Virtual Worlds doi: 10.3390/virtualworlds5020026

Authors: Noël Crescenzo David Arnaud Peiman Fallahian Sichani Johan Winther Kristensen Nikolaos Partarakis Xenophon Zabulis

This article reports an exploratory, small-cohort mixed-methods case study of how an e-learning platform and a virtual reality (VR) workshop simulator can be integrated into a traditional craft apprenticeship without displacing workshop-based learning. Drawing on the Craeft glassblowing Pilot 1 at the European Centre for Research and Training in Glassmaking (CERFAV), it reports a two-phase mixed-methods study contrasting a Traditional Augmented (TA) group, which used a Craeft e-learning platform and a VR glassblowing simulator, with a Traditional (T) control group following the standard Certificate of Professional Competence (CPC) program. Quantitative data from formative assessments and CPC examination results are combined with qualitative feedback, satisfaction surveys, self-assessment questionnaires, and interviews with apprentices and trainers. In Phase 1, where digital tools were deployed in a separate mode alongside existing instruction, the e-learning platform was perceived as pedagogically valuable, but descriptive differences in assessment outcomes were limited and uneven, with greater score dispersion in the TA group. In Phase 2, redesigned hybrid usage scenarios assigned distinct and complementary roles to the e-learning platform, VR, and workshop practice within an iterative learning cycle, and the descriptive results suggest more consistent patterns of higher scores for the TA group in cross-cutting theoretical subjects, with less variance in their scores. Qualitative analyses show that apprentices adopt a pragmatic stance towards digital tools, using the e-learning platform primarily for revision and exam preparation and VR for workshop discovery and tool recognition, while maintaining a strong attachment to material practice. The study suggests that, in small, high-stakes craft VET program, the perceived value of virtual learning environments depends less on their intrinsic properties than on their orchestration within coherent hybrid designs and on trainers’ capacity to align them with authentic tasks and assessment regimes. All findings should be interpreted as exploratory given the small sample size (n < 20), non-random group assignment, and potential self-selection biases.

Virtual Worlds doi: 10.3390/virtualworlds5020025

Authors: Estrella Rubi Sánchez-Nava Monserrat Ríos-Hernández Juan Manuel Jacinto-Villegas Otniel Portillo-Rodríguez Adriana Herlinda Vilchis-González

Over the past decade, serious games and virtual reality have gained increasing relevance in upper-limb rehabilitation, yet desktop virtual reality solutions often suffer from reduced spatial correspondence and limited sensory feedback. This work presents the design and preliminary evaluation of a desktop virtual reality-based serious game that combines Leap Motion Controller hand tracking with a custom wireless vibrotactile wearable device to support upper-limb rehabilitation training. Three training scenarios were implemented to target pronation/supination, pinch grip, ulnar/radial deviation, and wrist, elbow, and finger flexion/extension. Usability (System Usability Scale, SUS), user experience (short AttrakDiff), and perceived workload (Raw NASA-TLX), together with functionality and perception questionnaires, were collected from healthy participants randomly assigned to two groups (Group 1: n=13, LMC only; Group 2: n=9, LMC plus wearable). Across all instruments, the configuration including the wearable device tended to obtain higher usability ratings, more desirable pragmatic and hedonic quality scores, and lower overall workload means than the LMC-only configuration, with moderate effect sizes but limited statistical power due to the small samples. Participants in the wearable condition also reported clearer feedback, a perceived improvement in movement precision, and a stronger perceived alignment between real and virtual actions. These findings suggest that the proposed system may serve as a promising user-centered prototype for desktop VR-based upper-limb rehabilitation and provide preliminary design evidence to support future clinical and kinematic validation studies with larger cohorts.

Virtual Worlds doi: 10.3390/virtualworlds5020024

Authors: Isabel C. P. Marques Maria Luisa Mendes Teixeira Ana Vilas Boas

This systematic review critically analysed the differences, intersections, and trends toward convergence between Human Resource Management (HRM) and People Management (PM), highlighting the evolution of these approaches in organizational contexts marked by digital transformation. Conducted in accordance with the PRISMA 2020 guidelines, the study utilized the Web of Science and SCOPUS databases. Fifty-eight studies were selected and analysed narratively, prioritizing evidence with a lower risk of bias. The results confirm that, although HRM and PM have distinct rationales, a progressive convergence between the two is observed, driven by technological, organizational, and sociocultural changes. In this process, immersive technologies play a central role as socio-technical mediators, shaping organisational practices through configurations that reflect institutional logics and generate paradoxes between efficiency and experience. The analysed literature demonstrates that these technologies enable the integration of practices traditionally oriented toward efficiency, measurement, and standardization—characteristics of HRM—with experiential, relational, and subjective dimensions, which are specific to PM. It is concluded that the strategic adoption of immersive technologies enhances hybrid management models, capable of articulating strategic alignment, personalization of practices, engagement, and well-being at work. Thus, rather than merely serving as support tools, immersive technologies are emerging as foundational elements of modern people management, challenging traditional models, and paving the way for more integrated, sustainable, and people-centred practices.

Virtual Worlds doi: 10.3390/virtualworlds5020023

Authors: Ana Veloso-Luis Alexandre Silva Rui Neves-Silva

Urban planning increasingly depends on methods capable of capturing citizen perspectives in forms that are both inclusive and analytically useful for decision-making. Conventional participation mechanisms, such as public meetings, paper questionnaires, and online platforms, often suffer from low reach, strong self-selection effects, and weak suitability for structured comparative analysis. This paper presents XRCity, a decision support system that combines extended reality, conversational artificial intelligence, and a planner-side backend to support participatory urban planning in public spaces. The system is centered on Olivia, a life-sized virtual assistant deployed on outdoor interactive screens, and on a backend environment that enables planners to prepare knowledge resources, configure interaction scripts, validate conversational behavior, process transcripts, and analyze elicited opinions. The contribution of the paper is not just the presentation of an XR interface, but the description and validation of a complete decision-support pipeline that connects campaign design, citizen interaction, opinion structuring, and planner-side analytics. The system was validated through real-world deployment in Torres Vedras, Portugal. Across more than 250 interactions and over 740 min of conversation, 191 usable sessions were analyzed, showing an average of 6.7 messages per user and 2.8 min per interaction. Of these sessions, 14.7% produced at least one structured response to an urban planning question, exceeding the project target of 10%. These results indicate the operational feasibility of using public-space conversational XR to elicit analyzable planning input, while a formal validation of the opinion-matching step remains future work.

Virtual Worlds doi: 10.3390/virtualworlds5020022

Authors: Dimitrios Magetos Sarandis Mitropoulos Christos Douligeris

Despite the increasing adoption of metaverse technologies, particularly in educational contexts, the cognitive impacts of students designing their own immersive experiences remain underexplored. This study addresses that gap by providing empirical baseline data on the cognitive load of students designing virtual worlds. All 100 participants were second-year undergraduate computer science students, aged 20 to 22, who completed a five-week virtual world development project using the Spatial.io platform. Cognitive load was assessed using the NASA Task Load Index (NASA-TLX), which is a measure of six dimensions: Mental Demand, Physical Demand, Temporal Demand, Performance, Effort, and Frustration. The total weighted NASA-TLX showed moderate cognitive load (M = 48.42, SD = 12.18, 95% CI [45.99, 50.85]), with a percentage of 9% of respondents indicating high cognitive load (scores > 60). Temporal Demand was the highest-rated dimension (M = 14.32, SD = 3.84), followed by Mental Demand (M = 13.68, SD = 3.52), while Physical Demand was the lowest (M = 5.23, SD = 2.94). The Spearman correlation analysis indicated that there were strong correlations between Temporal Demand and Effort (ρ = 0.62, p < 0.001) and Temporal Demand and Mental Demand (ρ = 0.58, p < 0.001) with Frustration demonstrating moderate correlations with most cognitive dimensions. In this sample, the NASA-TLX showed a good internal consistency (0.82). No statistically significant difference was found in the overall workload scores or in individual subscales (p > 0.05), indicating that the cognitive load experienced by male and female participants in the development of a virtual world was similar, but the small sub-sample of female participants (n = 25) reduces the statistical power of the comparison. These results provide a descriptive baseline for cognitive workload in virtual world creation led by students and provide evidence-based guidance into how educators can develop immersive development programs.

Virtual Worlds doi: 10.3390/virtualworlds5020021

Authors: Haley Morgan Carolyn A. Meyer Chad M. Eitel Kenneth R. Ivie Heather Hall Tod R. Clapp

Gamification, defined as the application of game elements in non-gaming contexts, has emerged as a promising tool for enhancing student engagement in content-heavy curriculums such as anatomy and physiology. This preliminary study describes the development of a virtual reality (VR) cardiac anatomy escape room and provides initial data on student engagement and confidence with learning objectives. Participants were recruited from Colorado State University following completion of a cadaveric anatomy course. The heart-themed escape room was developed using Unity 6000.1.7f1 and deployed on Meta Quest 3 headsets, featuring seven puzzle stations that generated cardiac structures upon successful completion. Players then assembled a complete heart model within a set time. Results showed high engagement and accomplishment, with students reporting improved understanding of visualizing cardiac structures and enjoyment in testing anatomical knowledge. All participants reported that they felt confident with the content following completion of the escape room. While VR has been successfully incorporated into curricula, VR escape rooms have the potential to serve as an engaging and fun supplementary learning tool for students. These findings suggest that virtual reality implementation can enhance anatomy education through immersive gamified learning environments.

Virtual Worlds doi: 10.3390/virtualworlds5020020

Authors: Anastasios Theodoropoulos

In recent years, the generation and animation of avatars in virtual reality (VR) have undergone a definitive paradigm shift, transitioning from pre-rendered, manually rigged meshes to autonomous, AI-driven digital entities. While individual algorithms have been extensively studied, there is a critical lack of comprehensive synthesis regarding how these generative models impact the broader sociotechnical ecosystem of Spatial Computing. To address this gap, this systematic literature review, conducted in accordance with PRISMA guidelines, analyzed 48 primary studies to evaluate the intersection of Generative AI, hardware architecture, human psychology, and digital ethics. The synthesis reveals a deeply interdependent ecosystem. While advanced neural rendering and diffusion models (RQ1) successfully bypass traditional 3D authoring bottlenecks, their pursuit of absolute visual fidelity severely antagonizes the thermal and latency constraints of standalone mobile hardware (RQ2). The literature demonstrates that failing to mitigate these bottlenecks through hardware–software co-design (e.g., specialized ASICs, gaze-contingent foveation) inevitably shatters the user’s sensorimotor loop, collapsing the sense of agency and triggering the Kinematic Uncanny Valley (RQ3). Furthermore, as these hyper-realistic avatars achieve kinematic autonomy, they introduce unprecedented sociotechnical vulnerabilities regarding spatial privacy, dataset bias, and post-mortem digital identity (RQ4). Ultimately, this review concludes that realizing a compelling and inclusive AI-driven Metaverse is no longer an isolated computer graphics challenge; it demands a rigorous, interdisciplinary paradigm shift where algorithms, silicon architectures, and cognitive psychology are inextricably co-designed under a foundational framework of digital ethics.

Virtual Worlds doi: 10.3390/virtualworlds5020019

Authors: Sunghae Jun

Extended reality (XR), encompassing augmented reality (AR), virtual reality (VR), and mixed reality (MR), is a key enabling technology for virtual worlds, and XR-related patents continue to grow rapidly. However, patent-based XR technology analysis faces a fundamental challenge: document–keyword matrix (DKM) built from patent titles and abstracts are typically high dimensional, sparse, and often exhibit excess zeros, which can distort inference when conventional text mining pipelines are applied without a generative count perspective. In this study, we propose a statistically grounded XR technology analysis framework that combines likelihood-based count modeling with interpretable structure mining to map XR sub-technologies from a patent DKM. Using an XR patent–keyword matrix, we fit Poisson regression (PR), negative binomial regression (NBR), and zero-inflated negative binomial regression (ZINBR) models via maximum likelihood estimation (MLE), controlling for document-length effects. Model selection by Akaike information criterion (AIC) consistently favored NBR for both target keywords, indicating substantial overdispersion in XR patent counts. We interpret exponentiated coefficients as incidence rate ratios (IRRs) and construct a technology relatedness network from significant IRR edges, revealing a dual-axis XR structure: reality is anchored in an AR or VR experience and content axis such as virtual and augment, whereas extend is embedded in a structure and integration axis for example, surface, edge, layer, and connectivity-related terms. To show how the proposed method can be applied to real domains, we searched the XR patent documents, and analyzed them for XR technology analysis.

Virtual Worlds doi: 10.3390/virtualworlds5020018

Authors: Jolanda Tromp Ilias El Makrini Mario Trógolo Miguel A. Muñoz Maria B. Sánchez-Barrerra Jose Pech Pacheco Cándida Castro

Extended Reality (XR) and Artificial Intelligence (AI) are increasingly converging within cyber–physical infrastructures, including digital twins, the Spatial Web, and smart-city systems. These environments require new frameworks for understanding how human performance emerges through sustained interaction with immersive interfaces and adaptive computational agents. This paper introduces the TAXI–XI-CAP framework, a two-layer model that links psychobiological mechanisms of XR–AI interaction to higher-level, experimentally testable capability constructs. The TAXI layer defines 42 mechanisms spanning perception, cognition, physiology, sensorimotor control, and social coordination, while XI-CAP organizes these into capability patterns such as remote dexterity, distributed cognition, and adaptive workload regulation. Derived through a theory-guided synthesis across XR, neuroscience, and human–automation interaction, the framework models performance as emerging from interacting mechanisms under real-world constraints. A validation-oriented research agenda is proposed, emphasizing mechanism-level measurement, capability-level evaluation, and longitudinal testing. The TAXI–XI-CAP framework provides a structured basis for hypothesis generation, comparative analysis, and empirical validation of XR–AI systems, supporting the development of reliable, scalable, and human-centered Extended Intelligence infrastructures.

Virtual Worlds doi: 10.3390/virtualworlds5020017

Authors: David Košatka Alžběta Šašinková Markéta Košatková Tomáš Hunčík Čeněk Šašinka

Distance learners in higher education are often assumed to face limited peer interaction, potentially weakening their sense of belonging. This study examines peer relationships and belonging among students in distance and blended university programs, with attention to the role of virtual reality (VR) within digitally mediated learning environments. Immersive VR teaching is included in the curriculum for distance learning students in the studied programs. Using a mixed-methods design, survey data and open-ended responses were collected from 17 students in Information Studies and Information Service Design. An adapted Classroom Community Scale was supplemented with items addressing the perceived contribution of different communication technologies. Contrary to expectations, fully distance learners did not report weaker agreement with statements reflecting belonging than blended students; on several items, they expressed stronger agreement, particularly regarding perceived peer support and learning opportunities. Results indicate that conventional 2D communication tools, particularly chats and video calls, are central to sustaining peer relationships. VR was not perceived as essential but described by some students as an added value supporting shared experience and group cohesion. Overall, belonging emerges as a socio-technical achievement shaped by communication practices rather than physical proximity.

Virtual Worlds doi: 10.3390/virtualworlds5020016

Authors: Nicola De Pisapia Andrea Polo Andrea Signorelli

Immersive virtual environments are increasingly investigated as tools capable of modulating conscious experience, yet the specific contribution of graded immersion to altered states of consciousness (ASC), time perception, and cognition remains unclear. The present study examined how different levels of immersion during videogame play influence subjective experience and post-experience cognitive performance. Seventy-two participants played an identical 35 min segment of the videogame Half-Life: Alyx under one of three conditions: desktop PC (low immersion), head-mounted virtual reality (VR; medium immersion), or VR combined with full-body locomotion via an omnidirectional treadmill (high immersion). Following gameplay, participants completed validated measures of presence (IPQ), immersion (IEQ), ASC (5D-ASC), retrospective time estimation, and cognitive flexibility (Stroop task and Alternative Uses Test). Presence was selectively enhanced in VR relative to desktop play, whereas immersion was highest in the VR plus treadmill condition. Specific ASC dimensions related to embodiment and self-experience were selectively elevated in immersive conditions, with the most robust effects observed for disembodiment and positive depersonalization. Retrospective time-estimation accuracy was reduced in the highest immersion condition, indicating increased temporal distortion. Immersive gameplay did not produce widespread changes in executive function. Overall, the findings indicate that immersive virtual reality gameplay selectively alters embodiment-related aspects of conscious experience and retrospective time perception, without broadly changing executive function.

Virtual Worlds doi: 10.3390/virtualworlds5010015

Authors: Navid Ashrafi Philipp Graf Manuela Marquardt Philipp Harnisch Stefan Hillmann Nico Ploner Diego Compagna Eren Cirit Lilia Papst Jan-Niklas Voigt-Antons

The collection of patient-reported outcome measures (PROMs) is a key measurement tool for patient-centred care. At the same time, collecting these measures poses obstacles for many patients, leading to these groups being underrepresented in the data. We have therefore developed a multimodal, AI-driven assistance system to support patients in collecting these data. The interface of the system comprised a digital tablet containing the PROM questionnaire items and the assistant in three forms of embodiment: A virtual avatar, a physical avatar, and a voice-only agent. To evaluate the users’ experience and ratings of the system, two separate studies were implemented in two rehabilitation centers with 195 patients. A mixed within–between RCT was conducted at an outpatient clinic, where patients completed PROMs both with and without an assistant, and a between-subject design at an inpatient clinic comparing routine PC-based care with avatar- and robot-assisted PROM administration. Our results suggest a preference for the non-assisted tablet-only condition in Clinic A, whereas, in Clinic B, both agent conditions were preferred over routine care. We have further analyzed aspects such as trust and social presence in this study to gain a more thorough understanding of the users’ experience. Our analysis shows a higher trust rating for the voice-only assistant, whereas the robot, virtual avatar, and the voice-only conditions were perceived as more socially present. The impact of demographic factors and affinity for technology on the user ratings was also thoroughly studied. Our findings shed light on the role of agent embodiment in PROM assistance and contribute to the future design and evaluation of effective, engaging, and trustworthy systems for data collection in healthcare settings.

Virtual Worlds doi: 10.3390/virtualworlds5010014

Authors: Yannick Klein Leon Paul Mondrian Munz Maximilian Mushoff Eva-Maria Grommes Anja Richert

Augmented reality (AR) offers promising opportunities to support manual assembly, but there is little consensus on how much information AR instructions should contain, reflecting debates between cognitive-load-oriented minimalism and multimedia-learning-based benefits of redundancy. These debates manifest in practice as rich, multimodal overlays or minimal, complexity-adaptive visualizations designed to avoid clutter and ease authoring. This study compares these approaches by contrasting a redundant AR concept combining three-dimensional models, photographs, and videos with a minimal concept that adapts visualization types to assembly step complexity. In a between-subject experiment with 30 participants (mixed-experience; heterogeneous backgrounds) performing a heat-pump assembly task for the first time in a spatially constrained setup, errors, task time, workload, and usability were measured. The redundant concept led to significantly fewer errors and a lower per-step error probability than the minimal concept, without a penalty in assembly time. Workload and usability were comparable across concepts and primarily driven by performance rather than by visualization style. Step complexity strongly predicted completion time but not error rates, suggesting that operators slow down on complex steps while failures are more sensitive to instructional design. These findings suggest that overly minimal AR instructions increase error risk, whereas redundant AR instructions stabilize performance.

Virtual Worlds doi: 10.3390/virtualworlds5010013

Authors: Andrija Bernik Igor Tomicic Petra Grd

As virtual reality technologies evolve toward widespread adoption in education, industry, and social communication, their increasing complexity exposes new and often overlooked security challenges. Immersive environments collect continuous multimodal data, including motion tracking, gaze, voice, and biometric indicators that extend far beyond traditional computing attack surfaces. This paper synthesizes recent research (2023–2025) on cybersecurity, privacy, and behavioral safety in virtual reality (VR) systems, identifies the main vulnerabilities, and proposes a unified defense architecture: the three-layer VR Security Framework (TVR-Sec). Through comparative review and conceptual integration of 31 peer-reviewed studies, three interdependent protection domains emerged: (1) System Integrity, securing hardware, firmware, and network communications against spoofing and malware; (2) User Privacy, ensuring the ethical management of biometric and behavioral data through federated learning and consent-based control; and (3) Socio-Behavioral Safety, addressing harassment, manipulation, and psychological exploitation in shared virtual spaces. The framework situates VR security as a multidimensional adaptive process that combines technical hardening with human-centered defense and ethical design. By aligning cyber–human protections through an AI-driven monitoring and policy engine, TVR-Sec advances a holistic paradigm for securing future immersive ecosystems.

Virtual Worlds doi: 10.3390/virtualworlds5010012

Authors: Changmin Yan Adam Wagler Alan Eno

Immersive virtual reality (VR) is increasingly used to promote ethical engagement and bystander intervention in response to social harms, yet the psychological mechanisms through which immersive experiences motivate intervention remain unclear. The present study examines how psychological presence, humor-based storytelling, perceived intentionality, perceived harm, and perceived efficacy jointly shape bystanders’ intention to intervene in a VR-based microaggression scenario. Participants experienced a humor-infused immersive VR interaction depicting micro-aggressive behaviors, preceded by an experimental framing of the aggressor’s intentionality as unintentional, ambiguous, or intentional. Across analyses, intentionality framing strongly influenced perceived harm, perceived efficacy, and intervention intention. Correlational and regression results revealed that perceived intentionality was the most robust predictor of intention to intervene, whereas psychological presence did not exert a direct effect when interpretive and motivational variables were considered simultaneously. Perceived humor was associated with reduced harm appraisal and emerged as a consistent suppressor of intervention intention, even when discriminatory intent was explicit. Condition-specific regression analyses further showed that intentionality predicted intervention only when intent was ambiguous, psychological presence contributed to intervention readiness only under ambiguity, and humor suppressed intervention whenever it was salient. Together, these findings indicate that bystander intervention in immersive environments is driven primarily by interpretive judgments of intent rather than by immersion alone. The results underscore the importance of narrative framing and attributional clarity in the design of VR-based ethics training, diversity education, and public-facing simulations.

Virtual Worlds doi: 10.3390/virtualworlds5010011

Authors: Leonie Laskowitz Karsten Huffstadt Nicholas Müller

Immersive virtual reality (VR) offers promising opportunities for skill acquisition in complex motor domains, yet its specific potential for martial arts training remains underexplored. This pilot study examined how visual and auditory feedback are associated with subjective immersion and motor performance during the execution of a standardized martial arts sidekick in VR. Ten technically experienced participants completed four training conditions, while full-body kinematics were captured using a synchronized VR-MoCap setup. Subjective ratings of immersion and presence were collected after each condition, and three expert interviews provided complementary qualitative perspectives. Exploratory analyses indicated that high-fidelity visual feedback elicited higher immersion and more stable chamber-phase posture, while voice feedback was associated with smoother timing and improved kick alignment. Experts highlighted multisensory coherence as a key design principle and pointed to concrete opportunities for VR-supported technique refinement. These convergent findings suggest that immersive VR can support technically relevant performance cues in martial arts training while also highlighting design considerations for future high-precision VR coaching systems. As a pilot study, the results provide methodological groundwork and signal directions for larger, confirmatory investigations.

Virtual Worlds doi: 10.3390/virtualworlds5010010

Authors: Sina Hinzmann Anne-Kathrin Bestgen Julia Schorlemmer Constanze Beierlein Jörg Kolbe Jan-Niklas Voigt-Antons

This paper presents a modular evaluation questionnaire designed to assess Knowledge and Technology Transfer (KT) events in Higher Education Institutions (HEIs). KT is central to the HEI’s third mission, contributing to societal and economic progress. This mandate is critically highlighted by the need to disseminate digitalization competencies in rapidly evolving fields, notably immersive technologies—including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—which are foundational for virtual worlds. Traditionally, transfer success relies on overall outcome indicators (patents, collaborations), which fail to capture the immediate impact of individual transfer events. Our questionnaire addresses this gap by evaluating event-level success and its alignment with the target groups: companies, citizens, and students. Developed via expert workshops in the context of virtual worlds, the tool’s modular design supports flexible adaptation and broad applicability across different event types. It captures participant reactions, knowledge acquisition, and behavioral intentions, along with process items. This provides immediate, actionable insights into event success, enabling HEIs to optimize resource allocation and make informed adjustments tailored to audience needs. Future studies should validate the questionnaire’s psychometric properties and assess long-term effects. Ultimately, this tool strengthens the capacity of HEIs to optimize transfer activities and cultivate stronger partnerships.

Virtual Worlds doi: 10.3390/virtualworlds5010009

Authors: Lilith Tersch Dennis Anheyer Thomas Ostermann

In recent years, forest bathing has gained popularity worldwide due to its many positive effects on health. In the face of increasing urbanization and limited access to natural forests, digital forest bathing is a promising alternative. Digital forest bathing could also be an option for people with restricted mobility, which could be a way to make the health-promoting effects of forests more accessible. This systematic review examines the current state of research on digital forest bathing, considers the associated effects, and highlights the technical possibilities and thereby consolidates the currently limited evidence base in this emerging field. For literature identification, the databases APA, PsycInfo, PubMed, PubPsych, Scopus, and Google Scholar were searched. A total of four studies were included. The results indicate that digital forest bathing could have positive effects on relaxation and well-being that could be comparable to real-life forest bathing, and summarize how interventions were technically implemented across the included studies. As there are still a few studies on digital forest bathing, the implementation of the research varies greatly, and some studies have risks of bias; the results presented here should be interpreted with caution. In addition to a critical examination of the study designs and quality, suggestions for further research in this area are given, and key methodological constraints relevant for interpreting early effects are outlined.

Virtual Worlds doi: 10.3390/virtualworlds5010008

Authors: Naomi Paul Angela Pincivero Shi Cao

Existing research in extended reality for education emphasizes learning outcomes rather than the process for developing their materials. Design thinking, a method in Research through Design, which often generates artefacts and systems, can help address this limitation. As such, this paper presents a process for developing 360° videos based on the six steps of the design thinking process with a new step for planning. The authors also propose a novel approach emphasizing co-creation and Indigenous Research Values throughout the process, showing respect, and minimizing misinterpretations, appropriations, and weak translations that often result from recording stories. Presented through an example titled ‘Tipi Teachings’, a digital story rooted in Indigenous Knowledge of Engineering, the authors demonstrate how design thinking and co-creation can be applied to digital storytelling, proposing a procedure which aims to provide guidance to future researchers utilizing digital storytelling, minimizing trial and error, and providing an opportunity for researchers to share and document lessons learned. While the proposed process was created within a Canadian Indigenous research context, and centers Indigenous storybasket values, these values require researchers to listen to and build relationships with the community, incorporating their core values, regardless of whether they directly align with the storybasket values, adjusting the process to their specific context. The decolonial design process aligned with design thinking also considers decolonization globally, rather than locally.

Virtual Worlds doi: 10.3390/virtualworlds5010007

Authors: Ninette Simonian Nicco Reggente

Traditional neuropsychological memory assessments lack ecological validity and often fail to capture how memory functions in everyday life. This limits early detection of cognitive decline and reduces correspondence with patient complaints and caregiver observations. We argue that virtual reality (VR) mostly addresses these limitations. VR-based assessments immerse individuals in naturalistic environments that engage authentic cognitive processing while maintaining experimental control. We review empirical evidence demonstrating that VR assessments show superior diagnostic sensitivity for distinguishing healthy aging from mild cognitive impairment (MCI) and Alzheimer’s disease (AD), particularly through tasks that integrate memory with spatial navigation and executive function. VR-derived performance metrics also correlate more strongly with subjective experiences and caregiver reports than traditional tests. We propose that VR represents a fundamental reconceptualization of memory assessment, though challenges regarding standardization and accessibility must be addressed.

Virtual Worlds doi: 10.3390/virtualworlds5010006

Authors: Andrea H. Mason Alejandra S. Klingenberg Kevin Ponto Kristen A. Pickett

Obstacle negotiation during locomotion depends on the integration of exteroceptive information about the environment, proprioceptive signals from the body, and exproprioceptive visual feedback about the limbs. This study examined how removing visual limb information and introducing VR-specific sensory uncertainty affect overground obstacle-crossing behavior. Participants walked under three conditions: natural environment with full vision, natural environment with lower-limb occlusion, and immersive VR without a lower-limb representation. Removing limb vision in the real world selectively increased toe clearance while leaving baseline gait unchanged, demonstrating the role of exproprioceptive feedback in fine-tuning foot trajectory. VR amplified these adaptations, yielding slower speeds, wider bases of support, and even greater clearance margins, reflecting compounded uncertainty from altered exteroceptive cues. Yet obstacle location effects were consistent across environments, suggesting preserved underlying control and the potential for a scaling relationship between VR and real-world performance. Findings highlight key design considerations for VR-based gait assessment and rehabilitation.

Virtual Worlds doi: 10.3390/virtualworlds5010005

Authors: Jesse Katende Amir Haj-Bolouri Stefan Nilsson Lu Cao Matti Rossi

Immersive virtual reality is increasingly used for safety training, yet many initiatives remain technology-led pilots that enhance scenario realism and engagement without explaining how training becomes embedded in everyday work (e.g., alignment with SOPs, assessment routines, scheduling, and accountable debrief practices) or how skills reliably transfer back to duty. This paper addresses that gap by introducing Work-Integrated Safety Training (WIST) as a socio-technical training approach that couples IVR-based immersion with work-integrated routines to develop competence in safety-critical, passenger-facing work. Using Action Design Research (ADR) with Sweden’s national rail operator (SJ), we iteratively designed and evaluated a gamified immersive prototype for onboard conflict management, drawing on interviews, incident reports, co-design workshops, and in situ evaluations. We formalize four transferable design principles—specified with mechanisms and boundary conditions that guide how immersive training can (i) scaffold composure before intervention, (ii) make dynamic risk legible through interpretable cues, (iii) support SOP-aligned adaptive communication with replay-based reflection, and (iv) strengthen team coordination through role-specific checkpoints and psychologically safe debriefs. The paper contributes design knowledge for moving from isolated IVR demonstrations to work-integrated training systems that are implementable in organizations and testable in further longitudinal evaluation.

Virtual Worlds doi: 10.3390/virtualworlds5010004

Authors: Dimosthenis Lygouras Avgoustos Tsinakos Ioannis Seimenis Konstantinos Vadikolias

Stroke is a leading cause of long-term disability worldwide, and new technologies such as Fully Immersive Virtual Reality (FIVR) are being explored to promote functional recovery as well as optimize rehabilitation outcomes. The aim of the present study was to explore Greek OTs’ perspectives on the use of FIVR in rehabilitation of the upper limb after stroke. Two focus groups took place with six experienced OTs, who were recruited from diverse clinical settings across Greece. The interviews were facilitated using a semi-structured guide and inductively coded using thematic analysis following Braun and Clarke’s six-stage process. Six theme-rich findings were elicited. Therapists identified FIVR’s potential to enable patient involvement, motivation, and recovery of function through the use of immersion and feedback-based practice. They reported significant barriers, however, in terms of technical challenges, safety issues, and costly equipment. OTs also highlighted the fact that occupation-based, culturally sensitive task design is central to ensuring ecological validity and transfer to naturalistic settings. There is a high potential for FIVR in stroke rehabilitation, but it requires user-centered design, cultural adaptation, adequate training, and systemic support towards long-term implementation.

Virtual Worlds doi: 10.3390/virtualworlds5010003

Authors: Nancy A. Baker Augusta H. Polhemus Joanne M. Baird Megan Kenney

This scoping review examines the use of fully immersive virtual reality (FIVR) and embodiment as a modality to treat chronic pain. We aimed to describe which chronic pain disorders have been investigated using virtual embodiment; identify how sensory feedback is manipulated to affect pain sensation; describe the effect of embodiment as an analgesic for people with chronic pain; and identify terminology used to describe virtual embodiment. We used a 5-step scoping review methodological framework to examine the state of the science related to FIVR, embodiment, and pain. A comprehensive database search identified 444 studies. After full-text review, 27 studies met the inclusion criteria. Studies addressed primarily neuropathic types of pain disorders with over 80% reporting improved pain using a wide range of sensory feedback, such as aspects of the appearance, position, or movement to manipulate the embodied limb. Results suggest that using embodied FIVR can decrease chronic pain. The high percentage of positive outcomes suggests that this emerging practice holds potential as a treatment for chronic pain, although variability in study methodologies and terminology suggests a need for standardized approaches in future research.

Virtual Worlds doi: 10.3390/virtualworlds5010002

Authors: Fabiola Sáez-Delgado Javier Mella-Norambuena Paulo Coronado Yaranay López-Angulo Guillermo Ramírez María Badilla-Quintana Andrés Chiappe

The rapid proliferation of metaverse platforms with heterogeneous architectures, functionalities, and purposes poses a significant challenge for informed technology selection. Consequently, there is a need for structured evaluation approaches that enable comparison based on functional and non-functional attributes relevant to specific application contexts. The objective of this study was to propose a model for evaluating the quality of metaverse-type platforms based on a hybridization of the aspects defined in the ISO/IEC 25000 family of standards, a maturity model extracted from recent literature, and the Metagon metaverse characterization typology. The proposed model operationalizes 35 evaluation attributes grouped into seven categories, enabling a comprehensive assessment of metaverse platforms. Using this model, 23 metaverse platforms were evaluated through a hierarchical ranking strategy with tolerance. The results show that platforms such as Decentraland and Roblox achieve the highest levels of maturity (ML5), although open-architecture platforms demonstrated superior structural robustness in comparative tie-breakers. The results provide a taxonomy of characteristics refined and validated by experts and used in the evaluation of the analyzed platforms, resulting in a reproducible classification that enables systematic comparison across different application contexts. The discussion presents the basis for future studies focused on the evaluation of specific categories, such as educational, therapeutic, or social interaction platforms.

Virtual Worlds doi: 10.3390/virtualworlds5010001

Authors: Valentin Knoben Malte Stellmacher Jonas Blattgerste Björn Hein Christian Wurll

A prominent application of Augmented Reality (AR) is to provide step-by-step guidance for procedural tasks as it allows information to be displayed in situ by overlaying it directly onto the user’s physical environment. While the potential of AR is well known, the perspectives and requirements of individuals with mental disabilities, who face both cognitive and psychological barriers at work, have yet to be addressed, particularly on Head-Mounted Displays (HMDs). To understand practical limitations of such a system, we conducted a mixed-methods user study with 29 participants, including individuals with mental disabilities, their colleagues, and support professionals. Participants used a commercially available system on an AR HMD to perform a machine setup task. Quantitative results revealed that participants with mental disabilities perceived the system as less usable than those without. Qualitative findings point towards actionable leverage points of improvement such as privacy-aware human support, motivating but lightweight gamification, user-controlled pacing with clear feedback, confidence-building interaction patterns, and clearer task intent of multimodal instructions.

Virtual Worlds doi: 10.3390/virtualworlds4040059

Authors: Ștefan Moroșanu Maria Cristina Man Nicola Mancini Carlos Hervás-Gómez Emilia Florina Grosu Mihai Moroșanu Horațiu Ghejan Mircea Boncuț Dana Ioana Cristea Vlad Teodor Grosu

Background: The consequences of video games have been a hotly debated topic in recent decades. While the media tend to focus on and publicize the alleged negative effects of video games, the empirical literature continues to research to illustrate the benefits of playing certain types of video games. Objective: With this paper we want to highlight the utility of virtual reality technology for improving reaction time. Methods: A total of 32 Romanian students, aged 17 to 19, were recruited from a high school in Cluj-Napoca. The experimental group took part in a virtual realitybased intervention, while the control group only attended the standard physical education classes included in the school curriculum. To assess simple and complex reaction time, we used the Deary–Liewald reaction time test. Descriptive statistics and t-tests were used to compare participant characteristics between the two groups. The significance level for all statistical analyses was set at p < 0.05. Results: Subjects in the experimental group (M = 382.75, SD = 21.30) showed statistically significant improvements (p < 0.05) at final testing compared to the control group (M = 396.88, SD: 25.37) in the complex reaction time Deary–Liewald test (t = −1.70, p = 0.04, d = −0.60). Conclusions: As technology continues to advance, new possibilities have emerged for reducing reaction time through cutting-edge tools like virtual reality. Our study shows that a well-structured 6-month virtual reality program can improve simple and complex reaction time in high school students.

Virtual Worlds doi: 10.3390/virtualworlds4040058

Authors: Muhammad Abrar Hussain Chanjun Chun SeongKi Kim

Egocentric hand gesture recognition is vital for natural human–computer interaction in augmented and virtual reality (AR/VR) systems. However, most deep learning models struggle to balance accuracy and efficiency, limiting real-time use on wearable devices. This paper introduces a Two-Stream Temporal Shift Module Transformer Fusion Network (TSMTFN) that achieves high recognition accuracy with low computational cost. The model integrates Temporal Shift Modules (TSMs) for efficient motion modeling and a Transformer-based fusion mechanism for long-range temporal understanding, operating on dual RGB-D streams to capture complementary visual and depth cues. Training stability and generalization are enhanced through full-layer training from epoch 1 and MixUp/CutMix augmentations. Evaluated on the EgoGesture dataset, TSMTFN attained 96.18% top-1 accuracy and 99.61% top-5 accuracy on the independent test set with only 16 GFLOPs and 21.3M parameters, offering a 2.4–4.7× reduction in computation compared to recent state-of-the-art methods. The model runs at 15.10 samples/s, achieving real-time performance. The results demonstrate robust recognition across over 95% of gesture classes and minimal inter-class confusion, establishing TSMTFN as an efficient, accurate, and deployable solution for next-generation wearable AR/VR gesture interfaces.

Virtual Worlds doi: 10.3390/virtualworlds4040057

Authors: Jeremy Immanuel Santiago Berrezueta-Guzman

Along with the rapid advancement of Virtual Reality (VR) and the metaverse, interest in this technology has surged among game developers and in fields such as education and healthcare. VR has enabled the rise in immersive, gamified activities, whether for rehabilitation, therapy, or learning. Additionally, VR and Motion Capture (MoCap) have allowed developers to create further accessibility features for end-users with special needs. However, the excitement of using new technology often does not align with the end user’s use cases. The over-reliance on cutting-edge hardware can negatively impact most end users who lack access to such expensive tools. To this end, we conducted an inclusivity-focused study that enables learners to practice ASL in an immersive and engaging way using only head- and controller-based tracking. Our approach replaces full-body MoCap with Inverse Kinematics (IK) and simple controller mappings for upper-body pose and hand-gesture recognition, providing a low-cost, reproducible alternative to costly setups.

Virtual Worlds doi: 10.3390/virtualworlds4040056

Authors: Miguel A. Garcia-Ruiz Elba A. Morales-Vanegas Laura S. Gaytán-Lugo Pablo A. Alcaraz-Valencia Pedro C. Santana-Mancilla

Technologies such as XR (Extended Reality), in the form of VR (Virtual Reality), AR (Augmented Reality) and MR (Mixed-Reality), are being researched for their potential to support higher education. XR offers novel opportunities for improving understanding and engagement of computer science (CS) courses, abstract and algorithmic thinking and the application of knowledge to solve problems with computers. This narrative literature review aims to report the state of XR adoption in the university CS education context by studying pedagogical benefits, representative cases, challenges, and future research work. Recent case studies have demonstrated that VR innovations are supportive of algorithm and data structure visualization, AR in programming and circuit analysis contextualization, and MR in bridging the experimental practice on virtual with real hardware within computer labs. The potential of XR to enhance engagement, motivation, and complex content understanding has already been researched. However, ongoing obstacles remain such as the high cost of hardware, technical issues in practicing scalable content, restricted access for students with disabilities, and ethical considerations over privacy and data protection. This review also presents XR, not as a substitute for traditional pedagogy, but as an additive tool that, in alignment with well-defined curricular objectives, may enhance CS learning. If it overcomes these deficiencies and progresses appropriate inclusive evidence-based practices, XR has the potential to play a powerful role in the future of computer science education as part of the digital learning ecosystem.

Virtual Worlds doi: 10.3390/virtualworlds4040055

Authors: Kamdem Poupi Arnold Brice Aratrika De Wiysenyuy Louis Nyuydzeran Kamese Jordan Junior Tagne Poupi Theodore Armand

Geopolitical disruptions such as trade wars, sanctions, and political instability threaten global supply chain (SC) resilience. As a result, multinational corporations face financial losses, operational delays, and strategic uncertainties, creating an urgent demand for innovative risk management and scenario-planning strategies. Traditional risk management methods struggle to keep pace with the complexity of these events. This study explores the metaverse, combining VR, AR, digital twins, AI, and blockchain, as a tool for enhancing SC risk management. By enabling immersive scenario planning, real-time risk visualization, and collaborative decision-making, the metaverse supports agile and resilient supply chains. This research proposes a conceptual framework integrating key fourth industrial revolution (4IR) technologies to address geopolitical SC disruptions systematically. This model fosters digital preparedness, simulation-based learning, and adaptive coordination. While technological, organizational, and regulatory challenges persist, the study demonstrates that metaverse-enabled systems can support future-ready SC resilience strategies.

Virtual Worlds doi: 10.3390/virtualworlds4040054

Authors: Yoichi Ogata

To develop a full-color laser virtual reality head-mounted display (VR-HMD), a white laser light source, obtained by overlapping red–green–blue (RGB) lasers, is necessary. Although many studies on VR-HMD incorporating RGB lasers have been performed, there have been no studies on the removal of interferences such as electric field synthesis generated among the laser beams irradiated at a sample, namely “polarization crosstalk removal”. Therefore, the developing methods for electric field control are crucial. In this study, an attempt has been made to build a function that avoids crosstalk among the RGB beams after the irradiation of samples by separating them in time using the “time-shift” technique. If this function is realized, negative influences such as electric field synthesis can be eliminated. Consequently, the fabrication of the polarization-adjustable VR-HMD is expected in the future.

Virtual Worlds doi: 10.3390/virtualworlds4040053

Authors: Christian Done Jaden Palmer Kayson Oakey Atulan Gupta Constantine Thiros Janet Franklin Marco P. Schoen

Modern myoelectric prostheses remain difficult to control, particularly during rehabilitation, leading to high abandonment rates in favor of static devices. This highlights the need for advanced controllers that can automate some motions. This study presents an end-to-end framework coupling deep reinforcement learning with augmented reality (AR) for prosthetic actuation. A 14-degree-of-freedom hand was modeled in Blender and deployed in Unity. Two reinforcement learning agents were trained with distinct reward functions for a grasping task: (i) a discrete, Booleann reward with contact penalties and (ii) a continuous distance-based reward between joints and the target object. Each agent trained for 3 × 107 timesteps at 50 Hz. The Booleann reward function performed poorly by entropy and convergence metrics, while the continuous reward function achieved success. The trained agent using the continuous reward was integrated into a dynamic AR scene, where a user controlled the prosthesis via a myoelectric armband while the grasping motion was actuated automatically. This framework demonstrates potential for assisting patients by automating certain movements to reduce initial control difficulty and improve rehabilitation outcomes.

Virtual Worlds doi: 10.3390/virtualworlds4040052

Authors: Melissa Keller-Tuberg Imogen Bell Greg Wadley Andrew Thompson Neil Thomas

With origins in video gaming, 3D virtual worlds (VWs) are digital environments where people engage and interact synchronously using digital characters called avatars. VWs may have future potential for delivering youth mental health (YMH) services. Despite progress in developing VW-based YMH interventions, limited consultation with young people may be contributing to mixed uptake and engagement. This study aimed to understand how young people with experiences accessing YMH services view the potential (i.e., hypothetical) use of VWs for YMH service delivery to understand qualitative factors influencing uptake. Eleven 18–25-year-old consumers (M = 22.91 years; five women, five men, and one non-binary person) took part in one-on-one, semi-structured interviews via videoconferencing. Interviews explored anticipated ease of use, helpfulness, and perceived intention to use VW-based YMH interventions if they were made available. Interviews were analysed using reflexive thematic analysis. Four themes were produced: (1) VWs as unique therapeutic spaces; (2) creative engagement for therapy; (3) VW communication promoting both connection and distance; (4) flexible access. All participants expressed a level of openness towards the potential use of VWs for YMH interventions. Features such as creative world-building and avatar customisation, increased anonymity, and remote accessibility were seen as ways to improve access to convenient, personalised, and engaging mental healthcare. Concerns included technology misuse, privacy risks, and reduced physical and emotional presence. Future research and service development should test real-world outcomes to ensure clinical benefit and employ codesign approaches that leverage servicer-users’ expectations to ensure accessible and acceptable delivery.

Virtual Worlds doi: 10.3390/virtualworlds4040051

Authors: Carlos Arriagada-Hernández José Pablo Fuenzalida De Ferrari Lorena Jara-Tomckowiack Felipe Caamaño-Navarrete Gerardo Fuentes-Vilugrón

Introduction: The integration of Immersive Virtual Reality (IVR) into teacher education is a significant innovation that can enhance the learning and practical training of future teachers. IVR enables highly interactive, immersive experiences in simulated educational environments where student teachers confront realistic classroom challenges. The objective was to synthesize how IVR is implemented in the training of future teachers and its level of effectiveness, in order to develop recommendations for practice and identify potential barriers to implementation. Method: A systematic review was carried out following the PRISMA model. A total of 1677 articles published in the Web of Science, Scopus, and SciELO databases were reviewed between 2021 and 2025, with 13 articles selected for analysis. Results: The reviewed articles highlight Immersive Virtual Reality (IVR) as a virtual tool that facilitates the training of future teachers. Among its most common applications are the use of virtual and augmented reality for conflict resolution, classroom management, and teacher adaptation. However, its implementation is limited by access to equipment, scenario development, and integration into university institutions. Conclusions: There is converging evidence that supports the strengths of using IVR as an emerging technology in teacher training, offering facilitating elements for the development of pedagogical competencies through the simulation of practical situations in a safe environment. Thus, this review summarizes recommendations for practice and warnings about implementation barriers, identifying the most potential uses and proposing actionable steps for its phased adoption in initial teacher training.

Virtual Worlds doi: 10.3390/virtualworlds4040050

Authors: Khang Quang Tran Ernst L. Leiss Nikolaos V. Tsekos Jose Daniel Velazco-Garcia

Digital twins are increasingly utilized across all lifecycle stages of physical entities. Augmented reality (AR) offers real-time immersion into three-dimensional (3D) data, which provides an immersive experience with dynamic, high-quality, and multi-dimensional digital twins. A robust and customizable data platform is essential to create scalable 3D digital twins; Universal Scene Description (USD) provides these necessary qualities. Given the potential for integrating immersive AR and 3D digital twins, we developed a software application to bridge the gap between multi-modal AR immersion and USD-based digital twins. Our application provides real-time, multi-user AR immersion into USD-based digital twins, making it suitable for time-critical tasks and workflows. AR digital twin software is currently being tested and evaluated in an application we are developing to train astronauts. Our work demonstrates the feasibility of integrating immersive AR with dynamic 3D digital twins. AR-enabled digital twins have the potential to be adopted in various real-time, time-critical, multi-user, and multi-modal workflows.

Virtual Worlds doi: 10.3390/virtualworlds4040049

Authors: Costas Boletsis Ophelia Prillard

The Gaia System is a tabletop projection mapping system for museum exhibitions, now in its third iteration and installed at the Sortland Museum (Norway). It presents socio-economic, environmental, and historical topics through an interactive spatial display. The system supports both multi-user interaction—allowing many visitors to engage simultaneously—and a tour guide mode for staff-led presentations. It combines scientific, data-driven visualizations with popular-science, story-driven content and integrates both real-time and locally stored data streams. Its design and development processes are thoroughly described. A field study with 32 participants yielded a System Usability Scale (SUS) score of 84.14 and a mean User Experience Questionnaire (UEQ-S) overall score of 1.93, indicating high usability and a positive user experience. The participants found the projection technology impressive and the content informative while noting challenges such as information overload, unclear temporal structuring of the content, and minor technical issues. Planned developments focus on restructuring the content for shorter sessions, implementing a new content management system, and refining the technical stability. Finally, this work reframes projection mapping as operational infrastructure rather than a fixed display, offering practical guidance for researchers advancing PM methodologies and museum practitioners deploying innovative, technology-driven exhibitions.

Virtual Worlds doi: 10.3390/virtualworlds4040048

Authors: Jonis M. Esguerra Y. T. Lo Yilong Wu Jing Chun Teo Sharon Y. Y. Low

Pediatric diffuse midline gliomas in the brainstem (bDMGs) are malignant primary brain neoplasms with poor prognosis. Conventional dogma cites that biopsy procedures have risks of devastating injury to the eloquent brainstem and have no direct benefit to affected patients. In recent years, the use of augmented reality (AR) adjuncts has demonstrated potential in providing excellent intraoperative three-dimensional (3D) visualization of intracranial structures. Put together, we hypothesize that the application of AR will be useful as a training tool for brainstem biopsy procedures. Anatomical models of bDMG tumors are created and uploaded to an AR application. The processed data is transferred into designated AR head-mounted devices. Briefly, individual 3D-rendered bDMG images are overlaid with an age-matched, life-sized child mannequin in prone position. A virtual stereotactic brain biopsy needle is deployed by the user into the lesion. At the end of the exercise, each user evaluates their trajectory of choice to assess its accuracy. Overall, the participants reported that the AR platform was useful in reviewing technical nuances for brainstem biopsy in a safe environment. This focused, proof-of-concept study adds to the growing body of literature that AR platforms demonstrate feasibility for neurosurgeons in the understanding of challenging operative neuroanatomy.

Virtual Worlds doi: 10.3390/virtualworlds4040047

Authors: Harsheen Marwah Stefania R. Moldovanu Talis Reks Brian Anthony Deirdre E. Logan

This feasibility study explored the integration of physiological monitoring into a virtual reality (VR) intervention for pediatric pain management. The goal of this study is to identify a feasible strategy for collecting physiologic data in the context of a VR intervention currently being developed for youth with chronic pain. We assess the potential of Cognitive Load (CL)—derived from heart rate and pupillometry/eye-tracking data—as a marker of arousal and user engagement in a VR simulation to promote school functioning in youth with chronic pain. The HP Reverb G2 Omnicept headset and Polar H10 heart-rate sensor were utilized. The Child Presence Questionnaire (CPQ) assessed participants’ self-reported immersion and engagement. Data collection focused on feasibility and utility of physiologic data in assessing arousal and correlations with self-reported experience. Nine participants engaged in the simulation, with eight yielding complete data. The simulation and headset were well tolerated. CPQ Transportation subscale showed trend-level correlation with mean CL. Due to small sample and feasibility focus, individual-level results were examined. Combining multiple physiologic markers into a construct like CL is intriguing, but data interpretability was limited. Pupillometry and related metrics show promise as feasible markers of engagement and arousal for VR-based intervention but require appropriate expertise to fully interpret. The study found that integration of physiologic monitoring is feasible, but further work is needed to standardize metrics and identify the most useful and user-friendly markers.

Virtual Worlds doi: 10.3390/virtualworlds4040046

Authors: Cathy Craig Erin Noble Mario A. Parra Madeleine A. Grealy

Emerging virtual reality (VR) technologies provide objective and immersive methods for assessing cognitive–motor function, particularly in elite sport. This study evaluated the reliability and validity of VR-based cognitive–motor assessments in a large sample of elite male athletes (n = 829). Ten cognitive–motor tests, delivered via Oculus Quest 2 headsets, were used, covering four domains: Balance and Gait (BG), Decision-Making (DM), Manual Dexterity (MD), and Memory (ME). A Confirmatory Factor Analysis (CFA) was conducted to establish a four-factor model and generate data-driven weights for domain-specific composite scores. The results demonstrated that the composite scores for BG, MD, ME, and a Global Cognitive–Motor (CM) score were all normally distributed. However, the DM score significantly deviated from normality, exhibiting a pronounced ceiling effect. Test–retest reliability was high across all cognitive–motor domains. In summary, VR assessments offer ecologically valid and precise measurements of cognitive–motor abilities by capitalising on high-fidelity motion tracking and standardised test delivery. In particular, the Global CM Score offers a robust metric for parametric analyses. While future work should address the DM ceiling effect and validate these tools in diverse populations, this approach holds significant potential for enhancing the precision and sensitivity of psychological and clinical assessment.

Virtual Worlds doi: 10.3390/virtualworlds4040045

Authors: Francesco Febbraio Simona Collina Christina Lepida Panagiotis Kourtesis

Colour is a fundamental determinant of affective experience in immersive virtual reality (VR), yet the emotional and physiological impact of individual hues remains poorly characterised. This study investigated how fifteen calibrated Munsell hues influence subjective and autonomic responses when presented in immersive VR. Thirty-six adults (18–45 years) viewed each hue in a within-subject design while pupil diameter and skin conductance were recorded continuously, and self-reported emotions were assessed using the Self-Assessment Manikin across pleasure, arousal, and dominance. Repeated-measures ANOVAs revealed robust hue effects on all three self-report dimensions and on pupil dilation, with medium-to-large effect sizes. Reds and red–purple hues elicited the highest arousal and dominance, whereas blue–green hues were rated most pleasurable. Pupil dilation closely tracked arousal ratings, while skin conductance showed no reliable hue differentiation, likely due to the brief exposure times (30 s). Individual differences in cognitive style and personality modulated overall reactivity but did not alter the relative ranking of hues. Taken together, these findings provide the first systematic hue-by-hue mapping of affective and physiological responses in immersive VR. They demonstrate that calibrated colour shapes both experience and ocular physiology, while also offering practical guidance for educational, clinical, and interface design in virtual environments.

Virtual Worlds doi: 10.3390/virtualworlds4040044

Authors: Jason F. Jent Alexis Landa Mei Ling Shyu Duy Nguyen Arianna De Landaburu Lauren Pancavage Abigail O’Reilly Jennifer Coto Ivette Cejas Betty Alonso Dainelys Garcia Elana Mansoor Austin Garilli Michelle Schladant Ruby Natale

Background: Young children have experienced increased emotional difficulties, including anxiety, emotion dysregulation, and tantrums. Limited access to mental health services has created an urgent need for accessible interventions to equip professionals with effective strategies for managing children’s strong emotions. This study piloted an innovative virtual reality (VR) simulation designed to teach professionals emotion management techniques. Methods: Participants included 107 early childhood professionals (e.g., educational, healthcare, and allied health) working with children aged 3–6 years from the southeastern United States. The multilingual VR simulation taught professionals emotion management strategies. Participants self-selected whether to complete a temper tantrum management simulation (n = 71) or a separation anxiety simulation (n = 36). Participants’ responses to children’s strong emotions were assessed at baseline, post-intervention, and at one-month follow-up, along with a satisfaction survey. Results: Participants reported a significant increase in intent to use effective emotion regulation strategies immediately following VR completion. However, actual use of effective strategies showed no significant change at one-month follow-up. Being a Spanish-speaking professional was associated with significantly greater improvements in both intent and actual use of effective strategies at follow-up. Participants reported high satisfaction ratings with the VR simulations. Conclusions: VR simulations show promise as an innovative tool for teaching emotion management strategies, particularly benefiting Spanish-speaking early childhood professionals. While effective for immediate motivation, additional support mechanisms (e.g., repeated practice, workplace supports) may be needed to sustain long-term behavior change in professional practice.

Virtual Worlds doi: 10.3390/virtualworlds4040043

Authors: Luka Van Leugenhaege Natacha Van de Craen Leen Vanden Bergh Sarah Van Vlierberghe Barbara Elizabeth Luten Eveline Mestdagh Yvonne Jacoba Kuipers

Background: Virtual reality has been shown to reduce pain during labour. We aimed to determine whether virtual reality reduces analgesia use and shortens labour duration. Methods: A non-randomised pilot study was conducted, using a matched case–control design (1:2 ratio). Cases were women who voluntarily used virtual reality alongside standard intrapartum pain management, including non-pharmacological methods and/or epidural analgesia. Controls received standard intrapartum pain management. Results: A total of 108 women were included for analysis (36 cases vs. 72 controls). Perceived pain scores before and after virtual reality use did not differ significantly (p = 0.43, p = 0.73), suggesting a limited immediate analgesic effect under current conditions. Epidural analgesia rates and cervical dilation at initiation of analgesia did not show significant differences between cases and controls (p = 0.13, p = 0.42). After adjusting for induction of labour and cervical dilation at admission, there were no significant differences for duration of epidural analgesia (p = 0.86, p = 0.56), duration of labour (p = 0.64, p = 0.55), or vaginal birth (p = 0.23). Adjusted models indicated a non-significant trend toward shorter durations of labour, birth, and epidural exposure for cases. Conclusions: Our pilot study did not reveal a decrease in perceived pain or epidural analgesia use or an effect on duration of labour and vaginal birth.

Virtual Worlds doi: 10.3390/virtualworlds4030042

Authors: Zhonghua Sun Mauro Vaccarezza

Medical imaging is central to the diagnosis of cardiovascular disease [...]

Virtual Worlds doi: 10.3390/virtualworlds4030041

Authors: Nicholas J. Wade

Visual virtuality can be seen as involving the processing and perception of pictorial images. The production of such representations has a longer history than speculations about their perception. Pictorial images of objects and scenes lack two dimensions present in their subject matter—depth and motion. Instruments to investigate stereoscopic depth and apparent motion were invented in the early 1830s. Wheatstone devised stereoscopes and conducted experiments with them; Plateau and Stampfer independently crafted devices for presenting sequences of slightly different patterns that created the impression of motion. Wheatstone later proposed how moving and stereoscopic images could be combined. Thereafter, interpretations of virtual depth and motion perception became more concerned with central processing rather than being based on geometrical optics.

Virtual Worlds doi: 10.3390/virtualworlds4030040

Authors: Diana R. Sanchez Luis Gutierrez Kevin Thomas Mapes Kassidy Martinez

Virtual reality (VR) is becoming an increasingly popular tool across a range of domains, from education and healthcare to entertainment and workforce development. Organizations are now beginning to adopt VR for personnel management purposes, including training, evaluation, and decision-making. However, little is known about how such uses influence public perceptions of the organizations themselves. To address this gap, we conducted a three-study investigation examining how individuals perceive organizations that implement VR for various workplace applications. Across the studies, participants were presented with scenarios involving fictitious companies using VR in either low-stakes (e.g., team meeting) or high-stakes (e.g., job interview) contexts. Our findings suggest that people generally view VR technology and the organizations who use the technology positively. However, the context of use significantly shapes perceptions, where organizations that used VR in high-stakes applications were evaluated more negatively than those using it in low-stakes settings. This pattern suggests that while VR carries a general technological appeal, its application in high-stakes contexts may lead to skepticism or concern. We discuss the implications of these findings for organizations considering the integration of VR into personnel practices, highlighting the importance of context and transparency in shaping stakeholder perceptions.

Virtual Worlds doi: 10.3390/virtualworlds4030039

Authors: Samuel E. R. Thompson Dominik Lange-Nawka Aidan Habedank Jonathan Lau Craig Russel Anderson Burkhard C. Wünsche

Natural walking locomotion in virtual reality (VR) allows intuitive movement through a virtual environment (VE), lower rates of simulator sickness, and increased immersion. However, it is limited by available play-space. Impossible spaces are VEs that use self-overlapping geometry to imitate larger play-spaces within a smaller area. Understanding how users interact with impossible spaces requires understanding how they perceive and remember VEs. However, it is unknown how impossible spaces impact users’ memory. An experiment was conducted comparing 32 participants’ memory from two conditions: natural walking in an impossible space and joystick movement in a similar non-impossible space. Participants were given up to 20 min to explore a virtual museum and were not instructed on what to remember. The experience was designed to allow participants to freely explore the VE at their own pace, allowing engagement duration to vary naturally. No significant differences were found between conditions for object or spatial memory; however, participants in the natural walking condition spent more time in the environment, revisited more areas, and were more confident identifying objects not encountered in the VE. This suggests natural walking in impossible spaces may be a viable alternative to traditional locomotion techniques.

Virtual Worlds doi: 10.3390/virtualworlds4030038

Authors: Tridib Ghosh Mohit Karkhanis Carlos H. Mastrangelo

Herein, we report a USB-powered VR-HMD prototype integrated with our 33 mm aperture varifocal liquid lenses and electronic drive components, all assembled in a conventional VR-HMD form-factor. In this volumetric-display-based VR system, a sequence of virtual images are rapidly flash-projected at different plane depths in front of the observer and are synchronized with the correct accommodations provided by the varifocal lenses for depth-matched focusing at chosen sweep frequency. This projection mechanism aids in resolving the VAC that is present in conventional fixed-depth VR. Additionally, this system can address refractive error corrections like myopia and hyperopia for prescription users and do not require any eye-tracking systems. We experimentally demonstrate these lenses can vibrate up to frequencies approaching 100 Hz and report the frequency response of the varifocal lenses and their focal characteristics in real time as a function of the drive frequency. When integrated with the prototype’s 120 fps VR display system, these lenses produce a net diopter change of 2.3 D at a sweep frequency of 45 Hz while operating at ~70% of its maximum actuation voltage. The components add a total weight of around 50 g to the off-the-shelf VR set, making it a cost-effective but lightweight minimal solution.

Virtual Worlds doi: 10.3390/virtualworlds4030037

Authors: Flavia Gentile Mascha Wanke Wolfgang Mueller Evi Hochuli

Virtual Reality (VR) is a useful educational tool in healthcare, allowing students to practise and improve practical skills. In speech therapy (ST), the need to revise academic curricula to adapt them to university contexts and integrate them into advanced clinical practices has highlighted the need to analyse the use of VR in this sector. The objective of this scoping review was to investigate whether research has considered using VR to support ST students’ training and highlight potential gaps in the literature. The study followed the JBI methodology for scoping reviews and was reported according to PRISMA-ScR guidelines. A protocol to conduct the current review was developed and registered on the Open Science Framework. The articles considered were retrieved from databases specialising in healthcare, computer science, and education, and were enhanced by results found with the help of AI-based tools. No constraints were applied and all study types were considered. Fourteen studies were included in the review and analysed under four core subjects: VR technology, ST context, training purposes, and main outcomes and assessment methods. The VR types identified in the studies were grouped into four categories, i.e., non-immersive VR (6/14, 42.9%), immersive VR (5/14, 35.7%), non-specified VR type (2/14, 14.3%), and semi-immersive VR (1/14, 7.1%). Most studies (5/14, 35.7%) focused on clinical skills acquisition, others addressed communication and interpersonal collaborative skills (3/14, 21.4%), while the remaining focused on person-centred care and awareness, clinical interviewing or reasoning skills, and performance knowledge (2/14 each, 14.3%). VR is still in its early stages in ST education. Some recent studies suggest VR supports students’ communication, interdisciplinary, and clinical skills. Although still limited in the context of ST education, the increasing affordability and ease of development of VR, along with its growing use in other healthcare fields, suggest that its underuse might be due to institutional barriers and lack of standardised frameworks. Overall, the findings suggest that VR offers promising support for experiential and skills-based learning.

Virtual Worlds doi: 10.3390/virtualworlds4030036

Authors: Victoria D. Chamizo

Traditionally, formal education has favored boys, while girls, in the past, were relegated to the domestic sphere. This has been the case for centuries, without considering the possible specific cognitive needs of girls, which have been ignored. In Western countries, this has generated significant educational problems, especially in the learning of more technical subjects, with which girls not only do not identify but also often exclude themselves with the excuse that “it is not for them” (i.e., they tend to display a strong stereotype, a false belief, regarding these disciplines). The consequences have not been long in coming. Currently, in many Western countries, the low percentage of women in technical careers (such as Physics, Engineering, and Computer Science) is alarming. Is it possible to change stereotypes? This article addresses this complex issue, placing particular emphasis on the learning of spatial abilities, so important in all STEM careers (i.e., science, technology, engineering, and mathematics). This study concludes with examples of other stereotypes (mainly cultural) that have been eliminated or significantly reduced thanks to virtual reality (VR) and the help of artificial intelligence (AI). Could the same be achieved in the spatial domain?

Virtual Worlds doi: 10.3390/virtualworlds4030035

Authors: Charlotte Fernandez Martin S. Lawless David Poirier-Quinot Brian F. G. Katz

Due to the effect of room acoustics on musical interpretation, a musician’s rehearsal may be greatly enhanced by leveraging virtual and augmented reality technology. This paper presents a preliminary study on a rehearsal tool designed for musicians, enabling practice in a virtual acoustic environment with audience-positioned playback. Fourteen participants, both professional and non-professional musicians, were recruited to practice with the rehearsal tool prior to performing in an unfamiliar venue. Throughout the rehearsal, the subjects either played in a virtual environment that matched the acoustics of the performance venue or one that was acoustically different. A control group rehearsed in an acoustically dry room with no virtual acoustic environment. The tool’s effectiveness was evaluated with two 16-item questionnaires that assessed quality, usefulness, satisfaction with the rehearsal, and aspects of the performance. Findings indicate that rehearsing in a virtual acoustic environment that matches the performance venue improves acoustic awareness during the performance and enhances ease and comfort on stage compared to practising in a different environment. These results support the integration of virtual acoustics in rehearsal tools to help musicians better adapt their performance to concert settings.

Virtual Worlds doi: 10.3390/virtualworlds4030034

Authors: Nathan O. Conner Harish Chander Hunter Derby William C. Pannell Jacob B. Daniels Adam C. Knight

Background: Current methods of postural control assessments and interventions to improve postural stability and thereby prevent falls often fail to incorporate the hazardous perturbation situations that frequently accompany falls. Virtual environments can safely incorporate these hazards. The purpose of the study was to identify if virtual slip and trip perturbations can be used as an exposure paradigm in place of real slip and trip perturbations to improve postural control. Methods: Fifteen healthy young adults were included in this study. Two paradigms, real gait exposure (real) and virtual environment gait exposure (virtual), consisting of real and virtual slip and trip trials, were performed by each participant in a counterbalanced order to avoid order effects. At baseline and following real and virtual paradigms, the modified clinical test for sensory integration and balance (mCTSIB), limits of stability (LOS), and single-leg stance (SLS) using BTracks balance plate were administered. Separate one-way (baseline vs. Real vs. Virtual) repeated measures analysis of variance were conducted on response variables. Results: In the posterior left quadrant of the LOS, significant differences were found after the real paradigm compared to baseline (p = 0.04). For the anterior left quadrant and total LOS, significant differences post real paradigm (p = 0.002 and p < 0.001) and virtual paradigm (p = 0.007 and p < 0.001) compared to baseline were observed. For the SLS, the left-leg significant differences were observed post real paradigm (p = 0.019) and virtual paradigm (p = 0.009) compared to BL in path length, while significant main effects were found for mean sway velocity for the left leg only (p = 0.004). For the right leg, significant differences were only observed after the virtual paradigm (p = 0.01) compared to BL. Conclusions: Both virtual and real paradigms were identified to improve postural control. The virtual paradigm led to increased postural control in the right-leg SLS condition, while the real paradigm did not, without any adverse effects. Findings suggest virtual reality perturbation exposure acutely improves postural control ability compared to baseline among healthy young adults.

Virtual Worlds doi: 10.3390/virtualworlds4030033

Authors: Kaitlyn Tracy Lazaros Rafail Kouzelis Rami Dari Ourania Spantidi

This paper introduces Planogen, a modular procedural generation plug-in for the Unity game engine, which is composed of two primary components: a character generation module (CharGen) and an airplane generation module (PlaneGen). Planogen facilitates the rapid generation of varied and interactive aircraft cabin environments populated with diverse virtual passengers. The presented system is intended for use in research experiment scenarios, particularly those targeting the fear of flying (FoF), where environmental variety and realism are essential for user immersion. Leveraging Unity’s extensibility and procedural content generation techniques, Planogen allows for flexible scene customization, randomization, and scalability in real time. We further validate the realism and user appeal of Planogen-generated cabins in a user study with 33 participants, who rate their immersion and satisfaction, demonstrating that Planogen produces believable and engaging virtual environments. The modular architecture supports asynchronous updates and future extensions to other VR domains. By enabling on-demand, repeatable, and customizable VR content, Planogen offers a practical tool for developers and researchers aiming to construct responsive, scenario-specific virtual environments that can be adapted to any research domain.

Virtual Worlds doi: 10.3390/virtualworlds4030032

Authors: Evlalia Touloudi Vasileios T. Stavrou Evangelos Galanis Alexandra Bargiota Marios Goudas George Dafoulas Mary Hassandra Yannis Theodorakis

Exercise plays a key role in managing type 1 diabetes mellitus (T1DM), and virtual reality (VR)-based exercise offers an innovative solution to increase motivation and deliver meaningful health benefits to patients who are often hesitant to engage in physical activity. The purpose of this study was to assess the acceptability, usability, intention for future use, and preference of a VR-based cycling application, as well as to investigate the effects of VR-based exercise on the physiological, biochemical, and psychological parameters of individuals with T1DM compared to conventional exercise. This study represents a preliminary investigation with a small sample size of 11 patients with T1DM. Each participant underwent two 20 min low-intensity exercise trials. One session involved conventional cycling on a stationary ergometer, while the other used a VR-based cycling application. The two exercise conditions were conducted 48 h apart, without a formal washout period. According to the results, high scores were observed for preference, acceptance, and usability of the VR-based cycling application, and statistically significant improvements in mood and enjoyment were observed following the VR-based cycling compared to conventional cycling. Additionally, while no statistically significant differences were found in physiological parameters (blood glucose, blood pressure, and heart rate) between the two conditions, the VR-based session showed a trend toward greater reductions. In conclusion, the use of VR technology in the field of cycling exercise has great significance in improving the mood and engagement of T1DM patients in exercise programs, providing a user-friendly and well-accepted VR cycling application; subsequently, it has also shown preliminary potential for the regulation of biological parameters. Healthcare professionals could easily expand exercise protocols with the strengths of the VR technologies along with other health-related programs.

Virtual Worlds doi: 10.3390/virtualworlds4030031

Authors: Jessica Bertolasi Nadia Vanessa Garcia-Hernandez Mariacarla Memeo Marta Guarischi Monica Gori

The advent of mixed reality (MR) systems has revolutionized human–computer interactions by seamlessly integrating virtual elements with the real world. Devices like the HoloLens 2 (HL2) enable intuitive, hands-free interactions through advanced hand-tracking technology, making them valuable in fields such as education, healthcare, engineering, and training simulations. However, despite the growing adoption of MR, there is a noticeable lack of comprehensive comparisons between the hand-tracking accuracy of the HL2 and high-precision benchmarks like motion capture systems. Such evaluations are essential to assess the reliability of MR interactions, identify potential tracking limitations, and improve the overall precision of hand-based input in immersive applications. This study aims to assess the accuracy of HL2 in tracking hand position and measuring kinematic hand parameters, including joint angles and lateral pinch span (distance between thumb and index fingertips), using its tracking data. To achieve this, the Vicon motion capture system (VM) was used as a gold-standard reference. Three tasks were designed: (1) finger tracing of a 2D pattern in 3D space, (2) grasping various common objects, and (3) lateral pinching of objects with varying sizes. Task 1 tests fingertip tracking, Task 2 evaluates joint angle accuracy, and Task 3 examines the accuracy of pinch span measurement. In all tasks, HL2 and VM simultaneously recorded hand positions and movements. The data captured in Task 1 were analyzed to evaluate HL2’s hand-tracking capabilities against VM. Finger rotation angles from Task 2 and lateral pinch span from Task 3 were then used to assess HL2’s accuracy compared to VM. The results indicate that the HL2 exhibits millimeter-level errors compared to Vicon’s tracking system in Task 1, spanning in a range from 2 mm to 4 mm, suggesting that HL2’s hand-tracking system demonstrates good accuracy. Additionally, the reconstructed grasping positions in Task 2 from both systems show a strong correlation and an average error of 5°, while in Task 3, the accuracy of the HL2 is comparable to that of VM, improving performance as the object thickness increases.

Virtual Worlds doi: 10.3390/virtualworlds4030030

Authors: Arghavan (Nova) Ebrahimi Harini Ramaprasad

Desktop Virtual Worlds (DVWs) offer unique spatial affordances for education, yet understanding of how these environments support meaningful learning experiences remains limited. This study introduces the Socio-Spatial Embodiment Model, a novel framework conceptualizing learning in DVWs as shaped by the interconnection of embodied presence, place-making, and community formation. Through semi-structured interviews conducted with 14 experienced educators from the Virtual Worlds Education Consortium, we investigated how these dimensions intersect and what design strategies facilitate this integration. Thematic analysis revealed that strategic design employs cognitive offloading techniques and biophilic metaphors to enhance embodied presence, balance familiar elements with spatial innovations to create meaningful places, and leverage synchronous engagement with institutional identity markers to facilitate learning communities. Our findings identified design strategies that facilitate stronger perceived student connections to the learning environment and community, when DVW designs address spatial, emotional, social, and cultural factors while reinforcing both cognitive and perceptual processes. This research advances understanding of embodied learning in virtual environments by identifying the dynamic interdependence among presence, place, and community, providing practical strategies for educators in creating more meaningful virtual learning experiences.

Virtual Worlds doi: 10.3390/virtualworlds4030029

Authors: Maram A. Alammary Lesley E. Halliday Stathis Th. Konstantinidis

This bibliometric analysis aims to provide a comprehensive overview of the use of 360-degree video in healthcare, identifying key research trends and emerging topics in this field. Data was sourced from the Web of Science Core Collection, Scopus, and PubMed, and analyses were performed using the Biblioshiny package. Network visualization was conducted using VOSviewer. A total of 272 studies on 360-degree video were included in the analysis. The number of publications has shown a consistent upward trend from 2009 to 2024. Most publications (n = 234) were articles, indicating a maturing field. Institutions in North America and Germany lead the list of top affiliations. Research areas reflect interdisciplinary use of 360-video in healthcare, led by computer science (20.2%), followed by education (14.3%), healthcare sciences (10.7%), psychology (10.3%), and nursing (8.1%), demonstrating broad applicability across sectors. Recent emerging topics, such as empathy, stress, and well-being, indicate a growing research interest in the holistic aspects of healthcare interventions, particularly the psychological and emotional dimensions. Additionally, the concept of “presence” has gained increasing attention, reflecting its psychological and emotional impact. The findings suggest that further research is needed to evaluate the effectiveness of interactive learning and user engagement in 360-degree video experiences.

Virtual Worlds doi: 10.3390/virtualworlds4020028

Authors: Yemon Lee Andy M. Connor Stefan Marks

This paper evaluates a new interaction mode for object manipulation tasks in virtual reality (VR) utilizing an aircraft cockpit simulation. Building on prior research, this study examines the effectiveness and user experience of a mixed-interaction mode that involves the combination of handheld controllers with hand gestures. Qualitative interviews with participants provided detailed feedback on the combined input approach. The analysis highlights the strengths and challenges of the mixed-interaction mode, indicating a perceived increase in task completion efficacy and enhanced user experience. As an outcome of the research, design guidelines were developed based on participants’ insights, focusing on the optimal balance of naturalness and precision for mixed interaction in VR that can also be utilized more generally. This study offers practical implications for creating immersive virtual environments and informs future research in VR interaction modes and user experience.

Virtual Worlds doi: 10.3390/virtualworlds4020027

Authors: Tonia-Flery Artemi Thekla Konstantinou Stephany Naziri Georgia Panayiotou

Introduction: This study examines the combined use of objective physiological measures (heart rate [HR], heart rate variability [HRV]) and subjective self-reports to gain a comprehensive understanding of anxiety reduction mechanisms—specifically, habituation—in the context of Virtual Reality Exposure (VRE) for public speaking anxiety (PSA). The present study evaluated whether a single-session, personalized VRE intervention could effectively reduce PSA. Methods: A total of 39 university students (mean age = 20.97, SD = 3.05) with clinically significant PSA were randomly assigned to a VRE group or a control group. Participants completed a 2 min speech task before and after the intervention and reported subjective distress (Subjective Units of Distress, SUDs), public speaking confidence (Personal Report of Confidence as a Speaker, PRCS), and willingness to speak in public. Heart rate (HR) and heart rate variability (HRV; RMSSD) were recorded at baseline and during speech tasks. The VRE protocol used personalized, hierarchical exposure to virtual audiences, with repeated trials until a criterion reduction in SUDs was achieved. Non-parametric analyses assessed group and time effects. Results: VRE participants showed significant reductions in subjective distress (p < 0.001) and HR (p < 0.001), with HR returning to baseline post-intervention. No such reductions were observed in the control group. Willingness to speak improved significantly only in the VRE group (p = 0.001). HRV did not differ significantly across time or groups. Conclusions: A single, personalized VRE session can produce measurable reductions in PSA, particularly in subjective distress and autonomic arousal, supporting habituation as a primary mechanism of change, even after one session. The lack of HRV change suggests that emotion regulation may require more prolonged interventions. These findings support VRE’s potential as an efficient and scalable treatment option for PSA.

Virtual Worlds doi: 10.3390/virtualworlds4020026

Authors: Carol Nash

Mobile technology advancements have led to cellphone bans in some school jurisdictions. The basis of these bans is judging their utilization by students as unhealthy, antisocial, and educationally controversial. Banning student cellphones neglects the positive mental health of cellphone use that comes from self-directed learning in students using them in the co-creation of virtual worlds through online communities. This scoping review examines peer-reviewed research from 2021–2025 demonstrating positive mental health value in self-directed mobile technology use through co-creating virtual worlds. The searches are of seven primary databases and one supplementary database, using the keywords “self-directed learning AND mobile technology AND co-creation AND virtual worlds”. Excluded are reviews, book chapters, abstracts, and conference proceedings. The assessment of the findings is that cellphone use promotes a combination of self-directed learning and consensus decision-making, and provides mental health benefits when virtual worlds are co-created by students permitted their use. Appraising these results—regarding self-directed learning, consensus decision-making, and student mental health—the conclusion is that in contemplating the school cellphone use of mobile technology, educators rethink banning their classroom use. The aim would be to support the co-creation of virtual worlds to promote increased self-direction, consensus decision-making, and positive mental health.

Virtual Worlds doi: 10.3390/virtualworlds4020025

Authors: Brandon Biggs Steve Murgaski Peter Coppin Bruce N. Walker

Although virtual reality (VR) was originally conceived of as a multi-sensory experience, most developers of the technology have focused on its visual aspects to the detriment of other senses such as hearing. This paper presents design patterns to make virtual reality fully accessible to non-visual users, including totally blind users, especially with non-verbal social interactions. Non-visual VR has been present in the blindness audio game community since the early 2000s, but the conventions from those interfaces have never been described to a sighted audience, outside of a few limited sonification interface papers. This paper presents non-visual design patterns created by five of the top English-speaking audio game developers through a three round Delphi method, encompassing 29 non-verbal social interactions grouped into 12 categories in VR, including movement, emotes, and self-expression. This paper will be useful to developers of VR experiences who wish to represent non-verbal social information to their users through non-visual conventions. These methods have only been rigorously tested through the commercial market, and not through scientific approaches. These design patterns can serve as the foundation for future investigation in exploring non-visual non-verbal social interactions in VR.

Virtual Worlds doi: 10.3390/virtualworlds4020024

Authors: Markus Dresel Rafael Bennet Wortmann Paul Siraf Lennart Fuchs Nicole Jochems

Presence is widely recognized as a key quality metric for immersive virtual reality (IVR) experiences. However, research on factors contributing to presence is impeded by the plethora of identified factors, contradictory results, and unclear interactions. Based on the analysis of the current literature, we propose a two-step research methodology combining exploratory and confirmatory paradigms to address these issues. As existing IVR study tools do not focus on presence and its determinants, we developed our own tool consisting of two components: an IVR app, based on Unreal Engine for designing and displaying IVR scenarios, and a browser-based experimenter interface using Vue.js, enabling precise control over presence factors and study procedure. The methodology and study tool underwent a formative expert evaluation (N = 6) and a first practical application within the AgeVR research project (N = 115). Their feasibility was confirmed by expert feedback, as well as data from 115 successfully completed exploratory studies with participants of various ages. The exploratory study procedure works for general presence, involvement, and plausibility illusion. Measures that will enable the seamless investigation of the remaining presence subcomponents are proposed. Our next step is to develop and test hypotheses in the confirmatory studies. The study tool was made publicly available as an open source project.

Virtual Worlds doi: 10.3390/virtualworlds4020023

Authors: Kenneth Y. T. Lim Aaron J. C. Liang Yuyue Fang Bryan Z. W. Kuok

While educational excursions are widely acknowledged to enhance student learning through immersive, real-world experiences, there is limited research on how students can best capture and retain knowledge during such activities. Traditional note-taking methods, such as pen and paper or digital devices, may be inadequate for recording spatial or multimodal information encountered in these dynamic environments. With the emergence of mixed reality (MR) technologies, there is an opportunity to explore spatial, immersive note-taking that aligns with the dynamic nature of field-based learning. This study compares the effectiveness of mixed reality, pen and paper, and digital note-taking during educational excursions. A total of 50 participants in grades 7 through 12 used the Apple Vision Pro headset for mixed reality notes, mobile phones for digital notes, and clipboards paired with a pen and paper for traditional notes. The information encountered was categorised as physical, textual, or video-based. The effectiveness was evaluated through three measures: content extracted and organised in notes, post-activity quizzes on retention and critical thinking, and participant feedback. For physical information, mixed reality significantly improved the content extraction and retention. For textual information, mixed reality yielded more content, but pen and paper outperformed it in terms of organisation. Statistically, all the note-taking methods were equally effective in the remaining aspects. Although mixed reality shows potential to be integrated into educational excursions, participant feedback highlighted discomfort with the headset, suggesting that mixed reality should complement, not replace, traditional approaches.

Virtual Worlds doi: 10.3390/virtualworlds4020022

Authors: Hutton Addy Clinton Aigbavboa Simon Ofori Ametepey Rexford Henaku Aboagye Wellington Didibhuku Thwala

The utilization of virtual reality (VR) in safety training in the construction industry is increasingly driven by the requirement to enhance both the level of safety and the effectiveness of safety training. The research takes a quantitative approach toward the determination and exploration of the determinants for VR uptake for safety training. Standardized questionnaires were distributed to sample a cross-section of Ghanaian construction professionals to find areas of commonality regarding the drivers of VR use in construction safety training. Technological advancement and boosting the culture of safety were found to be the highest drivers based on exploratory factor analysis (EFA). Technological advancement and boosting safety culture are the two highest drivers the research recommends. Technological advancements facilitate the creation of realistic simulation and training environments, significantly enhancing the learning process. The improvement in safety culture is facilitated by VR-based training, which renders safety proactive and enables a higher level of knowledge retention through frequent safety-free simulations. This study provides industry stakeholders with valuable insights into how the advantages of VR applications should be maximized to enhance the level of safety standards and train efficiency. The findings provide a foundation for formulating new ways to effectively utilize VR in safety training construction industries of developing nations.

Virtual Worlds doi: 10.3390/virtualworlds4020021

Authors: Shelley Woodall Jennessa Sharratt James H. Hollis

Dietitian-led grocery store tours (GSTs) educate consumers about nutrition. Virtual GSTs could increase access to nutrition education. A feasibility study was conducted to determine participant acceptability and their physiological responses to a virtual GST using immersive virtual reality (IVR), a desktop monitor (PC), or a tablet. Participants were asked to report to the laboratory on three occasions to view a virtual GST. Physiological measurements were collected, and participants completed questionnaires about their feelings of presence, nausea, mood, and enjoyment during the virtual GST. Participants experienced a greater sense of presence (IVR = 5.8, PC = 2.6, tablet = 2.6; p < 0.05) with a greater feeling of nausea (IVR = 1.7, PC = 0.4, tablet = 0.4; p < 0.05) in the IVR treatment. Participants enjoyed the IVR GST more than the tablet GST (IVR = 5.3, PC = 4.6, tablet = 4.1; p < 0.05). There were marginal effects of treatment on heart rate (p < 0.05) but not on other physiological measures. There were no differences in the participants’ willingness to recommend a virtual GST given the use of different technologies to a friend or in the participants’ reported mood. Virtual GSTs, using different technologies, may be a feasible approach to provide nutrition education

Virtual Worlds doi: 10.3390/virtualworlds4020020

Authors: Yan Meng Shang Zhao Xiaoke Zhang John Philbeck Prachi Mahableshwarkar Boyuan Feng Lamia Soghier James Hahn

Neonatal endotracheal intubation (ETI) is a complex medical procedure that demands extensive training before practicing on real patients. Clinical studies indicate that the conventional training approach, typically conducted in idealized conditions with task trainers, has a low skill transferability rate compared to performance in the dynamic environments common in intensive care units (ICUs). According to cognitive load theory, novices encounter difficulties in multitasking scenarios, exhibiting performance declines due to competition among tasks for cognitive resources; experts, having achieved automaticity, have more cognitive resources to handle additional tasks present in high-stress environments and therefore exhibit less performance degradation. Current ETI skill assessment methods do not capture these differences in expertise. To bridge this gap, we develop an innovative dual-task mixed-reality (MR) simulator to evaluate the influence of cognitive distractors on ETI and substantiate effective performance measurement metrics. Results affirm that experts demonstrate superior proficiency in handling extraneous cognitive loads compared to novices. This has important implications for understanding how to measure novice performance in ETI settings. Taken together, the dual-task ETI training simulator and the associated automated skill evaluation metric system hold promise for enhancing training in neonatal ETI practice and ultimately leading to improved patient care outcomes.

Virtual Worlds doi: 10.3390/virtualworlds4020019

Authors: Kyle Johnson Noberto Espitia Debra Zoran

Natural and human-made disasters can severely impact communities and can result in high numbers of human injuries and deaths. Animals, both companion and livestock, are often injured as a result of these disasters and require veterinary care. Veterinarians are not only involved in providing care for these animals but also play important roles in planning and preparedness functions that occur before a disaster strikes. There are several examples of the use of multi-user virtual environments (MUVE) to provide human health care workers with valuable training centered on disaster response and disaster medicine. This communication provides a thorough review of a clinical rotation, as part of a professional veterinary curriculum, that uses a combination of classroom and experiential learning via an MUVE, Second Life®. This rotation has provided more than 1800 senior veterinary students at a veterinary school in the United States with experiential learning opportunities focused on veterinary disaster preparedness, planning, and response training. The authors have prepared this communication to provide other institutions and educators with information on the practical implementation of Second Life® in teaching and to offer recommendations based on our institutional experience.

Virtual Worlds doi: 10.3390/virtualworlds4020018

Authors: Christos Mourelatos Michalis Vrigkas

This paper presents an augmented reality (AR) mobile application developed for Android devices, which brings five bust sculptures of historical personalities of the city of Komotini, Greece, to ‘life’ using the Unity engine. These busts narrate their achievements in two languages, Greek and English, to educate visitors on historical and cultural heritage and provide a comprehensive glimpse into the area’s past using 3D models, textures, and animations tailored to the educational content. Based on the users’ location, the application provides an interactive educational experience, allowing the users to explore the history and characteristics of the busts in an innovative way. The users may interact with the busts using markerless AR, discover information and historical facts about them, and stimulate their understanding of the busts’ significance in the context of local history and culture. Interactive elements, such as videos and 3D animations, are incorporated to enrich the learning experience. A location-based knowledge quiz game was also developed for this purpose. The application was evaluated by statistical analysis to measure the effect of using the application on the involvement of users in the educational process and to study the users’ satisfaction and experience. This approach revealed that the proposed AR app is effective in providing educational content, promotes active user participation, and provides a high level of user satisfaction.

Virtual Worlds doi: 10.3390/virtualworlds4020017

Authors: Damien Mazeas Bernadin Namoano

Effective teleoperation visualization is crucial but challenging for tasks like remote inspection. This study proposes a VR-based teleoperation framework featuring a ‘Virtual Co-Existence Space’ and systematically investigates visualization modalities within it. We compared four interfaces (2D camera feed, 3D point cloud, combined 2D3D, and Augmented Virtuality-AV) for controlling an industrial robot. Twenty-four participants performed inspection tasks while performance (time, collisions, accuracy, photos) and cognitive load (NASA-TLX, pupillometry) were measured. Results revealed distinct trade-offs: 3D imposed the highest cognitive load but enabled precise navigation (low collisions). 2D3D offered the lowest load and highest user comfort but slightly reduced distance accuracy. AV suffered significantly higher collision rates and participant feedback usability issues. 2D showed low physiological load but high subjective effort. No significant differences were found for completion time, distance accuracy, or photo quality. In conclusion, no visualization modality proved universally superior within the proposed framework. The optimal choice is balancing task priorities like navigation safety versus user workload. Hybrid 2D3D shows promise for minimizing load, while AV requires substantial usability refinement for safe deployment.

Virtual Worlds doi: 10.3390/virtualworlds4020016

Authors: Hélène Buche Aude Michel Nathalie Blanc

Introduction: In line with previous research conducted during chemotherapy to explore whether virtual reality (VR) can support patients’ emotional regulation, this study examines the relevance of adding olfactory reinforcement to VR sessions during breast cancer treatment. Methods: An experimental protocol assessed the impact of VR sensoriality in 50 patients over three chemotherapy sessions. Each patient experienced a 10-min immersion in a natural environment under three randomized conditions: Contemplative VR, Participatory VR, Participatory VR with olfactory reinforcement. The sense of presence measured immersion, while anxiety, depression, and emotional state were evaluated using a within-subject design to compare the effects of each VR modality. Results: A reduction in anxiety and depression was observed in patients regardless of the type of VR immersion experienced. The interactive and multimodal nature of VR may support patients in their emotional regulation. Conclusions: This study provides preliminary evidence for the usefulness of olfactory enhancement in VR during chemotherapy sessions in breast cancer patients. The multimodal potential of VR contributes to the reduction of anxiety and depression by inducing a positive emotional experience in a soothing natural environment. The reported results highlight the value of sensorimotor VR, which also stimulates the sense of smell, in improving supportive care.

Virtual Worlds doi: 10.3390/virtualworlds4020015

Authors: Inês Lopes Raquel Simões de Almeida Paulo Veloso Gomes António Marques

Arachnophobia is a specific phobia characterized by an intense and persistent fear of spiders, often leading to avoidance behaviors that can significantly impact daily life. Virtual Reality Exposure Therapy (VRET) offers a controlled, adaptable, and immersive therapeutic environment, allowing for greater personalization, flexibility, and the real-time modulation of exposure parameters. This pilot study employed a quasi-experimental design without a control group to evaluate the efficacy of a gamified VRET intervention for treating arachnophobia. A sample of 25 participants underwent the intervention, with outcomes assessed through a Behavioral Approach Test (BAT) and self-report measures, including the Fear of Spiders Questionnaire (FSQ) and the Spider Phobia Questionnaire (SPQ-15), administered pre-intervention, post-intervention, and at a two-week follow-up. Findings indicate that gamified VRET led to significant reductions in self-reported fear and avoidance behaviors, suggesting its potential as an effective therapeutic tool for arachnophobia. Although some results were not entirely conclusive, the overall improvements observed support further investigation in larger, controlled trials.

Virtual Worlds doi: 10.3390/virtualworlds4020014

Authors: Erica Vola Rebecca Stoltz Charles Andrew Schumpert

Virtual reality has been used for a variety of training and gaming purposes. Recent studies have demonstrated that their use in higher education enhances student engagement and positively impacts student performance. In this study, we implemented 360-degree video in an introductory biology lab at an American university and assessed student attitudes, engagement, and performance through various assessments, as well as overall course performance. For our methods, we implemented 360-degree videos across two academic semesters compared to two academic semesters in the previous year when the only difference between the courses was the use of 360-degree video. Students were extremely positive about virtual reality (74% of students who were surveyed agreed or strongly agreed that they would like to see more 360-degree video use in the lab), had minimal issues handling the technology (only 15.9% had issues or were distracted by the tech), and indicated that engagement with the topic was better with virtual reality (81.3% agreed or strongly agreed with enhanced self-reported engagement with the topic). Student performance was demonstrated to increase in two of the three formative assessments analyzed and in the single summative assessment analyzed; overall course grades in semesters with virtual reality were higher than in semesters without virtual reality. These results suggest that virtual reality in higher education may not only enhance student engagement and performance but also student attitude about the topic.

Virtual Worlds doi: 10.3390/virtualworlds4020013

Authors: Rachel Surridge Curt Stilp Christen Johnson Jason Brumitt

(1) Background: Parkinson’s disease (PD) is a progressive neurodegenerative disorder that impairs balance and postural control, gait, overall motor function, and mood, and involves the gradual degradation of several physiologic systems. With limited treatments available, physical therapy (PT)-based exercise is the nonpharmacologic measure of choice. There is a growing interest in using virtual reality (VR) gaming when rehabilitating patients with various acute brain injuries and neurological disorders. The purpose of this scoping review was to examine randomized controlled trials comparing VR-based rehabilitation programs versus traditional PT at improving gait and balance. (2) Methods: PubMed, CINAHL, and the Cochrane Central Register of Controlled Trials databases were searched using medical subject headings. Included studies were randomized controlled trials comparing VR intervention versus traditional PT in patients with PD and were published between 2013 and 2025. (3) Results: Eleven studies were reviewed and results in outcome measures (e.g., Berg Balance Scale, Unified Parkinson’s Disease Rating Scale, and the Dynamic Gait Index) were compared between groups. Results of these studies demonstrated that patients receiving VR interventions had similar improvements to those in the traditional PT groups. In several studies, patients receiving VR intervention had superior outcomes. (4) Conclusion: VR is a promising addition to traditional PT and should be considered for patients with PD.

Virtual Worlds doi: 10.3390/virtualworlds4020012

Authors: Jung Won Hur

As virtual reality (VR) becomes increasingly integrated into educational settings, understanding preservice teachers’ (PSTs) perceptions and training needs is crucial for effective classroom implementation. Although existing research emphasizes VR’s educational benefits, limited studies have explored how direct, hands-on VR experiences impact PSTs’ intentions to adopt this technology. This mixed-methods study addresses this gap by examining factors influencing PSTs’ willingness to adopt VR and identifying challenges hindering adoption following immersive VR activities using Oculus Quest. Structural equation modeling (SEM) analysis indicated that perceived usefulness and enjoyment directly influenced PSTs’ intentions to adopt VR, whereas self-efficacy indirectly influenced intentions through perceived usefulness. Qualitative findings revealed that PSTs’ initial reluctance to adopt VR, primarily due to low self-efficacy and limited VR knowledge, decreased after hands-on experiences, leading to increased willingness to integrate VR into their teaching practices. However, concerns regarding VR’s appropriateness for young learners, potential health risks such as motion sickness, and classroom management challenges persisted. These results underscore the need for targeted VR training in teacher education programs, focusing on enhancing PSTs’ perceived benefits, enjoyment, and self-efficacy while addressing pedagogical and health-related barriers.

Virtual Worlds doi: 10.3390/virtualworlds4010011

Authors: Mariusz Mazurek

This article examines the ontological status of virtual objects in light of contemporary philosophical debates on virtual reality (VR). The main point of departure is an analysis of David Chalmers’ concept of “virtual realism”, which argues that virtual objects can be considered real because they meet fundamental criteria of reality such as existence, causal power, and non-illusoriness. Chalmers rejects positions that treat virtual objects as fictions or illusions, emphasizing their ability to elicit real effects and shape users’ experiences. Chalmers suggests an ontological equivalence between physical and virtual objects, raising questions about the nature of reality and the criteria for attributing it in the context of dynamic technological changes. In this work, I propose an alternative approach to the ontology of virtual objects, situating them within Karl Popper’s World III. Unlike traditional views that emphasize the digital nature of virtual objects, this perspective treats them as immaterial yet perceptible entities that acquire an autonomous status through their role in intersubjective and cultural processes. This approach refines the debate by offering a framework that distinguishes virtual objects from both physical and purely abstract entities. I argue that virtual objects, though immaterial, can be recognized as real entities due to their ability to generate real perceptual, emotional, and cognitive effects. This approach expands traditional understandings of ontology, offering new perspectives on the nature of reality in a digital context.

Virtual Worlds doi: 10.3390/virtualworlds4010010

Authors: Botao Li Danielle S. Willkens Shadi Alathamneh Sharon C. Park Junshan Liu

This study presents a comprehensive digital documentation and preservation effort for the Sellman Tenant House, a historic structure once part of the 18th-century Sellman Plantation in Maryland, USA. This research employs an array of digital technologies, including Terrestrial Laser Scanning (TLS), digital photogrammetry, Unmanned Aerial Vehicles (UAVs), 3D virtual tours, and Heritage Building Information Modeling (HBIM), to document and analyze the construction techniques and historical evolution of the house. Given the absence of written records detailing its original construction, this study utilizes data from these digital documentation methods to explore the building’s structure and determine its construction timeline and methods. Additionally, this research investigates the potential of HBIM as an educational platform to enhance public understanding of heritage buildings by creating interactive and accessible digital models. The findings highlight the effectiveness of combining digital tools to decode vernacular construction and showcase the potential of HBIM in preserving and interpreting historic buildings for diverse audiences, especially for educational purposes. This research contributes to the growing field of digital heritage preservation by showcasing a case study of integrating multiple digital technologies to study, preserve, and promote understanding of a culturally significant yet understudied structure.

Virtual Worlds doi: 10.3390/virtualworlds4010009

Authors: Jiayue Wu

This study investigates the application of network audio technology in performing arts and media art collaborations within virtual environments, analyzing its impact through four case studies. Employing a practice-based research methodology through using a variety of open-source software and communication protocols, it examines the cultural and social dynamics, creative workflows, and technical frameworks of ensembles leveraging network audio technology for remote recording and virtual production. These projects, recognized internationally within the electroacoustic music community, underscore the potential of network audio to transform virtual music performance, industry practices, and education. The research addresses challenges in internet-based production, particularly in real-time multichannel audio recording, mixing, and production with limited home setups. Insights into managing multiple audio networks effectively and capturing distinct tracks across virtual spaces are presented, offering both creative and technical strategies for virtual music performance and production in emerging digital environments.

Virtual Worlds doi: 10.3390/virtualworlds4010008

Authors: Helena Daffern Helen Weatherly Pedro Saramago Kim Steele Dana Greaves Maeve Kavanagh Lucy Cooney Jake Spreadborough Stephen Honnan Daniel Johnston Ross Toomer

Engaging with music has been shown to have a positive impact on the quality of life of residents in care homes, who are known to be affected by anxiety, depression and loneliness. Based on the known benefits of in-person singing activities, a new Virtual Reality (VR) choir application was developed to facilitate group singing, aiming to improve residents’ wellbeing and sense of community. Co-designed with Alzheimer Scotland, the intervention was tested in two care homes for functionality and to develop an approach towards assessing feasibility. Residents participated in scheduled sessions over a five-week period, in addition to staff engaging in independent ad hoc use of the experience with residents. Data on reactions to the intervention, the quality of life of participants and preferences about the outcome instruments were collected. The VR intervention proved technically successful, user-friendly, and allowed multiple users to sing together. Participants and staff showed strong enthusiasm for the intervention, with residents actively engaging in singing and movement, although some residents found the headsets uncomfortable. This suggests that VR choirs could be a valuable, scalable activity in care homes, especially when in-person facilitators are unavailable. Preliminary observations indicated that the intervention was not detrimental to participants’ health; however, the sample size was very small and a larger feasibility study is required to examine the intervention’s effectiveness, scalability, and cost-effectiveness. This research highlights the challenges associated with measuring the feasibility of VR interventions in residential care settings, and the value of capturing qualitative data in an ecological setting that represents the intended use of the intervention.

Virtual Worlds doi: 10.3390/virtualworlds4010007

Authors: Anastasios Theodoropoulos Dimitra Stavropoulou Panagiotis Papadopoulos Nikos Platis George Lepouras

Text Correction [...]

Virtual Worlds doi: 10.3390/virtualworlds4010006

Authors: Kalliopi Evangelia Stavroulia Evangelia Baka Andreas Lanitis

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.

Virtual Worlds doi: 10.3390/virtualworlds4010005

Authors: Cagatay Karakoc Chiara Lucifora Simona Massimino Sebastiano Nucera Carmelo Mario Vicario

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.

Virtual Worlds doi: 10.3390/virtualworlds4010004

Authors: Etty Sabatino Miriam Moschetta Andrea Lucaroni Giacinto Barresi Carlo Ferraresi Jessica Podda Erica Grange Giampaolo Brichetto Anna Bucchieri

The assessment and rehabilitation of upper-limb functionality are crucial for addressing motor disorders in individuals with multiple sclerosis (PwMS). Traditional methods often lack the sensitivity to quantify subtle motor impairments, with cerebellar tremor diagnosis typically based on subjective visual inspections by clinicians. This study explored the feasibility of using Microsoft HoloLens2 for motion capture to assess upper-limb function in PwMS. Using the ROCKapp application, kinematic metrics such as movement quality and oculomotor coordination were recorded during pick-and-place tasks. Data from twelve healthy individuals served as benchmarks, while nine PwMS, including three with cerebellar tremor and one with ataxia, were tested to evaluate the tool’s diagnostic potential. Clustering algorithms applied to the kinematic data classified participants into distinct groups, showing that PwMS without cerebellar symptoms sometimes displayed behavior similar to healthy controls. However, those with cerebellar conditions, like tremor and ataxia, were more easily differentiated. While the HoloLens2 shows promise in detecting motor impairments, further refinement is required to improve sensitivity for those without overt cerebellar symptoms. Despite these challenges, this approach offers potential for personalized rehabilitation, providing detailed feedback that could improve interventions and enhance quality of life for PwMS. In conclusion, these findings highlight the potential of mixed-reality tools to refine diagnostic accuracy, suggesting future studies to validate their integration in clinical rehabilitation programs.

Virtual Worlds doi: 10.3390/virtualworlds4010003

Authors: Yang Gao Charles Spence

In this narrative historical review, we take a closer look at the role of tactile/haptic stimulation in enhancing people’s immersion (and sense of presence) in a variety of entertainment experiences, including virtual reality (VR). An important distinction is highlighted between those situations in which digital tactile stimulation and/or haptic feedback are delivered to those (i.e., users/audience members) who passively experience the stimulation and those cases, including VR, where the user actively controls some aspects of the tactile stimulation/haptic feedback that they happen to be experiencing. A further distinction is drawn between visual and/or auditory VR, where some form of tactile/haptic stimulation is added, and what might be classed as genuinely haptic VR, where the active user/player experiences tactile/haptic stimulation that is effortlessly interpreted in terms of the objects and actions in the virtual world. We review the experimental evidence that has assessed the impact of adding a tactile/haptic element to entertainment experiences, including those in VR. Finally, we highlight some of the key challenges to the growth of haptic VR in the context of multisensory entertainment experiences: these include those of a technical, financial, psychological (namely, the fact that tactile/haptic stimulation often needs to be interpreted and can reduce the sense of immersion in many situations), psycho-physiological (such as sensory overload or fatigue), physiological (e.g., relating to the large surface area of the skin that can potentially be stimulated), and creative/artistic nature.

Virtual Worlds doi: 10.3390/virtualworlds4010002

Authors: Amna Salman

In the original publication [...]

Virtual Worlds doi: 10.3390/virtualworlds4010001

Authors: Mohammed El-Hajj

Extended Reality (XR), encompassing Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR), enables immersive experiences across various fields, including entertainment, healthcare, and education. However, its data-intensive and interactive nature introduces significant cybersecurity and privacy challenges. This paper presents a detailed adversary model to identify threat actors and attack vectors in XR environments. We analyze key risks, including identity theft and behavioral data leakage, which can lead to profiling, manipulation, or invasive targeted advertising. To mitigate these risks, we explore technical solutions such as Advanced Encryption Standard (AES), Rivest–Shamir–Adleman (RSA), and Elliptic Curve Cryptography (ECC) for secure data transmission, multi-factor and biometric authentication, data anonymization techniques, and AI-driven anomaly detection for real-time threat monitoring. A comparative benchmark evaluates these solutions’ practicality, strengths, and limitations in XR applications. The findings emphasize the need for a holistic approach, combining robust technical measures with privacy-centric policies, to secure XR ecosystems and ensure user trust.

Virtual Worlds doi: 10.3390/virtualworlds3040030

Authors: Glenn Mcfettridge Muhammad Zahid Iqbal

Augmented reality (AR) has garnered significant attention in educational research due to its potential to enhance learning experiences. AR technology offers an innovative approach to interactive education by employing virtual content and dynamic interfaces. CurioCity is an AR-based educational game that aims to enhance learning experiences by combining formal education and recreational games. The game was developed for smartphones and tablets, allowing users to interact with virtual content and dynamic interfaces in real-world environments. The game design is based on the principles of intuitive learning, which emphasise curiosity, exploration, and discovery. The game also incorporates gamification elements, such as challenges, rewards, and feedback, to increase user engagement and motivation. CurioCity serves as a proof-of-concept and a preliminary investigation into the future possibilities of AR in educational game settings. Through user testing and surveys, the project evaluates the game’s usability, user satisfaction, and learning outcomes. The initial usability results with expert users show that CurioCity is an effective and enjoyable educational tool that can foster learning outcomes and user engagement. The project also provides insights and recommendations for future research and development.

Virtual Worlds doi: 10.3390/virtualworlds3040029

Authors: Corinne Wyss Kerstin Bäuerlein

The education sector is becoming increasingly interested in augmented reality (AR) technology. Research has revealed that AR offers a multitude of benefits in supporting learning. Nevertheless, the implementation of AR in the classroom remains limited. As teachers play a pivotal role in the integration of AR in the classroom, it is essential to understand their perspectives to comprehend the factors hindering the widespread adoption of AR at schools. However, few studies have explored teacher attitudes towards integrating AR into educational practice. The present questionnaire study thus seeks to elucidate the perspectives of 158 mentor teachers in German-speaking Switzerland on the implementation of AR in the classroom. The findings suggest that although mentor teachers have a moderately positive attitude towards AR, they have only limited experience with the technology and appear to lack the requisite technical and pedagogical skills and resources. Furthermore, certain teacher characteristics impact the perception of AR as a useful tool and its integration into teaching practice. Teachers seem to require enhanced information, training, and support if augmented reality (AR) is to become a prevalent feature in schools in the future. To this end, further studies need to consider teacher characteristics in more detail.

Virtual Worlds doi: 10.3390/virtualworlds3040028

Authors: Alexander C. Pogmore Richard J. Davies Neil J. Cooke

With operations in the built environment becoming increasingly data-rich (via Building Information Models and Internet of Things devices) and the rapid development of highly immersive environments, there are new opportunities for components of traditional “real-world” tasks to be undertaken in a “virtual” environment. However, an approach to compare both subjective (psychological) and objective (task-based) performance in real and virtual environments is rarely used in this context. This paper begins by introducing the industrial, technological, and psychological context of real-world and virtual tasks. A systematic review of the application of CAVE Automatic Virtual Environments (CAVEs) for “virtual” built environment tasks is conducted, and research gaps regarding the development of systems and comparison of task environments (CAVE and real-world condition) is identified. A theoretical framework to assess task performance is developed, and a novel practical experiment to compare participant(s) psychological and decision-making performance for an identical task in the real world and in a CAVE is proposed.

Virtual Worlds doi: 10.3390/virtualworlds3040027

Authors: Sokratis Papaefthymiou Anastasios Giannakopoulos Petros Roussos Panagiotis Kourtesis

Cybersickness remains a significant challenge for virtual reality (VR) applications, particularly in highly immersive environments. This study examined the effects of immersion, task performance, and individual differences on cybersickness symptoms across multiple stages of VR exposure. Forty-seven participants aged 18–45 completed a within-subjects design that involved the Cybersickness in Virtual Reality Questionnaire (CSQ-VR) and the Deary–Liewald Reaction Time (DLRT) task. Cybersickness symptoms were assessed across four stages: before and after VR immersion, and before and after a 12 min rollercoaster ride designed to induce cybersickness. The results showed significant increases in symptoms following the rollercoaster ride, with partial recovery during the post-ride tasks. Eye–hand coordination tasks, performed after the ride and VR immersion, mitigated nausea, as well as vestibular, and oculomotor symptoms, suggesting that task engagement plays a key role in alleviating cybersickness. The key predictors of symptom severity included a susceptibility to motion sickness and gaming experience, particularly proficiency in first-person shooter (FPS) games, which was associated with a reduced cybersickness intensity. While task engagement reduced symptoms in the later stages, particularly nausea and vestibular discomfort, overall cybersickness levels remained elevated post-immersion. These findings underscore the importance of task timing, individual differences, and immersive experience design in developing strategies to mitigate cybersickness and enhance user experiences in VR environments.

Virtual Worlds doi: 10.3390/virtualworlds3040026

Authors: Artwell Regis Muzata Ghanshyam Singh Mikhail Sergeevich Stepanov Innocent Musonda

Integrating Virtual Reality (VR) with developing technology has become crucial in today’s schools to transform in-the-moment instruction. A change in perspective has occurred because of VR, enabling teachers to create immersive learning experiences in addition to conventional classes. This paper presents a systematic literature review with an in-depth analysis of the changing environment of immersive learning. It discusses advantages and challenges, noting results from previous researchers. VR facilitates more profound knowledge and memory of complex subjects by allowing students to collaborate with digital structures, explore virtual landscapes, and participate in simulated experiments. Developing VR gear, like thin headsets and tactile feedback mechanisms, has democratised immersive engineering learning by making it more approachable and natural for a broader range of students. This study sheds light on the revolutionary potential of immersive learning via VR integration with new technologies in real-time education by examining current trends, discussing obstacles, and an outlook on future directions using the new Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). This study used four databases: Scopus, IEEE, Springer, and Google Scholar. During the selection, 24 articles were added during the review, and 66 studies were selected. It clarifies best practices for adopting VR-enhanced learning environments through empirical analysis and case studies, and it also points out directions for future innovation and growth in the field of immersive pedagogy.

Virtual Worlds doi: 10.3390/virtualworlds3040025

Authors: Felix Becker Patrick Steinert Stefan Wagenpfeil Matthias L. Hemmje

The metaverse is gradually expanding. There is a growing number of photo and video recordings of metaverse virtual worlds being used in multiple domains, and the collection of these recordings is a rapidly growing field. An essential element of the metaverse and its recordings is the concept of avatars. In this paper, we present the novel task of avatar detection in metaverse recordings, supporting semantic retrieval in collections of metaverse recordings and other use cases. Our work addresses the characterizations and definitions of avatars and presents a new model that supports avatar detection. The latest object detection algorithms are trained and tested on a variety of avatar types in metaverse recordings. Our work achieves a significantly higher level of accuracy than existing models, which encourages further research in this field.

Virtual Worlds doi: 10.3390/virtualworlds3040024

Authors: Ali Najm Domna Banakou Despina Michael-Grigoriou

Current XR applications move beyond audiovisual information, with haptic feedback rapidly gaining ground. However, current haptic devices are still evolving and often struggle to combine key desired features in a balanced way. In this paper, we propose the development of a high-resolution haptic (HRH) system for perception enhancement, a wearable technology designed to augment extended reality (XR) experiences through precise and localized tactile feedback. The HRH system features a modular design with 58 individually addressable actuators, enabling intricate haptic interactions within a compact wearable form. Dual ESP32-S3 microcontrollers and a custom-designed system ensure robust processing and low-latency performance, crucial for real-time applications. Integration with the Unity game engine provides developers with a user-friendly and dynamic environment for accurate, simple control and customization. The modular design, utilizing a flexible PCB, supports a wide range of actuators, enhancing its versatility for various applications. A comparison of our proposed system with existing solutions indicates that the HRH system outperforms other devices by encapsulating several key features, including adjustability, affordability, modularity, and high-resolution feedback. The HRH system not only aims to advance the field of haptic feedback but also introduces an intuitive tool for exploring new methods of human–computer and XR interactions. Future work will focus on refining and exploring the haptic feedback communication methods used to convey information and expand the system’s applications.

Virtual Worlds doi: 10.3390/virtualworlds3040023

Authors: Diana R. Sanchez Joshua McVeigh-Schultz Katherine Isbister Monica Tran Kassidy Martinez Marjan Dost Anya Osborne Daniel Diaz Philip Farillas Timothy Lang Alexandra Leeds George Butler Monique Ferronatto

This study investigates how individual predispositions toward Virtual Reality (VR) affect user experiences in collaborative VR environments, particularly in workplace settings. By adapting the Video Game Pursuit Scale to measure VR predisposition, we aim to establish the reliability and validity of this adapted measure in assessing how personal characteristics influence engagement and interaction in VR. Two studies, the first correlational and the second quasi-experimental, were conducted to examine the impact of environmental features, specifically the differences between static and mobile VR platforms, on participants’ perceptions of time, presence, and task motivation. The findings indicate that individual differences in VR predisposition significantly influence user experiences in virtual environments with important implications for enhancing VR applications in training and team collaboration. This research contributes to the understanding of human–computer interaction in VR and offers valuable insights for organizations aiming to implement VR technologies effectively. The results highlight the importance of considering psychological factors in the design and deployment of VR systems, paving the way for future research in this rapidly evolving field.

Virtual Worlds doi: 10.3390/virtualworlds3040022

Authors: Stéven Picard Ningyuan Sun Jean Botev

In recent years, extended reality (XR) technologies have been increasingly used as a research tool in behavioral studies. They allow experimenters to conduct user studies in simulated environments that are both controllable and reproducible across participants. However, creating XR experiences for such studies remains challenging, particularly in networked, multi-user setups that investigate collaborative or competitive scenarios. Numerous aspects need to be implemented and coherently integrated, e.g., in terms of user interaction, environment configuration, and data synchronization. To reduce this complexity and facilitate development, we present the open-source Unity framework XR MUSE for devising user studies in shared virtual environments. The framework provides various ready-to-use components and sample scenes that researchers can easily customize and adapt to their specific needs.

Virtual Worlds doi: 10.3390/virtualworlds3030021

Authors: Xi Li Dalia Elnagar Ge Song Rami Ghannam

This review critically examines the integration of Virtual Reality (VR) and Augmented Reality (AR) in medical training across Low- and Middle-Income Countries (LMICs), offering a novel perspective by combining quantitative analysis with qualitative insights from medical students in Egypt and Ghana. Through a systematic review process, 17 peer-reviewed studies published between 2010 and 2023 were analysed. Altogether, these studies involved a total of 887 participants. The analysis reveals a growing interest in VR and AR applications for medical training in LMICs with a peak in published articles in 2023, indicating an expanding research landscape. A unique contribution of this review is the integration of feedback from 35 medical students assessed through questionnaires, which demonstrates the perceived effectiveness of immersive technologies over traditional 2D illustrations in understanding complex medical concepts. Key findings highlight that VR and AR technologies in medical training within LMICs predominantly focus on surgical skills. The majority of studies focus on enhancing surgical training, particularly general surgery. This emphasis reflects the technology’s strong alignment with the needs of LMICs, where surgical skills training is often a priority. Despite the promising applications and expanding interest in VR and AR, significant challenges such as accessibility and device limitations remain, demonstrating the need for ongoing research and integration with traditional methods to fully leverage these technologies for effective medical education. Therefore, this review provides a comprehensive analysis of existing VR and AR applications, their evaluation methodologies, and student perspectives to address educational challenges and enhance healthcare outcomes in LMICs.

Virtual Worlds doi: 10.3390/virtualworlds3030020

Authors: Kevin Yi-Lwern Yap

The year is 2030. The internet has evolved into the metaverse. People navigate through advanced avatars, shop in digital marketplaces, and connect with others through extended reality social media platforms. Three-dimensional patient scans, multidisciplinary tele-collaborations, digital twins and metaverse health records are part of clinical practices. Younger generations regularly immerse themselves in virtual worlds, playing games and attending social events in the metaverse. This sounds like a sci-fi movie, but as the world embraces immersive technologies post-COVID-19, this future is not too far off. This article aims to provide a foundational background to immersive technologies and their applications and discuss their potential for transforming healthcare and education. Moreover, this article will introduce the metaverse ecosystem and characteristics, and its potential for health prevention, treatment, education, and research. Finally, this article will explore the synergy between generative artificial intelligence and the metaverse. As younger generations of healthcare professionals embrace this digital frontier, the metaverse’s potential in healthcare is definitely attractive. Mainstream adoption may take time, but it is imperative that healthcare professionals be equipped with interdisciplinary skills to navigate the plethora of immersive technologies in the future of healthcare.

Virtual Worlds doi: 10.3390/virtualworlds3030019

Authors: Autumn May Aindow Alexander Baines Toby Mccaffery Sterling O’Neill Frolynne Rose Martinez Salido Gail Collyer-Hoar George Limbert Elisa Rubegni Abhijit Karnik

The topic of consent within interpersonal relationships is sensitive and complex. A serious game can provide a safe medium for the exploration of the topic of consent. In this paper, we aim to alleviate the challenges of designing a serious game artefact with the implicit goal of exploring the topic of consent. The resulting artefact, “Case By Case”, is a VR-based serious game targeting university students, which uses an allegory-based approach to achieve its goal. The participants play the role of a detective who is tasked with determining if individuals have committed theft, which serves as an allegory for breach of consent. “Case By Case” provides the users an opportunity to reflect on their decisions within the game and apply them to the complex situations of consent such as victim-blaming and bystander awareness. To evaluate the effectiveness of the game in achieving its implicit goal, we ran a user study (n = 24). The results show that “Case By Case” provided a safe environment for the users to reflect on the concept of consent and increase their understanding about the topic further.

Virtual Worlds doi: 10.3390/virtualworlds3030018

Authors: Elaine Hoter Manal Yazbak Abu Ahmad Hannah Azulay

In an increasingly globalized world, the development of language skills and intercultural empathy has become crucial for effective communication and collaboration across diverse societies. Virtual worlds offer a unique and immersive environment to address these needs through innovative educational approaches. This study explores the impact of multi-user interactions, group work, and simulations within virtual worlds on language learning and the development of intergroup empathy. Two distinct research projects were conducted, involving 241 participants aged 19–45. The language learning study engaged 116 participants in diverse interactive experiences, while the intercultural study had 125 participants collaborating in multicultural groups and participating in perspective-taking simulations. Both studies employed qualitative data collection methods, including surveys, interviews, and observations. The findings suggest that the combination of networking strategies, collaborative learning, and simulations within virtual worlds contributes to improvements in learners’ language proficiency, confidence, and empathy towards diverse social groups. Participants reported increased motivation and engagement, which was attributed to the immersive and interactive nature of the virtual environments. These studies highlight the importance of collaboration and reflection in facilitating language acquisition and intercultural understanding. Technical challenges were identified as potential barriers to implementation. The results demonstrate the potential of virtual worlds to enhance language education and foster empathy in diverse societies, offering valuable insights for educators and researchers. However, the findings may be limited by the specific contexts and sample sizes of these studies, warranting further research to explore the generalizability and long-term impact of virtual world interventions and not exaggerate the main conclusions.

Virtual Worlds doi: 10.3390/virtualworlds3030017

Authors: Rana Muhammad Irfan Anwar Salman Azhar

Mixed reality (MR) technology has the potential to enhance building construction inspection and monitoring processes, improving efficiency, accuracy, and safety. This systematic review intends to investigate the present research status on MR in building construction inspection and monitoring. The review covers existing literature and practical case studies that scrutinize current technologies, their applications, challenges, and future trends in this rapidly evolving field. This article follows a methodology known as Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) to enhance the credibility and reliability of research. The study includes articles published between 2018 and 2023, identified through a comprehensive search of Scopus and Google Scholar databases. Findings indicate that MR technology has the potential to enhance visualization, communication, and collaboration between stakeholders, as well as increase efficiency and accuracy in inspection and monitoring tasks by providing real-time interactable data and quick decision-making among the project team members. The adoption of MR technology in the construction industry will not only boost its effectiveness but also improve its productivity. However, limitations such as high costs, technical issues, and user acceptance pose challenges to the widespread adoption of MR in building construction. Future research should address these limitations and investigate MR’s long-term impact on building construction inspection and monitoring.

Virtual Worlds doi: 10.3390/virtualworlds3030016

Authors: Elliott Wolbach Michael Hempel Hamid Sharif

As technology advances, the field of electrical and computer engineering continuously demands the introduction of innovative new tools and methodologies to facilitate the effective learning and comprehension of fundamental concepts. This research addresses an identified gap in technology-augmented education capabilities and researches the integration of virtual reality (VR) technology with real-time electronic circuit simulation to enable and enhance the visualization of non-observable concepts such as voltage distribution and current flow within these circuits. In this paper, we describe the development of our immersive educational platform, which makes understanding these abstract concepts intuitive and engaging. This research also involves the design and development of a VR-based circuit simulation environment. By leveraging VR’s immersive capabilities, our system enables users to physically interact with electronic components, observe the flow of electrical signals, and manipulate circuit parameters in real-time. Through this immersive experience, learners can gain a deeper understanding of fundamental electronic principles, transcending the limitations of traditional two-dimensional diagrams and equations. Furthermore, this research focuses on the implementation of advanced and novel visualization techniques within the VR environment for non-observable electrical and electromagnetic properties, providing users with a clearer and more intuitive understanding of electrical circuit concepts. Examples include color-coded pathways for current flow and dynamic voltage gradient visualization. Additionally, real-time data representation and graphical overlays are researched and integrated to offer users insights into the dynamic behavior of circuits, allowing for better analysis and troubleshooting.