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Virtual Work

Virtual Work

The principle of virtual work states that if a body is in static and dynamic equilibrium, then the sum of all the virtual work done by all external forces and couple moments for any given virtual displacement must be zero.
In static equilibrium, a body can experience an imaginary or virtual movement, such as displacement or rotation. The virtual work done by a force is equal to the dot product of force and virtual displacement in the direction of the force. When it comes to virtually rotating a...

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Related Experiment Video

Updated: May 22, 2025

Virtual Reality Experiments with Physiological Measures

Virtual Reality Experiments with Physiological Measures

Published on: August 29, 2018

Experiential learning through virtual reality by-proxy.

Nicola Veitch¹, Claire Donald¹, Andrew Judge²

¹School of Infection and Immunity, College of Medical, Veterinary and Life Sciences, University of Glasgow, Glasgow, Scotland.

Virtual Reality

|March 17, 2025

Summary

This summary is machine-generated.

Virtual reality by proxy offers an accessible way to enhance student engagement and enjoyment in online science labs. While learning outcomes were similar to traditional methods, this immersive approach improved the overall student experience.

Keywords:

Educational research Microbiology Practical skills Remote learning Student experience Virtual reality qPCR

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Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

Online Explorative Study on the Learning Uses of Virtual Reality Among Early Adopters

Published on: November 22, 2019

Area of Science:

Life Sciences Education
Virtual Reality Applications
Educational Technology

Background:

Virtual Reality (VR) is a valuable teaching tool, but its widespread adoption is hindered by cost and technology.
VR-by-proxy offers a scalable solution, enabling remote access to immersive VR learning environments controlled by an instructor.

Purpose of the Study:

To evaluate the effectiveness of a novel VR-by-proxy disease diagnostic laboratory simulation in undergraduate life sciences.
To compare learning outcomes and student enjoyment between VR-by-proxy and traditional online lab materials.

Main Methods:

An undergraduate life sciences course implemented a VR-by-proxy laboratory simulation.
Students were divided into a VR-by-proxy test group and an online manual control group.
Learning, enjoyment, and attitudes towards VR were assessed via questionnaires and focus groups.

Main Results:

No significant difference in learning outcomes was observed between the VR-by-proxy and control groups.
Students in the VR-by-proxy group reported significantly higher levels of learning experience, confidence, and enjoyment.
Confidence was linked to both understanding of experimental procedures and general lab familiarity.

Conclusions:

VR-by-proxy provides an effective and engaging alternative for delivering virtual laboratory experiences in higher education.
This approach enhances student confidence and enjoyment without compromising learning outcomes, making immersive learning more accessible.