This study investigates iVRLab, an immersive virtual reality (VR) microfabrication training system, and its influence on college students' self-efficacy and interest in microelectronics during a one-hour workshop held within a 1.5-day training camp. iVRLab simulates photolithography cleanroom operations, providing hands-on virtual experiences that merge theory with practice. A pre-post analysis revealed a significant rise in self-efficacy (M = 4.11 to 4.37, p = 0.0066), demonstrating the system's effectiveness in building confidence. Although interest only showed slight gains, high baseline scores (3.6-3.7 on a 4-point scale) indicate a ceiling effect. Correlations among engagement, embodiment (r = 0.91, p < 0.001), and immersion (r = 0.60, p < 0.01) underscore the value of active, embodied VR learning. Qualitative feedback further highlighted iVRLab's immersive realism and its capacity to spark curiosity about microfabrication careers. These findings suggest that VR training can effectively boost self-efficacy in microelectronics, reinforcing students' enthusiasm in an informal learning setting and indicating the potential broader adoption across STEM fields.

This paper explores the development and preliminary evaluation of a simulation system designed to train nursing students to handle cardiac arrest situations. The simulation, developed using Unity for Meta Quest devices, creates a high-fidelity immersive environment where users interact with multiple patients, monitor vital signs, and respond to emergencies. The system incorporates continuous alarms, auditory cues, and haptic feedback to replicate real-world stressors. A pilot study conducted evaluated the system's feasibility as an educational tool through pre- and post-assessment surveys. The evaluation focused on user experience, engagement, and cognitive load in simulated high-pressure medical scenarios. The results demonstrate that immersive virtual reality technology can provide a secure and efficient environment for enhancing clinical decision making skills while maintaining psychological fidelity.

Cave Automatic Virtual Environment (CAVE) is a virtual reality (VR) environment that has not been fully studied due to its high cost and complexity in system integration. Previous CAVE-related studies mainly focused on comparing its effectiveness with other learning media, such as textbooks, desktop VR, or head-mounted display (HMD) VR. In this study, through the utilization of CAVE in a meteorology class, we concentrated on CAVE itself, measured how CAVE impacted learners' learning outcomes before and after using CAVE in an actual ongoing undergraduate-level class, and investigated how learners perceived their learning experiences. Quantitative data were collected to examine the students' knowledge acquisition and learning experience. We also triangulated the quantitative results with qualitative data from the interviews regarding learners' perceptions of the CAVE-enabled class and their knowledge mastery. The results indicated that their learning outcomes increased through learning with CAVE and that their perceptions of immersion, presence, and engagement significantly correlated with each other. The interview results showed a great fondness of and satisfaction with the learning experience, group collaboration, and effectiveness of the CAVE-enabled class from the learners. We also learned that the learners' learning experiences in CAVE could be further improved if we provided them with more learner-environment interaction, offered them a better sense of immersion, and reduced cybersickness. Implications of these findings are discussed.

Body image has a profound impact on overall wellbeing and quality of life. In this paper, we presented a pilot study of a virtual reality program of a real time 3D body avatar creation and appreciation experience. We present a method that allows participants to alter an avatar with different body shapes, skin tones and hair in real time until they believe it looks like them, then paint parts of the avatar that they appreciate for various reasons. Through a pre and post survey, we have found the average learning outcome measures for the VR group showed a more promising trend increase in testing scores compared to the control workshop group. However, the body appreciation scale measured in both the VR experience and the workshop group showed a very limited improvement after one session and requires further research in the area. Majority of the participants feel positive about the VR experience. The real time 3D avatar alternation method presented has the potential to be used for player embodiment, body appreciation and body image education to improve body image.