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## Core latex/pdflatex auxiliary files:
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*.out
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@article{buchori_virtual_2023,
title = {Virtual reality-based virtual lab product development in developing students' spatial abilities using the van hiele theory approach},
author = {Buchori, Achmad},
year = 2023,
journal = {Pegem Egitim ve Ogretim Dergisi = Pegem Journal of Education and Instruction},
volume = 13,
number = 4,
pages = {36--42},
doi = {10.47750/pegegog.13.04.05},
issn = 21460655,
url = {https://www.proquest.com/docview/2875354034/abstract/191C9651A7704D89PQ/2},
urldate = {2024-02-07},
copyright = {Copyright Pegem Akademi Yayincilik Egitim Danismanlik Hizmetleri Tic. Ltd. Sti. 2023},
note = {Num Pages: 36-42 Place: Ankara, Turkey Publisher: Pegem Akademi Yayincilik Egitim Danismanlik Hizmetleri Tic. Ltd. Sti. Section: Article},
abstract = {In learning during the current epidemic, students cannot meet face to face on campus, and learning geometry in universities is a dreadful lesson before the pandemic. Both at UPGRIS and other private universities so far, students are required to use a compass and ruler in making flat shapes and building spaces so they have to face to face with the lecturer, but now it can't because it is still online, so it is necessary to make learning media that aims to help students sketch flat shapes and build spaces virtually with practice making it online with a van hiele theory approach, so the resulting product is truly capable of teaching. The result of this study is a virtual geometry lab application with van Hiele theory that is valid according to material and media experts with an average score of 93 and can be used in classrooms. At PGRI University Semarang, 96\% of students agreed that virtual media improved students' spatial ability. The result of this study is the application of a virtual geometry lab with van Hiele theory that is valid according to material and media experts with a score of = 93. agree that virtual media can help pupils' spatial skills. The result of this study is the application of a virtual geometry lab with van Hiele theory that is valid according to material and media experts with a score of = 93. agree that virtual media can help pupils' spatial skills.},
language = {English},
keywords = {development, Geometry, spatial abilities, van hiele theory, Virtual Lab},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/ADLIRK55/Buchori - 2023 - Virtual reality-based virtual lab product developm.pdf:application/pdf}
}
@article{please_virtual_2024,
title = {Virtual reality technology for surgical learning: qualitative outcomes of the first virtual reality training course for emergency and essential surgery delivered by a {UK}–{Uganda} partnership},
shorttitle = {Virtual reality technology for surgical learning},
author = {Please, Helen and Narang, Karamveer and Bolton, William and Nsubuga, Mike and Luweesi, Henry and Richards, Ndiwalana Billy and Dalton, John and Tendo, Catherine and Khan, Mansoor and Jjingo, Daudi and Bhutta, Mahmood F. and Petrakaki, Dimitra and Dhanda, Jagtar},
year = 2024,
journal = {BMJ Open Quality},
volume = 13,
number = 1,
pages = {e002477},
doi = {10.1136/bmjoq-2023-002477},
url = {https://www.proquest.com/docview/2919363609/abstract/191C9651A7704D89PQ/3},
urldate = {2024-02-07},
copyright = {© 2024 Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. http://creativecommons.org/licenses/by-nc/4.0/ This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See:  http://creativecommons.org/licenses/by-nc/4.0/ . Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.},
note = {Num Pages: e002477 Place: London, United Kingdom Publisher: BMJ Publishing Group LTD Section: Original research},
abstract = {Introduction The extensive resources needed to train surgeons and maintain skill levels in low-income and middle-income countries (LMICs) are limited and confined to urban settings. Surgical education of remote/rural doctors is, therefore, paramount. Virtual reality (VR) has the potential to disseminate surgical knowledge and skill development at low costs. This study presents the outcomes of the first VR-enhanced surgical training course, ‘Global Virtual Reality in Medicine and Surgery’, developed through UK-Ugandan collaborations. Methods A mixed-method approach (survey and semistructured interviews) evaluated the clinical impact and barriers of VR-enhanced training. Course content focused on essential skills relevant to Uganda (general surgery, obstetrics, trauma); delivered through: (1) hands-on cadaveric training in Brighton (scholarships for LMIC doctors) filmed in 360°; (2) virtual training in Kampala (live-stream via low-cost headsets combined with smartphones) and (3) remote virtual training (live-stream via smartphone/laptop/headset). Results High numbers of scholarship applicants (n=130); registrants (Kampala n=80; remote n=1680); and attendees (Kampala n=79; remote n=556, 25 countries), demonstrates widespread appetite for VR-enhanced surgical education. Qualitative analysis identified three key themes: clinical education and skill development limitations in East Africa; the potential of VR to address some of these via 360° visualisation enabling a ‘knowing as seeing’ mechanism; unresolved challenges regarding accessibility and acceptability. Conclusion Outcomes from our first global VR-enhanced essential surgical training course demonstrating dissemination of surgical skills resources in an LMIC context where such opportunities are scarce. The benefits identified included environmental improvements, cross-cultural knowledge sharing, scalability and connectivity. Our process of programme design demonstrates that collaboration across high-income and LMICs is vital to provide locally relevant training. Our data add to growing evidence of extended reality technologies transforming surgery, although several barriers remain. We have successfully demonstrated that VR can be used to upscale postgraduate surgical education, affirming its potential in healthcare capacity building throughout Africa, Europe and beyond.},
language = {English},
keywords = {Diffusion of Innovation, Global Health, Graduate medical education, Qualitative research, Surgery},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/DCNK5R3Q/Please et al. - 2024 - Virtual reality technology for surgical learning .pdf:application/pdf}
}
@article{garcia_fierros_virtualcpr_2021,
title = {{VirtualCPR}: {Virtual} {Reality} {Mobile} {Application} for {Training} in {Cardiopulmonary} {Resuscitation} {Techniques}},
shorttitle = {{VirtualCPR}},
author = {García Fierros, Francisco Javier and Escobar, Jesús Jaime Moreno and Cervantes, Gabriel Sepúlveda and Matamoros, Oswaldo Morales and Padilla, Ricardo Tejeida},
year = 2021,
journal = {Sensors},
volume = 21,
number = 7,
pages = 2504,
doi = {10.3390/s21072504},
url = {https://www.proquest.com/docview/2550403497/abstract/191C9651A7704D89PQ/4},
urldate = {2024-02-07},
copyright = {© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.},
note = {Num Pages: 2504 Place: Basel, Switzerland Publisher: MDPI AG},
abstract = {Deaths due to heart diseases are a leading cause of death in Mexico. Cardiovascular diseases are considered a public health problem because they produce cardiorespiratory arrests. During an arrest, cardiac and/or respiratory activity stops. A cardiorespiratory arrest is rapidly fatal without a quick and efficient intervention. As a response to this problem, the VirtualCPR system was designed in the present work. VirtualCPR is a mobile virtual reality application to support learning and practicing of basic techniques of cardiopulmonary resuscitation (CPR) for experts or non-experts in CPR. VirtualCPR implements an interactive virtual scenario with the user, which is visible by means of employment of virtual reality lenses. User’s interactions, with our proposal, are by a portable force sensor for integration with training mannequins, whose development is based on an application for the Android platform. Furthermore, this proposal integrates medical knowledge in first aid, related to the basic CPR for adults using only the hands, as well as technological knowledge, related to development of simulations on a mobile virtual reality platform by three main processes: (i) force measurement and conversion, (ii) data transmission and (iii) simulation of a virtual scenario. An experiment by means of a multifactorial analysis of variance was designed considering four factors for a CPR session: (i) previous training in CPR, (ii) frequency of compressions, (iii) presence of auditory suggestions and (iv) presence of color indicator. Our findings point out that the more previous training in CPR a user of the VirtualCPR system has, the greater the percentage of correct compressions obtained from a virtual CPR session. Setting the rate to 100 or 150 compressions per minute, turning on or off the auditory suggestions and turning the color indicator on or off during the session have no significant effect on the results obtained by the user.},
language = {English},
keywords = {Virtual reality, Cardiac arrest, cardiopulmonary resuscitation, Cardiopulmonary resuscitation, First aid, head mounted display, immersive system, Mobile app, mobile application, Resuscitation, virtual reality},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/V7JKSYLD/García Fierros et al. - 2021 - VirtualCPR Virtual Reality Mobile Application for.pdf:application/pdf}
}
@article{skopek_use_2023,
title = {The use of virtual reality in table tennis training: a comparison of selected muscle activation in upper limbs during strokes in virtual reality and normal environments},
shorttitle = {The use of virtual reality in table tennis training},
author = {Skopek, Martin and Heidler, Josef and Hnizdil, Jan and Kresta, Jan and Vysocka, Karolina},
year = 2023,
month = jul,
journal = {Journal of Physical Education and Sport},
volume = 23,
number = 7,
pages = {1736--1741},
doi = {10.7752/jpes.2023.07213},
issn = 22478051,
url = {https://www.proquest.com/docview/2878102650/abstract/191C9651A7704D89PQ/5},
urldate = {2024-02-07},
copyright = {© 2023. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.},
note = {Num Pages: 1736-1741 Place: Pitesti, Romania Publisher: Universitatea din Pitesti Section: Original Article},
abstract = {The objective of this study was to assess the level of agreement between muscle involvement in the upper limbs of table tennis players during training in virtual reality (VR) versus a normal training environment. The research was conducted on an intentionally selected sample of 8 female probands who actively compete in a table tennis league. We monitored the activity of four selected upper limb muscles (biceps brachii, extensor carpi ulnaris, flexor carpi radialis, and posterior deltoid) during two basic strokes (backhand and forehand topspin). The study assesses the overall muscle activation in two different environments: a regular training environment and VR. To obtain data during two basic strokes (backhand and forehand topspin), we utilized a device (Noraxon) that measures and evaluates muscle activation using surface electromyography posterior. For the VR training environment, we employed the Eleven Table Tennis program with the head-mounted display HTC Vive Pro Eye. On the other hand, the regular training environment involved the use of a Joola Table Tennis Buddy Pro robotic ball feeder. The results showed that the total muscle activation of the selected muscles varied significantly between the two environments (regular training versus VR). Specifically, for selected muscles there was a notably higher muscle load when playing in the regular environment compared to VR. Based on these findings, we recommend using the virtual environment for training only for beginners or for casual table tennis playing. For performance-level players, VR is not a suitable training tool in terms of muscle activation.},
language = {English},
keywords = {Virtual reality, Data collection, Electromyography, Physical Fitness And Hygiene, Skills, Sports And Games, Table tennis},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/YBFM9NMJ/Skopek et al. - 2023 - The use of virtual reality in table tennis trainin.pdf:application/pdf}
}
@article{chaniaud_is_2023,
title = {Is virtual reality so user-friendly for non-designers in early design activities? {Comparing} skills needed to traditional sketching versus virtual reality sketching},
shorttitle = {Is virtual reality so user-friendly for non-designers in early design activities?},
author = {Chaniaud, Noémie and Fleury, Sylvain and Poussard, Benjamin and Christmann, Olivier and Guitter, Thibaut and Richir, Simon },
year = 2023,
month = sep,
journal = {Design Science},
volume = 9,
doi = {10.1017/dsj.2023.27},
url = {https://www.proquest.com/docview/2868002479/abstract/191C9651A7704D89PQ/6},
urldate = {2024-02-07},
copyright = {© The Author(s), 2023. Published by Cambridge University Press. This work is licensed under the Creative Commons Attribution License This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited. (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.},
note = {Place: Cambridge, United Kingdom Publisher: Cambridge University Press},
abstract = {Virtual reality (VR) sketching has many advantages for product design and tends to be more and more used among designers and non-designers (end-users). Nevertheless, few studies have focused on the skills needed to use VR sketching for non-designers especially VR novices in VR software. This study focuses on identifying the cognitive impact of VR sketching compared to traditional sketching on VR expert and VR novice in an experimental setting. Thirty-one participants composed of VR experts (N = 15) and VR novices (N = 16) completed a mental rotation test and then performed one traditional paper and pencil sketching task and two VR sketching tasks. We also measured the participants’ movements when using the VR sketching. Results show that VR experts perform better than VR novices in VR sketching because training is an essential element for the quality of traditional and VR sketching. Nevertheless, VR novices with previous training in traditional drawing and/or high mental rotation skills will be able to produce good-quality sketches. In addition, the results show that users moving more in the immersive environment performed better quality sketches if the drawing requires more complex shapes. Our results suggest that VR sketching can be complex to use for a part of the population that may be end-users, especially for those with little experience in traditional and VR sketching and with poor visuospatial abilities. We, therefore, advise to check the non-designers’ prior skills, otherwise, it will be necessary to train these users in VR sketching.},
language = {English},
keywords = {Do-It-Together, Drawing skills, Mental rotation, Traditional sketching, Virtual reality sketching, Visuospatial abilities},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/GS2PKZZG/Chaniaud et al. - 2023 - Is virtual reality so user-friendly for non-design.pdf:application/pdf}
}
@article{kyaw_comparing_2023,
title = {Comparing {Usability} of {Augmented} {Reality} and {Virtual} {Reality} for {Creating} {Virtual} {Bounding} {Boxes} of {Real} {Objects}},
author = {Kyaw, Nyan and Gu, Morris and Croft, Elizabeth and Cosgun, Akansel },
year = 2023,
journal = {Applied Sciences},
volume = 13,
number = 21,
pages = 11693,
doi = {10.3390/app132111693},
url = {https://www.proquest.com/docview/2888111703/abstract/191C9651A7704D89PQ/8},
urldate = {2024-02-07},
copyright = {© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.},
note = {Num Pages: 11693 Place: Basel, Switzerland Publisher: MDPI AG},
abstract = {This study conducts a comparative analysis of user experiences of Augmented Reality (AR) and Virtual Reality (VR) headsets during an interactive semantic mapping task. This task entails the placement of virtual objects onto real-world counterparts. Our investigation focuses on discerning the distinctive features of each headset and their respective advantages within a semantic mapping context. The experiment employs a user interface enabling the creation, manipulation, and labeling of virtual 3D holograms. To ensure parity between the headsets, the VR headset mimics AR by relaying its camera feed to the user. A comprehensive user study, encompassing 12 participants tasked with mapping six tabletop objects, compares interface usability and performance between the headsets. The study participants’ evaluations highlight that the VR headset offers enhanced user-friendliness and responsiveness compared to the AR headset. Nonetheless, the AR headset excels in augmenting environmental perception and interpretation, surpassing VR in this aspect. Consequently, the study underscores that current handheld motion controllers for interacting with virtual environments outperform existing hand gesture interfaces. Furthermore, it suggests potential improvements for VR devices, including an upgraded camera feed integration. Significantly, this experiment unveils the feasibility of leveraging VR headsets for AR applications without compromising user experience. However, it also points to the necessity of future research addressing prolonged usage scenarios for both types of headsets in various interactive tasks.},
language = {English},
keywords = {Augmented Reality, human–computer interaction, human–robot interaction, interaction paradigms, mixed reality, Virtual Reality},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/VZPRNL5S/Kyaw et al. - 2023 - Comparing Usability of Augmented Reality and Virtu.pdf:application/pdf}
}
@article{gleason_developing_2022,
title = {Developing basic robotic skills using virtual reality simulation and automated assessment tools: a multidisciplinary robotic virtual reality-based curriculum using the {Da} {Vinci} {Skills} {Simulator} and tracking progress with the {Intuitive} {Learning} platform},
shorttitle = {Developing basic robotic skills using virtual reality simulation and automated assessment tools},
author = {Gleason, Augustus and Servais, Elliot and Quadri, Syed and Manganiello, Marc and Cheah, Yee Lee and Simon, Caroline J. and Preston, Elizabeth and Graham-Stephenson, Alexis and Wright, Valena},
year = 2022,
month = dec,
journal = {Journal of Robotic Surgery},
volume = 16,
number = 6,
pages = {1313--1319},
doi = {10.1007/s11701-021-01363-9},
issn = 18632483,
url = {https://www.proquest.com/docview/2918719289/abstract/191C9651A7704D89PQ/10},
urldate = {2024-02-07},
copyright = {© The Author(s), under exclusive licence to Springer-Verlag London Ltd., part of Springer Nature 2022.},
note = {Num Pages: 1313-1319 Place: Heidelberg, Netherlands Publisher: Springer Nature B.V.},
abstract = {This study sought to develop basic robotic surgical skills among surgical trainees across multiple specialties using a VR-based curriculum and provided objective, on-demand, automated assessments using the Intuitive Learning platform. This curriculum was developed using the Da Vinci Skills Simulator and included 24 exercises. A pre-test and post-test were required for completion of the curriculum. Scores {\textgreater} 90 on individual exercises and the post-test were required for successful completion. The Intuitive learning platform provided automated performance metrics and tracked trainee progression. The curriculum was implemented and data collected over a 12-month period. 21 trainees completed the entire curriculum. Post-test scores were significantly higher than pre-test scores and trainees reported improvement in their robotic skills after curriculum completion. A comparison based on training level revealed that junior residents had significantly lower number of attempts per exercise, fewer penalties, and higher completion scores when compared to senior residents and fellows. Individual exercise analysis demonstrated that exercises, such as ‘Three-Arm Relay’ and ‘Ring Rollercoaster’, required the longest time and most attempts to achieve a passing score. The ‘Energy Pedals’ and ‘Knot Tying’ skills were the least-utilized skills addressed in the curriculum. Virtual reality-based curriculums using the Intuitive Learning platform can be standardized across multiple specialties allowing for the development of basic robotic skills, shared interdisciplinary surgical education, and provides powerful objective and automated performance metrics of trainees.},
language = {English},
keywords = {Virtual reality, Skills, Automation, Business metrics, Committees, Computers--Robotics, Core curriculum, Curricula, Curriculum development, Data analysis, Fines \& penalties, Learning, Medical Sciences--Surgery, Pedals, Performance measurement, Robotic surgery, Simulation, Surgeons, Urology, Variance analysis},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/LTAGBZ9E/Gleason et al. - 2022 - Developing basic robotic skills using virtual real.pdf:application/pdf}
}
@article{gomindes_use_2023,
title = {Use of {Virtual} {Reality} in the {Education} of {Orthopaedic} {Procedures}: {A} {Randomised} {Control} {Study} in {Early} {Validation} of a {Novel} {Virtual} {Reality} {Simulator}},
shorttitle = {Use of {Virtual} {Reality} in the {Education} of {Orthopaedic} {Procedures}},
author = {Gomindes, Austin R. and Adeeko, Elizabeth S. and Chetan, Khatri and Ahmed, Imran and Simran, Sehdev and John, Carlos William and Ward, Thomas and Leverington, James and Luke, Debenham and Metcalfe, Andrew and Ward, Jayne},
year = 2023,
journal = {Cureus},
volume = 15,
number = 9,
doi = {10.7759/cureus.45943},
url = {https://www.proquest.com/docview/2884555859/abstract/191C9651A7704D89PQ/11},
urldate = {2024-02-07},
copyright = {Copyright © 2023, Gomindes et al. This work is published under https://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.},
note = {Place: Palo Alto, United States Publisher: Cureus Inc. University: U.S. National Institutes of Health/National Library of Medicine},
abstract = {Background Virtual reality (VR) simulation is a potential solution to the barriers surgical trainees are facing. There needs to be validation for its implementation within current training. We aimed to compare VR simulation to traditional methods in acquiring surgical skills for a TFN-ADVANCED™ Proximal Femoral Nailing System (TFNA; DePuy Synthes, Auckland, New Zealand) femoral nailing system. Methods Thirty-one surgical trainees were randomised to two groups: traditional-training group (control group) and a VR-training group (intervention group) for insertion of a short cephalomedullary TFNA nail. Both groups then inserted the same TFNA system into saw-bone femurs. Surveys evaluated validity of the relevant activities, perception of simulation, confidence, stress and anxiety. The primary outcomes were tip-apex distance (TAD) and user anxiety/confidence levels. Secondary outcomes included number of screw- and nail-guidewire insertion attempts, the time taken to complete and user validity of the VR system. Results There was no statistical difference in TAD between the intervention and control groups (9mm vs 15mm, p=0.0734). The only TAD at risk of cut-out was in the control group (25mm). There was no statistical difference in time taken (2547.5ss vs 2395ss, p=0.668), nail guide-wire attempts (two for both groups, p=0.355) and screw guide-wire attempts (one for both groups, p=0.702). The control group versus intervention had higher anxiety levels (50\% vs 33\%) and had lower confidence (61\% vs 84\%). Interpretation There was no objective difference in performance on a saw-bone model between groups. However, this VR simulator resulted in more confidence and lower anxiety levels whilst performing a simulated TFNA. Whilst further studies with larger sample sizes and exploration of transfer validity to the operating theatre are required, this study does indicate potential benefits of VR within surgical training.},
language = {English},
keywords = {haptics, orthopaedics \& traumatology, skills and simulation training, tfn-advanced proximal femoral nailing system (tfna), training effect, virtual augmented reality, virtual reality in medical education, virtual reality simulation},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/FEJYEHVN/Gomindes et al. - 2023 - Use of Virtual Reality in the Education of Orthopa.pdf:application/pdf}
}
@article{peng_virtual_2020,
title = {Virtual reality teaching material - virtual reality game with education},
author = {Peng, L. and Yen, Y. and Siswanto, I.},
year = 2020,
month = jan,
journal = {Journal of Physics: Conference Series},
volume = 1456,
number = 1,
doi = {10.1088/1742-6596/1456/1/012039},
issn = 17426588,
url = {https://www.proquest.com/docview/2569105503/abstract/4719D6303D054257PQ/1},
urldate = {2024-02-07},
copyright = {© 2020. This work is published under http://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.},
note = {Place: Bristol, United Kingdom Publisher: IOP Publishing},
abstract = {This study aims to explore the combination of virtual reality and school education, Recent years, Virtual Reality (VR) is a popular issue. The basic concept of virtual reality is to use an immersive device to isolate. Isolate the user from the real world. compare the situation of virtual reality education and traditional education to students’ learning, and explore whether virtual reality is suitable for use and promotion in schools. Can people generally accept digital technology to replace traditional education, use the convenience brought by virtual reality education and the growth of students.},
language = {English},
keywords = {Virtual, Virtual reality, Digital technology, Education, Virtual reality game},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/ITW4CZPW/Peng et al. - 2020 - Virtual reality teaching material - virtual realit.pdf:application/pdf}
}
@article{elena_virtual_2022,
title = {Virtual reality as a communication medium: a comparative study of forced compliance in virtual reality versus physical world},
shorttitle = {Virtual reality as a communication medium},
author = {Elena, Dzardanova and Vlasios, Kasapakis and Damianos, Gavalas and Stella, Sylaiou},
year = 2022,
month = jun,
journal = {Virtual Reality},
volume = 26,
number = 2,
pages = {737--757},
doi = {10.1007/s10055-021-00564-9},
issn = 13594338,
url = {https://www.proquest.com/docview/2666071732/abstract/3135659D1B6447BFPQ/1},
urldate = {2024-02-07},
copyright = {© The Author(s), under exclusive licence to Springer-Verlag London Ltd., part of Springer Nature 2021.},
note = {Num Pages: 737-757 Place: Godalming, Surrey, Netherlands Publisher: Springer Nature B.V.},
abstract = {There are reasons to consider virtual reality (VR) as a newly arrived communication medium that ought to be differentiated from all other forms of mediated communication, since it is the first and only medium with the potential to enable incorporation of the full spectrum of both verbal and non-verbal cues. The present paper is part of a broader scheme in investigating potential differentiations in interpersonal communication between the physical world and VR. Our experimental design builds upon the existing knowledge base of forced compliance experiments; the set-up involved a comparative study of two groups (N = 46) performing tasks under the authoritative influence of a researcher who applied persuasion techniques. Results indicate that VR-mediated communication is as intricate as face to face, since subjects were equally or more compliant, with the nature of information exchanged (e.g. fact-based, morality-based, etc.) being a contributing factor, whilst exemplifying under-development and future applications of VR collaborative environments.},
language = {English},
keywords = {Cognitive dissonance, Computer-mediated communication, Design of experiments, Face-to-face communication, Forced compliance, Interpersonal communication, Reality, Virtual, Virtual reality, VR-mediated communication},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/SM575U6C/Elena et al. - 2022 - Virtual reality as a communication medium a compa.pdf:application/pdf}
}
@article{zaki_virtual_2023,
title = {Virtual {Reality}–{Enabled} {Resident} {Education} of {Lateral}-{Access} {Spine} {Surgery}},
author = {Zaki, Mark M. and Joshi, Rushikesh S. and Joseph, Jacob R. and Saadeh, Yamaan S. and Kashlan, Osama N. and Godzik, Jakub and Uribe, Juan S. and Park, Paul},
year = 2023,
month = dec,
journal = {World Neurosurgery},
doi = {10.1016/j.wneu.2023.12.108},
issn = {1878-8750},
url = {https://www.sciencedirect.com/science/article/pii/S1878875023018417},
urldate = {2024-02-07},
abstract = {Objective Lateral-access spine surgery has many benefits, but adoption has been limited by a steep learning curve. Virtual reality (VR) is gaining popularity and lends itself as a useful tool in enhancing neurosurgical resident education. We thus sought to assess whether VR-based simulation could enhance the training of neurosurgery residents in lateral spine surgery. Methods Neurosurgery residents completed a VR-based lateral spine module on lateral patient positioning and performing lateral lumbar interbody fusion using the PrecisionOS VR system on the Meta Quest 2 headset. Simulation occurred 1×/week every other week for a total of 3 simulations over 6 weeks. Pre- and postintervention surveys as well as intrasimulation performance metrics were assessed over time. Results The majority of resident participants showed improvement in performance scores, including an automated PrecisionOS precision score, number of radiographs used within the simulation, and time to completion. All participants showed improvement in comfort with anatomic landmarks for lateral access surgery, confidence performing lateral surgery without direct supervision, and assessing fluoroscopy in spine surgery for hardware placement and image interpretation. Participant perception on the utility of VR as an educational tool also improved. Conclusions VR-based simulation enhanced neurosurgical residents’ ability to understand lateral access surgery. Immersive surgical simulation resulted in improved resident confidence with surgical technique and workflow, perceived improvement in anatomical knowledge, and simulation performance scores. Trainee perceptions on virtual simulation and training as a curriculum supplement also improved following completion of VR training.},
keywords = {Virtual reality, Lateral lumbar interbody fusion, Minimally invasive surgery, Resident education, Spine surgery, Surgical simulation},
file = {ScienceDirect Snapshot:/home/rushil/documents/zotero/storage/PNDC4UB4/S1878875023018417.html:text/html;Zaki et al. - 2023 - Virtual Reality–Enabled Resident Education of Late.pdf:/home/rushil/documents/zotero/storage/X2WSBABG/Zaki et al. - 2023 - Virtual Reality–Enabled Resident Education of Late.pdf:application/pdf}
}
@article{ellis_what_1994,
title = {What are virtual environments?},
author = {Ellis, S.R.},
year = 1994,
month = jan,
journal = {IEEE Computer Graphics and Applications},
volume = 14,
number = 1,
pages = {17--22},
doi = {10.1109/38.250914},
issn = {1558-1756},
url = {https://ieeexplore.ieee.org/document/250914},
urldate = {2024-02-15},
note = {Conference Name: IEEE Computer Graphics and Applications},
abstract = {Virtual environment displays arose from vehicle simulation and teleoperations technology of the 1960s. They are interactive, head-referenced computer displays that give users the illusion of displacement to another location. Different terms have been applied to the illusion. Some, like the oxymoronic "artificial reality" and "virtual reality", suggest much higher performance than current technology can generally provide. Others, like "cyberspace" are puzzling neologisms. Expressions like "virtual worlds" and "virtual environment" seem preferable because they are linguistically conservative, relating to well-established terms like virtual image. In fact, we can define virtual environments as interactive, virtual image displays enhanced by special processing and by nonvisual display modalities, such as auditory and haptic, to convince users that they are immersed in a synthetic space. Why are these displays useful? Who uses them? How are they developed? The article addresses these and other questions related to this emerging technology.{\textless}{\textgreater}},
keywords = {Virtual reality, Minimally invasive surgery, Auditory displays, Computer displays, Haptic interfaces, Hardware, Man machine systems, Space technology, Vehicles, Virtual environment},
file = {IEEE Xplore Abstract Record:/home/rushil/documents/zotero/storage/WGRD4RUU/250914.html:text/html;IEEE Xplore Full Text PDF:/home/rushil/documents/zotero/storage/E4S3IXPQ/Ellis - 1994 - What are virtual environments.pdf:application/pdf}
}
@article{zhao_survey_2009,
title = {A survey on virtual reality},
author = {Zhao, QinPing},
year = 2009,
month = mar,
journal = {Sci. China Ser. F-Inf. Sci.},
volume = 52,
number = 3,
pages = {348--400},
doi = {10.1007/s11432-009-0066-0},
issn = {1862-2836},
url = {https://doi.org/10.1007/s11432-009-0066-0},
urldate = {2024-02-15},
abstract = {Virtual reality (VR) is a scientific method and technology created during the exploration of the nature by human beings to understand, simulate, and better adapt and use the nature. Based on the analysis on the whole process of VR, this paper presents different categories of VR problems and a type of theoretical expression, and abstracts three kinds of scientific and technical problems in VR field. On the basis of foresaid content, this paper also studies current major research objectives, research results and development trend of VR in the aspects of VR modeling method, VR representation technology, human-machine interaction and devices, VR development suites and supporting infrastructure, as well as VR applications. Finally, several theoretical and technical problems that need to be further studied and solved are addressed.},
language = {en},
keywords = {virtual reality, development suite, human-machine interaction, modeling, rendering},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/2EP3IRDP/Zhao - 2009 - A survey on virtual reality.pdf:application/pdf}
}
@inproceedings{vaughan_cpr_2019,
title = {{CPR} {Virtual} {Reality} {Training} {Simulator} for {Schools}},
author = {Vaughan, Neil and John, Nigel and Rees, Nigel},
year = 2019,
month = oct,
booktitle = {2019 {International} {Conference} on {Cyberworlds} ({CW})},
pages = {25--28},
doi = {10.1109/CW.2019.00013},
note = {ISSN: 2642-3596},
abstract = {This research project developed a Virtual Reality (VR) training simulator for the CPR procedure. This is designed for use training school children. It can also form part of a larger system for training paramedics with VR. The simulator incorporates a number of advanced VR technologies including Oculus Rift and Leap motion. We have gained input from NHS paramedics and several related organisation to design the system and provide feedback and evaluation of the preliminary working prototype.},
keywords = {Cardiac arrest, Virtual Reality, Ambulance, CPR, Paramedic, Pediatrics, Prototypes, Solid modeling, Three-dimensional displays, Torso, Training, Training Simulator},
file = {Vaughan et al. - 2019 - CPR Virtual Reality Training Simulator for Schools.pdf:/home/rushil/documents/zotero/storage/VDITZSM7/Vaughan et al. - 2019 - CPR Virtual Reality Training Simulator for Schools.pdf:application/pdf}
}
@article{an_teachers_2023,
title = {Teachers {Perceptions} on {Early} {Childhood}\’s {Traffic} and {Life} {Safety} {Education} {Program} {Using} {VR}},
author = {An, Mi-Young and Shin, Kwang-Seong},
year = 2023,
journal = {Applied Sciences},
volume = 13,
number = 2,
doi = {10.3390/app13020777},
issn = {2076-3417},
url = {https://www.mdpi.com/2076-3417/13/2/777},
abstract = {The objective of this study is to verify the preventive effect of daily safety education on children by analyzing its influence on the improvement in their understanding, perceptions, and attitudes toward safety, when virtual reality (VR) is used. The use of VR-based tangible safety education is increasing. Thus, the effectiveness of VR stability education should be verified. This study was conducted for three months by selecting infants aged 4\–5 years and their homeroom teachers enrolled in early childhood education institutions. After completing daily safety education using VR, questionnaires prepared by the teacher, comprising interviews and Q\&A with the infants, were analyzed. Descriptive statistics, F-test, ANOVA, and multiple regression were used for data analysis. It was found that (a) the preference for audiovisual and VR as effective teaching methods in early childhood educational institutions was high; (b) safety education using VR showed a positive correlation with children\’s traffic safety perceptions and attitudes; and (c) immersion was found to be a significant factor influencing the perception and attitude of safety education. These findings suggest that various methods to implement and utilize safety education programs using VR should be explored. Finally, VR safety education improved preventive attitudes toward the safety of children.},
file = {An and Shin - 2023 - Teachers Perceptions on Early Childhood&rsquo\;s Tr.pdf:/home/rushil/documents/zotero/storage/WKCUNS63/An and Shin - 2023 - Teachers Perceptions on Early Childhood&rsquo\;s Tr.pdf:application/pdf}
}
@article{li_religious_2023,
title = {Religious diversity education: raising children’s awareness of religious diversity through augmented reality},
shorttitle = {Religious diversity education},
author = {Li, Xin-Zhu and Chen, Chun-Ching and Kang, Xin },
year = 2023,
month = dec,
journal = {Humanities \& Social Sciences Communications},
volume = 10,
number = 1,
pages = 708,
doi = {10.1057/s41599-023-02123-w},
url = {https://www.proquest.com/docview/2877613201/abstract/B21FF3EDDF4B4575PQ/2},
urldate = {2024-02-15},
copyright = {© The Author(s) 2023. corrected publication 2024. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.},
note = {Num Pages: 708 Place: London, United Kingdom Publisher: Palgrave Macmillan},
abstract = {Religious diversity education has become increasingly prominent in the last few years. As the region with the second-highest religious diversity globally, Chinese Taiwan provides its students religious education early on, thus minimising misunderstandings and discrimination on the basis of religion. To diversify teaching methods, educators have adopted interactive technology as one of the primary teaching aids. This study aims to develop and evaluate the impact of an interactive technology, augmented reality (AR) in the provision of religious education. A series of experiments were conducted during the 2020 Taipei Lantern Festival of Religious Education Exhibition to explore whether using the interactive technology system significantly improved learning outcomes in comparison to traditional learning methods. To this end, a total of 50 elementary students across two experimental (n = 24) and control (n = 26) groups were recruited to participate in the study. A mixed-methods approach was used to analyse students’ subjective and objective learning outcomes. The results of the study showed that the experimental group performed significantly better in both subjective and objective learning outcomes. The findings obtained from the open-ended questions showed interactive AR technology system use positively affected the learning process. In conclusion, this study proposes that combining religious diversity education with interactive AR technology has the potential to improve students’ motivation, engage their interest, improve learning outcomes, and contribute to an increased awareness of religious diversity. It may also be helpful in limiting students’ cognitive overload during the learning process.},
language = {English},
keywords = {Curricula, Buddhism, Business And Economics, Catholicism, Christianity, Cultural differences, Cultural heritage, Design, Educational objectives, Festivals, Immigrants, Minority \& ethnic groups, Multiculturalism \& pluralism, Religion, Religious education, Social Sciences: Comprehensive Works, Society, Students, Taoism, Teaching methods},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/42M2NFEP/Li et al. - 2023 - Religious diversity education raising children’s .pdf:application/pdf}
}
@article{henderson_world_2000,
title = {World religions, spirituality, and experiential education},
author = {Henderson, Karla A.},
year = 2000,
journal = {The Journal of Experiential Education},
volume = 23,
number = 3,
pages = {128--134},
issn = 10538259,
url = {https://www.proquest.com/docview/275052469/abstract/B21FF3EDDF4B4575PQ/1},
urldate = {2024-02-15},
copyright = {Copyright Association for Experiential Education Winter 2000},
note = {Num Pages: 7 Place: Boulder, United States Publisher: Association for Experiential Education},
abstract = {Because religion is so important in many peoples' lives, experiential educators may have an obligation to understand more about the essence of religions and acknowledge the influence of spirituality. Henderson describes eight of the world's religions so that experiential educators might examine what the major religions mean and some of the implications for spirituality and educational programs.},
language = {English},
keywords = {Religion, Experiential education, Religiosity, Spirituality, World religions},
file = {Full Text PDF:/home/rushil/documents/zotero/storage/2F9KVYN5/Henderson - 2000 - World religions, spirituality, and experiential ed.pdf:application/pdf}
}
@article{smith_abstracting_2011,
title = {Abstracting {The} {Concrete}, {Concretizing} {The} {Abstract}: {Reframing} {Diversity} {Education} {Through} {Experiential} {Learning} {Theory}},
author = {Smith, J. G.},
year = 2011,
journal = {Journal of Diversity Management (Online)},
volume = 6,
number = 4,
pages = 1,
url = {https://www.proquest.com/scholarly-journals/abstracting-concrete-concretizing-abstract/docview/1418716895/se-2},
abstract = {Framed by Kolb's (1984) Experiential Learning Theory (ELT), this article proposes ways to enhance diversity education's effectiveness for all learners–regardless of identity group membership. It uses ELT to explain a faulty foundation upon which many diversity initiatives are built and to offer a solution to increase the learning outcomes of both majority and minority learners. The article offers propositions to guide future diversity education efforts.},
language = {English},
keywords = {Curricula, Education, Minority \& ethnic groups, Multiculturalism \& pluralism, 6200:Training \& development, 8306:Schools and educational services, 9130:Experimental/theoretical, Black students, Business And Economics–Personnel Management, Cognitive style, Dialectics, Diversity training, Experiential learning, Gender, Power, Studies, Teachers, Workplace diversity},
file = {Smith - 2011 - Abstracting The Concrete, Concretizing The Abstrac.pdf:/home/rushil/documents/zotero/storage/GAUKLJJL/Smith - 2011 - Abstracting The Concrete, Concretizing The Abstrac.pdf:application/pdf}
}
@book{kolb_experiential_1984,
title = {Experiential learning: experience as the source of learning and development},
author = {D.A. Kolb},
year = 1984,
publisher = {Prentice Hall},
address = {Englewood Cliffs, NJ}
}
@misc{quest_3,
title = {With Meta’s Quest 3, Mixed Reality Is Here. So Now What?: Tech Fix},
author = {Chen,Brian X.},
year = 2023,
month = {Sep 27},
journal = {New York Times (Online)},
url = {https://www.proquest.com/blogs-podcasts-websites/with-meta-s-quest-3-mixed-reality-is-here-so-now/docview/2869266402/se-2},
note = {Copyright - Copyright 2023 The New York Times Company; Last updated - 2023-09-28},
keywords = {General Interest Periodicals--United States; Virtual Reality (Computers); Headphones and Headsets; Computers and the Internet; Cameras; Meta Platforms Inc; Virtual reality; Games},
language = {English}
}
@article{ruta_polish_2023,
author={Kazlauskaite,Ruta},
year={2023},
month={12},
title={Virtual reality as a technology of memory: Immersive presence in Polish politics of memory},
journal={Memory, Mind \& Media},
volume={2},
keywords={Sociology; virtual reality; technology of memory; presence; politics of memory; prosthetic memories; Poland; Narratives; Cultural heritage; Perceptions; Prostheses; Memory; Autobiographical memory; Politics; Social networks; Emotions; Technology; Memories; Social interaction; Museums},
url={https://www.proquest.com/scholarly-journals/virtual-reality-as-technology-memory-immersive/docview/2900791587/se-2},
}
@incollection{berkowitz_elaboration_1986,
series = {Advances in {Experimental} {Social} {Psychology}},
title = {The {Elaboration} {Likelihood} {Model} of {Persuasion}},
volume = {19},
url = {https://www.sciencedirect.com/science/article/pii/S0065260108602142},
abstract = {Publisher Summary This chapter outlines the two basic routes to persuasion. One route is based on the thoughtful consideration of arguments central to the issue, whereas the other is based on the affective associations or simple inferences tied to peripheral cues in the persuasion context. This chapter discusses a wide variety of variables that proved instrumental in affecting the elaboration likelihood, and thus the route to persuasion. One of the basic postulates of the Elaboration Likelihood Model—that variables may affect persuasion by increasing or decreasing scrutiny of message arguments—has been highly useful in accounting for the effects of a seemingly diverse list of variables. The reviewers of the attitude change literature have been disappointed with the many conflicting effects observed, even for ostensibly simple variables. The Elaboration Likelihood Model (ELM) attempts to place these many conflicting results and theories under one conceptual umbrella by specifying the major processes underlying persuasion and indicating the way many of the traditionally studied variables and theories relate to these basic processes. The ELM may prove useful in providing a guiding set of postulates from which to interpret previous work and in suggesting new hypotheses to be explored in future research.},
publisher = {Academic Press},
author = {Petty, Richard E. and Cacioppo, John T.},
editor = {Berkowitz, Leonard},
year = {1986},
doi = {https://doi.org/10.1016/S0065-2601(08)60214-2},
note = {ISSN: 0065-2601},
pages = {123--205},
}
@book{Mayer_2020, place={Cambridge}, edition={3}, title={Multimedia Learning}, publisher={Cambridge University Press}, author={Mayer, Richard E.}, year={2020}}
@article{Dede2009,
title = {Immersive Interfaces for Engagement and Learning},
volume = {323},
ISSN = {1095-9203},
url = {http://dx.doi.org/10.1126/science.1167311},
DOI = {10.1126/science.1167311},
number = {5910},
journal = {Science},
publisher = {American Association for the Advancement of Science (AAAS)},
author = {Dede, Chris},
year = {2009},
month = jan,
pages = {66–69}
}

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\begin{document}
\title{Immersive Faiths: VR's Role in Exploring Religious Landscapes}
\author{\IEEEauthorblockN{1\textsuperscript{st} Umaretiya, Haresh Rushil}
\IEEEauthorblockA{\textit{Department of Computer Science} \\
\textit{University of North Carolina at Chapel Hill}\\
Chapel Hill, North Carolina \\
rumareti@unc.edu}}
\maketitle
\begin{abstract}
This literature review explores the background of research for an experiential learning project in Buddhist religious education through virtual reality simulations of the Swoyambhu Mahachaitya temple in Nepal. This review will outline the principles of Experiential Learning Theory (ELT) and then delve into the role of virtual reality experiences by looking at global applications in medical training, design software, and early childhood safety education. This synthesis aims to contribute to the ongoing dialogue on enhancing educational practices and curriculum development in religious education.
\end{abstract}
\begin{IEEEkeywords}
experiential learning, religious education, virtual reality, cultural competence, immersive learning
\end{IEEEkeywords}
\section{Introduction}
In an era where technology and education converge to redefine the boundaries of learning, for better or worse, the question is not whether novel tech will transform education but how, to what extent, and what we can do about it. Imagine stepping into the ancient walls of a Buddhist temple, feeling the intricate textures of the walls, and hearing the echoes of chants throughout the space --- all without leaving the classroom. This is not a distant fantasy but a tangible reality with the advent of portable and powerful virtual reality (VR) technology such as the Meta Quest 3 Head Mounted Display (HMD). Virtual reality (VR) refers to a process of mental transcendence into artificial, worldlike (3D) virtual environments using immersive technologies \cite{ellis_what_1994}. As we embark on this journey through integrating experiential learning and new techniques in site photogrammetry, we will explore the potential of VR simulations in a realm where distant sites are a headset away. This paper seeks to explore the transformative potential of these techniques that bring to life the rich tapestry of religious diversity and complex skillsets, challenging the traditional confines of education and setting the stage for a new era of immersive learning.
Throughout this review, we seek to draw upon formative works, including those by Kyaw et al. \cite{kyaw_comparing_2023}, Gleason et al. \cite{gleason_developing_2022}, and Li et al. \cite{li_religious_2023} to explore the implications of employing virtual reality (VR) and augmented reality (AR) in education. We will also draw upon the work of Kolb \cite{kolb_experiential_1984} and Smith \cite{smith_abstracting_2011} to explore the theoretical underpinnings of experiential learning and its implications for religious education.
The significance of this research lies in its potential to address longstanding issues in religious education, particularly in the ability to move past a purely cognitive understanding of the subject and into a more contextualized, nuanced experience. As noted by Smith \cite{smith_abstracting_2011}, experiential learning theory (ELT) provides a framework for creating a more inclusive learning experience. Furthermore, studies conducted by Garcia Fierros et al. \cite{garcia_fierros_virtualcpr_2021}, Vaughan et al. \cite{vaughan_cpr_2019}, and Gomindes et al. \cite{gomindes_use_2023} demonstrate the efficacy of VR throughout various educational contexts, suggesting that VR can be a powerful tool for this endeavor.
Some of the objectives for this work are to:
\begin{itemize}
\item \textbf{To examine the foundations of experiential learning} and its application in enhancing the educational exploration of religious sites \cite{henderson_world_2000} \cite{kolb_experiential_1984}.
\item \textbf{To evaluate the effectiveness of VR technologies in facilitating immersive learning experiences}, as evidenced by empirical studies throughout various educational contexts \cite{kyaw_comparing_2023}.
\item \textbf{To explore the practical implications of integrating technology with experiential learning} in academic settings, focusing on skill development and cultural competence \cite{li_religious_2023}.
\item \textbf{To identify challenges and opportunities} presented by using VR in religious education \cite{peng_virtual_2020} \cite{gleason_developing_2022}.
\item \textbf{To propose a framework for the research} in enhancing Buddhist education through VR simulations of the Swoyambhu Mahachaitya temple.
\end{itemize}
This review aims to synthesize current findings, critically analyze the interdisciplinary work between VR and religious education, and highlight the implications for educators, curriculum developers, and policymakers seeking to enrich educational experience and outcomes in diverse learning environments.
\section{Experiential Learning Theory}
Experiential Learning Theory (ELT), invented by David Kolb, is a four-stage learning cycle emphasizing the importance of experience in the learning process. The four stages of this cycle are reflective observation, abstract conceptualization, active experimentation, and concrete experience \cite{kolb_experiential_1984}. This framework provides a robust foundation for building and integrating a learning experience into the classroom, making it particularly relevant for subjects like religious awareness.
\begin{figure}[h]
\centering
\includegraphics[width=0.4\textwidth]{kolb_diagram}
\caption{Kolb's Experiential Learning Cycle}
\label{fig:kolb_diagram}
\end{figure}
J. Goosby Smith's work, "Abstracting The Concrete, Concretizing The Abstract: Reframing Diversity Education Through Experiential Learning Theory," further explores this concept through the lens of Western diversity education. Smith critiques traditional approaches to diversity education for their reliance on the earlier stages of Kolb's learning cycle, which focuses on abstract conceptualization and reflective observation. Smith argues that these stages are insufficient for developing cultural competence, as they fail to provide students with the concrete experiences necessary for understanding and empathizing with diverse perspectives. Instead, Smith advocates for a more immersive and participatory approach to diversity education that exposes students to diverse perspectives and encourages them to engage with and reflect on these perspectives actively \cite{smith_abstracting_2011}.
Integrating these ideas into a VR experience offers a few compelling advantages. Firstly, it allows educators to move beyond didactic teaching, providing students with dynamic environments to engage and reflect upon material actively through a pseudo-lived experience. Secondly, by emphasizing the importance of concrete experience, ELT encourages learners to critically examine their own beliefs as it becomes more difficult to ignore the lived experiences of others when you are all but physically placed into their shoes. Finally, applying ELT in this context helps address modern paradigms in education, such as critical thinking, empathy, and the ability to navigate complex social landscapes \cite{henderson_world_2000}.
By emphasizing the importance of concrete experience, VR can provide students with a more immersive and participatory learning experience, allowing them to engage with and reflect on religious material more dynamically and interactively. This approach can help students develop a deeper understanding of religious concepts and practices and a greater appreciation for the diversity of religious beliefs and traditions.
\section{VR as an Educational Tool}
The Meta Quest 3 is a standalone head-mounted display (HMD) that can produce high-quality VR experiences without needing a computer or external sensors. This makes it an ideal tool for educational settings, as it is portable and easy to set up. The Meta Quest 3 is also relatively affordable, making it accessible to various educational institutions \cite{quest_3}. The previous model, the Meta Quest 2, has already been tested for efficacy and, in some cases, outperformed its AR counterpart, the Microsoft HoloLens 2, in terms of user satisfaction and learning outcomes \cite{kyaw_comparing_2023}.
All this to say, VR has become an accessible tool to put users into a hyper-immersive environment, making it ideal for an educational setting where conveying ideas and the weight of said ideas is paramount.
For instance, An and Shin demonstrated how VR could significantly enhance early childhood traffic and life safety education by providing interactive and engaging learning experiences that convey these issues' importance more effectively than traditional methods \cite{an_teachers_2023}. Studies have also shown that these technologies not only increase engagement and motivation but also enhance knowledge retention, skill acquisition, and conceptual understanding—for example, Gleason et al. \cite{gleason_developing_2022} and Please et al. \cite{please_virtual_2024} demonstrated the effectiveness of VR in surgical training simulations significantly improved trainee's technical skills and confidence, underscoring the potential of VR to enhance learning outcomes in a variety of educational contexts.
Another significant takeaway from the breadth of these studies is that these solutions are globally viable, transcending language and class barriers. This review cites studies from the United States \cite{gleason_developing_2022}, South Korea \cite{an_teachers_2023}, the United Kingdom and Uganda, Australia, and Canada \cite{kyaw_comparing_2023}. This global applicability is particularly relevant for democratizing religious education, as it can help students develop a more nuanced understanding of religious beliefs and practices worldwide.
The study by Elena et al. \cite{elena_virtual_2022} offers a compelling insight into the persuasive power of virtual reality (VR) as a communication medium, especially in contexts where compliance and behavioral change are desired outcomes. Their research delved into the dynamics of VR-mediated interactions, comparing them to traditional face-to-face communication in scenarios requiring persuasion. The findings highlighted VR's unique capability to create immersive environments that can significantly influence users' perceptions and actions. This ability stems from VR's immersive nature, which can engender a heightened sense of presence and engagement, making the persuasive content more impactful than traditional settings. The implications of this study are profound, suggesting that VR can be an effective tool not only in educational contexts but also in areas such as health communication, environmental awareness, and social change initiatives.
Despite its potential, integrating VR into educational settings is challenging. Across the board, the most significant issues impacting the efficacy of VR in educational settings are willingness and technical complexity \cite{peng_virtual_2020} \cite{gleason_developing_2022} \cite{gomindes_use_2023}.
\section{Case Study}
While we've seen the different ways an immersive experience has its benefits, challenges, and transformative potential, we can look at a few takeaways common to almost all of the studies that can best guide our approach to integrating VR into religious education.
\subsection{VR as a Tool for Comfort and Competence}
In studies where VR was used to teach new skills or further practice old ones, there often was no significant difference in learning outcomes between VR and traditional methods. However, the VR groups consistently reported lower stress and higher comfort from being inside the immersive experience \cite{gleason_developing_2022} \cite{please_virtual_2024}.
Gleason et al. found that VR simulations significantly improved trainees' technical skills and confidence, which was an extremely pertinent issue for the study as the trainees were medical students who had a limit on how much time they could spend in the operating room. By providing a realistic yet consequence-free environment, VR allows trainees to practice and repeat procedures, thereby reducing anxiety and building confidence before performing on actual patients. This psychological comfort translates into better preparedness and performance in basic surgical settings \cite{gleason_developing_2022} \cite{zaki_virtual_2023} \cite{buchori_virtual_2023}.
Similarly, in sports training, the study by Skopek et al. \cite{skopek_use_2023} highlighted VR's role in reducing performance anxiety among table tennis players. Through immersive practice sessions, players could focus on skill development without the immediate pressure of competition, leading to a more comfortable and confident approach during real matches.
Furthermore, García Fierros et al. \cite{garcia_fierros_virtualcpr_2021} research on VR-based CPR training illustrated how immersive simulations could decrease stress among participants learning life-saving techniques. The virtual environment provided a safe space for learners to practice and make mistakes, which is crucial in building competence and confidence in emergency medical responses.
The case of surgical learning in low- and middle-income countries (LMICs), as explored by Please et al. \cite{please_virtual_2024}, further underscores VR's capacity to enhance comfort and learning. By offering scalable and accessible training modules, VR has the potential to mitigate the stress associated with limited access to traditional surgical training resources in these regions.
The reduction of stress and enhancement of comfort through VR applications directly aligns with the broader objectives of our research, which seeks to explore innovative ways to deepen understanding and improve skill acquisition in religious diversity education. By leveraging VR's capacity to create comfortable, immersive learning environments, we can potentially transform the approach to teaching complex and sensitive subjects like religious diversity, making them more accessible and engaging for learners.
\subsection{VR as a Tool for Engagement}
Another common theme across the studies was VR's potential to increase engagement not through the unique affordances of the medium but simply the novelty it. When Please et al. \cite{please_virtual_2024} conducted their study training surgical residents in VR, they found that approximately 80\% of participants reported that the VR component of the conference considerably contributed to their reason to attend, even though they were learning and practicing lifesaving techniques \cite{please_virtual_2024}.
This novelty factor was also seen in the An and Shin study \cite{an_teachers_2023}, which was reported to be due to the age of the participants. The study was conducted with children aged 5-7, and the novelty of VR was a significant factor in their engagement. Similarly, Kyaw et al. \cite{kyaw_comparing_2023} found that the novelty of VR was a substantial factor in the attention of their participants, who were undergraduate students.
The implications of these findings are significant for our research, as they suggest that VR can be an effective tool for engaging students who otherwise may not have been interested in the subject or harbored enough interest to visit these significant sites on their own. By leveraging VR's novelty and immersive potential, we can potentially create engaging and accessible learning experiences that inspire students to explore and appreciate the rich tapestry of religious diversity.
\subsection{VR as a Tool for Creating Memorable Experiences}
The An and Shin study \cite{an_teachers_2023} found that VR was more effective than traditional methods in teaching early childhood safety education because the VR experience was more memorable. The study found that the VR group had a significantly higher recall of the safety rules they were taught than the traditional group. The students in the study were creating real memories of the experience, which made the learning more effective \cite{an_teachers_2023}.
Under illiberal right-wing rule, the Polish Ministry of Culture and National Heritage has invested in creating virtual reality films that depict significant events from Polish history in recent years. The study by Kazlauskaitė (2023) explores the profound impact of virtual reality (VR) on memory and perception within the context of Polish politics of memory. It delves into how VR, as a "technology of memory," shapes users' autobiographical memory, potentially manipulating their self-perception, beliefs, and social interactions according to the narrative created by VR developers. This research underscores the dual nature of VR as both an immersive educational tool and a potent medium for political and cultural influence, making it a critical point of reference for understanding VR's capacity to create memorable experiences that extend beyond traditional learning environments to influence collective memory and identity \cite{ruta_polish_2023}.
These findings, whether for better or for worse, show that VR tends to create memorable experiences that have the potential to shape our own autobiographical memory.
\section{The Intersection of VR and Experiential Learning}
Integrating the ELT framework with VR technology with advanced technology now seems to be a promising avenue for enriching students' learning experiences and reaching audiences who would not have previously resonated with the subject matter otherwise, specifically about religious education. The study by Li et al. \cite{li_religious_2023} is a pivotal example. Instead of VR, the team used an Augmented Reality (AR) application to enhance religious diversity education among elementary school students. Researchers conducted the study in a religiously diverse area of Taiwan during the Lantern Festival, a significant religious event. The AR application allowed students to explore the festival's spiritual significance and cultural practices, fostering a deeper understanding of religious diversity and cultural traditions. Their innovative approach showed improved attitudes toward different religions among students who used AR as part of their learning process compared to those who received traditional instruction.
This aligns closely with the principles of ELT, which emphasizes learning through experience. While not directly referenced, the ELT methodology was evidenced through the reflections conducted after the experiment, which showed that the students who used AR had a deeper understanding of the festival's spiritual significance and cultural practices through abstract conceptualization.
\section{Future Directions}
Building on the success of studies and reviews such as those by Li et al. \cite{li_religious_2023} and Please et al. \cite{please_virtual_2024}, we propose a framework for assessing future research in enhancing Buddhist education through VR simulations of the Swoyambhu Mahachaitya temple. The principles of ELT will guide this framework and aim to address the challenges and opportunities presented by using VR in religious education \cite{zhao_survey_2009}.
Here are some recommended metrics for future research based on the findings of this review:
\begin{enumerate}
\item \textbf{Knowledge Assessment:} Pre- and post-intervention quizzes are critical for measuring learning gains related to religious diversity concepts through VR. Similar strategies were highlighted by Mayer \cite{Mayer_2020} in "Multimedia Learning," which underscores the effectiveness of tailored assessments in evaluating cognitive understanding in multimedia learning environments \cite{li_religious_2023} \cite{gleason_developing_2022}.
\item \textbf{Attitudinal Surveys:} Student attitudes towards religions can be effectively gauged using Likert-scale surveys before and after VR interventions. Petty and Cacioppo's \cite{berkowitz_elaboration_1986} elaboration likelihood model, discussed in "Communication and Persuasion," supports using such surveys in measuring attitude changes resulting from persuasive communication, akin to immersive VR experiences. \cite{kyaw_comparing_2023}.
\item \textbf{Engagement Metrics:} VR session logs provide valuable data on engagement, such as task duration and interaction rates. Dede's work \cite{Dede2009} supports the importance of these metrics research in "Immersive Interfaces for Engagement and Learning," which suggests that engagement metrics can significantly predict learning outcomes in immersive environments.
\end{enumerate}
\section{Conclusion}
This review has explored the transformative potential of VR in religious education, drawing on the principles of ELT and empirical studies to highlight the efficacy of VR in enhancing learning outcomes and engagement. The findings suggest that VR can be a powerful tool for creating immersive and participatory learning experiences that deepen students' understanding of religious diversity and cultural traditions. By leveraging VR's capacity to create comfortable, engaging, and memorable learning experiences, we can potentially transform the approach to teaching complex and sensitive subjects like religious diversity, making them more accessible and engaging for learners. The proposed framework for future research aims to build on these findings and address the challenges and opportunities presented by using VR in religious education, providing a roadmap for enhancing Buddhist education through VR simulations of the Swoyambhu Mahachaitya temple.
We are excited to see how this research will continue to evolve and contribute to the ongoing dialogue on enhancing educational practices and curriculum development in religious education.
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