Environments and System Types of Virtual Reality Technology in STEM: a Survey <s> II. CONCEPTS OF VIRTUAL REALITY <s> In this article, we provide the nontechnical reader with a fundamental understanding of the components of virtual reality (VR) and a thorough discussion of the role VR has played in social science. First, we provide a brief overview of the hardware and equipment used to create VR and review common elements found within the virtual environment that may be of interest to social scientists, such as virtual humans and interactive, multisensory feedback. Then, we discuss the role of VR in existing social scientific research. Specif- ically, we review the literature on the study of VR as an object, wherein we discuss the effects of the technology on human users; VR as an application, wherein we consider real-world applications in areas such as medicine and education; and VR as a method, wherein we provide a comprehensive outline of studies in which VR technologies are used to study phenomena that have traditionally been studied in physical settings, such as nonverbal behavior and social interaction. We then present a content analysis of the literature, tracking the trends for this research over the last two decades. Finally, we present some possibilities for future research for interested social scientists. <s> BIB001 </s> Environments and System Types of Virtual Reality Technology in STEM: a Survey <s> II. CONCEPTS OF VIRTUAL REALITY <s> The convergence of 3D simulation and social networking into current multi-user virtual environments has opened the door to new forms of interaction for learning in order to complement the face-to-face and Web 2.0-based systems. Yet, despite a growing user community, design knowledge for virtual worlds remains patchy, particularly when it comes to an understanding of the particular nature of design in virtual environments, the relationship between virtual and real-world contexts of design, as well as the engineering issues it raises and the management of any related risks. In this article, we explore such issues based on our experience of socio-technical engineering of a novel learning programme for higher education with a substantial virtual component. The project's significance stems from the large number of stake-holders involved, the relatively large scale of the virtual world development and the strategic significance of such a development within the learning programme. Of particular novelty is our exploration of the relationship between virtual and real-world contexts of design, indicating when they align and differ, showing when tools and techniques translate and when new tools and techniques may be required. <s> BIB002 </s> Environments and System Types of Virtual Reality Technology in STEM: a Survey <s> II. CONCEPTS OF VIRTUAL REALITY <s> State of the art review of car service training with virtual and augmented reality.Current criteria considered by researchers focus on training effectiveness.Limited assessment of trainees experience pre- and post-training.This paper reports challenges for next generation of studies on training technologies. The debate on effectiveness of virtual and mixed reality (VR/MR) tools for training professionals and operators is long-running with prominent contributions arguing that there are several shortfalls of experimental approaches and assessment criteria reported within the literature. In the automotive context, although car-makers were pioneers in the use of VR/MR tools for supporting designers, researchers started only recently to explore the effectiveness of VR/MR systems as mean for driving external operators of service centres to acquire the procedural skills necessary for car maintenance processes. In fact, from 463 journal articles on VR/MR tools for training published in the last thirty years, we identified only eight articles in which researchers experimentally tested the effectiveness of VR/MR tools for training service operators' skills. To survey the current findings and the deficiencies of these eight studies, we use two main drivers: (i) a well-known framework of organizational training programmes, and (ii) a list of eleven evaluation criteria widely applied by researchers of different fields for assessing the effectiveness of training carried out with VR/MR systems. The analysis that we present allows us to: (i) identify a trend among automotive researchers of focusing their analysis only on car service operators' performance in terms of time and errors, by leaving unexplored important pre- and post-training aspects that could affect the effectiveness of VR/MR tools to deliver training contents - e.g., people skills, previous experience, cibersickness, presence and engagement, usability and satisfaction and (ii) outline the future challenges for designing and assessing VR/MR tools for training car service operators. <s> BIB003
The use of 3D as it is a virtual world in education is to increase because the 3D virtual world has a strong sense of existence even in remote participants, and because it increases the social awareness and communication of human BIB002 . Many researchers have previously talked about the term of VR. In this section, we will highlight some of the most prominent and important definitions concerning the term VR. The VR is emerging computer interface distinguished by high degrees of immersion, trustworthy, and interaction. The goal of VR is making the user believe, as much as possible, that he is within the computer-generated environment  . According to  , the VR is "technology that allows us to create environments where we can interact with any object in real time, and that has been widely used for training and learning purposes." The integration some of technologies and hardware such as computers and graphics software can generate the technology of VR. So, the VR can be summed up as it is a progressing computer interface to allow the user to be immersed in a simulated environment generated by a computer. Over and above, the VR can be defined as it is a system according to BIB003 , which said that the VR is "human-computer environments in which users are immersed in and able to perceive, act and interact with a three-dimensional world." The VR has no criterion definition that makes it considered as a difficult task. VR can be an oxymoron as it denoted by some school of intellect as "reality that does not exist"  . There are many names used interchangeably with the VR. These names can be Virtual Environment, Artificial Reality, Virtual Worlds, Artificial Worlds, or Cyberspace. The Virtual Environment (VE) defined as a digital space in which a user's movement is tracked and his or her surroundings playback, or numerals composed and offered to the senses, by those movements. For instance, when educators start using computer playtimes it can be noticed that handlebar movement can be followed and tracked and his or her character moves forward, rendering a new environment BIB001 .