The immense capabilities provided by virtual reality for enhancing empathy and altering social behaviors, make it possible to use virtual reality for the promotion of the understanding between individuals. A social issue that needs to be addressed is the discrimination and marginalization of people with Asperger's syndrome (AS) from the working force, stemming from the lack of recognition and justification of their oddities. In this paper, the effectiveness of a virtual reality simulation, raising awareness on this specific issue, is evaluated. Awareness is a term used in this research to refer to the combination of conceptual knowledge and sensitization on a specific issue. An experiment with between-group design has been carried out, where half of the participants used the simulation via a VR headset device and the other half was given a transcript of relevant medical articles instead. The comparison between the two groups indicates that the group which used the simulation gained more knowledge on AS than the group which used the transcript. Moreover, the parameter of sensitization indicates positive correlations with place illusion in the VR group.

The experience of using an educational application, concerning a major depressive disorder simulation, could be anything but pleasant, so the challenges of creating such an application are ample. In this research, the effects of the emotional experience of the players, deriving from the positive ending of the virtual reality (VR) simulation’s embedded narrative or the lack of it, are evaluated. Alongside the investigation of a possible link between the emotional impact of the simulation and information retention, the overall effect of the application in relation to VR presence and body ownership is appraised. Thirty participants over 18 years old tested the application, using an Oculus Rift head-mounted display with a joystick, and their data were recorded by a pre- and a post-questionnaire. The 30 participants have been separated into groups of 15, where the positive ending was accessible to only one of the two groups. The group which experienced the positive ending reported a significant correlation of emotional impact and knowledge retention.

No abstract

This scoping review focuses on therapeutic interventions, which involve the creation of artworks in virtual reality. The purpose of this research is to survey possible directions that traditional practices of art therapy and therapeutic artmaking could take in the age of new media, with emphasis on fully immersive virtual reality. After the collection of papers from online databases, data from the included papers were extracted and analyzed using thematic analysis. The results reveal that virtual reality introduces novel opportunities for artistic expression, self-improvement, and motivation for psychotherapy and neurorehabilitation. Evidence that artmaking in virtual reality could be highly beneficial in therapeutic settings can be found in many aspects of virtual reality, such as its virtuality, ludicity, telepresence capacity, controlled environments, utility of user data, and popularity with digital natives. However, deficiencies in digital literacy, technical limitations of the current virtual reality devices, the lack of tactility in virtual environments, difficulties in the maintenance of the technology, interdisciplinary concerns, as well as aspects of inclusivity should be taken into consideration by therapy practitioners, researchers, and software developers alike. Finally, the reported results reveal implications for future practice.