Universities frequently provide employability training, such as interview techniques, within classroom settings. However, limited engagement from both students and staff has prompted exploration of alternative content and delivery methods. Three-dimensional Virtual Reality (VR) and two-dimensional desktop simulations have previously been identified as effective and engaging learning environments. This study investigates whether using a VR application could enhance undergraduate students’ learning of interview skills compared to a desktop application or a video-focused lecture presentation. Students were exposed to one environment, and staff engaged with three different learning environments (VR application, desktop application and video lecture). Employability skills development, user experience and immersive presence were assessed. University staff rated the VR learning environment as more effective for employability skills training, immersive presence and enjoyment compared to the desktop condition. They also found the VR environment more enjoyable than the lecture condition, although lectures were significantly more preferred than the desktop environment. In contrast, no significant differences were found between the conditions across any of the measures in the student sample. These findings suggest that VR systems offer a promising alternative for employability training, particularly in enhancing engagement and perceived effectiveness among staff.

The brain must identify objects from different viewpoints that change the retinal image. This study examined the conditions under which the brain spends computational resources to construct view-invariant, extraretinal representations in a 3D virtual environment. We focused on extraretinal representation of visual symmetry. Visual symmetry activates the extrastriate visual cortex and generates an Event Related Potential (ERP) called Sustained Posterior Negativity (SPN). Amplitude is lower for symmetrical compared to asymmetrical stimuli at posterior electrodes. Given a symmetric pattern on a plane, regularity in the retinal image is degraded by perspective. Previous studies have found that the SPN is selectively reduced for perspective symmetry - we term this perspective cost. This cost may be reduced when sufficient visual cues are available to support view invariance. To explore this, we used a VR-based 3D environment. Forty-eight participants completed 2 tasks, discriminating stimulus regularity (symmetry or asymmetry) and discriminating stimulus luminance (light or dark). We computed perspective cost as the difference between frontoparallel and perspective SPN. In the Regularity task, perspective cost was significantly <.35 μV - our a priori definition of a small SPN modulation, indicating no perspective cost. The results from the Luminance task were less clear. SPN cost was not significantly more than 0 μV, but not significantly less than .35 μV. We conclude that the extrastriate cortex can construct extraretinal representations of symmetry when sufficient visual depth cues are available. This certainly happens during regularity discrimination and may happen automatically during luminance discrimination.

Failure to effectively learn and recall certain sequences, such as performing an overtaking manoeuvre in a car, can have potentially deadly consequences. Through improving the way sequences are learnt, we can begin to minimise the chances for these consequences to occur. Virtual Reality (VR) has been widely used in the field of learning, with some research indicating that learning outcomes can be further improved with the inclusion of additional task-relevant Multisensory Cues (MSCs). This project investigates whether VR could provide a more effective learning environment for sequence learning compared to the real-world. Additionally, this project investigates whether the inclusion of additional MSCs further improves sequence learning in a VR environment. 20 participants took part in 3 conditions (VR with MSC, VR without MSCs, and real-world without MSCs). Participants were tasked with pressing the lit-up button out of a choice of four buttons. Buttons were lit-up either randomly or followed one of three unique sequences. After each condition, participants were tasked with recalling the sequence. Both VR environments were found to be effective for sequence learning, with VR with MSCs being more effective than without MSCs. No significant differences in accuracy of recall were found between any of the learning environments. These findings indicate that VR with additional MSCs can provide a learning environment that is equally as effective at learning sequences as the real-world

The brain must identify objects from different viewpoints that change the retinal image. This study will determine the conditions under which the brain spends computational resources to construct view-invariant, extraretinal representations in a 3D virtual environment. We will focus on extraretinal representation of visual symmetry. Visual symmetry activates the extrastriate visual cortex and generates an Event Related Potential (ERP) called Sustained Posterior Negativity (SPN). Amplitude is lower for symmetrical compared to asymmetrical stimuli at posterior electrodes. Given a symmetric pattern on a plane, regularity in the retinal image is degraded by perspective. Previous studies have found that the SPN is selectively reduced for perspective symmetry. However, this perspective cost might be reduced when sufficient visual cues are available to support view invariance. Our previous work was concerned with adding more cues on a 2D screen. The current study explored the use of a 3D virtual environment. We adopted a sequential approach to data collection, with a minimum sample of 48. This was sufficient to confirm our hypothesis. Participants completed 2 tasks in a counterbalanced order. In one task they discriminated stimulus regularity (symmetry or asymmetry). In the other they discriminate stimulus luminance (light or dark). We computed perspective cost as the difference between frontoparallel SPN and perspective SPN. We found no SPN perspective cost in the Regularity task. Perspective cost was significantly < 0.35 microvolts – our a priori definition of a small SPN modulation. The results from the Luminance task were less clear. SPN perspective cost was not significantly more than 0 microvolts, but not significantly less than 0.35 microvolts. We conclude that the extrastriate cortex can construct extraretinal representations of symmetry when sufficient visual depth cues are available. This certainly happens during regularity discrimination and may happen automatically during luminance discrimination.

Universities often teach students employability skills, such as interview techniques, in a classroom environment. However, due to a lack of engagement in these sessions from both students and staff, alternative content and delivery methods are being explored. Three-dimensional Virtual Reality (3D, VR) and two-dimensional (2D) desktop computer simulations have previously been found to provide both an effective and engaging alternative learning environment. This paper explores whether using a 3D VR application could enhance undergraduate students' learning of interview skills compared to a 2D desktop application or a video focused lecture presentation. Students and staff took part two studies: in either one or all three different learning environments (3D VR application, 2D desktop application and video lecture presentation). Participants' employability skills, user experience and immersive presence were assessed. University staff rated the 3D VR learning environment more effective for employability skills training, immersive presence and user experience compared to the 2D desktop and video focused lecture conditions. Students found the 3D VR environment to be a more enjoyable experience compared to the other two learning environments. These findings support the integration of 3D VR systems as an alternative for employability training.

University students often experience heightened stress due to academic pressure, financial concerns, and life transitions, with potential consequences for psychological and physical wellbeing, behaviour, and learning. Exposure to natural environments has consistently been shown to reduce stress; however, barriers to accessing these environments may limit their benefits for university students. Virtual Reality (VR) offers a potentially accessible alternative by providing immersive simulations of natural environments. This preliminary study examined whether a 20-min VR nature experience could reduce stress among university students compared with a VR museum experience and a quiet-activity control condition. Thirty university students were allocated to one of the three conditions and completed measures of perceived stress and state anxiety before and after the intervention, alongside measures of nature relatedness, presence, user experience, and engagement. The VR nature condition showed a greater reduction in state stress than the VR museum condition but did not differ significantly from the quiet-activity control condition. State anxiety significantly decreased from pre- to post-intervention across conditions, although this reduction did not significantly differ between conditions. Both VR conditions reported significantly higher user experience than the control, whilst engagement was significantly higher in the VR nature condition than the control. However, no significant between-condition differences were detected for presence. These preliminary findings suggest that brief VR nature exposure may support student wellbeing and provide a basis for further adequately powered investigation.