Virtual Worlds

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. Full article

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. Full article

(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. Full article

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. Full article

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. Full article

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. Full article

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. Full article

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. Full article

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

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

The 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. Full article

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. Full article

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. Full article

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. Full article

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. Full article

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. Full article

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. Full article