Affiliation:
1. Montpellier University, France
2. SUNY Old Westbury, USA
Abstract
The advancement of virtual reality (VR) technology for educational instruction and curricular (re)design have become highly attractive and newly demanding areas of both the technology and healthcare industries. However, the quickly evolving field is still learning about each of the associated VR technologies, whether they are evidence-based, and how they are validated to decrease cognitive load and in turn increase student/learner comprehension. Likewise, the instructional (re)design of the content that the student/learner is exposed to in VR, and whether it is immersive, and promotes memorable content and experiences can influence their learning outcomes. Here the Revinax® Handbook content library that is displayed in an immersive virtual reality application in first-person point-of-view (IVRA-FPV) is contrasted with third-person point-of-view (IVRA-TPV) through VR headsets to an individual, and computer displays to many individuals along with augmented reality (AR) are evaluated as emerging advancements in the field of VR and AR.