The properties of a virtual reality training program can take many forms. The program can present a digital environment on a computer monitor and participants can interact with this environment using a keyboard and mouse. Alternatively, participants can wear an HMD using motion sensors that track human body movements. The purpose of this review is to synthesize the evidence for the effectiveness of virtual reality as a tool for developing motor and psychomotor skills. The studies that were included in the systematic review were searched in August 2022, on the following specialized literature platform: PubMed, ScienceDirect, Google Scholar. The initial search identified 451 articles, but only 9 of these articles met inclusion and exclusion criteria. Six studies used VR HMD (head-mounted display) and that made VR interventions more immersive, three studies used less immersive VR devices. The findings from these 9 articles are encouraging and provide initial support for the notion that motor and psychomotor skills can be improved with a VR training programme. The short number of studies included in this review suggests that is a great need of research who investigates the capability of VR technology to improve motor or psychomotor skills.

Background: The consequences of video games have been a hotly debated topic in recent decades. While the media tend to focus on and publicize the alleged negative effects of video games, the empirical literature continues to research to illustrate the benefits of playing certain types of video games. With this paper we want to highlight the utility of virtual reality technology for improving reaction time. Methods: In the intervention program we used the Oculus Quest 2 HMD (Head Mounted Display) device (Facebook Technologies, LLC. 1 Hacker Way, Menlo Park, CA 94025, USA). To assess simple and complex reaction time we used the Deary-Liewald reaction time test. Results: Subjects in the experimental group showed statistically significant improvements (p < 0.05) between initial and final testing in reaction time tests. Subjects in the experimental group showed statistically significant improvements (p < 0.05) at the final test compared to the control group in simple and complex reaction time tests. Conclusions: With the development of technology, new opportunities have arisen to reduce reaction time using state-of-the-art technology such as virtual reality. Virtual reality by specific means - exergames or active video games, as they are also called, can be used as physical exercises and can be used as a mean to improve reaction time.

Background: The consequences of video games have been a hotly debated topic in recent decades. While the media tend to focus on and publicize the alleged negative effects of video games, the empirical literature continues to research to illustrate the benefits of playing certain types of video games. Objective: With this paper we want to highlight the utility of virtual reality technology for improving reaction time. Methods: A total of 32 Romanian students, aged 17 to 19, were recruited from a high school in Cluj-Napoca. The experimental group took part in a virtual realitybased intervention, while the control group only attended the standard physical education classes included in the school curriculum. To assess simple and complex reaction time, we used the Deary–Liewald reaction time test. Descriptive statistics and t-tests were used to compare participant characteristics between the two groups. The significance level for all statistical analyses was set at p < 0.05. Results: Subjects in the experimental group (M = 382.75, SD = 21.30) showed statistically significant improvements (p < 0.05) at final testing compared to the control group (M = 396.88, SD: 25.37) in the complex reaction time Deary–Liewald test (t = −1.70, p = 0.04, d = −0.60). Conclusions: As technology continues to advance, new possibilities have emerged for reducing reaction time through cutting-edge tools like virtual reality. Our study shows that a well-structured 6-month virtual reality program can improve simple and complex reaction time in high school students.