Immersive Simulations with Virtual Humans in Higher Education
Resumo
This paper presents an analysis of two immersive educational simulators developed at the Pontifical Catholic University of Paraná: SimCom and Mediation VR. SimCom simulates medical consultations using screen-based avatars controlled in real time by students or instructors, while Mediation VR is a virtual reality experience in which law students mediate conflicts between AI-driven avatars. Both tools adopt a role-play approach to foster communication and interpersonal skills. The study examines their pedagogical and technical characteristics and includes qualitative feedback from professors who apply them in the classroom. The findings indicate shared benefits, such as increased student participation and fluency in communication-based tasks, as well as implementation-specific challenges. Based on feedback, SimCom was restructured to improve usability and scalability. For Mediation VR, proposals are outlined to expand expressiveness, enable real-time feedback, and improve customization flexibility. The study reinforces the educational potential of immersive simulators and their adaptability to diverse academic contexts.
Palavras-chave:
virtual role-play, communication skills, virtual humans, digital simulation, user studies
Referências
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A. Gomes de Siqueira et al. Enhancing virtual human interactions by designing a real-time dialog filter for mitigating nonsensical responses. In Proc. 26th Symp. Virtual and Augmented Reality (SVR 24), 2024, 51–60. DOI: 10.1145/3691573.3691597
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A. de Oliveira et al. REANIME a neonatal resuscitation simulator for evaluating team training. In Anais do XXII Simposio de Realidade Virtual e Aumentada, SBC, Porto Alegre, 2020, 443–447.
T. de Oliveira et al. Virtual reality system for industrial motor maintenance training. In Anais do XXII Simposio de Realidade Virtual e Aumentada, SBC, Porto Alegre, 2020, 388–397.
V. Souza et al. The effect of virtual reality on knowledge transfer and retention in collaborative group-based learning for neuroanatomy students. In Anais do XXII Simposio de Realidade Virtual e Aumentada, SBC, Porto Alegre, 2020, 289–298.
A. Vidman et al. Dialogue with avatars in simulation-based social work education A scoping review. Social Sciences, 13:628, 2024. DOI: 10.3390/socsci13110628
Y. Xu and Y. Dai. Immersive disaster training schema based on team role-playing. Sustainability, 14(19):12551, 2022. DOI: 10.3390/su141912551
E. A. Alrehaili and H. Al Osman. A virtual reality role-playing serious game for experiential learning. Interactive Learning Environ. 30(5):922–935, 2022. DOI: 10.1080/10494820.2019.1703008
X. Gu et al. Role-exchange playing An exploration of role-playing effects for anti-bullying in immersive virtual environments. IEEE Trans. Vis. Comput. Graphics, 29(10):4215–4228, 2023. DOI: 10.1109/TVCG.2022.3184986
C.-H. Chen and J.-Y. Syu. Effects of integrating a role-playing game into a virtual reality-based learning approach on students perceptions of immersion, self-efficacy, learning motivation and achievements. Brit. J. Educ. Technol. 55(5):2339–2356, 2024. DOI: 10.1111/bjet.13436
K. Otemaier, R. Albuquerque, R. Diniz, S. Reinehr, and A. Malucelli. Immersive role-playing An experience report on a promising approach to learning requirements elicitation. In Anais do XXIII Simposio Brasileiro de Qualidade de Software, SBC, Porto Alegre, 2024, 586–595.
S. L. Rogers, R. Hollett, Y. R. Li, and C. P. Speelman. An evaluation of virtual reality role-play experiences for helping-profession courses. Teaching of Psychology, 49(1):78–84, 2022. DOI: 10.1177/0098628320983231
Z. Ma, K.-T. Huang, and L. Yao. Feasibility of a computer role-playing game to promote empathy in nursing students The role of immersiveness and perspective. Cyberpsychology, Behavior, and Social Networking, 24(11):750–755, 2021. DOI: 10.1089/cyber.2020.0371
R. M. K. Raja Rosli and A. F. Zakaria. The impact of digital role playing games in engineering education A preliminary review. In Proc. 9th Int. STEM Educ. Conf. (iSTEM-Ed), 2024, 1–7. DOI: 10.1109/ISTEM-ED62750.2024.10663190
J. P. Rowe, L. R. Shores, B. W. Mott, and J. C. Lester. Integrating learning, problem solving, and engagement in narrative-centered learning environments. Int. J. Artif. Intell. Educ. 21(1–2):115–133, 2011.
J. Ruiz-Ezquerro. Rolling dice and learning Using role-playing games as pedagogy tools. J. Campus Activities Practice and Scholarship, 3(1):50–56, 2021. DOI: 10.52499/2021022
C. C. Bonwell and J. A. Eison. Active learning Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1, 1991.
L. A. Dieker, J. A. Rodriguez, and B. Lignugaris-Kraft. The past, the present, and the future of the evolution of mixed reality in teacher education. Education Sciences, 13:1070, 2023. DOI: 10.3390/educsci13111070
A. Gomes de Siqueira et al. Enhancing virtual human interactions by designing a real-time dialog filter for mitigating nonsensical responses. In Proc. 26th Symp. Virtual and Augmented Reality (SVR 24), 2024, 51–60. DOI: 10.1145/3691573.3691597
M. D. Negrao et al. Design and think-aloud study of an immersive interface for training health professionals in clinical skills. In Proc. 25th Symp. Virtual and Augmented Reality (SVR 23), 2024, 157–165. DOI: 10.1145/3625008.3625037
A. de Oliveira et al. REANIME a neonatal resuscitation simulator for evaluating team training. In Anais do XXII Simposio de Realidade Virtual e Aumentada, SBC, Porto Alegre, 2020, 443–447.
T. de Oliveira et al. Virtual reality system for industrial motor maintenance training. In Anais do XXII Simposio de Realidade Virtual e Aumentada, SBC, Porto Alegre, 2020, 388–397.
V. Souza et al. The effect of virtual reality on knowledge transfer and retention in collaborative group-based learning for neuroanatomy students. In Anais do XXII Simposio de Realidade Virtual e Aumentada, SBC, Porto Alegre, 2020, 289–298.
A. Vidman et al. Dialogue with avatars in simulation-based social work education A scoping review. Social Sciences, 13:628, 2024. DOI: 10.3390/socsci13110628
Y. Xu and Y. Dai. Immersive disaster training schema based on team role-playing. Sustainability, 14(19):12551, 2022. DOI: 10.3390/su141912551
E. A. Alrehaili and H. Al Osman. A virtual reality role-playing serious game for experiential learning. Interactive Learning Environ. 30(5):922–935, 2022. DOI: 10.1080/10494820.2019.1703008
X. Gu et al. Role-exchange playing An exploration of role-playing effects for anti-bullying in immersive virtual environments. IEEE Trans. Vis. Comput. Graphics, 29(10):4215–4228, 2023. DOI: 10.1109/TVCG.2022.3184986
C.-H. Chen and J.-Y. Syu. Effects of integrating a role-playing game into a virtual reality-based learning approach on students perceptions of immersion, self-efficacy, learning motivation and achievements. Brit. J. Educ. Technol. 55(5):2339–2356, 2024. DOI: 10.1111/bjet.13436
K. Otemaier, R. Albuquerque, R. Diniz, S. Reinehr, and A. Malucelli. Immersive role-playing An experience report on a promising approach to learning requirements elicitation. In Anais do XXIII Simposio Brasileiro de Qualidade de Software, SBC, Porto Alegre, 2024, 586–595.
Publicado
30/09/2025
Como Citar
FERREIRA, Joelson Barbosa; CARDOSO, Anderson; SPECIAN, Henrique Resende; SILVA, Felipe Cortizo E.; DA COSTA, Julia Gabriela Ferraz; DE LARA, Marina; SPRICIGO, Cinthia Bittencourt.
Immersive Simulations with Virtual Humans in Higher Education. In: SIMPÓSIO DE REALIDADE VIRTUAL E AUMENTADA (SVR), 27. , 2025, Salvador/BA.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 303-311.
