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Journal articles on the topic 'Gamification VR'
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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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Al-Nasri, Iyad, and Shahan Salim. "Using Gamification to Break Barriers in Physical Therapy." University of Western Ontario Medical Journal 87, no. 2 (March 12, 2019): 9–11. http://dx.doi.org/10.5206/uwomj.v87i2.1146.
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Adherence to physical therapy can have a significant positive impact on the outcome of treatment, but remains a challenge for both clinicians and patients. Ubiquitous and accessible technologies such as video games and virtual reality (VR) can help to increase adherence in physical therapy, but adoption of these technologies is a barrier in itself. As such, health care professionals must play a larger role in game and simulation design in order for these interventions to be used in removing barriers to adherence.
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Cavalcanti, Janaina, Victor Valls, Manuel Contero, and David Fonseca. "Gamification and Hazard Communication in Virtual Reality: A Qualitative Study." Sensors 21, no. 14 (July 7, 2021): 4663. http://dx.doi.org/10.3390/s21144663.
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An effective warning attracts attention, elicits knowledge, and enables compliance behavior. Game mechanics, which are directly linked to human desires, stand out as training, evaluation, and improvement tools. Immersive virtual reality (VR) facilitates training without risk to participants, evaluates the impact of an incorrect action/decision, and creates a smart training environment. The present study analyzes the user experience in a gamified virtual environment of risks using the HTC Vive head-mounted display. The game was developed in the Unreal game engine and consisted of a walk-through maze composed of evident dangers and different signaling variables while user action data were recorded. To demonstrate which aspects provide better interaction, experience, perception and memory, three different warning configurations (dynamic, static and smart) and two different levels of danger (low and high) were presented. To properly assess the impact of the experience, we conducted a survey about personality and knowledge before and after using the game. We proceeded with the qualitative approach by using questions in a bipolar laddering assessment that was compared with the recorded data during the game. The findings indicate that when users are engaged in VR, they tend to test the consequences of their actions rather than maintaining safety. The results also reveal that textual signal variables are not accessed when users are faced with the stress factor of time. Progress is needed in implementing new technologies for warnings and advance notifications to improve the evaluation of human behavior in virtual environments of high-risk surroundings.
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Mosley, Caroline, John R. Mosley, Catriona Bell, Kay Aitchison, Susan M. Rhind, and Jill MacKay. "Teaching best practice in hand hygiene: student use and performance with a gamified gesture recognition system." Veterinary Record 185, no. 14 (August 23, 2019): 444. http://dx.doi.org/10.1136/vr.105338.
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The use of an automated gesture recognition system to teach the commonly adopted, seven-stage hand hygiene technique to veterinary undergraduate students was evaluated. The system features moderate gamification, intended to motivate the student to use the machine repeatedly. The system records each handwash stage, and those found to be difficult are identified and reported back. The gamification element alone was not sufficient to encourage repeated use of the machine, with only 13.6 per cent of 611 eligible students interacting with the machine on one or more occasion. Overall engagement remained low (mean sessions per user: 3.5, ±0.60 confidence interval), even following recruitment of infection control ambassadors who were given a specific remit to encourage engagement with the system. Compliance monitoring was introduced to explore how students used the system. Hand hygiene performance did not improve with repeated use. There was evidence that the stages—fingers interlaced, rotation of the thumb, rotation of the fingertips and rotation of the wrists—were more challenging for students to master (p=0.0197 to p<0.0001) than the back of the hand and of the fingers. Veterinary schools wishing to use such a system should consider adopting approaches that encourage peer buy-in, and highlight the ability to practise difficult stages of the technique.
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Paliokas, Ioannis. "Serious Games Classification for Digital Heritage." International Journal of Computational Methods in Heritage Science 3, no. 2 (July 2019): 58–72. http://dx.doi.org/10.4018/ijcmhs.2019070104.
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Gamification mechanics have been introduced in the philosophy of many modern user experience (UE) systems, including those used in museums, cultural sites and various other kinds of digital heritage (DH) applications. Gamified user experiences include on-site navigation, playful interaction with museum artefacts, virtual tours in ancient or modern times using virtual reality (VR) applications and more. Although the gamification principles have been well adopted in the DH domain, a common language used to describe and classify serious games (SG) and gamified applications in DH is still under development. The current work aims to discuss first the complementarity of existing classification approaches along their possible limitations and finally to propose a classification schema for SGs and game-like environments used in museum, galleries and other organizations of cultural and touristic interest. The proposed classification system is being presented with respect to the entertaining, informational and educational characteristics of the SGs under study.
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Castle, Steven, Cathy C. Lee, Erin H. Blanchard, Christian K. Roberts, Malcolm J. Jones, and E. T. Schroeder. "FEASIBILITY OF VIRTUAL REALITY TREADMILL TRAINING IN OLDER ADULTS WITH MOBILITY AND FITNESS DEFICITS." Innovation in Aging 3, Supplement_1 (November 2019): S9—S10. http://dx.doi.org/10.1093/geroni/igz038.032.
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Abstract Only 23.6% of adults and <10% of adults age >75 years meet physical activity (PA) guidelines (aerobic & muscle-strengthening). Health benefit gym memberships has not improved participation. Therefore, Blue Goji developed a Virtual Reality (VR) treadmill to improve PA through fitness gamification with cognitive involvement in postural control to improve balance. Feasibility testing was done with seven older Veterans and one spouse, mean age of 81.3 years who participate in the VA Gerofit program & were near the 50th percentile (by age & gender) in strength, balance and endurance. Even those with lower levels of fitness, balance or chronic conditions (i.e., kyphosis or vision impairment) strongly supported this for enjoyment, benefit, comfort, safety and strongly recommended this (mean of 4.65 out of 5). The Gamification approach supports anti-ageism and intergenerational fitness activities. Further study on the additive effect on exercise intensity and improvement in fitness, balance and cognition is needed.
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Michael, Ekerin Oluseye, Heidi Tan Yeen-Ju, and Neo Tse Kian. "Exploring the Use of Immersive Technology in Education to Bring Abstract Theoretical Concepts to Life." Special Issue No.1 1, no. 1 (July 1, 2020): 70–80. http://dx.doi.org/10.33093/ijcm.2020.1.x1.7.
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Over the years educators have adopted a variety of technologies in a bid to improve student engagement, interest and understanding of abstract topics taught in the classroom. There has been an increasing interest in immersive technology such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). The ability of VR to bring ideas to life in three dimensional spaces in a way that is easy for students to understand the subject matter makes it one of the important tools available today for education. A key feature of VR is the ability to provide multi-sensory visuals and virtual interaction to students wearing a Head Mounted Display thus providing students better learning experience and connection to the subject matter. Virtual Reality has been used for training purposes in the health sector, military, workplace training, gamification and exploration of sites and countless others. With the potential benefits of virtual technology in visualizing abstract concepts in a realistic virtual world, this paper presents a plan to study the use of situated cognition theory as a learning framework to develop an immersive VR application that would be used to train and prepare students studying Telecommunications Engineering for the workplace. This paper presents a review of literature in the area of Virtual Reality in education, offers insight into the motivation behind this research and the planned methodology in carrying out the research.
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Almousa, Omamah, Joana Prates, Noor Yeslam, Dougal Mac Gregor, Junsong Zhang, Viet Phan, Marc Nielsen, Richard Smith, and Karim Qayumi. "Virtual Reality Simulation Technology for Cardiopulmonary Resuscitation Training: An Innovative Hybrid System With Haptic Feedback." Simulation & Gaming 50, no. 1 (January 2, 2019): 6–22. http://dx.doi.org/10.1177/1046878118820905.
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Objective. Although cardiopulmonary resuscitation (CPR) skills are lifesaving skills, the gap between awareness and actual training remains significant. Advances in technology are shaping the future of education and innovative learning solutions are essential to facilitate effective and accessible training. This project objective is to develop a self-directed educational system for hands-on CPR training using virtual reality (VR) technology. Methods. HTC VIVE was the chosen VR engine, and Unity3D was the software used for development. CPR skills including chest compressions, rescue breathing, and automated external defibrillator (AED) are taught in VR through focused instructions, demonstrations, and simulated interactive scenarios with hands-on training sessions. A tracking system was designed using virtual planes and VIVE-Tracker for accurate measurements of chest compressions (rate, depth, and recoil), hands’ position and AED. A real mannequin was integrated in the VR space and overlaid with virtual 3D-human model for realistic haptic feedback and hands-on training. VIVE-controller was used for precise calibration between the mannequin location in real environment and the virtual human model in VR space. Results. The VR-CPR prototype was designed to be generic, approachable, and easy to follow. Realism and interaction were achieved through 3D virtual scenes simulating common sites at which cardiac arrest may occur. Variety in scenarios and gamification features like scoring and difficulty levels of training were made to enhance users’ engagement. The VR-mannequin hybrid system enabled quality training and immersive learning experience. Further, real-time feedback and scoring system are built for self-directed learning and optimal performance. Conclusions. The developed VR-hybrid product is a structured educational tool for hands-on CPR training and ongoing practice. This innovative technology provides self-directed learning with no restrictions of time, place, or personnel, which are the main challenges with current traditional courses. This product is a promising CPR training initiative in the evolution of digital education.
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van Nuenen, Tom, and Caroline Scarles. "Advancements in technology and digital media in tourism." Tourist Studies 21, no. 1 (February 12, 2021): 119–32. http://dx.doi.org/10.1177/1468797621990410.
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This article discusses the concomitant processes of increasing familiarisation, responsiveness and responsibility that digital technology enables in the realm of tourism. We reflect on the influence of the proliferation of interactive digital platforms and solutions within tourism practice and behaviour through a range of lenses, from user generated content and associated interactive digital platforms, the emergence of gamification embedded within these, immersive mixed-reality media (such as virtual reality [VR] and augmented reality [AR]) and the changes in tourist behaviour that have paralleled these digital developments. We also explore the use of AI in tourism, and the methodological potential that digital technology has for tourism studies.
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Demina, S. P. "Modern Education: Development Trends and Prospects." Economics and Management 26, no. 10 (December 26, 2020): 1158–63. http://dx.doi.org/10.35854/1998-1627-2020-10-1158-1163.
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Aim. The presented study aims to analyze and critically re-evaluate current trends in the development of education.Tasks. The authors examine the concept of lifelong learning; identify the strengths and weaknesses of modern digital technologies such as gamification, virtual reality (VR), and augmented reality (AR); show the prospects for the development of education through distance learning.Methods. This study is based on a systems approach using methods of comparative and structural analysis, analytical and theoretical generalization.Results. Current trends in the development of education associated with the introduction of digital technologies are considered, and the prospects for the development of the industry are determined.Conclusions. The concepts of lifelong learning and practice-oriented education are becoming increasingly widespread in the context of the digital economy and labor market transformation. The forced transition to distance learning driven by the COVID-19 pandemic has become a catalyst for rapid changes in education. Digital educational technologies such as VR and AR expand the possibilities of the natural educational environment, while also bearing certain risks.
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Varela-Aldás, José, Guillermo Palacios-Navarro, Rebecca Amariglio, and Iván García-Magariño. "Head-Mounted Display-Based Application for Cognitive Training." Sensors 20, no. 22 (November 17, 2020): 6552. http://dx.doi.org/10.3390/s20226552.
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Virtual Reality (VR) has had significant advances in rehabilitation, due to the gamification of cognitive activities that facilitate treatment. On the other hand, Immersive Virtual Reality (IVR) produces outstanding results due to the interactive features with the user. This work introduces a VR application for memory rehabilitation by walking through a maze and using the Oculus Go head-mounted display (HMD) technology. The mechanics of the game require memorizing geometric shapes while the player progresses in two modes, autonomous or manual, with two levels of difficulty depending on the number of elements to remember. The application is developed in the Unity 3D video game engine considering the optimization of computational resources to improve the performance in the processing and maintaining adequate benefits for the user, while the generated data is stored and sent to a remote server. The maze task was assessed with 29 subjects in a controlled environment. The obtained results show a significant correlation between participants’ response accuracy in both the maze task and a face–pair test. Thus, the proposed task is able to perform memory assessments.
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Jang, Yu-Teng, and Pei-Shan Hsieh. "Understanding consumer behavior in the multimedia context: incorporating gamification in VR-enhanced web system for tourism e-commerce." Multimedia Tools and Applications 80, no. 19 (June 24, 2021): 29339–65. http://dx.doi.org/10.1007/s11042-021-11149-8.
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Abuhammad, Areej, Jannat Falah, Salasabeel F. M. Alfalah, Muhannad Abu-Tarboush, Ruba T. Tarawneh, Dimitris Drikakis, and Vassilis Charissis. "“MedChemVR”: A Virtual Reality Game to Enhance Medicinal Chemistry Education." Multimodal Technologies and Interaction 5, no. 3 (March 4, 2021): 10. http://dx.doi.org/10.3390/mti5030010.
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Medicinal chemistry (MC) is an indispensable component of the pharmacy curriculum. The pharmacists’ unique knowledge of a medicine’s chemistry enhances their understanding of the pharmacological activity, manufacturing, storage, use, supply, and handling of drugs. However, chemistry is a challenging subject for both teaching and learning. These challenges are typically caused by the inability of students to construct a mental image of the three-dimensional (3D) structure of a drug molecule from its two-dimensional presentations. This study explores a prototype virtual reality (VR) gamification option, as an educational tool developed to aid the learning process and to improve the delivery of the MC subject to students. The developed system is evaluated by a cohort of 41 students. The analysis of the results was encouraging and provided invaluable feedback for the future development of the proposed system.
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An, Yunjo. "A History of Instructional Media, Instructional Design, and Theories." International Journal of Technology in Education 4, no. 1 (December 20, 2020): 1. http://dx.doi.org/10.46328/ijte.35.
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This paper discusses the history of the instructional design and technology field in four major time periods: (1) 1900s – 1930s, (2) World War II – 1970s, (3) 1980s – 1990s, and (4) 21st century. Since the 20th century has been discussed in detail in earlier works, this paper puts more focus on the 21st century section, which includes discussions of social media, online and blended learning, mobile learning, the open educational resource (OER) movement, massive open online courses (MOOCs), virtual reality (VR) and augmented reality (AR), digital game-based learning (DGBL), gamification, the maker movement, new instructional design process models, and instructional-design theory. While previous discussions of the history of the field focused on the history of instructional media and instructional design and the evolution of learning theories, this paper includes the discussion of the evolution of instructional-design theories and models, which have received relatively less attention.
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Deggim, S., T. P. Kersten, F. Tschirschwitz, and N. Hinrichsen. "SEGEBERG 1600 – RECONSTRUCTING A HISTORIC TOWN FOR VIRTUAL REALITY VISUALISATION AS AN IMMERSIVE EXPERIENCE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W8 (November 13, 2017): 87–94. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w8-87-2017.
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The 3D reconstruction of historic buildings and cities offers an opportunity to experience the history of relevant objects and their development over the centuries. Digital visualisations of such historic objects allow for a more natural view of history as well as showing information that is not possible in a real world setting. New presentation forms, such as the virtual reality (VR) system HTC Vive, can be used to disseminate information in another dimension and simplify the access by changing the user’s viewpoint from a listener and viewer into being an integrated part of an interactive situation. In general, this approach is a combination of education and entertainment, also known as “edutainment” or “gamification”, a term used in the education sector as describing where motivation to learn is encouraged through adding a competitive element. It is thus a step away from simple <i>consumption</i> of information towards <i>experiencing</i> information and a more literal interpretation of “living history”.<br><br> In this contribution, we present the development of a 3D reconstruction of the two towns Segeberg and Gieschenhagen (today: Bad Segeberg) in Schleswig-Holstein, Germany in the Early Modern Age around 1600. The historic landscape and its conversion from a reconstructed virtual town model into an interactive VR application is also described. The reconstruction is based on a recent digital terrain model as well as survey data of surviving buildings, historic visual information based on historic drawings and written accounts from that era. All datasets are combined to a single walkable virtual world that spans approximately 3 km².
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Matthys, Mario, Laure De Cock, John Vermaut, Nico Van de Weghe, and Philippe De Maeyer. "An “Animated Spatial Time Machine” in Co-Creation: Reconstructing History Using Gamification Integrated into 3D City Modelling, 4D Web and Transmedia Storytelling." ISPRS International Journal of Geo-Information 10, no. 7 (July 6, 2021): 460. http://dx.doi.org/10.3390/ijgi10070460.
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More and more digital 3D city models might evolve into spatiotemporal instruments with time as the 4th dimension. For digitizing the current situation, 3D scanning and photography are suitable tools. The spatial future could be integrated using 3D drawings by public space designers and architects. The digital spatial reconstruction of lost historical environments is more complex, expensive and rarely done. Three-dimensional co-creative digital drawing with citizens’ collaboration could be a solution. In 2016, the City of Ghent (Belgium) launched the “3D city game Ghent” project with time as one of the topics, focusing on the reconstruction of disappeared environments. Ghent inhabitants modelled in open-source 3D software and added animated 3D gamification and Transmedia Storytelling, resulting in a 4D web environment and VR/AR/XR applications. This study analyses this low-cost interdisciplinary 3D co-creative process and offers a framework to enable other cities and municipalities to realise a parallel virtual universe (an animated digital twin bringing the past to life). The result of this co-creation is the start of an “Animated Spatial Time Machine” (AniSTMa), a term that was, to the best of our knowledge, never used before. This research ultimately introduces a conceptual 4D space–time diagram with a relation between the current physical situation and a growing number of 3D animated models over time.
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Rosmansyah, Yusep, Mohamad Achiruzaman, and Ariq Bani Hardi. "A 3D Multiuser Virtual Learning Environment for Online Training of Agriculture Surveyors." Journal of Information Technology Education: Research 18 (2019): 481–507. http://dx.doi.org/10.28945/4455.
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Aim/Purpose: This research proposed a 3D multiuser virtual learning environment (3DMUVLE) educational game design framework by combining ATMSG, ADDIE, E-Simulation, and 3D Open Simulator Technology Architecture. This paper focused on a case study of online training for food crops productivity data surveys. Background: The conventional online training still lacks engagement, immersion, and curiosity aspects, which decreases learners’ learning seriousness because the instructors and participants do not meet directly. Integration of 3DMUVLE and gamification in online training has a good potential to tackle the issue. Methodology: This research applied the Design Research Method (DRM) to propose a 3DMUVLE educational game design framework. The proposed framework was applied in training that involved 30 participants (first group), and the result was compared with that of 30 other participants (second group) who studied using the conventional method, which was an e-book and web-based learning. Authors compared the perceived usefulness and heightened enjoyment in using the proposed 3DMUVLE using linear regression analysis on HMSAM model. Contribution: Through statistical tests on the case study data, this research indicated that the 3DMUVLE resulted in better knowledge gain. Findings: Some important findings in this paper include (1) the development steps of a 3DMUVLE educational game design framework for online training of food crops productivity data survey; (2) statistical analysis result that the proposed 3DMUVLE lead to better knowledge gain, enjoyment, curiosity, immersion, and usefulness aspects; (3) the statistical analytic also showed that enjoyment and perceived of usefulness factors represented the strongest variables that influenced behavioral intention to use. Recommendations for Practitioners: The 3DMUVLE is suggested to produce better knowledge gain, yet it still has to be proven further through similar statistical analysis in real field survey scenarios. Recommendation for Researchers: The proposed 3DMUVLE can be adapted to other domains. Pleasing features in the game can be improved, such as quality of instruction in the simulation, in the hope that these will increase engagement and knowledge gain. Voice communication among users and instructors to improve interactivity may also be introduced. Impact on Society: 3DMUVLE potentially offers better knowledge gain that can be applied in various fields of online training. Future Research: An immediate future research includes a development targeted for smartphone platform, in Virtual Reality (VR) or non-VR mode. VR improves immersion aspect further but is more complicated to perform. Smartphone is relatively cheaper than a computer and more accessible by more people. Training using a smartphone-based 3DMUVLE can be carried out in wider scenarios.
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Yakymova, Nataliia, Olesia Tomchuk, and Nonna Kobidze. "HUMAN EDUCATIONAL TRAJECTORY IN THE XXI CENTURY: INFLUENCE OF BEHAVIORAL FACTORS." Regional’ni aspekti rozvitku produktivnih sil Ukraїni, no. 25 (2020): 147–53. http://dx.doi.org/10.35774/rarrpsu2020.25.147.
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Introduction. The article analyzes the current trends of the global and domestic market of online education. It is established that the modern market of online education is characterized by the active development of micro-learning; promotion of mobile learning; the use of artificial intelligence in EdTech; the close link between training and employment; increasing the target market for companies working in the direction of career-long learning; demand for practices of mutual, or cross-learning, (p2p-learning); leading positions of educational companies in the development of modern EdTech; low prevalence of virtual and augmented reality (AR and VR) in the development of online education; ineffective use of gamification in online education; the popularity of project-based learning; the close connection of online learning with talent development practices; growth of the LMS market (learning management systems); sustainable growth of the corporate segment of online education; the spread of more innovative educational practices than asynchronous (self-paced) learning. Goal is to study the educational trajectory of man in the XXI century and determine the influence of behavioral factors on it. Results. Modern incentives for the development of the online education market in Ukraine are highlighted: outdated educational base, military conflict in eastern Ukraine, recognition by some universities of distance learning as a separate form of education, development of Internet technologies, changing qualification requirements in the labor market, reducing the value of traditional education. the role of universities in the socialization of individuals, the lack of territorial affiliation, the introduction of quarantine measures. The priority directions of construction of the educational trajectory of the person are generalized and the influence of behavioral factors on it is determined. It was found that the key aspects that individuals focus on when building an educational trajectory are: the desire to quickly enter the labor market, spreading the practice of mastering lucrative professions without significant material and time costs for training, increasing educational opportunities through the introduction of distance learning abroad and domestic institutions. It is proved that behavioral factors have a significant impact on determining the educational trajectory of a person. Therefore, the identification and regulation of such influences accelerates the effective adaptation of man to the changing conditions of the labor market and the market of educational services, as well as allows to effectively build and adjust its educational trajectories.
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Loureiro, Sandra Maria Correia, Ricardo Godinho Bilro, and Fernando José de Aires Angelino. "Virtual reality and gamification in marketing higher education: a review and research agenda." Spanish Journal of Marketing - ESIC ahead-of-print, ahead-of-print (September 7, 2020). http://dx.doi.org/10.1108/sjme-01-2020-0013.
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Purpose The purpose of this paper is to review studies on the use of virtual reality (VR) and gamification to engage students in higher education for marketing issues to identify the research topics, the research gaps and to prepare a future research agenda. Design/methodology/approach A literature review is performed based on two search terms applied to Web of Science, resulting in a final pool of 115 articles. A text-mining approach is used to conduct a full-text analysis of papers related to VR and gamification in higher education. The authors also compare the salient characteristics presented in the articles. Findings From this analysis, five major research topics are found and analysed, namely, teaching methodologies and education, experience and motivation, student engagement, applied theories in VR and gamification. Based on this and following the theory concept characteristics methodology framework, the paper provides directions for future research. Originality/value There is no comprehensive review exploring the topics, theories, constructs and methods used in prior studies concerning VR and gamification applied to higher education services based on all the articles published in well-regarded academic journals. This review seeks to provide deeper insights, to help scholars contribute to the development of this research field.
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Lindner, Philip. "Better, Virtually: the Past, Present, and Future of Virtual Reality Cognitive Behavior Therapy." International Journal of Cognitive Therapy, October 20, 2020. http://dx.doi.org/10.1007/s41811-020-00090-7.
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Abstract Virtual reality (VR) is an immersive technology capable of creating a powerful, perceptual illusion of being present in a virtual environment. VR technology has been used in cognitive behavior therapy since the 1990s and accumulated an impressive evidence base, yet with the recent release of consumer VR platforms came a true paradigm shift in the capabilities and scalability of VR for mental health. This narrative review summarizes the past, present, and future of the field, including milestone studies and discussions on the clinical potential of alternative embodiment, gamification, avatar therapists, virtual gatherings, immersive storytelling, and more. Although the future is hard to predict, clinical VR has and will continue to be inherently intertwined with what are now rapid developments in technology, presenting both challenges and exciting opportunities to do what is not possible in the real world.
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Rockstroh, Christoph, Johannes Blum, and Anja S. Göritz. "A mobile VR-based respiratory biofeedback game to foster diaphragmatic breathing." Virtual Reality, October 5, 2020. http://dx.doi.org/10.1007/s10055-020-00471-5.
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Abstract Virtual reality (VR) has become popular in mental health research. Several studies have explored the use of VR in the context of biofeedback protocols. In the present paper, we report on the development and evaluation of a VR-based respiratory biofeedback game to foster diaphragmatic breathing. The game integrates respiratory biofeedback, restorative VR and gamification. The game is designed to run on a mobile, all-in-one VR headset. Notably, an integrated VR hand controller is utilized as a sensor to detect respiration-induced movements of the diaphragm. In a longitudinal within-subjects study, we explored the feasibility of the game and tested the effectiveness of six training sessions. Participants reported a pleasant user experience. Moreover, the results show that the brief VR-based breathing training increased perceived breath awareness, improved diaphragmatic breathing, increased relaxation, decreased perceived stress, reduced symptoms of burnout and boosted relaxation-related self-efficacy. Future studies need to address the generalizability and long-term stability of the results, compare the approach with existing treatments and fine-tune the training components.
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RANCHHOD, Ashok, Vanissa WANICK, and Calin GURAU. "Digital Interactions and Brand Experience Design." Conference Proceedings of the Academy for Design Innovation Management 1, no. 1 (December 4, 2019). http://dx.doi.org/10.33114/adim.2017.129.
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This paper introduces an overview and positioning of the contemporary brand experience in the digital context. With technological advances in games, gamification and emerging technologies, such as Virtual Reality (VR) and Artificial Intelligence (AI), it is possible that brand experiences are getting more pervasive and seamless. In this paper, we review the current theories around multi-sensory brand experience and the role of new technologies in the whole consumer journey, including pre-purchase, purchase and post-purchase stages. After this analysis, we introduce a conceptual framework that promotes a continuous loop of consumer experience and engagement from different and new touch points, which could be augmented by games, gamification and emerging technologies. Based on the framework, we conclude this paper with propositions, examples and recommendations for future research in contemporary brand management, which could help brand managers and designers to deal with technological challenges posed by the contemporary society.
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Stamm, Oskar, Rebecca Dahms, and Ursula Müller-Werdan. "Virtual reality in pain therapy: a requirements analysis for older adults with chronic back pain." Journal of NeuroEngineering and Rehabilitation 17, no. 1 (September 29, 2020). http://dx.doi.org/10.1186/s12984-020-00753-8.
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Abstract Background Today immersive environments such as Virtual Reality (VR) offer new opportunities for serious gaming in exercise therapy and psychoeducation. Chronic back pain (CBP) patients could benefit from exergames in VR. The requirements in older CBP patients for a VR pain therapy have not yet been determined in studies. The aim of the study was to perform a requirements analysis for the user group of geriatric patients with CBP for a VR exergame. The objective was to find out the expectations, desires, preferences and barriers in order to collect them as requirements for this vulnerable group and to determine frameworks of therapy by physiotherapists and psychotherapists. Methods We conducted a requirements analysis through semi-structured interviews with 10 elderly participants with CBP. Furthermore, two focus groups were conducted with three physiotherapists and two psychotherapists to determine frameworks of therapy programs for the target group. The qualitative data were transcribed and examined through a structuring content analysis. Subsequently, the results of the analysis were prioritized by all participants of the study. Results The results of the requirements analysis indicate mandatory requirements for the overall system, hardware, software and gamification elements. The key requirements were target-group-specific applications of the VR exergame through e.g. individual briefing, user-friendly handling, inclusion of movement limitations, presentation of everyday scenarios in combination with biofeedback, age-appropriate feedback through praise and awards and a maximum exercise duration of 30 min and 15 min of relaxation. Conclusion It should be possible to use the determined requirements productively to create user-friendly VR exergames that motivate elderly chronic back pain patients to perform exercises regularly. Trial registration The study is registered in the German Clinical Trials Register (DRKS-ID: DRKS00015294 12.10.2018).
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Chiang, Tosti Hsu-Cheng. "Investigating Effects of Interactive Virtual Reality Games and Gender on Immersion, Empathy and Behavior Into Environmental Education." Frontiers in Psychology 12 (July 22, 2021). http://dx.doi.org/10.3389/fpsyg.2021.608407.
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Environmental concerns are obstacles that all humans should confront. Accordingly, Taiwan has incorporated environmental education into its curriculum guidelines; however, difficulties have been encountered in its implementation because Taiwanese society clings to the concept of credentialism, students cannot focus in class, and course content is too abstract. Virtual reality (VR) techniques have been incorporated into the field of education for years; because they can increase the interestingness of learning and also concretely present matters through gamification, the present study applied VR techniques to resolve the aforementioned difficulties. VR can build environments and situations that would be impossible to visit in the real world, e.g., travel inside a human body, or the physically impossible—the surface of Mars. The aim was to increase students’ immersion in class would generate empathy toward the natural environment and perform actual behaviors to protect it. In terms of the experimental design, gender and teaching methods were defined as independent variables, and observation and questionnaires were conducted and applied to examine students’ immersion, empathy, and behaviors after learning. Participants in the experimental group watched a 3D video through a semi-immersive VR device, whereas those in the control group watched an ordinary video accompanied by an explanation from the teacher. The numbers of male and female students were equally allocated, and the learning outcomes of the two groups were further examined. A two-way multivariate analysis of variance test was conducted to examine the influences of 2(genders) × 2(teaching methods) on students’ immersion, empathy, and actual behaviors and also mainly to inspect whether the differences between genders and teaching methods resulted in a direct influence or interaction. The experimental results revealed that the effectiveness of the application of VR techniques is affected by gender; female students presented more favorable performance in both empathy and actual behaviors. In brief, VR techniques can generally enhance students’ learning outcomes; however, limitations such as the cost of VR devices and material designs should also be considered.
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Camps-Ortueta, Irene, Luis Deltell-Escolar, and María-Francisca Blasco-López. "New technology in Museums: AR and VR video games are coming." Communication & Society, April 13, 2021, 193–210. http://dx.doi.org/10.15581/003.34.2.193-210.
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Museums have gone through a modernization process which has seen the adoption of new technologies in what they offer visitors. Within the framework of the new critical museology, these organizations have been transformed into places of encounter and experience, the key tools in this change being socialization and play. Gamification are now intrinsic to collections and are a way of inviting visitors to share new museum experiences through the latest technology such as AR (Augmented Reality) and VR (Virtual Reality). In this way, the museum becomes a playground and a space for creativity (Borja-Villel et al., 2014). In this research, we focus on what we consider to be an important link between the three central aspects of museum change: sociability, gamificaction and virtualization; and the growing interest in museums for videogames. Our aim is to reach a better understanding of the AR and VR video games developed for museums and how these technologies can not only motivate visitors’ interest but also improve their learning skills. Our analysis focuses of literature published between 2015 to 2018 and follows the analytic structure established by Connolly et al. (2012) with additional features related to learning experience, platforms, and the use of technologies (VR and AR). The general aim is to map the interest of the research community in the field of museum-developed video games, more specifically those that use augmented and virtual reality.
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Tang, Florence Mei Kuen, Ray Mau Fung Lee, Roy Hok Lai Szeto, Justin Chak Ting Cheung, and Olivia Miu Yung Ngan. "Experiential learning with virtual reality: animal handling training." Innovation and Education 2, no. 1 (November 25, 2020). http://dx.doi.org/10.1186/s42862-020-00007-3.
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AbstractTraining in handling laboratory animals is fundamentally imperative to the responsible use of animals in research. Animal welfare topic is underdeveloped in the tertiary education, where instruction is majorly delivered in the format of lecture and group discussion only. Students with limited exposure to the laboratory were inattentive to animal welfare and uncertain how ethics intertwine with science. This paper describes a multi-disciplinary experience in developing and implementing virtual reality (VR) simulation to enhance contextual learning of using animal models in research with digital technology in biomedical science teaching at higher education. The in-house developed courseware consists of student-centred stimulations designed with game elements implemented at the tutorial session. At the first game level, the setting situates at in the preparation room that requires learners to apply the laboratory safety knowledge to wear personal protective equipment. At the second game level, the environment situates at the restricted experimental room to perform hands-on injections on mice. If the learner fails to pick up appropriate safety equipment at the first level, the learner is prohibited from entering the next level. During the simulation, the learner’s interaction is also displayed to the monitor that supports parallel teaching to the larger class. At the debriefing, 3Rs principles were reinforced as a sample framework for performing humane animal research. We illustrate how the hybrid uses of VR technology with gamification, together with didactic pedagogy, offers promise in enforcing working knowledge into better task performance, specifically research skills training. Our experience and students’ feedback show using immersive VR for educational purposes to encourage the learner applying conceptual knowledge in the simulated laboratory setting. Further application of VR in science for vocational training or higher education is feasible to engage students or stakeholders from various disciplines.
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Erhardsson, Mattias, Margit Alt Murphy, and Katharina S. Sunnerhagen. "Commercial head-mounted display virtual reality for upper extremity rehabilitation in chronic stroke: a single-case design study." Journal of NeuroEngineering and Rehabilitation 17, no. 1 (November 23, 2020). http://dx.doi.org/10.1186/s12984-020-00788-x.
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Abstract Background Rehabilitation is crucial for maximizing recovery after stroke. Rehabilitation activities that are fun and rewarding by themselves can be more effective than those who are not. Gamification with virtual reality (VR) exploits this principle. This single-case design study probes the potential for using commercial off-the-shelf, room-scale head-mounted virtual reality for upper extremity rehabilitation in individuals with chronic stroke, the insights of which can inform further research. Methods A heterogeneous volunteer sample of seven participants living with stroke were recruited through advertisement. A single-case design was employed with a 5-week baseline (A), followed by a 10-week intervention (B) and a 6-month follow-up. Upper extremity motor function was assessed with validated kinematic analysis of drinking task. Activity capacity was assessed with Action Research Arm Test, Box and Block Test and ABILHAND questionnaire. Assessments were done weekly and at follow-up. Playing games on a VR-system with head-mounted display (HTC Vive) was used as rehabilitation intervention. Approximately 300 games were screened and 6 tested. Visual analysis and Tau-U statistics were used to interpret the results. Results Visual analysis of trend, level shift and overlap as well as Tau-U statistics indicated improvement of Action Research Arm Test in six participants. Four of these had at least a moderate Tau-U score (0.50–0.92), in at least half of the assessed outcomes. These four participants trained a total of 361 to 935 min. Two out of four participants who were able to perform the drinking task, had the highest training dose (> 900 min) and showed also improvements in kinematics. The predominant game played was Beat Saber. No serious adverse effects related to the study were observed, one participant interrupted the intervention phase due to a fall at home. Conclusions This first study of combining commercial games, a commercial head-mounted VR, and commercial haptic hand controls, showed promising results for upper extremity rehabilitation in individuals with chronic stroke. By being affordable yet having high production values, as well as being an easily accessible off-the-shelf product, this variant of VR technology might facilitate widespread adaption. Insights garnered in this study can facilitate the execution of future studies. Trial registration The study was registered at researchweb.org (project number 262331, registered 2019-01-30, https://www.researchweb.org/is/vgr/project/262331) prior to participant enrolment.