VR och därför finns det en mängd olika modeller för att fånga användarens uppmärksamhet. Det här arbetet handlar om att undersöka webbläsaren som verktyg för en Virtual Reality- applikation där flera användare samtidigt kan använda applikationen oberoende av vilken plattform som används. Anledningen till att det skall fungera för flera användare samtidigt är för att applikationen är till för träning inför akuta situationer och då skall både instruktör och användare kunna vara i applikationen samtidigt. Arbetet handlar också om att ta reda på vilken av de två notifikationsmodeller som i det här arbetet testas är det mest tidseffektiva vid träning av brandkår med hjälp av VR-teknik. Resultatet har framkommit genom utförda användartester genomförda med hjälp av en prototyp som har utvecklats; samt intervjuer av de testpersoner som har deltagit i användartester. Testpersonerna delades upp i två lika stora grupper på 10 st i varje grupp för att testa två olika notifikationsmodeller. De testade notifikationsmodeller är en statisk nödutgångsskylt och en visuell vägvisare i form av en pil i golvet som rör sig i för scenariots uppgift rätt riktning. Uppgiften som testpersonerna fick var att ta sig från en punkt till en annan i en rökfylld lokal på så snabb tid som möjligt, med hjälp av den notifikation som tilldelades. Testpersonerna rangordnades efter att samtliga test var genomförda. Den som klarat sig bäst i den ena gruppen jämfördes med den som klarat sig bäst i den andra gruppen och så vidare. Resultatet visar tendenser åt att den visuella vägvisaren var den mest effektiva av de två notifikationsmodeller som testades. Deltagarna i gruppen som använde den visuella sökvägen presterade något bättre, vilket indikerar en trend mot preferenser för den notifikations modellen framför den statiska nödutgångsskylten.

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Lindh, David. "The Effect of Assessment On Motivation in a Virtual Reality Based Serious Game." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-170079.

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A thesis report that investigates if there is a connection between the gamification attribute called Assessment and the learning outcome called Motivation. Furthermore, we investigate the existing research to find out what is the best way to go when you are putting togeather a Serious Game. This along with explainations of some common terms and concepts makes up the bulk of the report.

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Miranda, Miguel Veiga. "VR Exergames for ocular diseases diagnosis." Master's thesis, 2019. http://hdl.handle.net/10362/92288.

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According to the World Health Organization, in 2011 there were about 314 million people with impaired vision, due either to ocular diseases or uncorrected ocular errors. Around 45 million people, of these 314 million, are blind. About 75% of all blindness and visual impairment cases caused by these diseases are avoidable. There are already some practical and relatively cheap tools to make this diagnosis, but all of them are intrusive, which doesn’t make them too attractive. To solve this issue, we thought of a non-intrusive way to diagnose eye problems. So we created a Virtual Reality exergame, EyeCare, that tests users’ vision, while they are having fun playing it. This exergame is meant to be played by teenagers and young adults, using only a smartphone and Virtual Reality visor. EyeCare consists in a game where users have to complete several puzzles to escape the forest. The users play the puzzles to assess their astigmatism, contrast sensitivity, color blindness, and peripheral vision. In the end, the results are given to the users as problems that they may have. With this solution, our goal is to diagnose diseases early enough, so they can be monitored, and thus reducing the number of people with impaired vision and blindness.

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Book chapters on the topic "Gamification VR"

Li, Xuecheng, Zhengyu Wu, and Ting Han. "Gamification-Based VR Rowing Simulation System." In Human-Computer Interaction. Recognition and Interaction Technologies, 484–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22643-5_38.

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Barazzetti, Luigi, and Fabrizio Banfi. "Historic BIM for Mobile VR/AR Applications." In Mixed Reality and Gamification for Cultural Heritage, 271–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49607-8_10.

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Papaefthymiou, Margarita, Steve Kateros, Stylianos Georgiou, Nikos Lydatakis, Paul Zikas, Vasileios Bachlitzanakis, and George Papagiannakis. "Gamified AR/VR Character Rendering and Animation-Enabling Technologies." In Mixed Reality and Gamification for Cultural Heritage, 333–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49607-8_13.

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O’Connor, Stuart, Simon Colreavy-Donnelly, and Ian Dunwell. "Fostering Engagement with Cultural Heritage Through Immersive VR and Gamification." In Visual Computing for Cultural Heritage, 301–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37191-3_16.

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Tiefenbacher, Florian. "Evaluation of Gamification Elements in a VR Application for Higher Education." In Communications in Computer and Information Science, 830–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56441-4_63.

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"Future Direction of Gamification Within Higher Education." In Advances in Educational Technologies and Instructional Design, 120–49. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2981-1.ch005.

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This chapter provides a critical pathway for the uses of Augmented Reality (AR) and Virtual Reality (VR) within Gamification. The chapter starts with an introduction to gamification, AR and VR. It follows with different explorations of AR and VR, on where different research is heading and the benefits they are having on the learner, educator and the learning environment itself. Finally, the chapter critically analyses future possible directions gamification can have within Higher Education.

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"VR in Higher Education." In Gamification Strategies for Retention, Motivation, and Engagement in Higher Education, 116–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2079-6.ch004.

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The purpose of this chapter is to examine VR within education to assess the impact of its ability to apply instructional design principles in the context of virtual reality technology-based instruction. VR can improve learning outcomes from enhancing learning activities to supporting simulation studies and encourage feedback educational tasks. Learner performance will be improved when the gameplay is mapped to gamification and group-based challenges. Due to the diversity of VR, individuals are supported through the educational life cycle via sensory stimuli to improve and enhance cognitive development. Research has shown that VR has changed individual attitudes, cultural beliefs, and context when exploring the new innovative characteristics of these new devices. Virtual reality can enhance and replace reality with digital objects so that learners can instantly enjoy various activities, which make a positive outcome.

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Gomes, Paulo Veloso, João Donga, and Vítor J. Sá. "Software Requirements Definition Processes in Gamification Development for Immersive Environments." In Advances in Medical Technologies and Clinical Practice, 68–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7472-0.ch005.

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The implementation of gamification in immersive environments is a complex and multidimensional process. A socio-technical approach is necessary to cover all the specifications that the system needs to satisfy the needs and the purpose of its genesis. The use of virtual reality (VR) technologies in mental healthcare associated with gamification mechanisms has been gaining popularity. Two projects were developed using VR, one that allows people to experience and better understand mental health conditions through empathy construct and the other can be used to help patients with social phobia or Arachnophobia to reduce their phobias using VR solutions and real-time biofeedback. The authors analyze the aspects that influence the development of immersive environments and gamification mechanisms and propose a socio-technical methodology based on actor-network theory for the survey and definition of requirements.

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Bully, Charles, Jordan Gery, Daniel Nåfors, Liang Gong, Mélanie Despeisse, Björn Johansson, and Mads Bentzen Billesø. "Increasing Eco-Efficiency Awareness for Ship Loading Process Using Virtual Reality and Gamification." In Advances in Transdisciplinary Engineering. IOS Press, 2020. http://dx.doi.org/10.3233/atde200154.

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The world is striving for a sustainable future as United Nations proposed the 17 Sustainable Development Goals to reduce the environmental impact and increase societal wellbeing by 2030. In this endeavor, eco-efficiency is considered as one of the key concept to facilitate the successful transition to the sustainable development with the focus to reduce the ecological impact of industry through efficiency improvements. The shipping industry is largely involved in this challenge with a target set by International Maritime Organization to cut emissions from individual ships by 40% from 2008 levels by 2030. The ship loading process is believed to have great impact to the overall eco-efficiency as it is not only a time consuming process but also determines the fuel consumption of the transportation. In this study, we aim to incorporate virtual reality (VR) technology and gamification theories to raise the eco-efficiency awareness in the shipping loading process. A VR application for ship loading process was developed using a real world case in the Baltic sea region. Eco-efficiency concept is introduced in different levels based on the gamification theories. Maritime professionals tested the VR application and provided their feedback. The results are positive that combining VR and gamification can be useful to train operators with eco-efficiency in the ship loading operations. It also shows a huge potential to support the shipping industry in this transition towards a more sustainable future.

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"Future Directions of Gamification in Education." In Gamification Strategies for Retention, Motivation, and Engagement in Higher Education, 174–87. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2079-6.ch006.

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The use of technology within the 21st century to assist with Millennials provides the opportunity to explore unique opportunities for designing new approaches not just for education but also for the industry. Bridging communities helps with retention and engagement and supports through a variety of different devices too, for example, VR, AR, mobile learning, massively multiplayer online (MMOs) like Pokémon Go to sensory devices like the Kinect. It is these combinations of technology mixed with learning theories that can have a positive effect while addressing various health and well-being issues such as stress and depression. This chapter explores a variety of topics and how to bridge the gap with several scenarios while providing useful insights on opportunities and challenges.

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Conference papers on the topic "Gamification VR"

Akhmaeva, L. G. "Impact On Consumer Behavior Through Vr\Ar Experience Gamification." In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.188.

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Rodrigues, Francielly, Priscila Wilbert, José Carlos Tavares Da Silva, and Jauvane C. De Oliveira. "A Virtual Reality Environment Using Concepts of Serious Games and Gamification for the Treatment of Eating Disorders." In Anais do Simpósio Brasileiro de Computação Aplicada à Saúde. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/sbcas.2019.6249.

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An eating disorder is a disturb characterized by an atypical eating behavior. The most common strategy for treatment is CBT, and its limitations have shown to be overcome using virtual reality approaches. Most VR envi- ronments created for this purpose reproduce tasks for treatment of body image disturbances and food avoidance. This work presents a new approach for eating disorders treatment using VR and concepts of serious games and gamification, which have been shown of promising potential in health context due to its ad- vantages when compared to other approaches. Tests assessing the usability and sense of presence in the virtual environment were applied to a group of 10 par- ticipants, indicating that the environment is well suited for medical treatment.

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Kern, Florian, Carla Winter, Dominik Gall, Ivo Kathner, Paul Pauli, and Marc Erich Latoschik. "Immersive Virtual Reality and Gamification Within Procedurally Generated Environments to Increase Motivation During Gait Rehabilitation." In 2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR). IEEE, 2019. http://dx.doi.org/10.1109/vr.2019.8797828.

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Fu, Yu, Yan Hu, Veronica Sundstedt, and Cecilia Fagerström. "A Survey of Possibilities and Challenges with AR/VR/MR and Gamification Usage in Healthcare." In 14th International Conference on Health Informatics. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010386207330740.

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Iacono, Saverio, and Gianni Vercelli. "Lessons learned about language learning and extended reality frameworks." In The 5th International Conference on Virtual and Augmented Reality in Education. CAL-TEK srl, 2019. http://dx.doi.org/10.46354/i3m.2019.vare.008.

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"The knowledge of a second language is an obligation in educational systems of the European Community for many years and the quality of teaching and learning, especially in Italy, could be largely improved for a better outcome. Methods like Game-based Learning and Gamification could improve and change this outcome, combined with new tools used as educational technology in an immersive context. This paper presents some lessons learned from the adoption of VR / AR within two applications related to language learning. In this context, being immersed in an engaging and fun simulated situation is a good way to practice language conversations. In the last few years the great clamor of new VR / AR devices (HMD, controller, tracker) promotes the creation of new frameworks of extended reality for language learning."

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