Exploring virtual reality to improve engineering students' spatial abilities pilot study

A Virtual Reality pilot study is conducted to improve the spatial ability of engineering students based on solid geometry scenarios. The investigation focused on the Graphic Expression and Computer-Aided Design (GECAD) course, specifically on the study of the spatial abilities developed and the assessment of the academic results in the solid geometry module. A total of 20 participants completed three activities (6 h) in an immersive virtual learning environment (IVLE), using head-mounted display (HMD) glasses. Modeling exercises of three-dimensional geometric shapes are proposed, based on concepts of solid geometry. The scenarios are built step by step and the students can regulate the progress between stages while observing the geometric components at the scale and in the point of view they wish. Beyond academic results, the assessment of student improvement is based on spatial abilities tests: the Differential Aptitude Test: Spatial Relations Subset DAT-SR, Purdue Spatial Visualisation Test: Rotations PSVT:R and Mental Cutting Test MCT. Those tests are applied for evaluating different skills: mental folding, mental rotation and section by a plane. In summary, a methodology is proposed developing activities in an (IVLE) with 3D modelling software applied in solid geometry, in order to promote the development of spatial ability (SA). Spatial abilities are measured before and after the classroom activities and looking for correlations between the spatial perception tests (DAT:SR, PSVT:R and MCT) and academic results in solid geometry. In addition, we also wish to determine the students' opinion with regard to the proposed activities. The results obtained confirm the interest in using IVLE to develop spatial abilities in engineering students. Substantial increases of 10,9% in DAT:SR, 8,8 % in PSVT:R and 9,5% in MCT between pre- and post-tests were found. Moreover, the students' opinion of IVLE/HMD activities is positive. The methodology can be summarized in the following steps: 1. Students take the DAT:SR , PSVT:R and MCT prior to the activities. They also answer the survey on other variables that can affect SA (1 h). 2. The students individually complete the exercises with the 3D modelling software SolidWorks (10 h). 3. The IVLE activities consist of the guided reading by the professor of the completed exercise. The professor addresses the concepts of solid geometry used in each step. The students have a few minutes to view with HMD the animation showing the construction of the geometric shape, and once the representation is finished, they can move freely throughout the scenario, using the keyboard options (6 h). 4. Students solve the (DAT:SR, PSVT:R and MCT after the IVLE activities. At the end, the groups answer the satisfaction survey (1 h). 5. All the students are evaluated on their knowledge of the solid geometry contents by means of a test and 3D modelling exercises similar to those done in class and those described in the IVRL (1h). 6. Finally, the analysis of the spatial abilities test data, the controlled variables survey, satisfaction surveys and the academic results obtained in the solid geometry module enable us to examine the correlations and the strongest determining factors in order to obtain good academic results and propose IVLE activities to improve the levels of spatial ability obtained on the tests. This paper describes the exploratory methodology used and its results.Postprint (published version

Virtualna realnost u psihoterapiji anksioznih poremećaja

U posljednja je dva desetljeća, paralelno s napretkom računalne tehnologije, rastao interes za njezinu primjenu u kliničkoj psihologiji. Razvijeni su brojni sustavi primjene virtualne realnosti u kliničkim istraživanjima i psihoterapijskoj praksi. Tehnologija virtualne realnosti dobro se uklapa u model kognitivno-bihevioralne psihoterapije, s naglaskom na postupak izlaganja kao ključni element tretmana. U terapiji izlaganjem u virtualnoj realnosti kreiraju se virtualne okoline koje su uranjajuće i izazivaju anksioznost. Te virtualne situacije su zatim 'posjećivane' kroz određeni period vremena kako bi se omogućilo korektivno učenje. Većina istraživanja fokusirala se na anksiozne poremećaje, no također su istraživana i druga područja primjene u terapiji različitih patoloških stanja: poremećaji hranjenja, ovisnosti (koristi se izlaganje virtualnim 'okidačima'), psihološka procjena, kontrola bola, palijativna skrb, rehabilitacija i drugo. Virtualna realnost pokazala se korisnom i na području kliničke procjene, u razumijevanju mehanizama psiholoških poremećaja i intervenciji, te na području rehabilitacije. Virtualna realnost omogućava viši stupanj kontrole i prikladno oblikovanje terapeutskog procesa u odnosu na individualne potrebe klijenta, čineći vrijedan doprinos svim komponentama terapijskog procesa. Prisutnost, u okviru razine povezanosti koju subjekt osjeća s virtualnom okolinom, razmatra se kao ključni konstrukt za doživljavanje anksioznosti, ali i za uspješan odgovor na izlaganje u virtualnoj realnosti. Prisutnost je pri tome konceptualizirana kao multidimenzionalna, s tri primarna faktora: uključenost, realnost i prostorna prisutnost. Klinička istraživanja i provedene meta-analize zaključile su kako primjena virtualne realnosti u tretmanu anksioznih poremećaja vodi do značajnog smanjenja simptoma anksioznosti, te kako nema značajne razlike između izlaganja u realnim životnim uvjetima i izlaganja u virtualnoj realnosti. Kritika studija o korištenju virtualne realnosti u tretmanu anksioznih poremećaja odnosi se na korištenje malih uzoraka ispitanika, nedostatak adekvatne kontrolne skupine te izostanak upotrebe po slučaju kontroliranog dizajna istraživanja. Opravdanost tih prigovora različita je ovisno o vrsti poremećaja, te je potreban diferencijalni pogled na istraživačku literaturu.In the last two decades, in parallel with the advancement of computer technology, the interest in its use in clinical psychology has increased. Numerous systems of application of virtual reality have been developed in clinical research and psychotherapeutic practice. Virtual reality technology fits well with the cognitivebehavioral psychotherapy model, with emphasis on exposure as a key element of treatment. In exposure therapy in virtual reality, virtual environments are created that are immersive and cause anxiety. These virtual situations are then 'visited' for a certain period of time to enable corrective learning. Most studies focused on anxiety disorders, but other areas of application in the therapy of various pathological conditions were also investigated: feeding disorders, addiction (exposure to virtual triggers), psychological evaluation, pain control, palliative care, rehabilitation and the like. Virtual reality has proven to be useful also in the area of clinical evaluation, understanding of mechanisms of psychological disorders and intervention, and in the field of rehabilitation. Virtual reality enables a higher level of control and a suitable shaping of the therapeutic process in relation to individual client needs, making a valuable contribution to all components of the therapeutic process. Presence, within the level of connectivity the subject feels with the virtual environment, is considered as a key construct for experiencing anxiety, but also for a successful response to exposure in virtual reality. The presence is conceptualized as multidimensional, with three primary factors: inclusion, reality and spatial presence. Clinical research and meta-analysis concluded that the application of virtual reality in the treatment of anxiety disorders leads to a significant reduction of symptoms of anxiety, and there is no significant difference between exposure to real life conditions and exposure to virtual reality. Criticism of the study on the use of virtual reality in the treatment of anxiety disorders is related to the use of small samples, lack of adequate control group and lack of use of randomized controlled design research. The justification for these objections is different depending on the type of disorder, and a differential view of the research literature is required depending on the anxiety disorder being investigated

Proceedings of the 3rd international conference on disability, virtual reality and associated technologies (ICDVRAT 2000)

The proceedings of the conferenc

Proceedings of the 2nd European conference on disability, virtual reality and associated technologies (ECDVRAT 1998)

The proceedings of the conferenc