The Effect of the Degree of Anxiety of Learners during the Use of VR on the Flow and Learning Effect

The Role of Immersive Experience in Anxiety Reduction: Evidence from Virtual Reality Sessions

BACKGROUND/OBJECTIVES

Virtual reality (VR) is an innovative technology with the potential to transform digital experiences, particularly in relation to mental health concerns such as anxiety. Therefore, this study investigates the potential of a newly designed VR experience to alleviate anxiety by focusing on the mediating role of VR-induced immersion.

METHODS

The study included 419 individuals aged 10 to 80 years, with 29 aged 10-15 years and 390 above 15 years, who were randomly assigned to experimental and control groups on the basis of project-defined criteria, including a random allocation to the wheelchair-using group. Both groups used goggles for virtual space navigation, with the experimental group employing a multijoint arm mounted on an aluminum frame and special algorithms to navigate without controllers. We assessed immersion in VR using the Polish adaptation of the Immersion Questionnaire and anxiety using the Polish adaptations of the State-Trait Anxiety Inventory (STAI-X1) and its early adolescent version, the State-Trait Anxiety Inventory-Children (STAI-C1).

RESULTS AND CONCLUSIONS

The results indicate that individuals using the new VR device demonstrated increased immersion and reduced post-test anxiety levels, highlighting the significance of immersion in enhancing positive affect, mitigating the negative effects of VR technology, and offering insights for future development and refinement of VR solutions.

How effective is virtual reality for electrical safety training? Evaluating trainees' reactions, learning, and training duration

INTRODUCTION

The widespread use and inherent risks associated with low-voltage electrical equipment require all workers to understand its hazards and how to manage them. Despite being the most commonly used method for raising safety awareness, lecture-based training often proves ineffective. Virtual reality (VR) allows the user to be immersed in a virtual environment and actively participate in practical training while maintaining their safety, which can potentially result in engaging and effective training. This paper investigates the effectiveness of using immersive VR for low-voltage (LV) electrical safety training to understand the potential benefits of VR technology for industrial safety training applications.

METHOD

A within-group experimental design was employed with 18 participants undertaking the LV VR training. The effectiveness of the training was evaluated by measuring participants' reactions, learning, and training duration. Participants' learning was measured before, immediately after, and four weeks after the training, whereas reaction and suitability of training duration were measured after the training.

RESULTS

Participants reported highly positive reactions to the LV VR training, particularly regarding their level of engagement, intention to use the system in the future, and enjoyment. Knowledge test scores significantly improved immediately after training with high effect sizes. Although scores decreased significantly four weeks after training, they remained significantly higher compared to before training. The training duration, ranging from 29 to 44 minutes was considered suitable for the training.

CONCLUSIONS

LV VR training effectively elicited positive reactions from trainees and supporting trainees to acquire and retain safety information while maintaining appropriate training duration.

PRACTICAL IMPLICATIONS

VR emerges as a viable alternative training method worth exploring for organizations seeking to improve their safety training programs. VR combines educational and entertainment values, facilitating enjoyable learning experiences.

Comparing virtual reality, desktop-based 3D, and 2D versions of a category learning experiment

Virtual reality (VR) has seen increasing application in cognitive psychology in recent years. There is some debate about the impact of VR on both learning outcomes and on patterns of information access behaviors. In this study we compare performance on a category learning task between three groups: one presented with three-dimensional (3D) stimuli while immersed in the HTC Vive VR system (n = 26), another presented with the same 3D stimuli while using a flat-screen desktop computer (n = 26), and a third presented with a two-dimensional projection of the stimuli on a desktop computer while their eye movements were tracked (n = 8). In the VR and 3D conditions, features of the object to be categorized had to be revealed by rotating the object. In the eye tracking control condition (2D), all object features were visible, and participants' gaze was tracked as they examined each feature. Over 240 trials we measured accuracy, reaction times, attentional optimization, time spent on feedback, fixation durations, and fixation counts for each participant as they learned to correctly categorize the stimuli. In the VR condition, participants had increased fixation counts compared to the 3D and 2D conditions. Reaction times for the 2D condition were significantly faster and fixation durations were lower compared to the VR and 3D conditions. We found no significant differences in learning accuracy between the VR, 3D, and 2D conditions. We discuss implications for both researchers interested in using VR to study cognition, and VR developers hoping to use non-VR research to guide their designs and applications.

Impact of the Application of Computer-Based 3D Simulation on Acquisition of Knowledge of Guidance of Mandibular Movement

Recently, computer-aided three-dimensional (3D) simulation has expanded to modern education. This study aims to investigate the effects of 3D computer simulation on the learning and self-assessment of the guidance of the mandibular movement. Sixty second-grade dental students were randomly distributed into three groups in an occlusion class. Various teaching protocols were used for each group. Students in the first group (lecture (L)) were taught exclusively through a textbook and two-dimensional illustrations. The conventional lecture method followed by computer-aided 3D simulation was applied to the second group (lecture-to-simulation (LtS)). Lastly, students in the third group (lecture with simulation (LwS)) were simultaneously taught using the conventional lecture and computer-aided 3D simulation methods. After teaching each group, a paper-based examination was conducted; actual and expected scores were obtained on the same day as the occlusal class. Analyses of variance with Tukey’s post-hoc analysis were used to compare the teaching protocols, whereas the independent t test was used for comparing between actual and expected scores (α = 0.05). The LwS group exhibited significantly higher actual and student-expected scores than the L and LtS groups (p < 0.001). The expected score was significantly lower than the actual score in the L group (p = 0.035). However, in the LtS and LwS groups, no statistical difference was observed between expected (p = 0.114) and actual (p = 0.685) scores. The distribution of actual scores in the grading systems indicated higher percentages of excellent (grade A) and good (grade B) scores in the LwS (96.7%) and LtS (79.7%) groups, respectively, than in the L group (53.4%). Using computer-aided 3D simulation to teach the guidance of mandibular movement improved the learning outcomes and self-assessment of students, especially when 3D simulation was combined with conventional lecturing.

Computer-Based 3D Simulation Method in Dental Occlusion Education: Student Response and Learning Effect

Occlusion is a fundamental subject in dental education, and occlusal adjustment is clinically essential in daily dental practices. This study aimed to assess the effects of computer-based 3D simulations on learner responses and learning effect on the principles of occlusal adjustment in undergraduate dental students in comparison with the traditional approach. Two teaching methods, i.e., paper-based 2D presentation and computer-based 3D simulation, were used for teaching the occlusal adjustment concepts. Sixty dental students were divided into two groups using a pair-matching randomization method. In the 2D presentation group, a textbook with 2D illustrations was used. 3D graphic dental models and computer design software were applied in the 3D simulation group. After the course, an attitudinal survey and examination were conducted to evaluate the participants’ feedback and the learning effects resulting from the teaching methods. The independent t test was used to compare the test scores between groups (with α = 0.5). Pearson’s correlation coefficient was calculated to investigate the agreement between the survey data and test scores. Most of the students’ feedback indicated that the 3D simulation method would be effective in acquiring knowledge on occlusion and jaw movement. The examination scores were significantly higher in the 3D simulation group compared with those in the 2D presentation group in the questions for centric relation (P = 0.034). Conversely, the scores were insignificant in the questions for eccentric relation (P = 0.403). There was no correlation observed between the survey data and the actual examination score. Computer-based 3D simulation could increase the participants’ expectations and learning effects in dental occlusion education. Further studies in diversified learning environments are required on the efficacy of digital educational modality.