virtual reality

Inside George �鶹��Ƶ’s first VR art classroom, students build new worlds

Shayla Brown — Wed, 18 Mar 2026 17:38:20 +0000

Inside George �鶹��Ƶ’s first VR art classroom, students build new worlds Shayla Brown Wed, 03/18/2026 - 13:38

When students step into AVT 496 Intro to VR for the Artist, they're not just walking into another studio course—they're entering entirely new worlds of their own making. �鶹��Ƶ's School of Art launched the course this spring, marking its first-ever deep dive into virtual reality (VR) as an artistic medium.

AVT 496 student presents their virtual reality world. Photo by Ron Aira/Office of University Branding.

Taught by John von Bergen, assistant professor of sculpture and expanded fields, the class meets inside the �鶹��Ƶ Innovation Exchange (MIX) and previously held workshops in the visualization and virtual reality lab in Research Hall. For many students, it's their first time creating art in a fully immersive digital space.

Von Bergen designed the course to give artists hands-on experience with emerging tools shaping the future of digital art. His students primarily use Open Brush, a VR painting program that lets them draw, sculpt, and animate in 3D space using a wide range of virtual brushes.

"I imagine that there will be way more job opportunities for students who have the diverse skillset that relates to new media and potentially digital art fabrication," von Bergen said. "Exploring these tools in class helps students see what's possible."

There are 16 students in the course, which builds on the work students completed in his fall Aesthetics class, AVT 307. Five students from AVT 307 volunteered to create a pilot VR project titled "The Real Reality," now displayed in video form on the Digital Wall at Fuse at �鶹��Ƶ Square.

Digital Wall at Fuse at �鶹��Ƶ Square. Photo by Shayla Brown/Office of University Branding.

The project showcases the students' first experiments with Open Brush—floating landscapes, glowing brushstrokes, and imaginative environments that stretch beyond the limits of traditional studio materials.

For sophomore art and visual technology major Ash Porrata, the course has been transformative. "This course experience has not only made me a better artist, but a better team member," she said. "It was really a group effort making something of this scale. We had to communicate constantly and work with Fuse faculty to keep everything on track."

Porrata, who hopes to become an animation director, said the VR tools opened up new creative possibilities. "Having access to the virtual world and virtual art is really inspiring. Getting to explore another side of visual art will be so helpful in the job market."

Junior transfer student �鶹��Ƶ Caporuscio came into the course with no VR experience at all. By the end of the semester, he had built an entire virtual kitchen scene—complete with a fruit basket, a loaf of bread, a bar stool, and a wine glass.

"We each built our own world on the headsets, and the video just rotates through them, kind of like musical chairs," he said. "There was so much variety."

�鶹��Ƶ Caporuscio presents his virtual reality world. Photo by Ron Aira/Office of University Branding.

Other students created fantasy forests, amusement park inspired spaces, and surreal environments that could only exist in VR.

Behind the scenes, the course has been supported by several George �鶹��Ƶ partners. The Department of Computer Science provided much of the equipment, with faculty member Craig Yu offering guidance. MIX makerspace manager Max Kazemzadeh helped the class set up its own VR lab inside the MIX. Additional funding came from the School of Art, the Research and Teaching Support Fund, and the Office of Student Creative Activities and Research. The course will be offered again in Spring 2027.

"There are a lot of technical aspects that aren't typical for a sculpture class," von Bergen said. "Building good relationships with other colleges has been instrumental."

Learn about George �鶹��Ƶ's Grand Challenge Initiative

In This Story

Lap-Fai (Craig) Yu

Topics

George �鶹��Ƶ-led study highlights how XR is reshaping health care training across the country

Mary Cunningham — Wed, 22 Oct 2025 20:48:17 +0000

George �鶹��Ƶ-led study highlights how XR is reshaping health care training across the country Mary Cunningham Wed, 10/22/2025 - 16:48

Extended reality (XR) can give students experiences they might otherwise miss, but its success depends on thoughtful design, accessibility, and support.

Immersive technologies like virtual and augmented reality are no longer experimental. They're redefining how future health professionals learn. A new national study led by �鶹��Ƶ's Bethany Cieslowski offers the first comprehensive look at what's working, what's not, and where the field needs to go next.

"The pace of advancement has been surprising," said Cieslowski. "XR technologies are evolving quickly, and aligning more closely with educational needs. What's most exciting is how ready educators are to embrace the tools and build the evidence to support what we're already seeing in practice."

Nursing students use virtual reality to learn hands-on skills in �鶹��Ƶ's Lab for Immersive Technologies and Simulation. Photo by Office of University Branding

Cieslowski, chief innovation officer for immersive technologies at the College of Public Health, co-authored the Nurse Educator paper with George �鶹��Ƶ colleagues Deb Derner, Janine Doran, Andrea Landis, and Corbin Rickerby, as well as collaborators from Johns Hopkins, the University of Central Florida, and other major institutions. The review synthesizes more than 100 studies to gauge how extended reality (XR)—an umbrella term for virtual, augmented, and mixed reality—is changing the ways health care professionals train and learn.

XR lets students step into realistic clinical scenarios: inserting IV lines, communicating with patients, observing changes in the skin, or practicing pediatric triage in a 3-D emergency room. It can also bring rare experiences, like mass-casualty training or interprofessional teamwork, into accessible virtual formats.

But the authors caution that integrating XR into the classroom is far from straightforward. Poorly designed programs can overwhelm students with sensory input, increasing cognitive load. Some learners experience motion sickness or can't comfortably use headsets. Privacy is another concern, as some XR platforms collect detailed user data. Successful use also demands trained faculty, strong technical support, and sustainable funding to keep pace with constant updates.

Beyond those logistical hurdles, the paper highlights a larger issue: the field still lacks long-term data. Early results are promising—showing strong engagement and skill transfer—but few studies have measured how immersive learning translates to real-world outcomes.

The study also maps out the next frontier. Artificial intelligence can tailor simulations on the fly, while new haptic technology lets users feel texture, weight, and resistance. And lighter, more ergonomic headsets will make immersive learning more adaptive, natural, and realistic.

"These technologies are quickly becoming fundamental to the field," said Landis, associate professor of Nursing and Certified Healthcare Simulation Educator. "When they're used with intention—not just for technology's sake—we're seeing them improve knowledge retention, skill development, and collaboration."

The full article, "Extended Reality in Health Care Simulation: Current State, Challenges, and Future Directions," appears in the October 2025 issue of Nurse Educator and is available for free online this month.

Extended Reality (XR)—an umbrella term for virtual, augmented, and mixed reality

'Not Just Entertainment—a Proven Teaching Tool': How Immersive Tech Is Changing Public Health Education

Learn more about how George �鶹��Ƶ's College of Public Health uses XR as a teaching tool.

Learn more about George �鶹��Ƶ's Lab for Immersive Technologies and Simulation

Topics

Lab for Immersive Technologies and Simulation

virtual reality

Nursing Education

Research

College of Public Health

GCI-Grand Challenge Initiative

Harnessing VR to prevent substance use relapse

Taylor Thomas — Sat, 16 Aug 2025 17:39:05 +0000

Harnessing VR to prevent substance use relapse Taylor Thomas Sat, 08/16/2025 - 13:39

In This Story

Holly Matto, PhD, LCSW-C

Substance use recovery is a lifelong process, but environmental triggers, such as alcohol at social gatherings or pain medication advertisements, can put individuals in recovery at risk of relapse.

Research by �鶹��Ƶ social work professor Holly Matto, with colleagues from the College of Science and College of Engineering and Computing, and their Brightline Interactive Industry partner, examined how positive stimuli, what they call "recovery cues," can counteract drug cravings and lower relapse risk.

The team equipped individuals in recovery with virtual reality (VR) technology to see how relaxing sensory experiences can regulate their emotional and physical reactions to triggers to ultimately improve behavioral decision-making.

Participants were offered customized recovery cues embedded in a variety of VR scenarios aimed at reducing their bodies’ reactions to drug triggers. Comfort and familiarity were key to recovery cues, Matto emphasized.

“If we can identify an individual’s own set of personally meaningful recovery cues, we have the unique opportunity to present these cues to the individual as a real-time personalized intervention at the time of drug cue exposure and at the onset of craving escalation to help the person stabilize back to a regulated state,” she said.

Recovery cues, such as visualizing a beloved pet or audio messaging with inspirational affirmations, reorient the individual onto the recovery path when faced with something that potentially ignites a drug craving. The most important cue for participants seemed to be the “12-step chip and pamphlet” when presented in the VR scenarios. The “12-steps” refer to the milestones that those overcoming addiction aspire to achieve in their recovery journey. This cue was highly effective, likely due to the recognizability it may elicit in the recovery community.

Developing a “digital best self”

Matto and colleagues are now working on two new research projects, building upon the findings of this study. The team is working on simulations that train individuals to implement their recovery cues so they can control their own reactions to drug cues. The goal is to help them develop a “digital best self” that represents the person they aspire to be in recovery.

“Recovery is a process which requires learning opportunities that create change in the ways an individual engages their thoughts and feelings to motivate behavior in environments that present challenges to their recovery. VR offers an immersive space where that learning can occur and where relapse triggers can be presented in ways that require implementation of learned recovery strategies,” said Matto.

Examining the Power of Recovery Cues to Enhance Real-Time Regulation and Manage Substance Craving was published in Families in Society: The Journal of Contemporary Social Services in June 2025.

The George �鶹��Ƶ research team includes Professor Padmanabhan Seshaiyer from the College of Science and Associate Professor Nathalia Peixoto from the Volgenau School of Engineering, and Bioengineering PhD candidate Bryce Dunn.

Topics

Substance Use

Recovery

Behavioral Health Recovery

virtual reality

Social Work Research

Social Work Faculty

Artificial Intelligence

Research

Virtual reality adds empathy to dementia care

Mary Cunningham — Fri, 06 Jun 2025 14:52:46 +0000

Virtual reality adds empathy to dementia care Mary Cunningham Fri, 06/06/2025 - 10:52

At a conference on aging two years ago, Li-Mei Chen slipped on a pair of virtual reality (VR) goggles and found herself inside the mind of a person with dementia.

The simulation cast her as an older adult in the grips of delusion: frozen in fear at the end of a hallway, watching the floor disappear beneath rising water. “There was no actual flooding,” Chen recalled, “but I could feel the panic.”

Assistant Professor Li-Mei Chen partnered with fellow social work professor Megumi Inoue to launch a pilot to train certified nursing assistants through virtual reality. Photo provided.

Chen, an assistant professor of social work in the College of Public Health at �鶹��Ƶ, specializes in aging and dementia and immediately recognized the technology’s potential for nursing home staff. She imagined caregivers seeing what she saw and walking away with a new kind of understanding and empathy for their dementia patients.

Working with Japanese company Jolly Good Inc. to adapt their VR technology, Chen launched a pilot this spring to train certified nursing assistants (CNAs) at a Northern Virginia nursing home. The three-part program combined immersive VR scenarios with online lessons and group discussions.

Wearing headsets, participants stepped into the disoriented minds of dementia patients—experiencing the confusion, fear, and memory lapses firsthand. In one scene, a woman lies in bed, panicked. She recognizes her pajamas but not the room surrounding her, and wonders aloud, “Where is my husband?”

Chen partnered with fellow social work professor Megumi Inoue to design the educational framework. The VR footage, originally produced in Japan, was updated for English-speaking users through artificial intelligence (AI)-generated voiceovers.

Support for an unsung profession

Beyond improving patient care, the project aims to support caregivers working in a field plagued by high turnover, low wages, and minimal if any formal training. In the United States, nursing homes face an estimated 53% annual turnover rate and ongoing recruitment struggles, even as demand for direct care remains high.

Though they perform some of the toughest jobs in health care, Chen said, nursing home staff are often treated as disposable. “There’s little investment in CNAs, because it’s assumed they’ll just leave—but if nursing homes invested, that would change.”

Eventually, Chen hopes to help create new VR scenes set in American care settings and filmed in English. But even with cultural differences, CNAs in the Northern Virginia pilot—many of whom spoke English as a second language—found the material relatable.

Wearing headsets, participants stepped into the disoriented minds of dementia patients—experiencing the confusion, fear, and memory lapses of dementia firsthand. Photo provided.

“They said, ‘We have seen this. We’ve experienced this scenario in here,’” said Zeynep Senturk Mannix, a George �鶹��Ƶ Master of Social Work student who helped Chen facilitate the sessions. “They didn’t even register that the actors were Japanese.”

For many of the CNAs in the program, the experience marked their first exposure to any dementia-specific training. Mannix suggested that the sessions provided a sense of validation. “Their ideas were valuable, and they were able to help shape the future of this study.”

Chen and her team are now analyzing feedback, with plans to present their findings at the American Public Health Association conference in November. They’re also working to refine the VR content and training materials, in hopes of expanding the program in the future to additional care facilities.

Chen sees VR not as a silver bullet, but one tool to support more thoughtful training. Her framework rests upon relationship-centered care, which prioritizes empathy, trust, and human connection.

“It’s about understanding the person, and building a connection that’s beyond client and provider,” she said.

Chen’s project is supported by two grants:

• George �鶹��Ƶ College of Public Health Pilot Award (2025-2026): Relationship-Centered Care for Formal and Informal Caregivers of Persons Living with Dementia: VR and Multi-modal Approaches.

• Geriatric Training and Education (GTE) Initiative at the Virginia Center of Aging (2024-2025): Immersive Training: Enhancing Relationship-Centered Care in Nursing Homes through VR

Learn about more research at George �鶹��Ƶ

In This Story

Li-Mei Chen, PhD

Megumi Inoue, PhD

College of Public Health awarded prestigious Society for Simulation in Healthcare accreditation

mthomp7 — Tue, 11 Feb 2025 14:32:08 +0000

College of Public Health awarded prestigious Society for Simulation in Healthcare accreditation mthomp7 Tue, 02/11/2025 - 09:32

The Lab for Immersive Technologies and Simulation achieves ground-breaking accreditation.

The College of Public Health is proud to be the nation's first Society for Simulation in Healthcare (SSH)-accredited Lab for Immersive Technologies and Simulation at a public health college. This pioneering facility redefines how health professionals practice and reinforces �鶹��Ƶ's leadership in cutting-edge technology that revolutionizes public health education and workforce development.

The College of Public Health joins an elite group of only 250 organizations in the world to be accredited by SSH - and is the only public health college to be SSH-accredited.

“This prestigious recognition highlights the dedication and excellence of simulation programs that meet rigorous standards and contribute to advancing the field of health care simulation,” said Kristyn Gadlage, the director of accreditation for SSH. SSH-accreditation is an elite achievement, with only 250 institutions worldwide recognized for advancing simulation excellence. Accredited programs set a gold standard for health care education and are more likely to drive improved patient outcomes.

The college’s Lab for Immersive Technologies and Simulation is an interprofessional and transdisciplinary research and instructional center. At 8,000 square feet, the lab encompasses modular spaces replicating practice settings or converts multiple spaces for extended reality (XR). The lab is strategically positioned in Peterson Health Sciences Hall on George �鶹��Ƶ's Fairfax Campus.

This central location allows students across all College of Public Health departments and schools access to this state-of-the-art space for innovation. The lab is designed for transdisciplinary immersive learning with human patient simulators and XR—spanning virtual reality (VR), augmented reality (AR), and mixed reality (MR).

The Lab for Immersive Technologies and Simulation achieves ground-breaking accreditation. Photo illustration by Emma Anderson and Karen Smith/CPH

In 2022, Dean Melissa Perry announced a bold vision to expand the lab and make XR and simulation technology available to every student in the college. The lab is led by Chief Innovation Officer Bethany Cieslowski and a dedicated team of Certified Healthcare Simulation Educators who are working to double the lab’s capacity within the next few years, ensuring that every student experiences this transformative learning.

"With this strategic accreditation, we are poised to provide every student in the college the opportunity to extend their learning through immersive technologies and simulation. This interprofessional learning environment offers high-impact skills and critical thinking in a low-risk, safe setting. This level and intensity of training could not be delivered through classroom learning alone," Perry said. "Our approach empowers and prepares graduates for clinical practice by developing skills and confidence that traditional methods simply cannot replicate."

James Casey, director of Virginia Serious Game Institute at George �鶹��Ƶ and a leader in immersive technologies, said, "It has been truly inspiring to witness and support the college’s cutting-edge advancements in a transdisciplinary teaching environment. The SSH accreditation is an achievement that solidifies the lab as a true center of extended reality excellence. The potential for revolutionizing public health education is unlimited.”

The integration of immersive technologies in 2020 enabled the college to address workforce needs and expand its reach into social work, nutrition, health administration and policy, and beyond. The lab's mission is clear: harness the power of technology to advance interprofessional education, research, and patient safety through digital innovation. By leveraging ground-breaking technology, the lab advances the college's mission through collaboration, research, and innovation. The college is dedicated to revolutionizing interprofessional education and practice, to ultimately advance public health on a global scale.

Students who step into this innovative space don't just learn—they experience. From mastering complex skills and critical thinking to practicing effective opioid crisis interventions, immersive technologies prepare learners for the challenges of tomorrow. "Extended reality transforms the way we learn," said Cieslowski. "It's not just about creating a virtual environment—it's about creating opportunities for real-world impact, ensuring our students leave George �鶹��Ƶ prepared to lead."

Looking ahead, the college plans to extend its reach, aiming to incorporate immersive technologies into all disciplines in the college. With a vision to forge strategic partnerships with corporate leaders and academic organizations, George �鶹��Ƶ is driving the future of healthcare simulation.

Visit the Lab for Immersive Technologies and Simulation web page for academic publications and prior coverage about the college's Immersive technologies and simulation capabilities.

For media inquiries, contact Michelle Thompson at mthomp7@gmu.edu.

In This Story

Bethany Cieslowski, DNP

Melissa J. Perry, Sc.D., MHS, MBA

Topics

immersive technologies

Research will aid law enforcement officer decision-making in high-stress situations

ckearney — Tue, 09 Apr 2024 17:54:37 +0000

Research will aid law enforcement officer decision-making in high-stress situations ckearney Tue, 04/09/2024 - 13:54

�鶹��Ƶ researchers are using immersive virtual reality to examine ways in which high-stress conditions may influence law enforcement officer decision-making and utilization of equitable policing strategies.

photo by Matt Gush/Getty Images

�鶹��Ƶ College of Education and Human Development professor Stephanie Dailey is serving as the principal investigator on the project and working with the U.S. Department of Homeland Security Office of Civil Rights and Civil Liberties, in collaboration with the Homeland Security Systems Engineering and Development Institute, a federally funded research and development center at the MITRE Corporation.

Stephanie Dailey. Photo by Office of University Branding

For this project, Dailey aims to better understand how law enforcement officer support, including training and wellness strategies, can affect officer decision-making and lead to equitable policing outcomes.

This multidisciplinary, multi-year effort includes Sue-Ming Yang in the Department of Criminology, Law, and Society and Justin Ramsdell in the Department of Psychology in �鶹��Ƶ’s College of Humanities and Social Sciences.

The study, which uses MITRE’s SIMEX system, involves law enforcement officers who have been participating in a series of experiments where immersive virtual reality is used to simulate a high-stress encounter with a subject—as portrayed by an avatar—exhibiting various social and behavioral characteristics. The SIMEX simulation labs, located McLean, Virginia, offer a special mix of technical and operational capabilities for government agencies that want to try out new ideas by using dedicated, state-of-the-art laboratories.

In the experiments, the subject avatars vary throughout the experiment in dress, skin tone, compliant or noncompliant behaviors, and whether they are armed or unarmed. In response to a rapid sequence of simulated scenarios in which the suspect displays different combinations of these controlled variables, officers volunteering for this study are required to make quick decisions on how to respond to the subject. The simulated scenes mirror real-life situations in which officers could find themselves.

Sue-Ming Yang. Photo by Office of University Branding

In discussing her research, Dailey said that examining an officer’s use of force decision-making allows for a better understanding of the circumstances in which officers use different levels of force. Specifically, circumstances in which officers are more likely to react in a way that is not commensurate with the situation or threat level at hand.

“We all have biases,” said Dailey, who is an assistant professor in the Counseling Program in the School of Education. “Anytime we are navigating the world, we are operating off a series of cognitive shortcuts or mechanisms that support rapid decision-making, such as ‘don’t touch a hot stove!’”

But Dailey added that sometimes the cognitive shortcuts people use are based upon faulty assumptions. “Having officers repeatedly go through different simulated scenarios helps us isolate what factors may influence officer decision-making.”

Dailey provided several examples of how the behavioral cues displayed by the subjects in the simulated experiments are manipulated in isolation or in combination with other characteristics thus giving researchers the opportunity to observe the officer’s reactions under different scenarios. The combination of these variables is randomized and determined by algorithms designed to identify factors that may merit further investigation in subsequent runs of the simulated experiments.

“We look at different combinations of factors and see where there are statistically significant variations in the decisions made by an officer on how to interact with the subject, including use of force decisions,” said Dailey, who watches the simulations in real time.

She added that the officer’s use of force is based upon a continuum and not limited to discharging a service weapon but could include verbal commands, soft hand controls, using a taser, attempts at physical restraint, or other nonlethal actions.

The next phase of the project will center on the impact of training supporting equitable policing. Researchers will survey law enforcement officers who have had this training to investigate if it has positively impacted officer behaviors and well-being in the field.

Dailey emphasized the importance of being proactive in ensuring that law enforcement officers are well-equipped to make good decisions not only when faced with a threat, but to be prepared even before a threat presents itself. This can enhance the protection and safety of both the officer and the community.

“The idea is to provide recommendations for these trainings and to help law enforcement agencies understand what part of equitable policing training is most helpful for officers,” she said. “The primary focus of this training is self-awareness, de-escalation skills, and procedural justice.”

The research team will examine whether there are specific aspects of this training that are especially beneficial in enhancing an officer’s ability to respond to a high-stress situation in a way that protects the safety and well-being of the community.

“If my main goal is to help communities that are impacted by police violence, then the best place to start is with the decision-making of officers,” said Dailey. “As a researcher, I am trying to support safer and more just communities by helping officers make informed decisions.”

This is Dailey’s second time working with MITRE on research using their SIMEX. Previous research sought to determine best practices for school safety during active shooter incidents.

Read more about the project >

Discover more research at George �鶹��Ƶ

Associate Professor Erin D. Maughan receives VDOE Grant to invigorate the future of school nursing

Taylor Thomas — Fri, 09 Feb 2024 17:53:38 +0000

Associate Professor Erin D. Maughan receives VDOE Grant to invigorate the future of school nursing Taylor Thomas Fri, 02/09/2024 - 12:53

Both regionally and across the country, there is a severe lack of programs dedicated to school nursing administrators (i.e. nurses who lead school nursing and school health programs at the district level). Erin Maughan, an associate professor in College of Public Health’s School of Nursing at �鶹��Ƶ, intends to remedy this with a $364,503 grant from the Virginia Department of Education (VDOE). With the funding, Maughan will establish the School Nursing Leadership Academy.

Erin D. Maughan

"There are over 130,000 school nurses across the nation, who are central to the foundation of the health and well-being of children,” Maughan said. "The goal of the academy is to develop leaders in school nursing who have the knowledge and skills needed to successfully oversee school health programs at the district level, as well as state and regional school nursing associations."

The academy, which is expected to be fully developed by June 2024, will be designed to train future leaders in school nursing using TeamSTEPPS, an evidence-based curriculum that prioritizes incorporating effective communication and teamwork into the health care system. The program will take place over one-and-a-half years and will incorporate experiential learning, equestrian activity, and expert-led discussions.

In addition, �鶹��Ƶ's Center for Health Workforce is guiding the development of sustainable asynchronous modules for the professional development program, which along with virtual webinars, will provide additional information and mentoring opportunities.

The program kicks off with three days of in–person instruction, during which participants will use virtual reality (VR) modules to practice interprofessional skills and conflict management. �鶹��Ƶ's College of Public Health is a leader in integrating VR into the curriculum and training of future health care leaders.

“Participating in the VR will allow gaining experience in a safe, nonthreatening environment where we can talk about how they reacted so they will have confidence and experience when they encounter situations in the real world,” said Maughan.

Maughan was originally approached by the VDOE’s state school nurse consultant Tracy White, who wanted to foster more leadership training and was aware of Maughan’s passion to do so as well. Together, they set into motion plans to create the academy.

Maughan is a leading expert on school nursing and the health of school-age children. Her research expertise is in looking at the role of infrastructure and policy on school nurse staffing and services. In addition, she has expertise in leadership, strategic planning, innovation, and mentoring. Her career is dedicated to children’s health, especially vulnerable populations. She is excited to contribute her skills and knowledge for the success of the academy.

“Having been a school nurse leader and researcher for many years, it has been a dream of mine to create such a program,” said Maughan. "I hope this program will build excitement and create a network of confident school nurse leaders who can transform school nursing in their districts, so that frontline school nurses have the guidance and support they need to work to their full scope of practice.

Maughan emphasizes how this program is not only for school nurses but also for the students they will be serving.

At its core, the School Nursing Leadership Academy is about building capacity to help school nurse leaders build their confidence and skills needed to do well in the position,” said Maughan. “We are confident this initiative will position school nurses and their program leaders to work effectively with school administrators, local health departments, health care providers and families to positively impact student health, and thus improve child health in the commonwealth and the rest of the nation.”

In This Story

Erin D. Maughan, PhD

More news from the College of Public Health

Karen Drenkard announced as Acting Divisional Dean of the �鶹��Ƶ School of Nursing
March 6, 2026
The George �鶹��Ƶ alumni behind SOSS Bros and their secret sauce
February 2, 2026
George �鶹��Ƶ online graduate programs rank among Virginia’s best
January 27, 2026
Walkability initiative is a win-win partnership for Alexandria City residents and George �鶹��Ƶ researchers
January 26, 2026
George �鶹��Ƶ faculty and students host inaugural Qualitative Research Day 
January 21, 2026

Topics

Nursing Administration

Workforce Development

Research

School Nursing

Tech Talent Investment Program (TTIP)

TTIP

Innovate for Good: Social Work case simulation goes virtual

Mary Cunningham — Wed, 24 Jan 2024 14:09:23 +0000

Innovate for Good: Social Work case simulation goes virtual Mary Cunningham Wed, 01/24/2024 - 09:09

The College of Public Health at �鶹��Ƶ wants every student to be able to learn through virtual reality training—and the Department of Social Work is helping to lead the way.

Working with one of the college’s five Certified Healthcare Simulation Educators (CHSE), the department created an interprofessional, person-centered virtual reality simulation for students to apply their skills to a real-time social work case in a low-stakes environment.

Photo by Mary Cunningham/College of Public Health

The training, which meets the Healthcare Standards of Best Practice, was offered to 28 Master of Social Work (MSW) students in the HRSA-funded Community Academic Partnership-Behavioral Health program. The virtual reality (VR) experience was couched between pre- and post-simulation educational materials and debriefs that linked student experiences back to direct practice learning objectives.

“VR simulation offers students the unique opportunity for interprofessional group decision-making and support in providing care, in a context where immediate feedback around decision-making, as well as the opportunity for alternative decisions, can be experienced,” said professor Holly Matto, the lead author of a paper about the learning experience.

Department chair Emily S. Ihara, CHSE chief innovation officer Bethany Cieslowski, associate professor Denise Hines, and director of practicum education Jeanne Booth helped create and shape the experience. They were joined by other social work faculty to run pre-brief and post-debrief for the case.

In the VR scenario, students interacted with a teen in a hospital clinic after his foster parents called the police when the teen displayed violent behavior in the home after drugs were found in his room. The simulation offered a safe learning environment, encouraging student pairs to manage engagement, practice, and adjust their skills in a real-time, low-stakes scenario.

Feedback from students suggested they learned the importance of building rapport with a client, how to adapt to unfamiliar settings, how to adapt to new information and adjust communication styles accordingly, and how to create a safe space with an ambivalent client. After the simulation, the majority reported feeling more confident with client communications and providing interventions that foster client safety.

^{�鶹��Ƶ’s Department of Social Work and other social work training programs are uniquely positioned to lead pedagogical advancements in innovative skill development,” said Ihara. "This includes developing methods that build safe learning spaces in order to enhance resiliency strategies students will need as they enter an increasingly demanding and challenging workforce environment upon graduation."}

Photo by Mary Cunningham/College of Public Health

With the success of this training case, the department plans to integrate VR simulation training into its Bachelor of Social Work and MSW curricula. In fact, the department has already developed a new custom social work VR case where social workers and other health professionals can work together with a substance-engaged family.

Coordinators of this training simulation are excited for the future opportunities that VR can provide for students and for substance recovery and support.

“We envision inviting peer support specialists and recovery coaches, critical to the existing behavioral health workforce, to participate in similar VR simulation trainings in the future," said Matto. "For example, VR simulations could be used to practice motivational interviewing skills routinely employed in recovery coach sessions, as well as to help peer providers understand ways to manage stigma, adhere to boundaries, assess for suicide and develop appropriate safety plans, and engage in inter-professional team decision-making around complex cases, which could offer peer providers a standardized skillset in these key domains."

The VR case simulation training was supported by funding from HRSA-22-109 Health and Public Safety Workforce Resiliency Training Program (U3NHP45404-01-00) and HRSA Behavioral Health Workforce Education and Training Program for Professionals (M01HP41969‒01‒00).

The team’s educational experience, “Virtual reality case simulation to build skill competencies in working with substance-engaged clients,” was published online in Social Work Education in December 2023.

The College of Public Health has set a goal of raising $10 million so that every student in the college can learn through VR. Learn more about our VR Simulation Center here.

Innovate for Good is an ongoing series that examines how �鶹��Ƶ faculty in the College of Public Health are harnessing technology to improve health outcomes. If you have stories to share as part of the Innovate for Good series, email Mary Cunningham at mcunni7@gmu.edu.

In This Story

Holly Matto, PhD, LCSW-C

Emily Ihara, PhD, MSW, FGSA

Bethany Cieslowski, DNP

Denise Hines, PhD

Topics

virtual reality

Social Work

master of social work

Tech Talent Investment Pipeline (TTIP)

TTIP

Tech Talent Investment Program

Cyber cyclists count calories with adaptive virtual workouts

Nathan Kahl — Fri, 15 Sep 2023 13:41:21 +0000

Cyber cyclists count calories with adaptive virtual workouts Nathan Kahl Fri, 09/15/2023 - 09:41

For many, exercise is a laborious chore, better put off until tomorrow. But Craig Yu, an associate professor in �鶹��Ƶ's Department of Computer Science is hoping a combination of virtual reality and gamification will make exercise an appealing—and even fun—endeavor.

Virtual reality (VR) is becoming ubiquitous, popping up in everything from serious activities like military applications and surgery support to recreational activities like theme park attractions and at-home video games. Yu and colleagues are seeking to use the immersive VR world to help make exercise appealing. And more than that, they want to tailor your exercise routine to your fitness needs and abilities, in real time.

With Yu's program, a virtual cyclist's path will adapt to exercise outputs. Image courtesy of Craig Yu.

Imagine strapping on a VR headset and hopping on a stationary bike. You input goals such as calorie burn, heart rate changes, and other exertion targets. You then choose the terrain you want—maybe it’s a rocky hill or a desert scene and maybe a hazard or particular landmark is added for aesthetics. The game will then suggest path length and difficulty, among other things, to help you meet those goals.

After you set off and your exercise output changes and fluctuates, the path will adjust in real time so that you ultimately get the precise workout you are seeking. Along the way, elements of gamification like point scoring, goal achievement, and collecting bonuses work to incentivize you.

To develop this technology, the researchers hacked a gym bicycle with a step motor, which controls the bike’s resistance according to the elevation of the VR terrain. If the user goes uphill, the bike's resistance will increase accordingly such that the user has to push to climb the hill, resulting in haptic realism and also the desired exertion effects.

Yu, who directs the Augmented and Virtual Reality Lab in Fuse at �鶹��Ƶ Square, will be demonstrating "exertion path generator" technology at the Grand Celebration of Fuse on September 25.

Yu has a grant from the National Science Foundation’s (NSF) I-Corps program to further develop the technology. I-Corps “prepares scientists and engineers to extend their focus beyond the laboratory to increase the economic and societal impact of NSF-funded projects.” It helps academics think about commercializing their product via market research, iterative product development, and other common elements of bringing a product to market. While what they built was a prototype, the team is learning how to develop their creation to appeal to gym equipment companies, such as Peloton for example.

The I-Corps program is extensive, Yu says. “We have one month where we meet with NSF coaches and members of other teams. We learn different aspects of commercialization and customer discovery.” Among other things, participants must interview at least 100 potential customers about their product, helping to determine if a market actually exists for the device and, if so, if the product meets customer needs in its present form.

Yu says they talked to people from defense contractors, government agencies, and schools, among other places, with positive feedback, mostly around the practical challenges of using and getting used to VR experiences.

Yu is optimistic about the future of VR, noting that an extensive gaming culture among incoming college students leads many to want to explore research in the field. He recalls his own interest. “I was a junior faculty when Oculus Quest (an early VR headset) came out. It really amazed me! It was very cheap and we could do a lot of research projects based on it, including developing training and education programs.”

Yu says those practical uses are just now being fully explored. “On one hand, you need to make training really effective, not just fun. It should teach people something essential for their job. If someone performs very well in VR training, does it mean the person can perform equally well in the workplace? So there's a gap here and this is exactly what researchers are looking at, like whether people can transfer the knowledge effectively.”

But in the meantime, strap on the VR headset, pull up a course ending on the Champs-Élysées and pretend you’re wearing the yellow jersey as you hit that calorie goal. Fortunately, the croissants waiting for you at your ride’s end are only virtual.

Thumbnail art created by Simon Waldherr under CC BY-SA 4.0.

In This Story

Lap-Fai (Craig) Yu

Learn more about Computer Science at �鶹��Ƶ

Topics

virtual reality

computer science

Computer Game Technology

Exercise

entrepreneurship

I-Corps

National Science Foundation

Research

Fuse at �鶹��Ƶ Square

�鶹��Ƶ Square

Richmond Times-Dispatch: Dean Melissa Perry writes op-ed about the game changing nature of training students with virtual reality

Mary Cunningham — Tue, 29 Aug 2023 15:47:54 +0000

Richmond Times-Dispatch: Dean Melissa Perry writes op-ed about the game changing nature of training students with virtual reality Mary Cunningham Tue, 08/29/2023 - 11:47

In This Story

Melissa J. Perry, Sc.D., MHS, MBA

Dean Melissa Perry advocates for using virtual reality to train the next generation of our health workforce in today's Richmond Times-Dispatch. In a strained health care system, virtual reality is a game changer. Find out how Dean Perry and the college are leading the way and innovating health education by providing all our students with the opportunity to learn through VR. Read the op-ed: Commentary: In a strained health care system, virtual reality is a game changer. Please click here for a PDF version of the article.

Topics

virtual reality

public health workforce

College of Public Health

Public Health Education

digital innovation

In the Media

Tech Talent Investment Program (TTIP)

TTIP

virtual reality

Inside George �鶹��Ƶ’s first VR art classroom, students build new worlds

Related News

In This Story

Topics

George �鶹��Ƶ-led study highlights how XR is reshaping health care training across the country

'Not Just Entertainment—a Proven Teaching Tool': How Immersive Tech Is Changing Public Health Education

Topics

Harnessing VR to prevent substance use relapse

In This Story

Topics

Virtual reality adds empathy to dementia care

Support for an unsung profession

In This Story

Related Stories

College of Public Health awarded prestigious Society for Simulation in Healthcare accreditation

The Lab for Immersive Technologies and Simulation achieves ground-breaking accreditation.

In This Story

Related Stories

Topics

Research will aid law enforcement officer decision-making in high-stress situations

Related News

Associate Professor Erin D. Maughan receives VDOE Grant to invigorate the future of school nursing

In This Story

More news from the College of Public Health

Topics

Innovate for Good: Social Work case simulation goes virtual

In This Story

Related Stories

Topics

Cyber cyclists count calories with adaptive virtual workouts

In This Story

Related News

Topics

Richmond Times-Dispatch: Dean Melissa Perry writes op-ed about the game changing nature of training students with virtual reality

In This Story

Topics