Virtual reality offers a both realistic and controlled research environment. That is why VR is the future for carrying out valid and reliable research in the social sciences.
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Artikel gaat over de inzet van virtual reality bij patiënten met pijn.
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In this study we examined how physical features of a natural setting influenced perceived coherence and three positive outcome variables: preference, pleasure, and (self-reported) restoration. Furthermore, we examined the mediating role of perceived coherence. One hundred thirty-one students evaluated three (virtual) natural environments: an environment with metal furniture, an environment with wooden furniture, and an environment without furniture. Results showed that metal furniture negatively influenced perceived coherence as well as preference, pleasure and restoration, compared to wooden furniture and no furniture. Perceived coherence of the environment with wooden furniture was significantly higher than the environment with metal furniture, but significantly lower than the environment without furniture. We did not find support that preference for, and experienced pleasure and restoration in the environment with wooden furniture differed from the environment without furniture. Perceived coherence mediated the effect of (metal) furniture on preference, pleasure, and restoration. Scientific and practical implications are discussed.
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Virtual Reality: een technologie die de laatste jaren flink in opkomst is. Hoewel bijna iedereen wel een keer een VR bril heeft opgehad, blijft de vraag hoe deze technologie van waarde kan zijn in het onderwijs. Welke meerwaarde kan de inzet van VR bieden? Waar moet je rekening mee houden? En hoe zou je ermee aan de slag kunnen? Antwoord op onder andere deze vragen vind je in deze publicatie van het Lectoraat Teaching Learning & Technology| Hogeschool Inholland, zodat je in 7 minuten weer bent 'bijgepraat' over de inzet van VR technologie in het onderwijs.
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Anaesthesiology residents at Leiden University Medical Center regularly undergo simulation training with a full-body manikin. This is a vital aspect of the clinical programme providing a stressful yet safe environment for effective critical resource management (CRM) training. Unfortunately, the COVID-19 pandemic made real-life simulations challenging due to organizational and preventive measures. As a result, we explored asynchronous training opportunities utilizing a multiplayer virtual reality (VR) simulation. VR simulations can create personalized scenarios, facilitating differentiated learning through enhanced sensory immersion. VR offers full immersion with a high potential for visual effects, simultaneously allowing changes in patient characteristics such as sex, weight, external trauma and age, which is impossible with regular manikin training. The three-step approach involved (1) identifying user requirements, (2) developing a prototype and (3) assessing the projectandapos;s viability and interest for expansion.
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Virtual training systems provide highly realistic training environments for police. This study assesses whether a pain stimulus can enhance the training responses and sense of the presence of these systems. Police officers (n = 219) were trained either with or without a pain stimulus in a 2D simulator (VirTra V-300) and a 3D virtual reality (VR) system. Two (training simulator) × 2 (pain stimulus) ANOVAs revealed a significant interaction effect for perceived stress (p =.010, ηp2 =.039). Post-hoc pairwise comparisons showed that VR provokes significantly higher levels of perceived stress compared to VirTra when no pain stimulus is used (p =.009). With a pain stimulus, VirTra training provokes significantly higher levels of perceived stress compared to VirTra training without a pain stimulus (p <.001). Sense of presence was unaffected by the pain stimulus in both training systems. Our results indicate that VR training appears sufficiently realistic without adding a pain stimulus. Practitioner summary: Virtual police training benefits from highly realistic training environments. This study found that adding a pain stimulus heightened perceived stress in a 2D simulator, whereas it influenced neither training responses nor sense of presence in a VR system. VR training appears sufficiently realistic without adding a pain stimulus.
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To model individuals' experience of urban spaces, this study integrates knowledge from environmental psychology and artificial intelligence to propose a framework for individuals' perceptions and emotion by incorporating individual characteristics and cognitive appraisal together with environment attributes as determinants. A path model is employed to capture how the four perceptions of environmental qualities (safety, liveliness, comfort, and legibility) and three dimensions of emotion (pleasure, arousal, dominance) are influenced by individual characteristics and cognitive appraisal using data collected in an online virtual reality experiment with 237 participants. Results show that emotional pleasure is more directly influenced by environmental attributes while arousal and dominance are closely related to a person's current mood and personality. Perceptions of environmental qualities do have mediating effects in emotion generation, but contribute differently to the three dimensions of emotion. Cognitive appraisal variables directly influence emotion generation, with ideal values always having positive effects and expected values always negative effects. The findings can help capture the dynamic process of emotional experiences between diverse individuals and may support experience-centered simulation and prediction.
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This paper describes a project to explore the possibilities of virtual worlds in educating Green IT. In the project a virtual world has been created with various assignments which are meant to create awareness on sustainability aspects of IT. The world (and the assignments) will be incorporated in a course for first-year IT students. In order to measure the effects of the course, a questionnaire has been developed which can be used before and after the course to measure the attitude towards green IT.
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This qualitative research note reports two neglected themes in research on virtual reality tourism experiences, i.e. its potentially addictive nature and temporary sense of isolation. Existing work on virtual reality tourism experiences has applied existing knowledge and theories and has solely tested how VR applications can positively mediate or moderate the tourist experience. This study adopted an inductive approach, analyzing contents of reviews and blogs, and consequently uncovered a temporary sense of isolation and the addictive nature of virtual reality as hidden themes within virtual reality tourism experiences. We stress the importance of further work on addiction and a sense of isolation in terms of their nature, role, and effects
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Within NHL Stenden University of Applied Science, a choice for a new virtual learning environment was made in mid-2021, primarily on policy and management grounds. Early in the migration process, it became clear that this approach could perturb the further rollout of the Design-Based Education (DBE, https://edu.nl/mwp8j) educational concept. Four templates were developed to intertwine technological and educational processes that structure different ways of "blended" learning and teaching within DBE. Initial user experiences show that the templates’ structures help teachers reconsider online learning activities to shape and facilitate blended DBE learning processes.
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