Eğitimde ve Tıpta Sanal Gerçeklik Uygulamaları: Geçmişten Geleceğe Uzanan Bir İnceleme

Year 2022, Volume: 13 Issue: 2, 235 - 251, 28.06.2022

Ufuk Çelikcan

https://doi.org/10.24012/dumf.1097748

Abstract

Sanal gerçeklik, daha önce ayak basmadığımız yerleri sanal olarak ziyaret edip sanki oradaymış gibi tecrübe etmemize imkan verirken zaman ve mekan algılarını manipüle etme becerisi, sağladığı etkileşim seçenekleri, aynı anda birçok katılımcıyı barındırabilmesi ve katılımcılara deneyimin anlatı akışını yönlendirme olanağı vermesi gibi başlıca özellikleriyle öncüllerine kıyasla benzersiz özellikleri olan yeni bir medyadır. Sanal gerçekliğe ilginin yüksek olduğu ve artmaya devam edeceği açıktır. Teknolojinin yenilikçi kullanımları, günümüz popülasyonlarında, özellikle teknolojik gelişmeleri yakından takip eden ve bunları hızlı bir şekilde benimseyebilen Z kuşağı için önemli faydalar sağlayabilmektedir. Eğitim ve tıp, son yıllarda sanal gerçekliğin önemli dönüşümlere yol açtığı alanların başında gelmektedir. Sanal gerçekliğin bu alanlardaki uygulamaları giderek çeşitlenmekte, olgunlaşmakta ve bunlara dair araştırmalarda olumlu sonuçların alındığı görülmektedir. Bu derleme makalede, sanal gerçekliğin eğitim ve tıp alanlarındaki uygulamaları, yapılan bilimsel araştırmalar çerçevesinde incelenmiştir. Bu incelemenin ışığında uygulamada edinilen tecrübeler, karşılaşılan zorluklar ve bu zorlukları aşmaya dair öneriler verilmiş ve sanal gerçekliğin gelecekteki yerine dair öngörüler COVID-19 pandemisi ile şekillenen yeni normalin etkileri ile birlikte ele alınmıştır.

Keywords

sanal gerçeklik, eğitim teknolojileri, tıp eğitimi, cerrahi simülatörler, uzaktan eğitim, teletıp

Applications of Virtual Reality in Education and Medicine: A Review of the Past, Present, and Future Outlook

Abstract

Allowing us to visit places we have never set foot before and to experience them as if we were there, virtual reality is a new medium with unique characteristics compared to its predecessors with its main features such as its ability to manipulate perceptions of time and space, the interaction options it provides, enabling to host many participants at the same time, and empowering the user to direct the narrative flow of the experience. It is clear that interest in virtual reality is high and will continue to increase. Innovative uses of technology can provide significant benefits in today's populations, especially for the Generation Z, who closely follow technological developments and can adopt them quickly. Education and medicine are among the major fields where virtual reality has led to significant transformations in recent years. In this review article, the applications of virtual reality in the fields of education and medicine are examined within the framework of scientific research. In the light of this review, the experiences gained in practice, the challenges encountered, and recommendations to overcome these challenges were given and predictions regarding the future place of virtual reality were discussed together with the effects of the new normal that took shape with the COVID-19 pandemic.

Keywords

virtual reality, education technologies, medical education, surgical simulators, distance education, telemedicine

References

• [1] W. R. Sherman and A. B. Craig, “Understanding virtual reality,” San Francisco, CA: Morgan Kauffman, 2018.
• [2] J. Kim and T. Leathem, “Virtual reality as a standard in the construction management curriculum,” Dec. 2018.
• [3] J. Orlosky, K. Kiyokawa, and H. Takemura, “Virtual and augmented reality on the 5g highway,” Journal of Information Processing, vol. 25, pp. 133–141, 2017.
• [4] J. Jerald, The VR book: Human-centered design for virtual reality. Morgan & Claypool, 2015.
• [5] M. Slater, “Place illusion and plausibility can lead to realistic behaviour in immersive virtual environments,” Philosophical Transactions of the Royal Society B: Biological Sciences, vol. 364, no. 1535, pp. 3549–3557, 2009.
• [6] S. Bouchard and A. “. Rizzo, “Applications of virtual reality in clinical psychology and clinical cognitive neuroscience–an introduction,” in Virtual Reality for Psychological and Neurocognitive Interventions, A. “. Rizzo and S. Bouchard, Eds. New York, NY: Springer New York, 2019, pp. 1–13, isbn: 978-1-4939-94823. doi: 10.1007/978-1-4939-9482-3_1. [Online]. Available: https://doi.org/10.1007/978-1-4939-94823_1.
• [7] D. Villani, F. Riva, and G. Riva, “New technologies for relaxation: The role of presence.,” International Journal of Stress Management, vol. 14, no. 3, p. 260, 2007.
• [8] J. Fox, J. Bailenson, and J. Binney, “Virtual experiences, physical behaviors: The effect of presence on imitation of an eating avatar,” Presence: Teleoperators and Virtual Environments, vol. 18, no. 4, pp. 294–303, 2009.
• [9] S. Persky and J. Blascovich, “Immersive virtual video game play and presence: Influences on aggressive feelings and behavior,” Presence: Teleoperators and Virtual Environments, vol. 17, no. 1, pp. 57–72, 2008.
• [10] M. Price and P. Anderson, “The role of presence in virtual reality exposure therapy,” Journal of anxiety disorders, vol. 21, no. 5, pp. 742–751, 2007.
• [11] C. Heeter, “Being there: The subjective experience of presence,” Presence: Teleoperators & Virtual Environments, vol. 1, no. 2, pp. 262–271, 1992.
• [12] S. Zheng, M. B. Rosson, P. C. Shih, and J. M. Carroll, “Understanding student motivation, behaviors and perceptions in moocs,” in Proceedings of the 18th ACM conference on computer supported cooperative work & social computing, 2015, pp. 1882–1895.
• [13] R. E. Yager, “A vision for what science education should be like for the first 25 years of a new millennium,” School Science and Mathematics, vol. 100, no. 6, pp. 327–341, 2000.
• [14] A. Collins and R. Halverson, Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press, 2018.
• [15] I. Lazar and I. O. Panisoara, “Understanding the role of modern technologies in education: A scoping review protocol,” Psychreg J. Psychol, vol. 2, pp. 74– 86, 2018.
• [16] M. Lieshout, T. Egyedi, and W. Bijker, Social Learning Technologies: The introduction of multimedia in education. Routledge, 2018.
• [17] C. Goldin and L. F. Katz, “The race between education and technology,” in Inequality in the 21st Century, Routledge, 2018, pp. 49–54.
• [18] H. Hõrak, “Computer vision-based unobtrusive physical activity monitoring in school by room-level physical activity estimation: A method proposition,” Information, vol. 10, no. 9, p. 269, 2019.
• [19] D. Kamińska, T. Sapiński, S. Wiak, ve diğerleri, “Virtual reality and its applications in education: Survey,” Information, vol. 10, no. 10, p. 318, 2019.
• [20] G. Cvetkovski, L. Petkovska, P. Di Barba, ve diğerleri, “Vimela project: An innovative concept for teaching mechatronics using virtual reality,” Przeglad Elektrotechniczny, vol. 95, no. 5, pp. 18–21, 2019.
• [21] S. Minocha, Google expeditions and lesson plans, Dec. 2016. [Online]. Available: https : / / www . shaileyminocha . info / news / 2016 / 10 / 23 / google expeditions-and-lesson-plans.
• [22] A. Brown and T. Green, “Virtual reality: Low-cost tools and resources for the classroom,” TechTrends, vol. 60, no. 5, pp. 517–519, 2016.
• [23] C. Blyth, “Immersive technologies and language learning,” Foreign Language Annals, vol. 51, no. 1, pp. 225–232, 2018.
• [24] J. A. di Lanzo, A. Valentine, F. Sohel, A. Y. T. Yapp, K. C. Muparadzi, and M. Abdelmalek, “A review of the uses of virtual reality in engineering education,” Computer Applications in Engineering Education, vol. 28, no. 3, pp. 748–763, 2020, issn: 1099-0542. doi: 10.1002/cae.22243.
• [25] T. Nadan, V. Alexandrov, R. Jamieson, and K. Watson, “Is virtual reality a memorable experience in an educational context?” International Journal of Emerging Technologies in Learning (iJET), vol. 6, no. 1, pp. 53–57, 2011.
• [26] Y. Slavova and M. Mu, “A comparative study of the learning outcomes and experience of vr in education,” in 2018 IEEE Conference on Virtual Reality and 3D User Interfaces (VR), IEEE, 2018, pp. 685–686.
• [27] T. Cochrane, “Mobile vr in education: From the fringe to the mainstream,” International Journal of Mobile and Blended Learning (IJMBL), vol. 8, no. 4, pp. 44– 60, 2016.
• [28] B. Salah, M. H. Abidi, S. H. Mian, M. Krid, H. Alkhalefah, and A. Abdo, “Virtual reality-based engineering education to enhance manufacturing sustainability in industry 4.0,” Sustainability, vol. 11, no. 5, p. 1477, 2019.
• [29] M. Akçayır and G. Akçayır, “Advantages and challenges associated with augmented reality for education: A systematic review of the literature,” Educational Research Review, vol. 20, pp. 1–11, 2017.
• [30] L. Jensen and F. Konradsen, “A review of the use of virtual reality head-mounted displays in education and training,” Education and Information Technologies, vol. 23, no. 4, pp. 1515–1529, 2018.
• [31] F. Wang and M. J. Hannafin, “Design-based research and technology-enhanced learning environments,” Educational technology research and development, vol. 53, no. 4, pp. 5–23, 2005.
• [32] H. Macleod and C. Sinclair, “Digital learning and the changing role of the teacher,” in Encyclopedia of Educational Philosophy and Theory, Springer Singapore, 2015, pp. 1–5.
• [33] Z. Tacgin, Virtual and Augmented Reality: An Educational Handbook. Cambridge Scholars Publishing, 2020.
• [34] L. Lenz, A. Richert, K. Schuster, and S. Jeschke, “Are virtual learning environments appropriate for dyscalculic students? a theoretical approach on design optimization of virtual worlds used in mixed-reality simulators,” in 2015 IEEE Games Entertainment Media Conference (GEM), IEEE, 2015, pp. 1–8.
• [35] B. Dalgarno and M. J. Lee, “What are the learning affordances of 3-d virtual environments?” British Journal of Educational Technology, vol. 41, no. 1, pp. 10–32, 2010.
• [36] C. Dede, “Immersive interfaces for engagement and learning,” science, vol. 323, no. 5910, pp. 66–69, 2009.
• [37] A. Karabulut-Ilgu, N. Jaramillo Cherrez, and C. T. Jahren, “A systematic review of research on the flipped learning method in engineering education,” British Journal of Educational Technology, vol. 49, no. 3, pp. 398–411, 2018.
• [38] J. Garzón, J. Pavón, and S. Baldiris, “Systematic review and meta-analysis of augmented reality in educational settings,” Virtual Reality, vol. 23, no. 4, pp. 447–459, 2019.
• [39] T. Wang and D. Towey, “A mobile virtual environment game approach for improving student learning performance in integrated science classes in hong kong international schools,” in Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), IEEE, 2013, pp. 386–388.
• [40] Y. Iidal, D. Tsutsumi, S. Saeki, Y. Ootsuka, T. Hashimoto, and R. Horie, “The effect of immersive head mounted display on a brain computer interface game,” in Advances in Affective and Pleasurable Design, Springer, 2017, pp. 211–219.
• [41] C. Christou, “Virtual reality in education,” in Affective, interactive and cognitive methods for e-learning design: creating an optimal education experience, IGI Global, 2010, pp. 228–243.
• [42] W. Alhalabi, “Virtual reality systems enhance students’ achievements in engineering education,” Behaviour & Information Technology, vol. 35, no. 11, pp. 919–925, 2016.
• [43] W. Huang, “Evaluating the effectiveness of headmounted display virtual reality (hmd vr) environment on students’ learning for a virtual collaborative engineering assembly task,” in 2018 IEEE Conference on Virtual Reality and 3D User Interfaces (VR), IEEE, 2018, pp. 827–829.
• [44] L. Stuchlı́ková, A. Kósa, P. Benko, and P. Juhász, “Virtual reality vs. reality in engineering education,” in 2017 15th International Conference on Emerging eLearning Technologies and Applications (ICETA), IEEE, 2017, pp. 1–6.
• [45] A. Parkinson, R. Kitchen, A.-D. Tudor, S. Minocha, and S. Tilling, “Role of smartphone-driven virtual reality field trips in inquiry-based learning,” 2017.
• [46] M. N. Saadatzi, R. C. Pennington, K. C. Welch, and J. H. Graham, “Small-group technology-assisted instruction: Virtual teacher and robot peer for individuals with autism spectrum disorder,” Journal of autism and developmental disorders, vol. 48, no. 11, pp. 3816–3830, 2018.
• [47] O. T. Laseinde, S. B. Adejuyigbe, K. Mpofu, and H. M. Campbell, “Educating tomorrows engineers: Reinforcing engineering concepts through virtual reality (vr) teaching aid,” in 2015 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM), IEEE, 2015, pp. 1485–1489.
• [48] E. Tanner, S. Savadatti, B. Manning, and K. Johnsen, “Usability and cognitive benefits of a mobile tracked display in virtual laboratories for engineering education,” in 2016 IEEE Symposium on 3D User Interfaces (3DUI), IEEE, 2016, pp. 269–270.
• [49] M. Melatti and K. Johnsen, “Virtual reality mediated instruction and learning,” in 2017 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR), IEEE, 2017, pp. 1–6.
• [50] I. Makarova, R. Khabibullin, E. Belyaev, and A. Bogateeva, “The application of virtual reality technologies in engineering education for the automotive industry,” in 2015 International Conference on Interactive Collaborative Learning (ICL), IEEE, 2015, pp. 536–544.
• [51] M. T. Valdez, C. M. Ferreira, M. J. M. Martins, and F. M. Barbosa, “3d virtual reality experiments to promote electrical engineering education,” in 2015 International Conference on Information Technology Based Higher Education and Training (ITHET), IEEE, 2015, pp. 1–4.
• [52] A. C. M. Queiroz, A. M. Nascimento, R. Tori, and M. I. da Silva Leme, “Using hmd-based immersive virtual environments in primary/k-12 education,” in International Conference on Immersive Learning, Springer, 2018, pp. 160–173.
• [53] D. Parmar, “Evaluating the effects of immersive embodied interaction on cognition in virtual reality,” Ph.D. dissertation, Clemson University, 2017.
• [54] N. R. Herga, B. Čagran, and D. Dinevski, “Virtual laboratory in the role of dynamic visualisation for better understanding of chemistry in primary school,” Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 3, pp. 593–608, 2016.
• [55] D. Bogusevschi, C. Muntean, and G.-M. Muntean, “Teaching and learning physics using 3d virtual learning environment: A case study of combined virtual reality and virtual laboratory in secondary school,” Journal of Computers in Mathematics and Science Teaching, vol. 39, no. 1, pp. 5–18, 2020.
• [56] P. Migkotzidis, D. Ververidis, E. Anastasovitis, ve diğerleri, “Enhanced virtual learning spaces using applied gaming,” in International Conference on Interactive Collaborative Learning, Springer, 2018, pp. 710–721.
• [57] M. Wrzesien and M. A. Raya, “Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the e-junior project,” Computers & Education, vol. 55, no. 1, pp. 178–187, 2010.
• [58] About, Oct. 2019. [Online]. Available: https : / / vrschoolresearch.com/about/.
• [59] E. Olmos-Raya, J. Ferreira-Cavalcanti, M. Contero, M. C. Castellanos, I. A. C. Giglioli, and M. Alcañiz, “Mobile virtual reality as an educational platform: A pilot study on the impact of immersion and positive emotion induction in the learning process,” EURASIA Journal of Mathematics, Science and Technology Education, vol. 14, no. 6, pp. 2045–2057, 2018.
• [60] Ü. Çakiroğlu and S. Gökoğlu, “Development of fire safety behavioral skills via virtual reality,” Computers & Education, vol. 133, pp. 56–68, 2019.
• [61] M. T. Schultheis and A. A. Rizzo, “The application of virtual reality technology in rehabilitation.,” Rehabilitation psychology, vol. 46, no. 3, p. 296, 2001.
• [62] H. H. Ip, S. W. Wong, D. F. Chan, ve diğerleri, “Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach,” Computers & Education, vol. 117, pp. 1–15, 2018.
• [63] G. Lorenzo, A. Lledó, J. Pomares, and R. Roig, “Design and application of an immersive virtual reality system to enhance emotional skills for children with autism spectrum disorders,” Computers & Education, vol. 98, pp. 192–205, 2016.
• [64] P. Arter, T. Brown, M. Law, J. Barna, A. Fruehan, and R. Fidiam, “Virtual reality: Improving interviewing skills in individuals with autism spectrum disorder,” in Society for Information Technology & Teacher Education International Conference, Association for the Advancement of Computing in Education (AACE), 2018, pp. 1086–1088.
• [65] S. L. Burke, T. Bresnahan, T. Li, ve diğerleri, “Using virtual interactive training agents (vita) with adults with autism and other developmental disabilities,” Journal of autism and developmental disorders, vol. 48, no. 3, pp. 905–912, 2018.
• [66] M. Lombard and T. Ditton, “At the heart of it all: The concept of presence,” Journal of computer-mediated communication, vol. 3, no. 2, JCMC321, 1997.
• [67] W. Greenleaf, “How vr technology will transform healthcare,” in ACM SIGGRAPH 2016 VR Village, 2016, pp. 1–2.
• [68] M. R. Desselle, R. A. Brown, A. R. James, M. J. Midwinter, S. K. Powell, and M. A. Woodruff, “Augmented and virtual reality in surgery,” Computing in Science & Engineering, vol. 22, no. 3, pp. 18–26, 2020.
• [69] J. Dascal, M. Reid, W. W. IsHak, ve diğerleri, “Virtual reality and medical inpatients: A systematic review of randomized, controlled trials,” Innovations in clinical neuroscience, vol. 14, no. 1-2, p. 14, 2017.
• [70] D. Van Krevelen and R. Poelman, “A survey of augmented reality technologies, applications and limitations,” International journal of virtual reality, vol. 9, no. 2, pp. 1–20, 2010.
• [71] R. M. Satava, “Historical review of surgical simulation—a personal perspective,” World journal of surgery, vol. 32, no. 2, pp. 141–148, 2008.
• [72] S. L. Delp, J. P. Loan, M. G. Hoy, F. E. Zajac, E. L. Topp, and J. M. Rosen, “An interactive graphics-based model of the lower extremity to study orthopaedic surgical procedures,” IEEE Transactions on Biomedical engineering, vol. 37, no. 8, pp. 757–767, 1990.
• [73] R. M. Satava and H. H. Sherk, “Virtual reality surgical simulator-the first steps,” Clinical Orthopaedics and Related Research, no. 442, pp. 2–4, 2006.
• [74] M. Alaker, G. R. Wynn, and T. Arulampalam, “Virtual reality training in laparoscopic surgery: A systematic review & meta-analysis,” International Journal of Surgery, vol. 29, pp. 85–94, 2016.
• [75] N. E. Seymour, “Vr to or: A review of the evidence that virtual reality simulation improves operating room performance,” World journal of surgery, vol. 32, no. 2, pp. 182–188, 2008.
• [76] S. S. Y. Tan and S. K. Sarker, “Simulation in surgery: A review,” Scottish medical journal, vol. 56, no. 2, pp. 104–109, 2011.
• [77] K. Makiyama, H. Yamanaka, D. Ueno, ve diğerleri, “Validation of a patient-specific simulator for laparoscopic renal surgery,” International Journal of Urology, vol. 22, no. 6, pp. 572–576, 2015.
• [78] K. Endo, N. Sata, Y. Ishiguro, ve diğerleri, “A patient-specific surgical simulator using preoperative imaging data: An interactive simulator using a threedimensional tactile mouse,” Journal of Computational Surgery, vol. 1, no. 1, pp. 1–8, 2014.
• [79] J. Eschweiler, J.-P. Stromps, M. Fischer, ve diğerleri, “Development of a biomechanical model of the wrist joint for patient-specific model guided surgical therapy planning: Part 1,” Proceedings of the Institution of Mechanical Engineers, Part H: Journal of Engineering in Medicine, vol. 230, no. 4, pp. 310–325, 2016.
• [80] I. Badash, K. Burtt, C. A. Solorzano, and J. N. Carey, “Innovations in surgery simulation: A review of past, current and future techniques,” Annals of Translational Medicine, vol. 4, no. 23, pp. 453–453, Dec. 2016, issn: 23055839, 23055847. doi: 10.21037/ atm.2016.12.24.
• [81] J. E. Callan, M. M. Maheu, and S. F. Bucky, “Crisis in the behavioral health classroom: Enhancing knowledge, skills, and attitudes in telehealth training,” in Career paths in telemental health, Springer, 2017, pp. 63–80.
• [82] C. Moro, Z. Štromberga, A. Raikos, and A. Stirling, “The effectiveness of virtual and augmented reality in health sciences and medical anatomy,” Anatomical sciences education, vol. 10, no. 6, pp. 549–559, 2017.
• [83] R. Mason, “Computer conferencing for managers.,” Interactive Learning International, vol. 8, no. 1, pp. 15–28, 1992.
• [84] C. Basdogan, S. De, J. Kim, M. Muniyandi, H. Kim, and M. A. Srinivasan, “Haptics in minimally invasive surgical simulation and training,” IEEE computer graphics and applications, vol. 24, no. 2, pp. 56–64, 2004.
• [85] C. Basdogan, M. Sedef, M. Harders, and S. Wesarg, “Vr-based simulators for training in minimally invasive surgery,” IEEE Computer Graphics and Applications, vol. 27, no. 2, pp. 54–66, 2007.
• [86] K. Dockx, E. M. Bekkers, V. Van den Bergh, ve diğerleri, “Virtual reality for rehabilitation in parkinson’s disease,” Cochrane Database of Systematic Reviews, no. 12, 2016.
• [87] K. Gurusamy, R. Aggarwal, L. Palanivelu, and B. Davidson, “Systematic review of randomized controlled trials on the effectiveness of virtual reality training for laparoscopic surgery,” Journal of British Surgery, vol. 95, no. 9, pp. 1088–1097, 2008.
• [88] S. Barry Issenberg, W. C. Mcgaghie, E. R. Petrusa, D. Lee Gordon, and R. J. Scalese, “Features and uses of high-fidelity medical simulations that lead to effective learning: A beme systematic review,” Medical teacher, vol. 27, no. 1, pp. 10–28, 2005.
• [89] Z. Nedic, J. Machotka, and A. Nafalski, Remote laboratories versus virtual and real laboratories. IEEE, 2003, vol. 1.
• [90] P. Piromchai, A. Avery, M. Laopaiboon, G. Kennedy, and S. O’Leary, “Virtual reality training for improving the skills needed for performing surgery of the ear, nose or throat,” Cochrane Database of Systematic Reviews, no. 9, 2015.
• [91] J. Rosen, B. Hannaford, C. G. Richards, and M. N. Sinanan, “Markov modeling of minimally invasive surgery based on tool/tissue interaction and force/torque signatures for evaluating surgical skills,” IEEE transactions on Biomedical Engineering, vol. 48, no. 5, pp. 579–591, 2001.
• [92] A. G. Gallagher, E. M. Ritter, H. Champion, ve diğerleri, “Virtual reality simulation for the operating room: Proficiency-based training as a paradigm shift in surgical skills training,” Annals of surgery, vol. 241, no. 2, p. 364, 2005.
• [93] R. Khan, J. Plahouras, B. C. Johnston, M. A. Scaffidi, S. C. Grover, and C. M. Walsh, “Virtual reality simulation training for health professions trainees in gastrointestinal endoscopy,” Cochrane Database of Systematic Reviews, no. 8, 2018.
• [94] R. K. Reznick and H. MacRae, “Teaching surgical skills—changes in the wind,” New England Journal of Medicine, vol. 355, no. 25, pp. 2664–2669, 2006.
• [95] J. Beqari and N. E. Seymour, “Application of technology to educational needs in surgery,” Journal of Surgical Oncology, vol. 124, no. 2, pp. 181–192, 2021.
• [96] S. Dargar, R. Kennedy, W. Lai, V. Arikatla, and S. De, “Towards immersive virtual reality (ivr): A route to surgical expertise,” Journal of computational surgery, vol. 2, no. 1, pp. 1–26, 2015.
• [97] K. A. Ericsson, R. T. Krampe, and C. Tesch-Römer, “The role of deliberate practice in the acquisition of expert performance.,” Psychological review, vol. 100, no. 3, p. 363, 1993.
• [98] G. D. Logan, “Automaticity, resources, and memory: Theoretical controversies and practical implications,” Human factors, vol. 30, no. 5, pp. 583–598, 1988.
• [99] J. Rasmussen, “Skills, rules, and knowledge; signals, signs, and symbols, and other distinctions in human performance models,” IEEE transactions on systems, man, and cybernetics, no. 3, pp. 257–266, 1983.
• [100] D. M. Hilty, K. Randhawa, M. M. Maheu, ve diğerleri, “A Review of Telepresence, Virtual Reality, and Augmented Reality Applied to Clinical Care,” Journal of Technology in Behavioral Science, vol. 5, no. 2, pp. 178–205, Jun. 2020, issn: 2366-5963. doi: 10 . 1007/s41347-020-00126-x.
• [101] F. Wang, Y. Liu, M. Tian, Y. Zhang, S. Zhang, and J. Chen, “Application of a 3d haptic virtual reality simulation system for dental crown preparation training,” in 2016 8th International Conference on Information Technology in Medicine and Education (ITME), IEEE, 2016, pp. 424–427.
• [102] S. F. Alfalah, J. F. Falah, T. Alfalah, M. Elfalah, N. Muhaidat, and O. Falah, “A comparative study between a virtual reality heart anatomy system and traditional medical teaching modalities,” Virtual Reality, vol. 23, no. 3, pp. 229–234, 2019.
• [103] A. Vankipuram, P. Khanal, A. Ashby, ve diğerleri, “Design and development of a virtual reality simulator for advanced cardiac life support training,” IEEE journal of biomedical and health informatics, vol. 18, no. 4, pp. 1478–1484, 2013.
• [104] B. Harrison, R. Oehmen, A. Robertson, ve diğerleri, “Through the eye of the master: The use of virtual reality in the teaching of surgical hand preparation,” in 2017 IEEE 5th International Conference on Serious Games and Applications for Health (SeGAH), IEEE, 2017, pp. 1–6.
• [105] M. Radia, M. Arunakirinathan, and D. Sibley, “A guide to eyes: Ophthalmic simulators,” The Bulletin of the Royal College of Surgeons of England, vol. 100, no. 4, pp. 169–171, 2018.
• [106] K. Isgin-Atici, A. Ozkan, U. Celikcan, ve diğerleri, “Usability study of a novel tool: The virtual cafeteria in nutrition education,” Journal of Nutrition Education and Behavior, vol. 52, no. 11, pp. 1058–1065, 2020.
• [107] Statista, Virtual reality interest in the u.s. by age group 2015, Jun. 2015. [Online]. Available: https://www. statista.com/statistics/456812/virtual-reality-interestin-the-united-states-by-age-group/.
• [108] S. Greengard, Virtual Reality. Cambridge, MA: The MIT Press, 2019, pp. 148–149.
• [109] P. J. Costello ve diğerleri, “Health and safety issues associated with virtual reality: A review of current literature,” 1997.
• [110] B. Cebeci, U. Celikcan, and T. K. Capin, “A comprehensive study of the affective and physiological responses induced by dynamic virtual reality environments,” Computer Animation and Virtual Worlds, vol. 30, no. 3-4, e1893, 2019.
• [111] C. Regan, “An investigation into nausea and other side-effects of head-coupled immersive virtual reality,” Virtual Reality, vol. 1, no. 1, pp. 17–31, 1995.
• [112] E. Avan, T. K. Capin, H. Gurcay, and U. Celikcan, “Enhancing vr experience with rbf interpolation based dynamic tuning of stereoscopic rendering,” Computers & Graphics, 2021.
• [113] J. Radianti, T. A. Majchrzak, J. Fromm, and I. Wohlgenannt, “A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda,” Computers & Education, vol. 147, p. 103778, Apr. 2020, issn: 03601315. doi: 10.1016/j.compedu.2019. 103778.
• [114] J. Q. Coburn, I. Freeman, and J. L. Salmon, “A review of the capabilities of current low-cost virtual reality technology and its potential to enhance the design process,” Journal of computing and Information Science in Engineering, vol. 17, no. 3, 2017.
• [115] A. Baldominos, Y. Saez, and C. G. del Pozo, “An approach to physical rehabilitation using state-of-theart virtual reality and motion tracking technologies,” Procedia Computer Science, vol. 64, pp. 10–16, 2015.
• [116] J. P. Bliss, H. S. Hanner-Bailey, and M. W. Scerbo, “Determining the efficacy of an immersive trainer for arthroscopy skills,” Studies in health technology and informatics, vol. 111, pp. 54–56, 2005.
• [117] M.-D. Tsai, M.-S. Hsieh, and C.-H. Tsai, “Bone drilling haptic interaction for orthopedic surgical simulator,” Computers in Biology and Medicine, vol. 37, no. 12, pp. 1709–1718, 2007.
• [118] K. Sato, S. Fukumori, T. Matsusaki, ve diğerleri, “Nonimmersive virtual reality mirror visual feedback therapy and its application for the treatment of complex regional pain syndrome: An open-label pilot study,” Pain medicine, vol. 11, no. 4, pp. 622–629, 2010.
• [119] K. Meyerbröker and P. M. Emmelkamp, “Virtual reality exposure therapy for anxiety disorders: The state of the art,” Advanced Computational Intelligence Paradigms in Healthcare 6. Virtual Reality in Psychotherapy, Rehabilitation, and Assessment, pp. 47– 62, 2011.
• [120] C.-Y. Shing, C.-P. Fung, T.-Y. Chuang, I.-W. Penn, and J.-L. Doong, “The study of auditory and haptic signals in a virtual reality-based hand rehabilitation system,” Robotica, vol. 21, no. 2, pp. 211–218, 2003.
• [121] L. Li, F. Yu, D. Shi, ve diğerleri, “Application of virtual reality technology in clinical medicine,” American Journal of Translational Research, vol. 9, no. 9, pp. 3867–3880, Sep. 2017, issn: 1943-8141.
• [122] S. P. Byeon and D. Y. Lee, “Method for real-time simulation of haptic interaction with deformable objects using gpu-based parallel computing and homogeneous hexahedral elements,” Computational Mechanics, pp. 1–14, 2020.
• [123] Y. Tai, L. Wei, M. Xiao, ve diğerleri, “A highimmersive medical training platform using direct intraoperative data,” IEEE access, vol. 6, pp. 69438– 69452, 2018.
• [124] A. J. Lungu, W. Swinkels, L. Claesen, P. Tu, J. Egger, and X. Chen, “A review on the applications of virtual reality, augmented reality and mixed reality in surgical simulation: An extension to different kinds of surgery,” Expert Review of Medical Devices, vol. 18, no. 1, pp. 47–62, Jan. 2021, issn: 1743-4440, 17452422. doi: 10.1080/17434440.2021.1860750.
• [125] E. Monaghesh and A. Hajizadeh, “The role of telehealth during covid-19 outbreak: A systematic review based on current evidence,” BMC Public Health, vol. 20, no. 1, pp. 1–9, 2020.
• [126] R. E. Jones and K. R. Abdelfattah, “Virtual interviews in the era of covid-19: A primer for applicants,” Journal of surgical education, vol. 77, no. 4, pp. 733– 734, 2020.
• [127] E. C. Ellison, K. Spanknebel, S. C. Stain, ve diğerleri, “Impact of the covid-19 pandemic on surgical training and learner well-being: Report of a survey of general surgery and other surgical specialty educators,” Journal of the American College of Surgeons, vol. 231, no. 6, pp. 613–626, 2020.
• [128] D. Vervoort, J. A. Dearani, V. A. Starnes, V. H. Thourani, and T. C. Nguyen, “Brave new world: Virtual conferencing and surgical education in the coronavirus disease 2019 era,” The Journal of Thoracic and Cardiovascular Surgery, vol. 161, no. 3, pp. 748–752, 2021.
• [129] P. Milgram and F. Kishino, “A taxonomy of mixed reality visual displays,” IEICE TRANSACTIONS on Information and Systems, vol. 77, no. 12, pp. 1321– 1329, 1994.
• [130] M. J. Schuemie, P. van der Straaten, M. Krijn, and C. A. van der Mast, “Research on Presence in Virtual Reality: A Survey,” CyberPsychology & Behavior, vol. 4, no. 2, pp. 183–201, Apr. 2001, issn: 1094-9313, 1557-8364.