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Kizhevska E, Šparemblek K, Luštrek M. Protocol of the study for predicting empathy during VR sessions using sensor data and machine learning. PLoS One 2024; 19:e0307385. [PMID: 39024217 PMCID: PMC11257359 DOI: 10.1371/journal.pone.0307385] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Accepted: 07/02/2024] [Indexed: 07/20/2024] Open
Abstract
Virtual reality (VR) technology is often referred to as the 'ultimate empathy machine' due to its capability to immerse users in alternate perspectives and environments beyond their immediate physical reality. In this study, participants will be immersed in 3-dimensional 360° VR videos where actors express different emotions (sadness, happiness, anger, and anxiousness). The primary objective is to investigate the potential relationship between participants' empathy levels and the changes in their physiological attributes. The empathy levels will be self-reported with questionnaires, and physiological attributes will be measured using different sensors. The main outcome of the study will be a machine learning model to predict a person's empathy level based on their physiological responses while watching VR videos. Despite the existence of established methodologies and metrics in research and clinical domains, our aim is to contribute to addressing the gap of a universally accepted "gold standard" for assessing empathy. Additionally, we expect to deepen our understanding of the relationship between different emotions and psychological attributes, gender differences in empathy, and the impact of narrative context on empathic responses.
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Affiliation(s)
- Emilija Kizhevska
- Department of Intelligent Systems, Jožef Stefan Institute, Ljubljana, Slovenia
- Jožef Stefan International Postgraduate School (IPS), Ljubljana, Slovenia
| | - Kristina Šparemblek
- Department of Intelligent Systems, Jožef Stefan Institute, Ljubljana, Slovenia
| | - Mitja Luštrek
- Department of Intelligent Systems, Jožef Stefan Institute, Ljubljana, Slovenia
- Jožef Stefan International Postgraduate School (IPS), Ljubljana, Slovenia
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2
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Lee JH, Lee SE, Kwon YS. Exploring empathic engagement in immersive media: An EEG study on mu rhythm suppression in VR. PLoS One 2024; 19:e0303553. [PMID: 38758939 PMCID: PMC11101072 DOI: 10.1371/journal.pone.0303553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Accepted: 04/27/2024] [Indexed: 05/19/2024] Open
Abstract
This study investigates the influence of immersive media, particularly Virtual Reality (VR), on empathic responses, in comparison to traditional television (TV), using electroencephalography (EEG). We employed mu rhythm suppression as a measurable neural marker to gauge empathic engagement, as its increase generally signifies heightened empathic responses. Our findings exhibit a greater mu rhythm suppression in VR conditions compared to TV conditions, suggesting a potential enhancement in empathic responses with VR. Furthermore, our results revealed that the strength of empathic responses was not confined to specific actions depicted in the video clips, underscoring the possibility of broader implications. This research contributes to the ongoing discourse on the effects of different media environments on empathic engagement, particularly emphasizing the unique role of immersive technologies such as VR. It invites further investigation into how such technologies can shape and potentially enhance the empathic experience.
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Affiliation(s)
- Jong-Hyun Lee
- Brain and Humanity Lab., Institute of Humanities, Seoul National University, Seoul, South Korea
| | - Sung Eun Lee
- Department of German Language & Literature, Seoul National University, Seoul, South Korea
| | - Young-Sung Kwon
- Department of Media & Communication, Dong-A University, Busan, South Korea
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Thomson H, Prospero LD, Xiao S, Legere L, Harth T, Rashleigh L, Parzanese M, Graves L, Wilcocks K, Alam F. Experiencing COVID-19 Through the Patient Lens to Promote Empathy: Pilot Testing a Virtual Reality Learning Opportunity. J Patient Exp 2024; 11:23743735241241462. [PMID: 38665326 PMCID: PMC11044778 DOI: 10.1177/23743735241241462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/28/2024] Open
Abstract
Understanding the patient's experience with COVID-19 was essential to providing high-quality, person-centered care during the pandemic. Having empathy or being able to understand and respond to the patient's experience may lead to improved outcomes for both patients and clinicians. There is mixed evidence about how best to teach empathy, particularly related to promoting empathy during COVID-19. Literature suggests that virtual reality may be effective in empathy-related education. In collaboration with four patient partners with lived experience, a 360° VR video was developed reflecting their stories and interactions with the healthcare system. The aim of this study was to pilot test the video with interprofessional healthcare providers (HPs) to explore acceptability and utility, while also seeking input on opportunities for improvement. Eleven HPs reviewed the video and participated in one of three focus groups. Focus group data were analyzed using thematic analysis. Data suggest that video content is acceptable and useful in promoting a better understanding of the patient's experience. Building on these encouraging findings, additional iterations of videos to promote empathy will be developed and tested.
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Affiliation(s)
- Heather Thomson
- Lawrence Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada
| | - Lisa Di Prospero
- Practice-Based Research and Innovation, Sunnybrook Health Sciences Centre, Toronto, ON, Canada
- Department of Radiation Oncology, Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Sarah Xiao
- Lawrence Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada
| | - Laurie Legere
- Practice-Based Research and Innovation, Sunnybrook Health Sciences Centre, Toronto, ON, Canada
| | - Tamara Harth
- Practice-Based Research and Innovation, Sunnybrook Health Sciences Centre, Toronto, ON, Canada
| | - Laura Rashleigh
- Practice-Based Research and Innovation, Sunnybrook Health Sciences Centre, Toronto, ON, Canada
| | - Maria Parzanese
- Practice-Based Research and Innovation, Sunnybrook Health Sciences Centre, Toronto, ON, Canada
| | | | - Kyle Wilcocks
- Department of Anesthesiology & Pain Medicine, Temerty Faculty of Medicine, Toronto, ON, Canada
| | - Fahad Alam
- Department of Anesthesiology & Pain Medicine, Temerty Faculty of Medicine, Toronto, ON, Canada
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4
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Zhou C, Li J. The development of aesthetic experience through virtual and augmented reality. Sci Rep 2024; 14:4290. [PMID: 38383549 PMCID: PMC10881535 DOI: 10.1038/s41598-024-53840-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Accepted: 02/06/2024] [Indexed: 02/23/2024] Open
Abstract
Emerging technological innovations offer the potential for experiential engagement through virtual scenarios, yet the viability of this approach for educational purposes remains significantly underexplored. This study aims to assess the feasibility of Augmented Reality (AR) and Virtual Reality (VR) technologies in providing users with aesthetic experiences when visiting digital exhibitions. A total of 190 students participated in this investigation. The control group visited traditional exhibits at the Palace Museum in Beijing. This group underwent a survey to evaluate their acquired aesthetic experience. In contrast, the experimental group, comprising 96 students, engaged with VR/AR scenarios at the Palace Museum in Beijing. Accordingly, students in the experimental group were also surveyed to evaluate both their aesthetic experiences and, additionally, their user experiences. The survey results unveiled significant distinctions in aesthetic experiences between students in the control and experimental groups. Moreover, there were notable correlations between individual variables related to user and aesthetic experiences within the experimental group. Furthermore, the study revealed disparities in both user and aesthetic experiences among male and female students. The findings have implications for aesthetic education teachers and officials in the context of developing sound strategies for providing aesthetic experiences to their students. This information is also of interest to employees of museums, exhibitions, and other cultural facilities, who are interested in holding or hold digital exhibitions.
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Affiliation(s)
- Cong Zhou
- Teacher Education College, Hunan City University, Yiyang, Hunan, China.
| | - JianQi Li
- Teacher Education College, Hunan City University, Yiyang, Hunan, China
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Liu JYW, Mak PY, Chan K, Cheung DSK, Cheung K, Fong KNK, Kor PPK, Lai TKH, Maximo T. The Effects of Immersive Virtual Reality-Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study. JMIR MEDICAL EDUCATION 2024; 10:e48566. [PMID: 38358800 PMCID: PMC10905348 DOI: 10.2196/48566] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Revised: 09/08/2023] [Accepted: 12/28/2023] [Indexed: 02/16/2024]
Abstract
BACKGROUND Immersive virtual reality (IVR)-assisted experiential learning has the potential to foster empathy among undergraduate health care students toward older adults with cognitive impairment by facilitating a sense of embodiment. However, the extent of its effectiveness, including enhancing students' learning experiences and achieving intended learning outcomes, remains underexplored. OBJECTIVE This study aims to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment as the primary outcome (objective 1) and on their learning experience (objective 2) and their attainment of learning outcomes as the secondary outcomes (objective 3). METHODS A multiple-methods design was used, which included surveys, focus groups, and a review of the students' group assignments. Survey data were summarized using descriptive statistics, whereas paired 2-tailed t tests were used to evaluate differences in empathy scores before and after the 2-hour IVR tutorial (objective 1). Focus groups were conducted to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment (objective 1). Descriptive statistics obtained from surveys and thematic analyses of focus groups were used to explore the students' learning experiences (objective 2). Thematic analysis of group assignments was conducted to identify learning outcomes (objective 3). RESULTS A total of 367 undergraduate nursing and occupational therapy students were recruited via convenience sampling. There was a significant increase in the students' empathy scores, measured using the Kiersma-Chen Empathy Scale, from 78.06 (SD 7.72) before to 81.17 (SD 8.93) after (P<.001). Students expressed high satisfaction with the IVR learning innovation, with a high satisfaction mean score of 20.68 (SD 2.55) and a high self-confidence mean score of 32.04 (SD 3.52) on the Student Satisfaction and Self-Confidence scale. Students exhibited a good sense of presence in the IVR learning environment, as reflected in the scores for adaptation (41.30, SD 6.03), interface quality (11.36, SD 3.70), involvement (62.00, SD 9.47), and sensory fidelity (31.47, SD 5.23) on the Presence Questionnaire version 2.0. In total, 3 major themes were identified from the focus groups, which involved 23 nursing students: enhanced sympathy toward older adults with cognitive impairment, improved engagement in IVR learning, and confidence in understanding the key concepts through the learning process. These themes supplement and align with the survey results. The analysis of the written assignments revealed that students attained the learning outcomes of understanding the challenges faced by older adults with cognitive impairment, the importance of providing person-centered care, and the need for an age-friendly society. CONCLUSIONS IVR-assisted experiential learning enhances students' knowledge and empathy in caring for older adults with cognitive impairment. These findings suggest that IVR can be a valuable tool in professional health care education.
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Affiliation(s)
- Justina Yat Wa Liu
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
- Research Institute for Smart Ageing, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
| | - Pui Ying Mak
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
| | - Kitty Chan
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
| | - Daphne Sze Ki Cheung
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
- Research Institute for Smart Ageing, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
| | - Kin Cheung
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
| | - Kenneth N K Fong
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
| | - Patrick Pui Kin Kor
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
| | - Timothy Kam Hung Lai
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
| | - Tulio Maximo
- School of Design, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong)
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Hassan E, Hicks B, Tabet T, Farina N. Factors associated with dementia attitudes in an adolescent cohort: Structural Equation Modelling. COGENT PSYCHOLOGY 2023; 10:23311908.2023.2235125. [PMID: 38304300 PMCID: PMC7615582 DOI: 10.1080/23311908.2023.2235125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Accepted: 07/06/2023] [Indexed: 02/03/2024] Open
Abstract
Objective Dementia-related stigma is a key barrier to people living well with dementia, leading to social isolation and poor well-being. Adolescents represent an under-researched group that will become future carers and healthcare workers for the estimated 83.2 million people who will be living with dementia by 2030. Understanding the factors involved in dementia attitude formation in adolescents is useful for the development of evidence-based anti-stigma initiatives. This study aims to identify predictors of dementia attitudes in adolescents. Methods This is a cross-sectional study using secondary data analysis. 470 participants aged 12-15 years old from secondary schools in the Southeast of England, United Kingdom completed validated questionnaires relating to dementia attitudes (KIDS and Brief A-ADS) as well as demographic information. Multiple regressions were employed as well as a path analysis via a structural equation model to test for direct and mediatory effects. Results Multiple regression models revealed that being female, having higher levels of contact with dementia, and higher levels of empathy are positively associated with dementia attitudes in adolescents (p<0.05). Within the accepted structural equation model, empathy was a key mediator between contact and dementia attitudes. Conclusion This study highlights the pivotal role that contact with dementia can have in influencing dementia attitudes in adolescents with empathy serving as a mediator between contact and dementia attitudes. Interventions that use contact should consider how to stimulate empathetic responses to ultimately shape dementia attitudes.
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Chen VHH, Ibasco GC. All it takes is empathy: how virtual reality perspective-taking influences intergroup attitudes and stereotypes. Front Psychol 2023; 14:1265284. [PMID: 37790235 PMCID: PMC10542896 DOI: 10.3389/fpsyg.2023.1265284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2023] [Accepted: 08/31/2023] [Indexed: 10/05/2023] Open
Abstract
Research in the past decade has demonstrated the potential of virtual reality perspective-taking (VRPT) to reduce bias against salient outgroups. In the perspective-taking literature, both affective and cognitive mechanisms have been theorized and identified as plausible pathways to prejudice reduction. Few studies have systematically compared affective and cognitive mediators, especially in relation to virtual reality, a medium posited to produce visceral, affective experiences. The present study seeks to extend current research on VRPT's mechanisms by comparing empathy (affective) and situational attributions (cognitive) as dual mediators influencing intergroup attitudes (affective) and stereotypes (cognitive). In a between-subjects experiment, 84 participants were randomly assigned to embody a VR ingroup or outgroup waiting staff at a local food establishment, interacting with an impolite ingroup customer. Results indicated that participants in the outgroup VRPT condition reported significantly more positive attitudes and stereotypes towards outgroup members than those in the ingroup VRPT condition. For both attitudes and stereotypes, empathy significantly mediated the effect of VRPT, but situational attributions did not. Findings from this research provide support for affect as a key component of virtual experiences and how they shape intergroup perceptions. Implications and directions for further research are discussed.
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Affiliation(s)
- Vivian Hsueh Hua Chen
- Wee Kim Wee School of Communication and Information, Nanyang Technological University, Singapore, Singapore
- Department of Media and Communication, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Gabrielle C. Ibasco
- Department of Psychology, The University of British Columbia, Vancouver, BC, Canada
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8
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Luis EO, Martínez M, Akrivou K, Scalzo G, Aoiz M, Orón Semper JV. The role of empathy in shared intentionality: Contributions from Inter-Processual Self theory. Front Psychol 2023; 14:1079950. [PMID: 36968699 PMCID: PMC10036387 DOI: 10.3389/fpsyg.2023.1079950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Accepted: 02/22/2023] [Indexed: 03/12/2023] Open
Abstract
Research in psychology related to the conceptualization of empathy has been on the rise in the last decades. However, we argue that there is still space for further research to help capture the important notion of empathy and its theoretical and conceptual depth. Following a critical review of the current state of the research that conceptualizes and measures empathy, we focus on works that highlight the importance of a shared vision and its relevance in psychology and neuroscience. Considering the state of the art of current neuroscientific and psychological approaches to empathy, we argue for the relevance of shared intention and shared vision in empathy-related actions. Upon review of different models that emphasize a shared vision for informing research on empathy, we suggest that a newly developed theory of self, human growth and action–the so-called Inter-Processual Self theory (IPS)–can significantly and novelly inform the theorization on empathy beyond what the literature has stated to date. Then, we show how an understanding of integrity as a relational act that requires empathy is an essential mechanism for current key research on empathy and its related concepts and models. Ultimately, we aim to present IPS as a distinctive proposal to expand upon the conceptualization of empathy.
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Affiliation(s)
- Elkin O. Luis
- Psychological Processes in Education and Health Group, School of Education and Psychology, University of Navarra, Pamplona, Spain
- Methods and Research in Affective and Cognitive Psychology, School of Education and Psychology, University of Navarra, Pamplona, Spain
| | - Martín Martínez
- Methods and Research in Affective and Cognitive Psychology, School of Education and Psychology, University of Navarra, Pamplona, Spain
| | - Kleio Akrivou
- Henley Business School, University of Reading, Reading, United Kingdom
- *Correspondence: Kleio Akrivou,
| | - Germán Scalzo
- School of Business, Universidad Panamericana, Mexico City, Mexico
| | - Martín Aoiz
- Institute of Modern Languages, School of Education and Psychology, University of Navarra, Pamplona, Spain
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9
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Thomas TH, Murray PJ, Rosenzweig M, Taylor S, Brufsky A, Bender C, Larkin M, Schenker Y. "I was never one of those people who just jumped right in for me": patient perspectives on self-advocacy training for women with advanced cancer. Support Care Cancer 2023; 31:96. [PMID: 36598659 PMCID: PMC9811054 DOI: 10.1007/s00520-022-07531-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Accepted: 11/19/2022] [Indexed: 01/05/2023]
Abstract
PURPOSE Patients with advanced cancer experience many complicated situations that can make self-advocacy (defined as the ability speak up for yourself in the face of a challenge) difficult. Few self-advocacy interventions exist, and most are atheoretical with minimal patient engagement. The purpose of this study is to describe participant perspectives of a novel, self-advocacy serious game intervention called Strong Together. METHODS This was a qualitative cross-sectional descriptive study among women receiving cancer care at an academic cancer center within 3 months of an advanced gynecologic or breast cancer diagnosis. Participants randomized to receive the intervention completed one-on-one semi-structured interviews 3-months post Strong Together and had the option to share voice journals about their experiences. Inductive qualitative approaches were used to descriptively analyze transcripts and voice journals. Descriptive content analysis approaches were used to group similar codes together into themes summarizing participants' experiences engaging with the Strong Together intervention. RESULTS Participants (N = 40) reported that the Strong Together intervention was acceptable, noting that it was realistic and reflective of their personal experiences. Overarching themes included seeing myself in most scenarios and wanting more content; giving me the go ahead to expect more; offering ideas for how to stand up for myself; reinforcing what I am already doing; and reminding me of what I have. Participants suggested adding additional content including diverse characters. CONCLUSION This study demonstrated that women with advanced cancer were receptive to a self-advocacy skills-building intervention. Future research should explore the mechanisms linking serious games to learning and health outcomes.
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Affiliation(s)
- Teresa Hagan Thomas
- School of Nursing, University of Pittsburgh, 3500 Victoria Street, Suite 440, Pittsburgh, PA 15261 USA ,Palliative Research Center (PaRC), University of Pittsburgh, 230 McKee Place, Suite 600, Pittsburgh, PA 15213 USA
| | - Patty Jo Murray
- School of Nursing, University of Pittsburgh, 3500 Victoria Street, Suite 440, Pittsburgh, PA 15261 USA
| | - Margaret Rosenzweig
- School of Nursing, University of Pittsburgh, 3500 Victoria Street, Suite 440, Pittsburgh, PA 15261 USA ,Palliative Research Center (PaRC), University of Pittsburgh, 230 McKee Place, Suite 600, Pittsburgh, PA 15213 USA ,University of Pittsburgh Medical Center Magee-Womens Hospital, 300 Halket Street, Pittsburgh, PA 15213 USA
| | - Sarah Taylor
- University of Pittsburgh Medical Center Magee-Womens Hospital, 300 Halket Street, Pittsburgh, PA 15213 USA ,Department of Obstetrics, Gynecology & Reproductive Sciences, School of Medicine, University of Pittsburgh, 1218 Scaife Hal, 3550 Terrace Street, Pittsburgh, PA 15261 USA
| | - Adam Brufsky
- University of Pittsburgh Medical Center Magee-Womens Hospital, 300 Halket Street, Pittsburgh, PA 15213 USA ,Division of Hematology/Oncology, School of Medicine, University of Pittsburgh, 1218 Scaife Hal, 3550 Terrace Street, Pittsburgh, PA 15261 USA
| | - Catherine Bender
- School of Nursing, University of Pittsburgh, 3500 Victoria Street, Suite 440, Pittsburgh, PA 15261 USA
| | - Mikayla Larkin
- Department of Occupational Therapy, School of Health and Rehabilitation Sciences, University of Pittsburgh, 100 Technology Drive, Pittsburgh, PA 15219 USA
| | - Yael Schenker
- Palliative Research Center (PaRC), University of Pittsburgh, 230 McKee Place, Suite 600, Pittsburgh, PA 15213 USA ,Division of General Internal Medicine, School of Medicine, University of Pittsburgh, 230 McKee Place, Suite 600, Pittsburgh, PA 15213 USA
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10
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Wu YC, Maymon C, Paden J, Liu W. Launching Your VR Neuroscience Laboratory. Curr Top Behav Neurosci 2023; 65:25-46. [PMID: 37306851 DOI: 10.1007/7854_2023_420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The proliferation and refinement of affordable virtual reality (VR) technologies and wearable sensors have opened new frontiers in cognitive and behavioral neuroscience. This chapter offers a broad overview of VR for anyone interested in leveraging it as a research tool. In the first section, it examines the fundamental functionalities of VR and outlines important considerations that inform the development of immersive content that stimulates the senses. In the second section, the focus of the discussion shifts to the implementation of VR in the context of the neuroscience lab. Practical advice is offered on adapting commercial, off-the-shelf devices to a researcher's specific purposes. Further, methods are explored for recording, synchronizing, and fusing heterogeneous forms of data obtained through the VR system or add-on sensors, as well as for labeling events and capturing game play. The reader should come away with an understanding of fundamental considerations that need to be addressed in order to launch a successful VR neuroscience research program.
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Affiliation(s)
- Ying Choon Wu
- University of California San Diego, San Diego, CA, USA
| | | | | | - Weichen Liu
- University of California San Diego, San Diego, CA, USA
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11
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Li C, Lo Kon AL, Shing Ip HH. Use Virtual Reality to Enhance Intercultural Sensitivity: A Randomised Parallel Longitudinal Study. IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS 2022; 28:3673-3683. [PMID: 36048997 DOI: 10.1109/tvcg.2022.3203091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Prior studies suggest that emotional empathy is one of the components of intercultural sensitivity - the affective dimension under the concept of intercultural communication competence. Based on existing theories and findings, this paper reports a randomised parallel longitudinal study investigating the use of virtual reality (VR) exposure to enhance intercultural sensitivity. A total of 80 participants (36 females and 44 males) joined the study and were included in the data analysis. The participants were randomly assigned to the VR group, the video group, and the control group. Their intercultural sensitivity was measured three times: one week before the exposure ($T_{1}$), right after the exposure ($T_{2}$), and three weeks after the exposure ($T_{3}$). The results suggested that (1) the intercultural sensitivity of the VR group was significantly enhanced in both within-subject comparisons and between-subject comparisons, (2) there were no significant differences in intercultural sensitivity between the VR group and the video group at $T_{2}$, but the VR group retained the enhancement better at $T_{3}$, and (3) the sense of presence and emotional empathy well predicted the change in intercultural sensitivity of the VR group. The results, together with the participants' feedback and comments, provide new insights into the practice of using VR for intercultural sensitivity training and encourage future research on exploring the contributing factors of the results.
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12
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Kumar A. Gamification in training with next generation AI- virtual reality, animation design and immersive technology. J EXP THEOR ARTIF IN 2022. [DOI: 10.1080/0952813x.2022.2125080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Abhishek Kumar
- Department of Animation & Virtual reality, School of Computer Science & IT, JAIN (Deemed to be University), Bangalore, India
- School of Artificial Intelligence and Data Science, Indian Institute of Technology, Jodhpur, India
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Xie T, Zhang L, Liu G. Understanding preservice teachers' affective responses to VR-enabled scientific experiments. Front Psychol 2022; 13:929270. [PMID: 35992421 PMCID: PMC9389293 DOI: 10.3389/fpsyg.2022.929270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Accepted: 07/08/2022] [Indexed: 11/21/2022] Open
Abstract
Preservice teachers' preparedness, perception, and affect toward certain technology systems influence the student acquisition of science knowledge, process skills, teaching innovation, and willingness to use technology in their classroom. The purpose of this study was to explore teachers' affective responses to a virtual reality-enabled scientific experiment (VaSE) system. Fifty-one preservice teachers majoring in educational technology participated in the study. They were divided into two groups, and their reactions were measured separately on two occasions. The first occasion used a standard system following the principle of Donald Norman's affective design model (ADM). The VaSE system was then revised with a strict version of ADM before the participants' reactions were measured for a second time. The positive and negative affect scale (PANAS) was utilized for affective state evaluation. Semi-structured interviews that focused on affective experiences were organized using an ADM framework and conducted immediately after the participants used VaSE. The results indicated that the positive affect experienced by the preservice teachers was significantly enhanced, and the negative affect was significantly weakened. Academic level, gender, and prior experience were important random effect factors that impacted the affective experience. It was also revealed that participants were more likely to be affected by immersion and interactivity in terms of enhancing positive affect and were more likely to be affected by behavioral layer elements in terms of weakening negative affect. A conclusion has been drawn to provide theoretical and practical suggestions for training preservice teachers in ways that improve their ability to integrate technology into the classroom.
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Tassinari M, Aulbach MB, Jasinskaja-Lahti I. The use of virtual reality in studying prejudice and its reduction: A systematic review. PLoS One 2022; 17:e0270748. [PMID: 35834584 PMCID: PMC9282653 DOI: 10.1371/journal.pone.0270748] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Accepted: 06/16/2022] [Indexed: 11/23/2022] Open
Abstract
This systematic review provides an up-to-date analysis of existing literature about Virtual Reality (VR) and prejudice. How has VR been used in studying intergroup attitudes, bias and prejudice, are VR interventions effective at reducing prejudice, and what methodological advantages and limitations does VR provide compared to traditional methods are the questions we aim to answer. The included studies had to use VR to create an interaction with one or more avatars belonging to an outgroup, and/or embodiment in an outgroup member; furthermore, they had to be quantitative and peer-reviewed. The review of the 64 included studies shows the potential of VR contact to improve intergroup relations. Nevertheless, the results suggest that under certain circumstances VR contact can increase prejudice as well. We discuss these results in relation to the intergroup perspective (i.e., minority or majority) and target minority groups used in the studies. An analysis of potential mediators and moderators is also carried out. We then identify and address the most pressing theoretical and methodological issues concerning VR as a method to reduce prejudice.
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Kiyozumi T, Ishigami N, Tatsushima D, Araki Y, Yoshimura Y, Saitoh D. Instructor Development Workshops for Advanced Life Support Training Courses Held in a Fully Virtual Space: Observational Study. JMIR Serious Games 2022; 10:e38952. [PMID: 35767318 PMCID: PMC9280467 DOI: 10.2196/38952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 05/18/2022] [Accepted: 06/12/2022] [Indexed: 11/24/2022] Open
Abstract
Background Various face-to-face training opportunities have been lost due to the COVID-19 pandemic. Instructor development workshops for advanced resuscitation (ie, advanced life support) training courses are no exception. Virtual reality (VR) is an attractive strategy for remote training. However, to our knowledge, there are no reports of resuscitation instructor training programs being held in a virtual space. Objective This study aimed to investigate the learning effects of an instructor development workshop that was conducted in a virtual space. Methods In this observational study, we created a virtual workshop space by using NEUTRANS (Synamon Inc)—a commercial VR collaboration service. The instructor development workshop for the advanced life support training course was held in a virtual space (ie, termed the VR course) as a certified workshop by the Japanese Association of Acute Medicine. We asked 13 instructor candidates (students) who participated in the VR course to provide a workshop report (VR group). Reports from a previously held face-to-face workshop (ie, the face-to-face course and group) were likewise prepared for comparison. A total of 5 certified instructor trainers viewed and scored the reports on a 5-point Likert scale. Results All students completed the VR course without any problems and received certificates of completion. The scores for the VR group and the face-to-face group did not differ at the level of statistical significance (median 3.8, IQR 3.8-4.0 and median 4.2, IQR 3.9-4.2, respectively; P=.41). Conclusions We successfully conducted an instructor development workshop in a virtual space. The degree of learning in the virtual workshop was the same as that in the face-to-face workshop.
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Affiliation(s)
- Tetsuro Kiyozumi
- Department of Defense Medicine, National Defense Medical College, Tokorozawa, Japan
| | - Norio Ishigami
- Department of Defense Medicine, National Defense Medical College, Tokorozawa, Japan
| | - Daisuke Tatsushima
- Department of Defense Medicine, National Defense Medical College, Tokorozawa, Japan
| | - Yoshiyuki Araki
- Department of Defense Medicine, National Defense Medical College, Tokorozawa, Japan
| | - Yuya Yoshimura
- Department of Emergency and Critical Care Medicine, Hachinohe City Hospital, Hchinohe, Japan
| | - Daizoh Saitoh
- Division of Traumatology, Research Institute, Department of Traumatology and Critical Care, National Defense Medical College, Tokorozawa, Japan
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16
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A Black Mirror of Bright Ideas: Could Media Educate towards Positive Creativity? EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12060402] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
With the media’s omnipresence, beneficial and detrimental effects on human behavior—including creativity—are being widely discussed. This essay presents potential benefits of passive and active media use for enhancing creative thinking and behavior. Based on the classic socio-cognitive theory of observational learning and stressing the importance of creative self-beliefs, certain types of media content and activities are highlighted to demonstrate how traditional and modern media can shape positive creativity—contributing to novel and valuable behavior from both individual and social points of view. The discussion proceeds to link media influence with creative skills, creative self-beliefs, and group creativity, emphasizing the necessity of media education and systematic scientific research on the topic.
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Dincelli E, Yayla A. Immersive virtual reality in the age of the Metaverse: A hybrid-narrative review based on the technology affordance perspective. JOURNAL OF STRATEGIC INFORMATION SYSTEMS 2022. [DOI: 10.1016/j.jsis.2022.101717] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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18
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Tassinari M, Aulbach MB, Jasinskaja-Lahti I. Investigating the Influence of Intergroup Contact in Virtual Reality on Empathy: An Exploratory Study Using AltspaceVR. Front Psychol 2022; 12:815497. [PMID: 35185708 PMCID: PMC8848353 DOI: 10.3389/fpsyg.2021.815497] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Accepted: 12/24/2021] [Indexed: 01/09/2023] Open
Abstract
Virtual Reality (VR) has often been referred to as an "empathy machine." This is mostly because it can induce empathy through embodiment experiences in outgroup membership. However, the potential of intergroup contact with an outgroup avatar in VR to increase empathy is less studied. Even though intergroup contact literature suggests that less threatening and more prosocial emotions are the key to understanding why intergroup contact is a powerful mean to decrease prejudice, few studies have investigated the effect of intergroup contact on empathy in VR. In this study, we developed a between-participants design to investigate how VR can be used to create a positive intergroup contact with a member of a stigmatized outgroup (ethnic minority) and present the results of the effect of intergroup contact in VR on empathy. Sixty four participants experienced either positive contact (i.e., equal intergroup status, collaborative) with a black (experimenter-controlled) avatar (experimental condition) or no intergroup contact (i.e., ingroup contact with a white avatar; control condition), with situational empathy (personal distress and empathic interest) being measured through a self-report questionnaire up to a week before and right after the VR contact experience. The experiment showed that satisfying degrees of body ownership of participants' own avatar and co-presence with the contacted avatar can be achieved in simple and universally accessible virtual environments such as AltspaceVR. The results indicated that while VR intergroup contact had no significant direct effect on empathy, exploratory analyses indicated that post-intervention empathic interest increased with stronger feelings of co-presence in the intergroup contact condition.
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Affiliation(s)
- Matilde Tassinari
- Faculty of Social Sciences, Department of Social Research, University of Helsinki, Helsinki, Finland
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19
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Yang S, Zhang W. Presence and Flow in the Context of Virtual Reality Storytelling: What Influences Enjoyment in Virtual Environments? CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2022; 25:101-109. [PMID: 34962138 DOI: 10.1089/cyber.2021.0037] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Virtual reality (VR) has widely been implemented in a variety of industries, with immersive storytelling now gaining popularity in the field of journalism. In this regard, there are many important questions about which direction modern journalism should take as a whole. To test the feasibility of immersive storytelling, this study developed a cognitive experience model containing paths for presence, flow, credibility, empathy, understanding, and enjoyment. A total of 131 participants were divided into three groups and exposed to either VR, 360-degree videos, or two-dimensional (2D) videos, then asked to rate their experiences. With the exception of understanding, results showed that the VR and 360-degree videos were more highly evaluated in each path when compared with 2D videos. In this case, technical attributes did not greatly affect the study variables. However, presence played a vital role in news promotion, while flow was positively affected by presence; flow also affected other variables when combined with presence. Finally, a structural equation model was tested and the weights of the different influences on the enjoyment impact were presented. In sum, this study found that immersive storytelling improved both presence, flow, and credibility, which jointly and positively affected enjoyment. Understanding negatively affected enjoyment. Empathy had little effect on enjoyment in the model.
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Affiliation(s)
- Shuran Yang
- Digital Humanities Lab, Faculty of Humanities and Social Science, University of Basel, Basel, Switzerland
| | - Wenxiang Zhang
- Department of Information Engineering, Tibet University for Nationalities, Xianyang, China
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20
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Terbeck S, Charlesford J, Clemans H, Pope E, Lee A, Turner J, Gummerum M, Bussmann B. Physical Presence during Moral Action in Immersive Virtual Reality. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18158039. [PMID: 34360328 PMCID: PMC8345728 DOI: 10.3390/ijerph18158039] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/29/2021] [Revised: 07/07/2021] [Accepted: 07/09/2021] [Indexed: 11/23/2022]
Abstract
Research on morality has focused on differences in moral judgment and action. In this study, we investigated self-reported moral reasoning after a hypothetical moral dilemma was presented on paper, and moral reasoning after that very same dilemma was experienced in immersive virtual reality (IVR). We asked open-ended questions and used content analysis to determine moral reasoning in a sample of 107 participants. We found that participants referred significantly more often to abstract principles and consequences for themselves (i.e., it is against the law) after the paper-based moral dilemma compared to the IVR dilemma. In IVR participants significantly more often referred to the consequences for the people involved in the dilemma (i.e., not wanting to hurt that particular person). This supports the separate process theory, suggesting that decision and action might be different moral concepts with different foci regarding moral reasoning. Using simulated moral scenarios thus seems essential as it illustrates possible mechanisms of empathy and altruism being more relevant for moral actions especially given the physical presence of virtual humans in IVR.
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Affiliation(s)
- Sylvia Terbeck
- School of Psychology, Liverpool John Moores University, Byron Street, Liverpool L3 3AF, UK
- Correspondence:
| | - Jaysan Charlesford
- School of Psychology, Plymouth University, Drake Circus, Plymouth PL4 4AG, UK; (J.C.); (H.C.); (E.P.); (A.L.); (J.T.)
| | - Heather Clemans
- School of Psychology, Plymouth University, Drake Circus, Plymouth PL4 4AG, UK; (J.C.); (H.C.); (E.P.); (A.L.); (J.T.)
| | - Emily Pope
- School of Psychology, Plymouth University, Drake Circus, Plymouth PL4 4AG, UK; (J.C.); (H.C.); (E.P.); (A.L.); (J.T.)
| | - Aimee Lee
- School of Psychology, Plymouth University, Drake Circus, Plymouth PL4 4AG, UK; (J.C.); (H.C.); (E.P.); (A.L.); (J.T.)
| | - Joshua Turner
- School of Psychology, Plymouth University, Drake Circus, Plymouth PL4 4AG, UK; (J.C.); (H.C.); (E.P.); (A.L.); (J.T.)
| | - Michaela Gummerum
- Department of Psychology, University of Warwick, Gibbet Hill, Coventry CV4 7AL, UK;
| | - Bettina Bussmann
- Department of Philosophy, Salzburg University, Franziskanergasse 1, 5020 Salzburg, Austria;
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21
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Taylor CL, Barbot B. Gender differences in creativity: Examining the greater male variability hypothesis in different domains and tasks. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2021.110661] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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22
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Barbot B, Piering K, Horcher D, Baudoux L. Creative recovery: Narrative creativity mitigates identity distress among young adults with cancer. J Psychosoc Oncol 2021; 40:315-330. [PMID: 33928839 DOI: 10.1080/07347332.2021.1907498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Objective: Young adults with cancer are at a heightened risk for experiencing identity distress, with adverse consequence on their satisfaction with life (SwL). This study examines the contributions of two resources thought to mitigate identity distress: parental warmth and narrative creativity.Methods: 164 young adults divided into three groups: (a) control group (no history of life-threatening medical illness); (b) recovered group, and (c) cancer group (currently in treatment) completed measures of SwL, identity distress, parental warmth, and narrative creativity.Findings: The cancer group was associated with higher identity distress and there was a strong contribution of identity distress in decreased SwL across groups. Narrative creativity had a significant, direct effect on reduced identity distress, indirectly increasing SwL across groups.Implications for psychosocial providers: These findings highlight the potential of creativity to decrease identity distress and in turn, improve SwL among patients with cancer.
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Affiliation(s)
- Baptiste Barbot
- Psychological Sciences Research Institute, UCLouvain (University of Louvain), Louvain-la-Neuve, Belgium.,Child Study Center, Yale University, New Haven, CT, USA
| | - Kristen Piering
- Department of Psychology, Pace University, New York, NY, USA
| | - Dylan Horcher
- Department of Psychology, Pace University, New York, NY, USA
| | - Lara Baudoux
- Psychological Sciences Research Institute, UCLouvain (University of Louvain), Louvain-la-Neuve, Belgium
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23
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Byers T, Hayday EJ, Mason F, Lunga P, Headley D. Innovation for Positive Sustainable Legacy From Mega Sports Events: Virtual Reality as a Tool for Social Inclusion Legacy for Paris 2024 Paralympic Games. Front Sports Act Living 2021; 3:625677. [PMID: 33969293 PMCID: PMC8097166 DOI: 10.3389/fspor.2021.625677] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Accepted: 01/12/2021] [Indexed: 11/13/2022] Open
Abstract
There is significant interest in how sports events and their associated legacies could act as a platform to address global challenges and engender social change. The United Nations (UN) has acknowledged the important role that sport plays in supporting the UN 2030 Agenda for Sustainable Development and the Olympic movement could be argued as central to that objective. Yet critical questions and concerns have been raised about the growing expenditure, viability, long term legacy, and impacts of mega sports events such as the Olympic Games. While much evidence has focused on the challenges of creating legacy for Olympic Games, there is considerably less literature on understanding the Paralympic context. The purpose of this paper is to discuss the role of innovation in creating legacy from MSEs and propose a theoretical and methodological plan for such research. Innovation, a key driver in organizational performance, is suggested as essential to defining, planning for and measuring legacy. We specifically examine the potential of virtual reality (VR) as a technological innovation which can help create a social inclusion legacy in the context of Paris 2024 Olympic/Paralympic Games. A conceptual model is developed, which identifies legacy as a "wicked problem", and this paper discusses the importance of innovation with regards to legacy, by suggesting a new application for VR technology in the context of legacy related to social inclusion. Information technology is a valuable facilitator of social inclusion for individuals with a disability. We specifically examine the potential of VR as a technological innovation which can help create legacy through influencing unconscious biases (symbolic ableism) toward diversity such as disability, gender, and race.
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Affiliation(s)
- Terri Byers
- Faculty of Kinesiology, University of New Brunswick Fredericton, Fredericton, NB, Canada
| | - Emily Jane Hayday
- Institute for Sport Business, Loughborough University London, London, United Kingdom
| | - Fred Mason
- Faculty of Kinesiology, University of New Brunswick Fredericton, Fredericton, NB, Canada
| | - Phillip Lunga
- Faculty of Kinesiology, University of New Brunswick Fredericton, Fredericton, NB, Canada
| | - Daneka Headley
- Faculty of Kinesiology, University of New Brunswick Fredericton, Fredericton, NB, Canada
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24
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Peisachovich E, Appel L, Sinclair D, Luchnikov V, Da Silva C. CVRriculum Program Faculty Development Workshop: Outcomes and Suggestions for Improving the Way We Guide Instructors to Embed Virtual Reality Into Course Curriculum. Cureus 2021; 13:e13692. [PMID: 33824834 PMCID: PMC8012247 DOI: 10.7759/cureus.13692] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Experiential education and student engagement are a main source of student attraction and retention in post secondary milieus. To remain innovative, it is imperative that universities look beyond the internet and traditional multimedia mediums and incorporate novel ways and cutting-edge technologies that can drastically change the way students and educators experience learning. The application of technology as an approach to experiential education is becoming more popular and has extensively impacted universities and other higher education organizations around the world. One approach to support this change in education delivery is to use immersive technologies such as virtual reality (VR). Our team has conducted a pilot study that focuses on embedding VR as a medium to teach empathy within higher education milieus. We began the study by conducting a pilot faculty development workshop to provide an understanding of VR and ways it can be embedded as a pedagogical approach to support curriculum design. Five faculty members from a local university were recruited to participate. Outcomes suggest that embedding VR into the curriculum is a feasible approach that provides an engaging learning environment that is effective for teaching an array of interpersonal skills. The workshop laid the foundation for future faculty training programs guiding the use of VR, prompting a dialog regarding plans for future workshops across a pan-university context.
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Affiliation(s)
| | - Lora Appel
- Medical Education and Simulation, York University, Toronto, CAN
| | - Don Sinclair
- Medical Education and Simulation, York University, Toronto, CAN
| | | | - Celina Da Silva
- Medical Education and Simulation, York University, Toronto, CAN
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25
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X-Reality Museums: Unifying the Virtual and Real World Towards Realistic Virtual Museums. APPLIED SCIENCES-BASEL 2020. [DOI: 10.3390/app11010338] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Culture is a field that is currently entering a revolutionary phase, no longer being a privilege for the few, but expanding to new audiences who are urged to not only passively consume cultural heritage content, but actually participate and assimilate it on their own. In this context, museums have already embraced new technologies as part of their exhibitions, many of them featuring augmented or virtual reality artifacts. The presented work proposes the synthesis of augmented, virtual and mixed reality technologies to provide unified X-Reality experiences in realistic virtual museums, engaging visitors in an interactive and seamless fusion of physical and virtual worlds that will feature virtual agents exhibiting naturalistic behavior. Visitors will be able to interact with the virtual agents, as they would with real world counterparts. The envisioned approach is expected to not only provide refined experiences for museum visitors, but also achieve high quality entertainment combined with more effective knowledge acquisition.
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26
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Hargrove A, Sommer JM, Jones JJ. Virtual reality and embodied experience induce similar levels of empathy change: Experimental evidence. COMPUTERS IN HUMAN BEHAVIOR REPORTS 2020. [DOI: 10.1016/j.chbr.2020.100038] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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27
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Barbot B, Hein S, Trentacosta C, Beckmann JF, Bick J, Crocetti E, Liu Y, Rao SF, Liew J, Overbeek G, Ponguta LA, Scheithauer H, Super C, Arnett J, Bukowski W, Cook TD, Côté J, Eccles JS, Eid M, Hiraki K, Johnson M, Juang L, Landi N, Leckman J, McCardle P, Mulvey KL, Piquero AR, Preiss DD, Siegler R, Soenens B, Yousafzai AK, Bornstein MH, Cooper CR, Goossens L, Harkness S, van IJzendoorn MH. Manifesto for new directions in developmental science. New Dir Child Adolesc Dev 2020; 2020:135-149. [PMID: 32960503 DOI: 10.1002/cad.20359] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The present manifesto is proposed by a group of scholars from various disciplines and perspectives within developmental science to spark conversations and action plans in response to these questions. After highlighting four critical content domains that merit concentrated and often urgent research efforts, two issues regarding "how" we do developmental science and "what for" are outlined. This manifesto concludes with five proposals, calling for integrative, inclusive, transdisciplinary, transparent, and actionable developmental science. Specific recommendations, prospects, pitfalls, and challenges to reach this goal are discussed.
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Affiliation(s)
- Baptiste Barbot
- Psychological Sciences Research Institute, UCLouvain, Belgium & Yale Child Study Center, Yale University, USA
| | | | | | | | - Johanna Bick
- Department of Psychology, University of Houston, USA
| | | | | | | | - Jeffrey Liew
- Department of Educational Psychology, Texas A&M University, USA
| | | | | | | | - Charles Super
- Department of Human Development and Family Sciences & Center for the Study of Culture, Health, and Human Development, University of Connecticut, USA
| | | | | | - Thomas D Cook
- GW Institute of Public Policy, George Washington University & Northwestern University, USA
| | - James Côté
- Department of Sociology, University of Western Ontario, Canada
| | | | - Michael Eid
- Department of Education and Psychology, Freie Universität Berlin, Germany
| | - Kazuo Hiraki
- Department of General Systems Studies, University of Tokyo, Japan
| | | | | | - Nicole Landi
- Department of Psychological Sciences, University of Connecticut, USA
| | | | - Peggy McCardle
- Haskins Laboratories & Peggy McCardle Consulting, LLC, USA
| | | | | | - David D Preiss
- Psychology, Pontifical Catholic University of Chile, Chile
| | | | - Bart Soenens
- Department of Developmental, Personality, and Social Psychology, Ghent University, Belgium
| | - Aisha Khizar Yousafzai
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, USA
| | | | | | - Luc Goossens
- School Psychology and Development, KU Leuven, Belgium
| | - Sara Harkness
- Center for the Study of Culture, Health, and Human Development and Department of Human Development and Family Sciences, University of Connecticut, USA
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