Freina and Ott ( 2015) also indicated the user involvement with the environment and narrative, as one of the key principles of VEs. Burdea and Coiffet ( 2003) suggested another dimension of “I”, the imagination, which relates to the users' aptitude to perceive non-existent things and their willingness to believe that they find themselves in a VE, even when they know that are in a different natural environment. The unique features of VEs that raise academic debates about VR impact on humans are usually referred to as the “three I’s”: (1) immersion, (2) interactivity, and (3) information intensity (Heim 1998). Along with VR, literature also includes the term “virtual environments” (VEs). In short, virtual reality technologies (VRTs) can be defined as high-tech human–computer interfaces which include real-world simulation and interactions through multiple sensory channels, prompting users to interact with virtual objects in a way that resembles the way they would interact in real life (Freina and Ott 2015). However, the term VR was coined by Jaron Lanier in 1986 (Lanier and Biocca 1992 Heim 1998). One of the applications made especially for Sensorama, involved the experience of riding a motorcycle through 3D, colour film, combined with directional sound, aromas, wind and vibrations (Ijsselsteijn 2005 Freina and Ott 2015).
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Sensorama Simulator System produced a complete illusion through the multisensory experience. Sensorama Simulator System and Telesphere Mask, possibly the first head-mounted display, were designed by Heilig ( 1960, 1962), which involved multiple senses to create an immersive VR space while providing a pedagogical dimension. Virtual reality (VR) is an immersive technology whose roots date back to the nineteenth century when the first 360-degree art through panoramic murals began to appear, though the term was first used in the 60 s by Heilig (Freina and Ott 2015). Research is still ongoing, constantly updated and consist of a priority for the scientific community given that technology evolves. Official recommendations from organizations and well-documented researches by academics on child well-being are reassuring if health and safety specifications and particularly the time limit are met. The review concluded that findings remain contradictory especially for the psychosocial domain. The systematic review was performed on the databases Scopus, IEEE Xplore, PubMed, and Google Scholar from 2010 to 2020 and 85 studies were selected. Our main concern is to outline the emerging ethical issues and worries of parents, educators, ophthalmologists, neurologists, psychologists, paediatricians and all relevant scientists, as well as the industry’s views and actions.
Since research requires an wide-ranging approach, we study the evidence reported on the brain and neural structure, knowledge, behaviour, pedagogy, academic performance, and wellness.
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In this context, the authors review the literature on the impact of VRTs on children, in terms of software and hardware. For the objectives and scope of this work, we examine children development across three domains: physical, cognitive and psychosocial. Contemporary psychology studies perceive human development as a holistic and lifelong process with important interrelationships between physical, mental, social and emotional aspects. Our research interest is directed towards children's development and the effects of VRTs within gaming environments. A wide range of digital games is being also developed with VRTs and together with their components, the games' structural elements are appealing to children and engaging them more in virtual worlds.
Virtual reality technologies (VRTs) are high-tech human–computer interfaces used to develop digital content and can be applied to multiple different areas, often offering innovative solutions to existing problems.