Dynamics of Mental States of Learners Working with Didactic VR Programs Using Virtual Reality Technologies

This article examines the changes in mental states and personality creativity when working with short-term virtual reality. This is part of comprehensive research on personality (and mental in general) changes in didactic and training VR programs. The first part of the work was aimed at examining the influence of modern didactic programs in virtual reality (VR) on mental states in adolescence. The materials of empirical research obtained on a sample of 1—2-year students of the Moscow State University of Psychology and Education and SmolSU are presented. In study 1 (N = 73) (with a highly immersive VR program) and 2 (N = 46) (using a didactic VR environment of low immersion), respondents aged 19 to 26 took part. We used the «Actual state» methodology by L.V. Kulikova, «Assessment of Mood», didactic VR programs are used as instructive independent variables. The results obtained indicate that the didactic VR environment of the highest level may has a significant effect on mental states, increasing indicators on the scales of activation, excitement, tone, euphoria, and reducing asthenia indicators. Conditions such as well-being, normal mood, calmness remain stable in immersive didactic VR. In the control sample, in a less immersive VR-environment, statistically significant changes in indicators — tone, excitement, well-being were not revealed. The second part of the research, which examines the effect of higher-level VR programs on creativity, was carried out using a similar mixed factorial design with one independent variable. Johnson’s questionnaire, Torrance and Rorschach tests were used to diagnose creativity. In the experimental group (with vive helmets), in the parameters of all three tests, significant differences were diagnosed according to the Wilcoxon criterion of no less than 95%. In the control group, where the subjects worked with the same program («Surfaces of the second order») on ordinary monitors, the significance of the changes was confirmed by the method of Johnson and Torrance by the Wilcoxon test, by the G test «in Torrance», the changes were not reliable, by «Rorschach», by the two criteria, the changes were not reliable. In general, the results showed that the higher immersiveness of even short didactic VR programs promotes greater changes in creativity. The effectiveness of VR programs in influencing mental states and creativity is determined by the successful modeling of 3D objects, high animation, interactivity, originally incorporated into the content of higher level VR. Changes in creativity in VR, along with changes in cognitive processes, personal parameters (motivation, abilities, focus, consciousness), mental states are considered as an indicator of the presence and specificity of VR ontology.

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Mental States and Creativity of the Subject in a Didactic VR Environment of Various Immersiveness

Barabanschikov

Селиванов

2022

Experimental Psychology (Russia)

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The Study of High-Level Virtual Reality and Personality Creativity

Anikina

Khoze

Strizhova

2022

Experimental Psychology (Russia)

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The study examined the impact of the highest level of VR — the use of VIVE helmets — on individual creativity. Before and after working with VR programs using VIVE helmets, the participants in the study (n=28) were diagnosed with the parameters of verbal creativity: sensitivity to the problem, preference for complexity fluency, flexibility, resourcefulness, ingenuity, imagination, ability to structure, originality, resourcefulness and productivity, independence, originality, confident style of behavior; non-verbal creativity: originality, uniqueness; as well as general creativity. As a result of statistical data processing, it was shown that the study participants experienced significant changes in non-verbal creativity indicators — “originality” (at p ≤0.05) and “uniqueness” (at p ≤0.01). The vectors for further research on the problem of the connection between creative activity, creativity of the individual and virtual reality are determined.

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Students’ Dynamics of Heart Rate Variability during Virtual Reality Class

Bakhchina

Strizhova

2022

Experimental Psychology (Russia)

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The article presents the results of a study of the dynamics of the characteristics of heart rate variability in the learning process in high-level virtual reality and behind a computer monitor. The continuous dynamics of the heart rate of senior and junior students (N=16, 8 — female, 8 — male, age from 18 to 22) was recorded at rest (sitting, in silence, with eyes closed) and during two short lessons in biology and mathematics in different conditions. After the training programs (classes), students were offered test questions on the materials they had listened to and a questionnaire for the subjective assessment of the lesson information in terms of the degree of novelty, complexity, clarity of the material, etc. It was shown that the dynamics of the functional state does not differ between lessons, the degree of activation and tension in terms of HRV increased equally when practicing in virtual reality and behind a computer monitor compared to the background. At the same time, after working in training programs in virtual reality, the students demonstrated a greater number of correct answers to test questions and evaluated the information in them as newer and more complex, compared to the lessons at the computer monitor. The conclusion is made about the effectiveness of the use of virtual reality technologies in education, as students demonstrate higher results with the same level of tension and activity.

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Dynamics of Mental States of Learners Working with Didactic VR Programs Using Virtual Reality Technologies

Cited by 8 publications

References 14 publications

Mental States and Creativity of the Subject in a Didactic VR Environment of Various Immersiveness

Mental States and Creativity of the Subject in a Didactic VR Environment of Various Immersiveness

The Study of High-Level Virtual Reality and Personality Creativity

Students’ Dynamics of Heart Rate Variability during Virtual Reality Class

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