TY  - JOUR
AU  - Babini, Mohammad H
AU  - Kulish, Vladimir V
AU  - Namazi, Hamidreza
PY  - 2020
DA  - 2020/6/1
TI  - Physiological State and Learning Ability of Students in Normal and Virtual Reality Conditions: Complexity-Based Analysis
JO  - J Med Internet Res
SP  - e17945
VL  - 22
IS  - 6
KW  - virtual reality
KW  - learning ability
KW  - brain
KW  - facial muscle
KW  - fractal theory
AB  - Background: Education and learning are the most important goals of all universities. For this purpose, lecturers use various tools to grab the attention of students and improve their learning ability. Virtual reality refers to the subjective sensory experience of being immersed in a computer-mediated world, and has recently been implemented in learning environments. Objective: The aim of this study was to analyze the effect of a virtual reality condition on students’ learning ability and physiological state. Methods: Students were shown 6 sets of videos (3 videos in a two-dimensional condition and 3 videos in a three-dimensional condition), and their learning ability was analyzed based on a subsequent questionnaire. In addition, we analyzed the reaction of the brain and facial muscles of the students during both the two-dimensional and three-dimensional viewing conditions and used fractal theory to investigate their attention to the videos. Results: The learning ability of students was increased in the three-dimensional condition compared to that in the two-dimensional condition. In addition, analysis of physiological signals showed that students paid more attention to the three-dimensional videos. Conclusions: A virtual reality condition has a greater effect on enhancing the learning ability of students. The analytical approach of this study can be further extended to evaluate other physiological signals of subjects in a virtual reality condition. 
SN  - 1438-8871
UR  - https://www.jmir.org/2020/6/e17945
UR  - https://doi.org/10.2196/17945
UR  - http://www.ncbi.nlm.nih.gov/pubmed/32478661
DO  - 10.2196/17945
ID  - info:doi/10.2196/17945
ER  -