Virtual Reality changes the way of learning educational content – it creates a virtual real or imaginary world and motivates the students to fully understand what they are learning. It is a proven fact that the impact in learning something by doing it rather than reading about it is much more effective. A Virtual Reality device can act as a whole science lab. Virtual Reality technology is attracting students who are associated with fields such as medicine, history, architecture, or military by allowing them to engage with their corresponding tools or accessing virtual science labs or visiting virtual places related to their field of study. The most prominent challenge for medical anatomy students is to understand the body in three dimensions and determine how the human body is fit together and operate them with no damage. VR plays a predominant role by solving these situations.
Virtual Reality Driving Simulation Training
Similarly Virtual Reality Driving Simulation Training (VRDST) was implemented which allows real-time engagement with the driving console and the virtual world. It is a breakthrough for a safe environment in order to asses and provide real time scenarios to assess the individuals who are planning in obtaining a driver’s license (Adler et al. 1995; Brooks et al. 2013; Hoffman et al. 2002). From this article Standard VRDST involved a minimum of 8 to maximum of 12 one-hour sessions, depending on the quick progress of the participant through the VRDST rulesets. Training was a based on different levels in which the participant has to clear one level to get to the next level. During each session, the trainer would first “get behind the wheel” to demonstrate the task to the participant, and then monitor participant performance while providing continual positive verbal feedback.
The article was proven best to the people involved with autism spectrum disorder to benefit with driving as normal people. This article is a collection of operating 3D holographic imaging and Virtual reality and augmented reality hand gesture recognition technologies in order to develop an intuitive and control-based interactive holographic imaging teaching aid system for practical application in nursing education to enhance teaching effectiveness. To achieve it a Cardiovascular module was developed through 3D scanning, which was then converted into a 3D layer object. After partitioning the 3D object into multiple images with different aspects of viewing angles. A holographic projection display was used in this study to project a 3D floating image to improve real time experience of the trainers and learners. The trainers could operate teaching objects easily by implementing instinctive gesture controls during real time training. This system was used in two year adult nursing curriculum which was offered by the nursing department.
3D VR Curriculum
As per the article, in 2010, Kilmon, Brown, Ghosh, and Mikitiuk developed a 3D VR curriculum to test the ability of emergency room (ER) nursing personnel to handle emergencies. These images were used to develop high-fidelity prototypes that were comparable to actual sizes, which were subsequently operated on a highly sensitive computer screen. Currently, these prototypes are repeatedly improved to provide learners with easier operations and with the hopes of expanding their applications to more specialized fields. Nicely applied VR technology to train senior nursing students on cross-team communication. Schneider applied the VR technology to clinical nursing health education; his research team developed a VR health education curriculum for chemotherapy patients. In a random clinical experiment design, the experimental group received VR health education, whereas the control group received regular health education. The results revealed that the VR teaching materials could effectively disperse the attention of patients and thus significantly reduce the degrees of symptoms of discomfort such as sadness and anxiety.
