Search Results (1,164)

Background: Serious games (SGs) are primarily aimed at promoting learning, skills training, and rehabilitation. Artificial intelligence, immersive technologies, the metaverse, and neurotechnologies promise the next revolution in gaming. Meta-skills are considered the “must-have” skills for thriving in the era of rapid change, complexity, and innovation. Μeta-skills can be defined as a set of higher-order skills that incorporate metacognitive, meta-emotional, and meta-motivational attributes, enabling one to be mindful, self-motivated, self-regulated, and flexible in different circumstances. Skillfulness, and more specifically meta-skills development, is recognized as a predictor of optimal performance along with mental and emotional wellness. Nevertheless, there is still limited knowledge about the effectiveness of integrating cutting-edge technologies in serious games, especially in the field of meta-skills training. Objectives: The current systematic review aims to collect and synthesize evidence concerning the effectiveness of advanced technologies in serious gaming for promoting meta-skills development. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was employed to identify experimental studies conducted in the last 10 years. Four different databases were employed: Web of Science, PubMed, Scopus, and Google Scholar. Results: Forty-nine studies were selected. Promising outcomes were identified in AI-based SGs (i.e., gamified chatbots) as they provided realistic, adaptive, personalized, and interactive environments using natural language processing, player modeling, reinforcement learning, GPT-based models, data analytics, and assessment. Immersive technologies, including the metaverse, virtual reality, augmented reality, and mixed reality, provided realistic simulations, interactive environments, and sensory engagement, making training experiences more impactful. Non-invasive neurotechnologies were found to encourage players’ training by monitoring brain activity and adapting gameplay to players’ mental states. Healthy participants (n = 29 studies) as well as participants diagnosed with anxiety, neurodevelopmental disorders, and cognitive impairments exhibited improvements in a wide range of meta-skills, including self-regulation, cognitive control, attention regulation, meta-memory skills, flexibility, self-reflection, and self-evaluation. Players were more self-motivated with an increased feeling of self-confidence and self-efficacy. They had a more accurate self-perception. At the emotional level, improvements were observed in emotional regulation, empathy, and stress management skills. At the social level, social awareness was enhanced since they could more easily solve conflicts, communicate, and work in teams. Systematic training led to improvements in higher-order thinking skills, including critical thinking, problem-solving skills, reasoning, decision-making ability, and abstract thinking. Discussion: Special focus is given to the potential benefits, possible risks, and ethical concerns; future directions and implications are also discussed. The results of the current review may have implications for the design and implementation of innovative serious games for promoting skillfulness among populations with different training needs. Full article

Modern education faces persistent challenges, including disengagement, inequitable access to learning resources, and the lack of personalized instruction, particularly in virtual environments. In this perspective, we envision a transformative Metaverse classroom model, the Multi-layered Immersive Learning Environment (Meta-MILE) to address these critical issues. The Meta-MILE framework integrates essential components such as immersive infrastructure, personalized interactions, social collaboration, and advanced assessment techniques to enhance student engagement and inclusivity. By leveraging three-dimensional (3D) virtual environments, artificial intelligence (AI)-driven personalization, gamified learning pathways, and scenario-based evaluations, the Meta-MILE model offers tailored learning experiences that traditional virtual classrooms often struggle to achieve. Acknowledging potential challenges such as accessibility, infrastructure demands, and data security, the study proposed practical strategies to ensure equitable access and safe interactions within the Metaverse. Empirical findings from our pilot experiment demonstrated the framework’s effectiveness in improving engagement and skill acquisition, with broader implications for educational policy and competency-based, experiential learning approaches. Looking ahead, we advocate for ongoing research to validate long-term learning outcomes and technological advancements to make immersive learning more accessible and secure. Our perspective underscores the transformative potential of the Metaverse classroom in shaping inclusive, future-ready educational environments capable of meeting the diverse needs of learners worldwide. Full article

Background/Objectives: The practice of physical activity contributes to obtaining adequate values of body composition and physical fitness, which is beneficial for people’s health. However, a large part of the adult population does not comply with the recommendations for physical activity, due to factors such as lack of time and nearby sports venues. Immersive virtual reality is a tool that allows individuals to immerse themselves in a simulated world and perceive visual, auditory, and tactile sensations. Its use in physical activity interventions favors exercise in situations that, due to time and space, could be limited in real life. The objective of this case report is to measure the impact on body composition and physical fitness of an exercise program executed through immersive virtual reality. Methods: The design is a case study with a quantitative approach developed through a physical activity intervention with immersive virtual reality in which body composition was evaluated considering fat and muscle components, and physical fitness considering cardiorespiratory fitness, speed-agility, and hand grip strength, through pre- and post-testing. The physical exercise program based on immersive virtual reality lasted 8 weeks. The subject of the study was a 24-year-old man, a second-year student of Pedagogy in Physical Education at a Chilean university, with no previous experience in this virtual tool. Results: The results indicate that for body composition the study subject decreased the fat component and slightly improved the musculature, while for physical fitness cardiorespiratory fitness and speed-agility improved, but manual grip strength decreased. Conclusions: It is concluded that the training developed through immersive virtual reality proves to be a tool that can promote improvements in body composition and physical fitness; it is necessary to carry out more research to validate the potential of this instrument as a means of contributing to the health of the population. Full article

The construction industry has been tasked to adapt to technological advancements that other industries have implemented to grow and remain relevant. One of these technological advancements is augmented reality technologies. ART combines real and virtual worlds without completely immersing the individual in a virtual simulation. The use of ART can significantly improve education and training, especially in the construction industry, by analysing real-world environments while training in a controlled setting. This study, therefore, sets out to identify the factors that hinder the use of ART in the built environment. To achieve this, a quantitative research approach was adopted, and questionnaires were distributed to professionals in the built environment using South Africa as the research location. Retrieved data were analysed using both descriptive and inferential statistics. Findings revealed that investment cost is the major hindrance stakeholders face in implementing ART for education and training in the built environment. The exploratory factor analysis result clustered the identified barriers as internal organisation-related, culture-related, knowledge-related, and educator-related barriers. The study concluded that stakeholders in the built environment still have major responsibilities to ensure there is proper awareness of the benefits of adopting ART for education and training. Full article

Virtual reality (VR) can influence people’s lives and business development. It can bring immersive experiences for people and can strengthen the relationships between customers and companies. In this paper, Generation Z (Gen Z) members’ interest in VR is analyzed in various domains, like education, entertainment, and marketing. This study considers the Technology Acceptance Model (TAM) theoretical framework and explores the factors influencing Gen Z’s perceptions of VR potential. The approach is based on hypotheses and a survey-based investigation, followed by logistic regression modeling. The results show that VR attracts Gen Z members to educational and entertainment activities. Also, they believe that VR is important for marketing activities. The results show the importance of investments in VR, in all three domains, and the importance of adapting strategies to leverage VR’s potential effectively. Full article

Surveying and spatial science are experiencing a paradigm shift from traditional data outputs to more immersive and interactive formats, driven by the rise in Virtual Reality (VR). This study addresses the challenge of transforming UAV (Unmanned Aerial Vehicle)-acquired photogrammetry data into VR-compatible surfaces while preserving the accuracy and quality crucial to professional surveying. The study leverages Blender, an open-source 3D creation tool, to develop a procedural guide for creating VR-ready models from high-quality survey data. The case study focuses on silos located in Yelarbon, Southeast Queensland, Australia. UAV mapping is utilised to gather the data necessary for 3D modelling with a few minor alterations in the photo capturing angle and processing. Key findings reveal that while Blender excels as a visualisation tool, it struggles with geospatial precision, particularly when handling large numbers coming from coordinate systems, leading to rounding errors seen within the VR model. Blender’s strength lies in creating immersive experiences for public engagement but is constrained by its lack of capability to hold survey metadata, hindering its applicability for professional survey-grade outputs. The results highlight the need for further development into possible Blender plugins that integrate geospatial accuracy with VR outputs. This study underscores the potential of VR to enhance how survey data are visualised, offering opportunities for future innovations in both the technical and creative aspects of the surveying profession. Full article

Virtual Reality (VR) technology has the potential to provide end-user teachers with highly engaging and immersive experiences that reflect real-life classroom challenges and, at the same time, offer a safe space for hands-on practice and experimentation, allowing mistakes without potential consequences to the class or the fear of affecting actual students. The appearance of the virtual environment is a significant component of user experience, and a carefully designed virtual environment customized to meet the needs of end-users can considerably enhance their experience. This paper aims to reflect on the co-design journey of a VR-based teacher training solution designed by teachers, for teachers. Teachers were actively engaged as co-designers throughout all phases of design—conceptualization, development, testing, and iteration—to ensure that the final VR training tool is aligned with their actual needs and preferences, maximizing the added value and acceptance of the virtual solution. The paper presents findings from a series of user engagement activities, highlighting the diverse perspectives of teachers and the design insights gained from their involvement. Teachers who spend a significant amount of time in classrooms may benefit more from an imaginative space rather than a standard classroom environment. The findings indicate that imaginary virtual classroom settings generate high levels of presence, indicating that users may look for experiences that break from the ordinary. Full article

Background and Objectives: The aim of this study was to determine the effect of immersive virtual reality used as a short-term multifaceted activity with a focus on motor and cognitive function in patients with Parkinson’s Disease. The sub-objective focused on quality of life in the study group of patients. Materials and Methods: Nineteen patients (64.2 ± 12.8 years) were included in this study. Inclusion criteria for this study: adult patients in Hoehn and Yahr’s stage 1–3, cooperative, with stable health status, independent and mobile. IVR therapy was performed twice a week for 20 min for one month. Input and output measurements were taken within 14 days of starting or ending therapy. The 10 Meter Walk test was used to examine and assess both comfortable and fast walking, and the Timed Up and Go (TUG) + s dual task was applied to quickly assess the highest possible level of functional mobility. The Berg Balance Scale test (BBS) was used to assess balance with a 14-item balance scale containing specific movement tasks. The standardized Parkinson’s Disease Questionnaire (PDQ-39) was used to assess quality of life. Data were processed in the PAST program using a nonparametric paired Wilcoxon test. The significance level was set at α = 0.05. The value of the r score was used to evaluate the effect size. Results: A significant reduction in the time in the fast walk 10MWT (p = 0.006; r = 0.63) and TUG (p < 0.001; r = 0.80) parameter were found after therapy. Significant improvement in the BBS score was found after applied therapy (p = 0.016; r = 0.55). In the PDQ-39 questionnaire, significant improvements were found in the study group after therapy in the domains of mobility (p = 0.027; r = 0.51) and emotional well-being (p = 0.011; r = 0.58). Conclusions: The results of this study indicate a positive effect of virtual reality therapy on balance and gait, which is also good in terms of reducing the risk of falls in the study group. Therapy also promoted quality of life in the study group. Full article

Background: Physical inactivity among older adults persists as one of the global burdens. Older adults’ physical activity (PA) levels decline simultaneously with age, causing health problems and poor outcomes. Immersive interventions, such as mixed reality virtual coaches, are gaining the potential to provide innovative solutions to prevent physical inactivity among older adults. However, an in-depth understanding of older adults’ experience in using virtual-coach-driven physical exercise programs remains unexplored. Purpose: This study explored the experiences of community-dwelling older adults in using a virtual-coach-driven physical exercise program. Design: This study applied a phenomenological design using the qualitative approach to determine the lived experiences of community-dwelling older adults about the mother project, the “Move and Groove for Older Adults Program” (Hataw at Sigla para kay Lolo at Lola), a virtual-coach-driven physical exercise program using MR. A semi-structured interview guide was crafted consisting of three domains (acceptability, barriers, and facilitators), each with two open-ended questions. MAXQDA was used to thematically analyze the qualitative data. Results: Nine key informants shared their experiences with the virtual coach-driven physical exercise program using mixed reality. Four themes were identified describing their experiences with the program: (1) “Looking around”: Exploring MR technology, (2) “Looking after”: Engaging with MR exercise peers, (3) “Looking at”: Examining issues with MR technology devices, and (4) “Looking Ahead”: Envisioning the future of MR exercises. Conclusions: The findings of this study introduced new concepts and challenged old notions regarding older adults’ technological engagement. The virtual-coach-driven physical exercise program enabled the participants to explore the novel methodology, enhance peer relationships, examine potential issues, and envision a future of possibilities using the technology. These outcomes are pertinent for progressing studies, scholars, and technology developers in incorporating MR into gerontechnology for wellness and fullness of life in the aging population. The mother project of this study was retrospectively registered [ID NCT06136468]. Full article

Peri-personal space (PPS) refers to the area immediately surrounding our body where interactions with objects and others occur. Immersive virtual reality (IVR) offers a controlled and adaptable environment, enabling the precise modulation of PPS boundaries. This provides significant benefits across various fields, including enhancing spatial awareness, advancing therapeutic interventions, and improving ergonomic designs. This systematic review aims to synthesize and evaluate the existing literature on this topic through various methodologies. To achieve this, three databases, PubMed, Scopus, and Web of Science, were searched following the PRISMA framework. Twenty studies met the eligibility criteria, were assessed for quality, and were included in the review. Across all studies, IVR was utilized to provide multisensory interactions and implement methods were used to manipulate PPS boundaries. The review categorizes PPS extension methods into three main domains: tool-use extension, extension related to tool use, social interaction extension, and embodiment-related extension. The findings confirm IVR’s potential to expand PPS boundaries and offer recommendations for leveraging this technology in future research. This work highlights the importance of IVR in advancing our understanding of PPS and its practical applications across diverse contexts. Full article

The combination of artificial intelligence with extended reality technologies can significantly impact the educational domain. This study aims to present an overview regarding the combination of artificial intelligence with augmented reality and virtual reality technologies and their integration in education through an analysis of the existing literature. Hence, this study examines 201 documents from Scopus and the Web of Science (WoS). This study focuses on examining the basic characteristics of the document collection, highlighting the most prevalent themes, areas, and topics, exploring the thematic evolution of the topic, revealing current challenges and limitations and on identifying emerging topics and future research directions. Based on the outcomes, a significant annual growth rate (60.58%) was observed indicating the increasing interest in the topic. Additionally, the potential of combining artificial intelligence with virtual reality and augmented reality technologies to provide personalized, affective, interactive, and immersive learning experiences across educational levels in both formal and informal settings supporting both teachers and students arose. Therefore, through this combination, intelligent tutoring systems (ITSs), which offer behavioral, cognitive, and social personalization, have a virtual presence, and can effectively be used as tutors or peer learners, can be created. Such ITSs can be characterized as affective and social entities that can increase students’ learning performance, learning motivation, and engagement and promote both self-directed learning and collaborative learning. This study also highlights the need to examine how the physical presence that characterizes some new technologies compares to the virtual presence that extended reality technologies offer in terms of overall learning outcomes and students’ development. Full article

Executive functions (EFs) are essential cognitive processes involved in concentration, planning, decision-making, and impulse control during adolescence. Executive Dysfunction (ED) can lead to significant academic and socio-emotional difficulties, particularly with impairments in emotion regulation (ER). This study aims to assess a virtual reality (VR) cognitive training intervention on EFs, ER, and internalizing symptoms in adolescents at risk for ED. Thirty-eight adolescents aged 12–14 years, identified as being at moderate to high risk for ED, were randomly assigned to two groups. The experimental group (n = 22) received gamified VR cognitive training, while the control group (n = 16) received VR nature-based relaxation training. Both interventions lasted five weeks, twice a week for 30 min each. Pre- and post-assessments included ER skills, internalizing symptoms, and cognitive performance measures. Two-way mixed ANOVAs showed significant group × time interactions (p < 0.05) in measures of depression and internalizing symptoms. The experimental group showed significant reductions in these symptoms compared with the control group. Significant main effects of time (p < 0.05) were also found on some measures. Both groups experienced reduced anxiety, improved emotional control and cognitive functioning, and VR cognitive training was particularly effective in reducing internalizing symptoms, while both interventions showed promising results in improving some ER skills and cognitive performance. The findings demonstrate the preliminary effects of VR-based cognitive training in improving the psychological and cognitive well-being of adolescents at risk for ED and suggest that integrating VR technologies into educational settings can effectively address the cognitive and emotional challenges faced by these students. Full article

Background: Approach and avoidance bias (AAB) describes automatic behavioral tendencies to react toward environmental stimuli regarding their emotional valence. Traditional setups have provided evidence but often lack ecological validity. The study of the AAB in naturalistic contexts has recently increased, revealing significant methodological challenges. This systematic review evaluates the use of virtual reality (VR) and real-world setups to study the AAB, summarizing methodological innovations and challenges. Methods: We systematically reviewed peer-reviewed articles employing VR and real-world setups to investigate the AAB. We analyzed experimental designs, stimuli, response metrics, and technical aspects to assess their alignment with research objectives and identify limitations. Results: This review included 14 studies revealing diverse methodologies, stimulus types, and novel behavioral responses, highlighting significant variability in design strategies and methodological coherence. Several studies used traditional reaction time measures yet varied in their application of VR technology and participant interaction paradigms. Some studies showed discrepancies between simulated and natural bodily actions, while others showcased more integrated approaches that preserved their integrity. Only a minority of studies included control conditions or acquired (neuro)physiological data. Conclusions: VR offers a potential ecological setup for studying the AAB, enabling dynamic and immersive interactions. Our results underscore the importance of establishing a coherent framework for investigating the AAB tendencies using VR. Addressing the foundational challenges of developing baseline principles that guide VR-based designs to study the AAB within naturalistic contexts is essential for advancing the AAB research and application. This will ultimately contribute to more reliable and reproducible experimental paradigms and develop effective interventions that help individuals recognize and change their biases, fostering more balanced behaviors. Full article

This study aims to examine the combination of educational data mining and learning analytics with virtual reality, augmented reality, mixed reality, and the metaverse, its role in education, and its impact on teaching and learning. Therefore, a systematic literature review, a bibliometric and scientific mapping analysis, and a content analysis are carried out based on 70 relevant documents identified from six databases, namely, ACM, ERIC, IEEE, ScienceDirect, Scopus, and Web of Science (WoS) following the PRISMA framework. The documents were separated into the following three categories, (i) Theoretical and Review studies, (ii) Proposal and Showcase studies, and (iii) Experimental and Case studies and were examined from different dimensions through an in-depth content analysis using both quantitative and qualitative approaches. The documents were further analyzed using scientometric tools, such as Bibliometrix and VOSviewer and topic modeling through Latent Dirichlet Allocation (LDA). The most prominent topics, areas, and themes were revealed and the outcomes regarding the influence of this combination on learning and teaching were summarized. Based on the results, this combination can effectively enrich education, positively affect learning and teaching, offer deep and meaningful learning, and support both students and teachers. Additionally, it can support different educational approaches and strategies, various learning styles, and special education and be utilized in both formal and informal learning environments. The real-time identification, tracking, monitoring, analysis, and visualization of multimodal learning data of students’ behavior, emotions, cognitive and affective states and the overall learning and teaching processes emerged as a significant benefit that contributes greatly to the realization of adaptive and personalized learning. Finally, it was revealed that the combination of extended reality technologies with learning analytics and educational data mining can support collaborative learning and social learning, improve students’ self-efficacy and self-regulated learning, and increase students’ learning gains, academic achievements, knowledge retention, motivation, and engagement. Full article

Aging may affect quality of life (QOL). This study aimed to evaluate the impact of semi-immersive VR-based exercise on the QOL of young-old and middle-old adults. This study was a randomized controlled trial involving older adults aged 65–85 years. Methods: Two age groups were each randomly assigned to experimental (EG) and control (CG) groups. The EG underwent a 75–90 min semi-immersive VR-based exercise intervention twice a week for 12 weeks, whereas the CG continued with their usual daily activities. Each participant’s psychological QOL was assessed using the World Health Organization’s QOL Instrument-Older Adults Module (WHOQOL-OLD). Results: Compared with their CG counterparts, the EG older adults exhibited significantly higher QOL scores in four WHOQOL-OLD dimensions (i.e., sensory abilities, autonomy, social participation/isolation, and death and dying) and had a superior overall QOL. Furthermore, we observed significant decreases in the autonomy and overall QOL dimensions in CG older adults. On comparing the young-old and middle-old adults, a significant decrease in the past, present, and future activity QOL dimension was exclusively found in CG young-old adults. Conclusions: Semi-immersive VR-based exercise is a promising digital tool for supporting the psychological QOL of older adults across different age groups. This suggests that older persons, particularly young-old adults, should be encouraged to maintain physical activity habits in their daily lives in order to improve their QOL. Full article