PCWTA Research Summary: Virtual Reality and Training, November 2017

This report provides a comprehensive overview of virtual reality (VR), focusing on its components, applications, and effectiveness as a training modality. It begins by defining VR and its key elements, including virtual worlds, immersion, sensory feedback, and interactivity. The report then explores different types of VR, such as non-immersive, semi-immersive, and full-immersive experiences, along with the components of a VR system, including Head-Mounted Displays (HMDs) and various input devices. A significant portion of the report is dedicated to VR labs and projects across the United States, including those at the University of California, San Diego (UCSD), UC Berkeley, Texas State, University of Montevallo, and Stanford University, highlighting their diverse applications in education, social work, and human cognition research. The report concludes with research studies that evaluate the effectiveness of VR as a training modality, demonstrating its ability to transfer learning more effectively than traditional methods, particularly when considering the level of immersiveness of the VRE. The appendices provide implications for content creation, user design, and hardware configuration to provide an optimal user experience.

PCWTA Research Summary
Virtual Reality
November 2017
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Summary
Virtual reality (VR) is becoming increasingly accessible with developments in technology,
making headsets and software development more common to meet education and training needs.
Virtual reality experiences (VRE) are intended to give the viewer a realistic experience inside a
virtual world, using the technologies to influence the human brain into believing that what they
are experiencing is real, allowing the impact of the VRE to be that of a seemingly real
experience.
This report will provide an overview of the components of VR which are critical to the
experience of the viewer. Some of these components, such as the Head Mounted Display
(HMD), can provide various degrees of immersiveness depending on the quality of the hardware
used (various models are discussed with more information).
Benefits to using VR as a training modality is that are can allow the user to access environments
that may not always be immediately feasible and provide an experience that can effectively teach
skill and transfer knowledge, according to research discussed in this report. Some challenges are
that, while the market for VR technology is quickly developing and driving prices down for
equipment like headsets, the cost for producing VR, purchasing the appropriate equipment, and
providing any ongoing maintenance for the software and/or hardware, could still be cost
prohibitive for some. There are a variety of options to choose from when developing VREs and it
is important to consider the effectiveness and cost of the chosen platform when developing it.
Information will be provided that discusses several VR labs in the United States focused on the
development and utilization of VR, including one lab located locally at the University of
California, San Diego. Other labs include those at UC Berkeley, Texas State, University of
Montevallo, and Stanford University. Three of the labs are located within Social Work programs
and several have a sociological and/or psychological basis for their projects. Additionally,
information will be provided that discusses VR for social work and/or child protection through
Deloitte and the University of Kent as examples of VR in non-lab settings.
Lastly, the report concludes with research studies that evaluate the effectiveness of VR as a
training modality and its ability to transfer learning in education settings more effectively than
traditional methods. Studies show that using VR to train users to adapt skills and knowledge is
more effective than classroom training, and can be impacted by the immersiveness of the VRE.
The appendices of this report include implications for creating content, user design, and
configuring hardware to present the best user experience, critical to the user being able to
effectively learn the material presented to them in the VRE.

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Virtual Reality
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Background on Virtual Reality
Virtual reality (VR), is a realistic three-dimensional image or artificial environment created using
interactive hardware and software. The user of VR interacts with this environment in a
seemingly real or physical way.
Key Elements of a VR Experience1
1. Virtual World- The content of experience should be dictated by what the intention is for
the learner. Instructional designers creating the virtual world should be cognizant of how
the environment is guiding the user’s experience.
2. Immersion- The perception of being present in a non-physical world that allows the
human brain to believe it is somewhere it is not. Total immersion happens when enough
of the senses believe the person is present in the non-physical world. Two common types
of immersion:
a. Mental Immersion- deep mental state of engagement with suspension of disbelief
that one is in a virtual environment.
b. Physical Immersion- physical engagement in a virtual environment with
suspension of disbelief that one is in a virtual environment.
3. Sensory Feedback- VR requires as many senses as possible to be stimulated through
sensory feedback, which involves a mixture of hardware and software to achieve.
4. Interactivity- It is crucial that the ability to interact with the virtual world is quickly
responsive for the participant to continue to feel immersed and natural in the
environment. Delays in the ability to interact in the virtual environment can be disruptive
to the learner.
Common Types of Virtual Reality
● Non-Immersive: Only a subset of the participant’s senses are engaged and there is
peripheral awareness of the reality outside of the VR simulation.
● Semi-Immersive: This type of simulation and technology are commonly found in flight
simulation training and while not fully immersive, still tend to focus on the visual
immersion of the user.
● Full-Immersive: This type commonly involved head-mounted displays and motion
detecting systems to stimulate all of the participant’s senses.
Components of a Virtual Reality System
● PC/Console/Smartphone
● Head-Mounted Display (HMD)
1 The Ultimate Guide to Virtual Reality (VR) Technology. Reality Technologies. Retrieved from
http://www.realitytechnologies.com/virtual-reality

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○ Common HMD hardware:
■ High price point and does not use a cell phone: HTC Vive, Oculus Rift,
Sony Playstation VR.
■ Lower price point ($100 or less), and does use specific cell phones:
Samsung Gear VR, Google Daydream View, Google Cardboard, Merge
VR Goggles.
■ There are also several headsets available at retail stores and online for
under $20 (with some as low as $2.99). While these are much more
affordable, the immersive experience may be changed with the type of
hardware, and thus the learning experience of the user may also be
influenced.
● Input Devices
○ Common input devices that add to the user’s experience of convincing the human
brain that they are present in the VR environment:
■ Joysticks
■ Force Balls/Tracking Balls
■ Controller Wands
■ Data Gloves
■ Trackpads
■ On-Device Control Buttons
■ Motion Trackers/Bodysuits
■ Treadmills
■ Motion Platforms
Virtual Reality Labs/Projects
VR labs around the country are being created to explore the usage of virtual worlds in a variety
of fields. The following summarizes outline labs that bring VR learning to classrooms, social
science settings, and explore the effect of VR on various aspects of human cognition.
A. University of California, San Diego (UCSD)- Virtual Reality Lab2
● In May 2017, UCSD opened its new teaching and research laboratory for undergraduate
students to develop content for VREs. The lab has 25 Oculus Rift HMDs, VR controllers,
computer workstations, 360-degree cameras, hand tracking devices and an HTC Vive
system.
2 Ramsey, D. (May 30, 2017). UC San Diego opens first virtual reality lab for undergrads. University of California.
Retrieved from https://www.universityofcalifornia.edu/news/uc-san-diego-opens-first-virtual-reality-lab-undergrads

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● The lab mostly serves students taking courses in software programming for augmented
and virtual reality (AR/VR). This lab is the first of its kind in the country to teach
undergraduate students this type of technology.
● Virtual Reality Club at UCSD3
○ The VR Club is a student organization that connect members with the VR
industry through workshops, projects, and networking. Their mission is, “to foster
a multidisciplinary community dedicated to exploring and creating Virtual and
Augmented Reality experiences.”
B. University of California, Berkeley, College of Engineering- Center for Augmented
Condition, Immerex VR Lab4
● This lab is is currently in development.
● This lab will support, “Berkeley students and faculty in their research on human
cognition modeling, human-computer interaction and human-robot collaboration through
augmented and virtual reality technologies.”
● This lab is funded by Immerex, a Bay Area-based company specializing in VR
technologies.
C. Texas State School of Social Work- Virtual Reality Technology Lab5
● A fully-immersive VR environment that trains in the following areas using Oculus Rift
(industry leader in headset hardware) and Unity (common open source game
development engine):
○ Radiation Therapy Stimulation for clinicians to use linac radiation therapy
equipment in a virtual setting, allowing for trainees to see the internal organs and
skeleton structure of the patient which is not possible in more traditional training
modalities.
○ Distracted Driving Simulation involves creating an environment for the user to
experience first hand the negative effects of using a smartphone while driving.
From this study, 70% of participants reported an increased awareness of the
dangers of using their smartphones while driving and/or reported using their
smartphones less while driving.
○ Addiction Treatment VR involved cue exposure and cue extinction treatment
where patients can be exposed to cues that may trigger a relapse, yet they are in a
safe and controlled environment. This can empower the individual to manage
their response if/when they later encounter these triggers in everyday life.
3 Virtual Reality Club at UCSD. Retrieved from http://vrclub.ucsd.edu/
4 Rhodes, K. March 14, 2017. Gift from virtual reality pioneer Immerex will create AR/VR lab at Berkeley.
Berkeley Engineering. Retrieved from http://engineering.berkeley.edu/2017/03/gift-virtual-reality-pioneer-immerex-
will-create-arvr-lab-berkeley
5 Virtual Reality Technology Lab. Texas State School of Social Work. Retrieved from
http://www.socialwork.txstate.edu/centers-institutes/VRTL.html

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D. University of Montevallo, Alabama- VR for Group Dynamics6
● Still in the development stage, the bachelor’s degree in Social Work (BSW) program is
implementing a virtual reality experience using the HTC Vive (HMD).
● This VR is part of the Social Work with Small Groups class and involves fully immersing
the student in an environment that looks like a classroom with four seated virtual
clients/avatars in front of the student. The student selects a client/avatar, with whom they
will interact, engaging with pre-recorded dialogue full of descriptions of issues the
client/avatar is having that day. The student can interact with the clients/avatars by asking
them to hear more about what they were saying, interrupt and move on, or suggest other
steps to move their goals forward.
● Eventually, this VR will also include the ability to guide the student through the group
therapy session, challenging the student to make more decisions regarding leadership of
the group, and will give the student a grade at the end for their performance. Additional
features to be added to the simulation include having a client/avatar react highly
emotionally by yelling at the student, and having the student read the non-verbal
communication cues of a client within the simulation. The last layer of development will
involve using a motion capture rig called a Perception Neuron suit so that someone can
act out the body language of an avatar in the simulation.
E. Virtual Human Interaction Lab- Stanford University
● The mission of the Virtual Human Interaction Lab at Stanford University is to understand
the dynamics and implications of interactions among people in immersive virtual reality
simulations, and other forms of human digital representations in media, communication
systems, and games.
● The research projects of the lab tend to fall under one of three larger questions:
○ What new social issues arise from the use of immersive VR communication
systems?
○ How can VR be used as a basic research tool to study the nuances of face-to-face
interaction?
○ How can VR be applied to improve everyday life, such as conservation, empathy,
and communications systems?
● Current projects:
○ Examining Racism with VR: Immersive VR allows a user to viscerally embody an
avatar who encounters racism.
○ Childhood Development and Immersion: This project is working on researching
the effects of non-immersion and immersion VR and the social and physiological
reactions that children have to the characters/avatars. This is adding to their
6 Beal, B. (2017). Teaching Group Dynamics Using Virtual Reality. The New Social Worker. Retrieved from
http://www.socialworker.com/feature-articles/technology-articles/teaching-group-dynamics-using-virtual-reality/

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growing body of research looking at the effect of immersive virtual environments
on children.
○ Empathy at Scale: VR simulations allow learners to experience life from another
person’s point of view in order to teach empathy. This research is building on
previously limited research by expanding their sample size to include 100
demographically diverse participants in a variety of empathy scenarios.
○ Sustainable Behaviors: This consists of two VR projects that aim to teach people
about the effect of climate change in marine environments.
○ Immersion and Presence: This project will build off of a meta-analysis examining
how immersive is enough, by looking at the spatial, social, and learning effects
through manipulation of the VR’s Field of View, Image Persistence, Update Rate,
Latency, and Tracking Level.
○ Learning in Immersive VR: This project is investigating the interactions between
class subject, learning environment, and classroom makeup on participants along
with interest and learning in a virtual class.
○ Homuncular Flexibility: This project examines the user’s ability to control an
avatar within the VRE and how that contributes to their sense of presence,
increased immersion or increased learning.
F. Deloitte- GoCase Virtual Reality Application
● Deloitte has developed a VR application that allows social workers to assess the danger
and safety factors inside of a family’s home.
● The social worker uses a headset to experience the application, while their supervisor
guides the worker using a checklist to ensure the worker accurately assesses the items
inside the house.
○ The headset being used for this application is the lower-end, lower-cost hardware
(priced at $13-$20).
● GoCase VR is currently being piloted with a Louisiana child welfare agency and will be
available for purchase by other jurisdictions soon.

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Virtual Reality
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G. University of Kent- Centre for Child Protection, Child Protection Simulations7,8
● These simulations are computer-based games that put workers in various child welfare
scenarios to be used as training tools for social workers. Each of the simulations require
specific computer requirements, come with their own set of Learning Outcomes, and
have training instructions for those administering the game. Each simulation can be
purchased by an individual or an organization by contacting the department directly.
● The following simulation games have been developed:
○ Rosie 1- This introductory course is free to download and use. It involves going
into Rosie’s house and interacting with the family. It includes discussion points
and a follow up video for social workers.
○ Rosie 2- This game builds off of what the social worker has learned about the
family from Rosie 1 and gives the learner more discussion and skill building in
their interaction with different family members. This game is not free but can be
purchased by individuals and organizations.
○ MyCourtroom- This interactive and immersive simulation continues the story of
Rosie, taking place inside of a courtroom and building on skills and knowledge
social workers may need when working with families in the court system.
○ Looking out for Lottie- This simulation revolves around recognizing the behaviors
of an unhealthy relationship and grooming patterns for those at risk of child
sexual exploitation.
○ Zak- This simulation game focuses on the risks of online and social media
influence in regards to terrorism, grooming, and child sexual exploitation.
○ Maryam and Joe: Behind Closed Doors- This simulation game also focuses on
the influence of social media and its effect on young people in regards to
grooming for terrorism, extremism, and child sexual exploitation. It uses mock
social media platforms to train workers on online behaviors of those who target
young people.
○ Visiting Elliot- This simulation puts workers in the home of a sex offender
recently released to home and trains workers on recognizing risk factors in his
life.
7 Note: The University of Kent is located in the United Kingdom and its practices and policies are based on those
specific to the agencies in the UK. It is included in this report due the innovative approach it has taken in immersive
child welfare training.
8 Child Protection Simulations. The Centre for Child Protection. University of Kent. Retrieved from
https://www.kent.ac.uk/sspssr/ccp/simulationsindex.html

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Research Studies on Virtual Reality as a Training Modality
VR has served as a training tool in many fields, bringing realistic experiences closer to the user
in order to teach skills and knowledge for use in professional and educational settings. Studies
have captured VR’s ability to transfer learning to the user and compare it to that of traditional
learning modalities like classroom learning. Below are key highlights from various studies in
different fields. Note that these research summaries are not exhaustive of all VR research, as this
modality has been used across a wide variety of professional and educational fields.
A. A Pilot Feasibility Study of Virtual Patient Simulation to Enhance Social Work
Students’ Brief Mental Health Assessment Skills9
● Standard simulations are used in the training settings of different fields (nursing,
medicine, psychology), utilizing real people to act as patients or clients for trainees to
practice with and learn from, developing their skills in a low-risk environment.
● Studies have found that utilizing simulation-based environments for training is more
effective than traditional clinical education in regards to skill acquisition. Simulations,
while reliable and valid, can be labor intensive and cost prohibitive, while VREs are able
to address some of those limitations.
● VR for training clinicians has evolved into being capable of creating avatars with an
authenticity of credible appearances and behaviors. They can be programmed to respond
to body language, tone of voice, and facial expressions.
● Mechanisms being researched that can make VR an effective training tool are
interactivity, ease of navigation, and ability to accurately depict clinical scenarios. It also
must somehow integrate timely and appropriate feedback to support skill acquisition.
● Research has shown that training using VR have equivalent outcomes to using
simulations and trainees rated them as equally effective.10
● Key Findings: Virtual practice simulations in this study were associated with an increase
in diagnostic accuracy and improvement in overall brief assessment skills. Some
limitations of the study included frustrations from the learner about the accuracy of the
voice recognition software and suggestions were made to continually update software to
align with new developing technologies (can be costly), and an option to use text-based
interactions rather than voice.
9 Washburn, M., Bordnick, P., & Rizzo, AS. (2016). A pilot feasibility study of virtual patient simulation to enhance
social work students’ brief mental health assessment skills. Social Work Health Care. 55(9), 675-693. Retrieved
from https://www.ncbi.nlm.nih.gov/pubmed/27552646
10 Botezatu, M., Hult, H., Tessma, M. K., & Fors, U. (2010). Virtual patient simulation for learning and assessment:
Superior results in comparison with regular course exams. Medical Teacher, 32, 845–850. Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/20854161
Cook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., Erwin P.J., & Hamstra, S. J. (2011).
Technology-enhanced simulation for health professions education. JAMA: the Journal of the American Medical
Association, 306, 978–988. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/21900138

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○ Note: This study did not have a control group and thus, there are limitations to its
findings. However, it was the first of its kind to evaluate a virtual learning
environment with MSW students, and the results can serve as preliminary support
for continued research.
B. Virtual Patient Simulation: Knowledge Gain or Knowledge Loss?11
● Study Overview: This was a randomized controlled study on early and delayed
assessment results of 49 students using Virtual Patients (VPs) for learning and
examination of hematology and cardiology topics in an internal medicine course.
● The study participants were assigned to either a study group utilizing a computer-based
software program on hematology and cardiology, or a control group utilizing traditional
learning methods which included lecture, small-group assignments, and discussions.
Assessments were given to both groups using an online platform taught to both the study
and control groups. The study group also used this platform to access their VPs.
● Key Findings: For hematology topics, there was a moderate loss of knowledge in delayed
examinations with the VR group (compared to a significant loss of knowledge in delayed
examinations with traditional methods), with grades of students superior in the VR group
compared to the control group. Cardiology results for the study group showed a small
gain in delayed examination using the online VR platform and no or small gain in regular
exams. The grades of the study group in regards to cardiology topics were again higher
for the study group.
● Recommendations from this study in regards to retention of knowledge is that VPs
should be used for spaced education with periodic testing that utilizes open-ended
questions for assessment and opportunities to continue to practice knowledge and apply
skills.
C. Virtual Reality Training Improves Operating Room Performance: Results of a
Randomized, Double-Blinded Study12
● Study Overview: Sixteen surgical residents participated in the study. They were assessed
at baseline for psychomotor abilities (no differences were found between the control and
study groups). They were split between a VR trained group and a controlled, non-VR
trained group.
● Key Findings: Gallbladder dissection was 29% faster for VR trained residents. Non-VR
trained residents were 9 times more likely to fail to make progress and 5 times more
11 Botezatu, M., Hult, H., Tessma, M. K., & Fors, U. (2010). Virtual patient simulation: Knowledge gain or
knowledge loss?. Medical Teacher, 32(7), 562-568. Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/20653378
12 Seymour, N. E., Gallagher, A. G., Roman, S. A., O’Brien, M. K., Bansal, V. K., Andersen, D. K., & Satava, R.
M. (2002). Virtual Reality Training Improves Operating Room Performance: Results of a Randomized, Double-
Blinded Study. Annals of Surgery, 236(4), 458–464.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1422600/

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likely to injure the gallbladder to surrounding tissue. Mean errors were six time less
likely to occur in the VR trained group.
D. Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to
Enhance Music Conducting Skills13
● Study Overview: The implementation of VREs was studied in regards to enhancing the
skills of beginning wind band conductors. Areas studied were nonverbal conducting skills
of eye contact, torso movement, and gesture of novice band conductors who have
completed at least one course in conducting. A contact control group and two VRE
experimental groups participated in pretest/posttest conducting of a live ensemble with
eight intervening treatment sessions.
● Key Findings: Gain scores from pretest to posttest measures of eye contact, torso
movement, and gesture were higher for participants who practiced their conducting using
an augmented VRE with head tracking as compared to those who practiced their
conducting using traditional techniques or in an augmented VRE without head tracking.
The largest gains in this study were from those learners who were provided with the
greatest sense of reality through the virtual learning environment.
E. Technology-Enhanced Simulation for Health Professions Education: A Systematic
Review and Meta-analysis14
● Study Overview: From a pool of 10,903 articles, 609 eligible studies were identified,
totalling 35,226 trainees. Of these, 137 were randomized studies, 67 were nonrandomized
studies with two or more groups, and 405 used a single-group pretest-posttest design.This
meta-analysis used the definition of Stimulation Technologies to include diverse products
including computer-based virtual reality simulators, high-fidelity and static mannequins,
plastic models, live animals, inert animal products, and human cadavers.
● Key Findings: With rare exceptions, technology-enhanced simulations were associated
with better learning outcomes compared to no intervention or when added to traditional
practice. There was a high inconsistency in regards to the magnitude of association for
individual studies, reflecting variation of modes, clinical topics, learner groups,
instructional designs, research methods, and outcome measures.
13 Orman, E. Price, H., & Russell, C. (2017) Feasibility of using an augmented immersive virtual reality learning
environment to enhance music conducting skills. Journal of Music Teacher Education. 27(1), 24-35 Retrieved from
http://journals.sagepub.com/doi/pdf/10.1177/1057083717697962
14 Cook D.A., Hatala R., Brydges R., Zendejas B., Szostek J.H., Wang A.T., Erwin P.J., & Hamstra S.J.
Technology-Enhanced Simulation for Health Professions Education: A Systematic Review and Meta-analysis.
JAMA.2011;306(9):978–988 Retrieved from https://jamanetwork-
com.libproxy.sdsu.edu/journals/jama/fullarticle/1104300

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F. Effectiveness of Virtual Reality-based Instruction on Students' Learning Outcomes in K-
12 and Higher Education: A Meta-analysis15
● Study Overview: A comprehensive review of virtual reality-based instruction research
was conducted with studies in order to analyze the moderation effects of design features
in virtual environments. Studies were based on games (n=13), simulations (n=29), and
virtual worlds (n=27), with key inclusion data being that the studies came from K-12 or
higher education settings, used experimental or quasi-experimental research designs, and
used a learning outcome measure to evaluate the effects of the virtual reality-based
instruction.
● Key Findings:
○ Games show higher learning gains than simulations and virtual worlds.
○ For simulation studies, elaborate explanation-type feedback is more suitable for
declarative tasks whereas knowledge of correct response is more appropriate for
procedural tasks.
○ Students’ performance is enhanced when they conduct the game play individually
versus in a group. In addition, an inverse relationship was found between number
of treatment sessions and learning gains with games.
○ With regards to the virtual world, it was found that if students were repeatedly
measured, it deteriorated their learning outcome gains.
Implications for Development of Virtual Reality Experiences
Virtual reality technology and capabilities have advanced quickly in recent years. Implications
for the development of the content and user experience have changed as the technology
improves. While research is still needed to reflect these changes, several companies have
designed best practices in the development of VRE. The ability for learning to effectively take
place depends on the ability for a VRE to create a realistic environment for the user. A variety of
factors can affect this experience and it is important to consider the various factors listed in the
attached appendices when creating a user experience.
● See Appendix A for Best Practices from Oculus Rift
● See Appendix B for Best Practices from Unreal Engine
● See Appendix C for Best Practices for the Creation of Immersive and VR Experience
References
15 Merchant, Z., Goetz, E., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. (2014) Effectiveness of virtual reality-
based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers and
Education. 70, 29-40. https://doi.org/10.1016/j.compedu.2013.07.033

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Beal, B. (2017). Teaching Group Dynamics Using Virtual Reality. The New Social Worker.
Retrieved from http://www.socialworker.com/feature-articles/technology-articles/teaching-
group-dynamics-using-virtual-reality/
Botezatu, M., Hult, H., Tessma, M. K., & Fors, U. (2010). Virtual patient simulation for learning
and assessment: Superior results in comparison with regular course exams. Medical Teacher, 32,
845–850. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/20854161
Botezatu, M., Hult, H., Tessma, M. K., & Fors, U. (2010). Virtual patient simulation: Knowledge
gain or knowledge loss? Medical Teacher, 32(7), 562-568. Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/20653378
Child Protection Simulations. The Center for Child Protection. University of Kent. Retrieved
from https://www.kent.ac.uk/sspssr/ccp/simulationsindex.html
Cook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., Erwin P.J., &
Hamstra, S. J. (2011). Technology-enhanced simulation for health professions education. JAMA:
the Journal of the American Medical Association, 306, 978–988. Retrieved from
https://www.ncbi.nlm.nih.gov/pubmed/21900138
Oculus. Introduction to best practices. Retrieved from
https://developer.oculus.com/design/latest/concepts/bp_intro/
Orman, E. Price, H., & Russell, C. (2017) Feasibility of using an augmented immersive virtual
reality learning environment to enhance music conducting skills. Journal of Music Teacher
Education. 27(1), 24-35. Retrieved from
http://journals.sagepub.com/doi/pdf/10.1177/1057083717697962
Merchant, Z., Goetz, E., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. (2014) Effectiveness
of virtual reality-based instruction on students' learning outcomes in K-12 and higher education:
A meta-analysis. Computers and Education. 70, 29-40.
https://doi.org/10.1016/j.compedu.2013.07.033
Ramsey, D. (May 30, 2017). UC San Diego opens first virtual reality lab for undergrads.
University of California. Retrieved from https://www.universityofcalifornia.edu/news/uc-san-
diego-opens-first-virtual-reality-lab-undergrads
Rhodes, K. (March 14, 2017). Gift from virtual reality pioneer Immerex will create AR/VR lab
at Berkeley. Berkeley Engineering. Retrieved from http://engineering.berkeley.edu/2017/03/gift-
virtual-reality-pioneer-immerex-will-create-arvr-lab-berkeley