VR Studies Across Academia

Investing in VR training can feel like a big commitment. So let’s cut to the chase, you’re going to want some empirical (numbers-based) results to either validate your own ideas, present to your colleagues, or use as proof for your own trainees or students.

In academia, it’s important to be as unbiased as possible. That’s why for this blog, we’ve not used any sources from the business world, and we haven’t used results of any of our own clients in the interest of showing unbiased results.

You’ll find a variety of different studies, most of which are compilations of other studies. All the links will be provided and every study used is available to the public. We’ll approach the studies one-by-one and in no particular order. Additionally, the studies are taken from the past few years only, as VR technology moves very quickly (more quickly than the wheels of academia undoubtedly).

Virtual Reality's Impact in Medical Education

Effectiveness of VR in Medical Training

A systematic review assessed the effectiveness of VR in medical training across various domains, including surgery, anatomy, and communication skills.

Research Outline

Objective: To evaluate the effectiveness of VR in teaching communication and collaboration skills to undergraduate medical students at King Saud bin Abdulaziz University for Health Sciences, Jeddah.

Methodology:

• Participants: 169 fourth-year medical students (57 in VR group, 112 in conventional learning group).
• Experiment: Comparison of VR-based learning with traditional methods using MCQs, OSCE, and satisfaction surveys.
• Measurements: Knowledge retention, skills acquisition, and student satisfaction.

Findings:

• Effectiveness: VR significantly improved knowledge retention, skills acquisition, and satisfaction compared to conventional methods.
• Student Perception: Majority of students were slightly familiar with VR but believed it could enhance education. The VR group scored higher in post-tests and OSCE evaluations.
• Satisfaction: High satisfaction with VR as an educational tool, indicating potential for broader adoption.

Conclusion: VR is an effective tool for enhancing medical education, particularly in communication and collaboration skills. It supports experiential learning and aligns with the needs of modern learners, suggesting its integration into medical curricula.

Read the full research here: https://www.tandfonline.com/doi/full/10.2147/AMEP.S219344#d1e793

Virtual Reality with 360-Video Storytelling in Cultural Heritage: Study of Presence, Engagement, and Immersion

Study Overview

This study evaluates the effectiveness of a VR application that combines immersive archaeological exploration with 360° storytelling. The application was found to promote high levels of presence, immersion, and engagement among users, validated by both subjective (questionnaires) and objective (EEG) measures. Participants showed increased cognitive processing, particularly in the beta brainwave band, indicating strong mental engagement.

Research Outline

Objective:

To evaluate the user experience and cognitive engagement in an archaeological VR application combining 360° storytelling.

Methodology:

• Participants: 15 volunteers experienced with VR, aged around 26.6 years.
• Experiment: Interaction with a VR application that simulates an underwater archaeological site, combined with 360° video storytelling.
• Measurements: EEG for cognitive engagement, VR UX, and NASA-TLX questionnaires for subjective experience.

Findings:

• Effectiveness: High levels of presence, immersion, and engagement reported by users.
• EEG Results: Significant increases in beta band power, indicating increased cognitive processing during VR interaction.
• User Experience: Positive ratings in presence, immersion, and technology adoption with minimal negative consequences.

Conclusion:

The study demonstrates the effectiveness of combining immersive VR with 360° storytelling in creating engaging educational experiences. The use of EEG also offers a reliable method for assessing cognitive engagement in VR environments.

Full article here: https://www.mdpi.com/1424-8220/20/20/5851

Social, Safety and Professional Skills

Study Overview

The systematic review found that Virtual Reality Training (VRT) is indeed effective in teaching various skills, including social, safety, and professional skills. These skills were successfully taught to a wide range of participants, including those with disabilities. Importantly, 75% of the studies reviewed showed that the skills learned in VR generalized to real-world settings, meaning participants were able to apply what they learned in different contexts or over time.

Research Outline

Objective: The research aimed to evaluate the effectiveness of VR training, especially those integrated with autonomous AI, in teaching skills and to explore the generalization and social validity of these trainings.

Methodology:

• Article Selection: Out of 2,017 articles initially identified, 20 met the inclusion criteria for the review. These criteria included the use of autonomous AI in VR training and the presence of measurable outcomes.
• Analysis: The 20 articles were analyzed based on participant demographics, skills taught, measurement methods, VR components, effectiveness, and social validity. The presence of behavior skills training (BST) components within the VR setups was also examined.

Findings:

• Effectiveness: VRT was effective in teaching various skills to diverse groups, with significant improvements reported in skill performance.
• Skill Generalization: 75% of the studies showed that the skills learned in VR were effectively applied in different settings or over time.
• Social Validity: The majority of studies reported high levels of satisfaction and acceptability among participants and stakeholders.

Conclusion: VRT, particularly when combined with autonomous AI, is a promising and flexible training method. However, more research is needed to explore cost-benefit aspects and to further refine the technology for broader use.

Full article here: https://www.researchgate.net/publication/373157641_The_Effectiveness_of_Virtual_Reality_Training_A_Systematic_Review

Sense of Presence in VR and 2D video training

Study Overview

This study investigated the effectiveness of Virtual Reality (VR) compared to traditional instructional methods in procedural training. The findings revealed no significant difference in performance between VR and 2D video-based training. However, a high sense of presence during VR training correlated with improved skill learning, suggesting that the immersive quality of VR could enhance training outcomes.

Research Outline

Objective: To compare the effectiveness of VR and 2D video training in procedural skill development.

Methodology:

• Participants: 30 students from the Norwegian University of Science and Technology.
• Experiment: Participants were divided into two groups—one trained using VR and the other with a 2D video. They then performed a real-world task to assess learning outcomes.
• Measurements: Performance metrics included task completion time, accuracy, errors, and sense of presence during training.

Findings:

• Effectiveness: No significant difference in task performance between VR and 2D video groups.
• Sense of Presence: A higher sense of presence during VR training was linked to better learning outcomes, although VR alone did not outperform traditional methods.

Conclusion: While VR did not significantly enhance performance over 2D video, the sense of presence in VR might contribute positively to skill acquisition. Further research is recommended to explore how VR can be optimized for training.

Full article here: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.01743/full

Impact of Immersive Learning on Cognitive and Affective Aspects

The study reviews immersive learning (IL), focusing on its effects on students' cognitive and affective aspects. While IL shows potential to enhance understanding, motivation, and self-efficacy, its success heavily depends on the quality of its design and implementation. The review of 16 articles reveals mixed results, with some studies highlighting positive impacts, such as increased knowledge and engagement, while others note no significant improvements. Effective planning and execution are critical for achieving positive learning outcomes through IL.

Research Outline

Objective: To evaluate the impact of immersive learning (IL) on students' cognitive and affective development.

Methodology:

• Approach: A literature review of 16 research articles focused on IL.
• Focus: Analysis of cognitive (knowledge, conceptual understanding) and affective (attitudes, self-efficacy, motivation) impacts.

Findings:

• Cognitive Impact: Mixed results; IL can improve knowledge and concept mastery, but success depends on effective design and implementation.
• Affective Impact: Positive influence on attitudes, self-efficacy, and motivation, though some studies report no significant change.
• Challenges: Poorly designed IL can lead to ineffective outcomes, highlighting the need for careful planning.

Conclusion: Immersive learning has the potential to significantly enhance both cognitive and affective aspects of education, but its effectiveness is contingent on thoughtful design and implementation. Further research is needed to refine IL strategies to consistently achieve positive outcomes.

Research article here: https://redfame.com/journal/index.php/smc/article/view/6072

Effectiveness of XR-Based HMDs in Medical Education

Objective: To assess how effective AR, MR, and VR headsets (HMDs) are in medical education, focusing on their use in both developed and developing countries.

Methodology:

• This was a systematic review of 27 studies involving 956 participants, adhering to strict guidelines for research synthesis (PRISMA and Cochrane).
• The studies were pulled from seven databases covering the period from 2014 to 2019.
• Bias was assessed in each study using multiple tools to ensure validity.

Findings:

• Effectiveness: HMDs are effective in medical training, especially in teaching surgical skills and anatomy.
• Impact on Knowledge and Skills: These technologies were shown to have a positive effect on skills acquisition, with knowledge levels comparable to traditional learning methods.
• Attitudinal Shifts: The use of XR (AR, MR, VR) also positively impacted attitudes, enhancing empathy and self-confidence among learners.

Conclusion: XR-based HMDs are promising tools in medical education with significant potential, particularly in lower-resource settings (LMICs). However, further research is needed to explore their broader applicability and address limitations.

Full research here: https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13028

Systematic Review on Virtual Training (VT) Effectiveness

Study Overview: This systematic review aimed to evaluate the effectiveness of virtual training (VT) across a broad range of educational and professional contexts. The review analyzed 330 studies, focusing on methodological approaches and the outcomes of VT.

Basic Outline of the Research:

• Objective: To synthesize and evaluate the methods and effectiveness of VT research, highlighting both strengths and shortcomings.
• Methodology:
  • Article Selection: A comprehensive search across three databases resulted in 330 studies being reviewed. The PRISMA guidelines were followed to ensure methodological rigor.
  • Analysis: The review focused on factors such as sample sizes, study design, temporal organization, and the technologies used (e.g., VR, AR, desktop applications).
  • Scope: The studies reviewed ranged from 1994 to 2021, with a noticeable increase in VT research over time, especially in the last decade.

Findings:

• Positive Outcomes: Of the 251 comparisons analyzed, 213 reported positive results for VT:
  • 47% showed significant gains in learning outcomes.
  • 31% found VT to be superior to traditional learning methods.
  • 10% reported VT as being as effective as traditional methods.
• Negative Outcomes: A small number of studies found VT to be less effective or ineffective:
  • 3% found VT to be less effective than traditional learning.
  • 1% found VT to have no effectiveness at all.
• Methodological Shortcomings: The review identified several areas needing improvement:
  • Lack of detail in reporting the duration and number of training sessions.
  • Inadequate sample size justifications.
  • A significant imbalance in measuring the higher levels of Kirkpatrick’s training evaluation model, with most studies focusing on the 'Reaction' and 'Learning' levels, while 'Behavior' and 'Results' were underexplored.
  • Missing data in temporal organization and lack of control groups in some studies.

Conclusion: The review underscores the effectiveness of VT but also highlights the need for more rigorous methodological approaches in future research. This includes better reporting practices, more balanced evaluations across different levels of the Kirkpatrick model, and a focus on longer-term outcomes.

Full research article: Read the full systematic review here.

Summary

With that final study, we’re just short of 400 total studies covered in this blog. Of course, this is a very, very condensed version. Keep in mind that all of the links to the research are provided above, and within those links you can find each of the individual studies and references.

Our thoughts

It’s not surprising to see that there are overwhelmingly positive experiences with VR training. Even across industries, in both large studies and small, we see positive results especially in terms of learner engagement and learning results. That being said, a few of the studies stuck out in particular. One highlighted the importance of instructional design. Essentially, it’s not enough to simply train in VR, the training or scenario must be set up according to best practices. Another standout study was comparing 2D vs VR and found no significant difference between the two. We aren’t convinced that those results could be replicated, but we also offer 2D versions of our training which are particularly useful in the education sphere when students can’t always access a 3D heads.