Immersive Virtual Reality Implementations in Developmental Psychology

Araiza-Alba, Paola; Keane, Therese; Beaudry, Jennifer L.; Kaufman, Jordy

doi:10.20870/ijvr.2020.20.2.3094

Cited by 8 publications

(2 citation statements)

References 77 publications

(128 reference statements)

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“…There is an ongoing rapid growth in the use and development of technology. A lot of attention has been focused on immersive technologies lately to surpass entertainments to cover more practical applications in military trainings, health assessments, medical rehabilitations, education, and many others [2,[21][22][23][24]. In light to this trend, we embark on the fact that children that are more likely to interact with technologies than most adults which pins out the possibility for better intervention tactics.…”

Section: Where We Are In the Literaturementioning

confidence: 99%

A serious-gamification blueprint towards a normalized attention

Alqithami

2021

Brain Inf.

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Attention is an important commodity in the human skills set. It can be trained to overcome deficits in the short term which might be based on multiple cognitive complications to entail inability to keep focus and mined wondering. On the long term, however, it might be a symptom of chronic diseases that acquire attention to include the spectra of many mental health disorders, e.g., attention deficit hyperactivity disorder (ADHD). This paper, therefore, introduces a generic reference model that guides in the design of proper treatment method for patients in short of attention to engage in a game-based environment in order to enhance the behavior of their current state of attention which may hopefully lead to a better focus. When considering the volatility of traditional cognitive behavioral therapies (CBTs), the model reflects and analyzes evolving serious games design directed for the treatment of ADHD. It serves as an instrument that spawn over a specific treatment design since it introduces essential components that depicts essential units of traditional CBT when they are modularly combined. The components will be introduced and the processes of the reference model will be elaborated as a roadmap for the formation and the operation of augmented reality treatment games.

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Section: Where We Are In the Literaturementioning

confidence: 99%

A serious-gamification blueprint towards a normalized attention

Alqithami

2021

Brain Inf.

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“…With the rapid growth of technological advances, such as high-speed computing, high-resolution graphics, and interface devices, immersive virtual reality technology (IVR) has become not only an exciting entertainment technology but one with many practical applications (Araiza-Alba et al, 2020a;Ke & Im, 2013;Wilson et al, 2015) in areas including military or medical training (Bhagat et al, 2016;Jensen & Konradsen, 2018), medical rehabilitation (Bryant et al, 2020), pain distraction (Kipping et al, 2012), neuropsychology assessment and tourism (Loureiro et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Children's memory of a story experienced with virtual reality versus traditional media technology

Araiza-Alba

Keane

Chen

et al. 2020

IJVR

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Immersive Virtual Reality Technology (IVR) is a visual multi-sensory computer-simulated environment that perceptually surrounds an individual, creating the illusion that one has “stepped inside” and is included in, and interacting with the generated world. Although IVR has been suggested as a tool to enhance learning, existing work has not examined how IVR presentations, compared with other types of storytelling, facilitate or interfere with children’s memory formation. Here, we present data from a study of seventy 6- and 7-year-old children randomly assigned to experience a story in one of three modalities: IVR, video, or a paper-based book. We assessed the children’s story recall and their ability to identify the protagonist’s emotions. Results showed that, overall, children in the IVR condition performed better in the memory-recall task than the children in the video and book conditions. The most pronounced difference in memory performance was between the IVR and book conditions. In the IVR versus video conditions, 6-year-olds performed significantly better in the IVR condition than in the video condition, while 7-year-olds performed similarly in both digital-story conditions. We found no effects of condition on children’s attribution of emotions to the story’s protagonist. We conclude that IVR may enhance children’s ability to learn story content in certain situations.

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The Role of Virtual Reality Professional Experiences in Initial Teacher Education

Keane

Chalmers

2023

Technological Innovations in Education

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Immersive Virtual Reality Implementations in Developmental Psychology

Cited by 8 publications

References 77 publications

A serious-gamification blueprint towards a normalized attention

A serious-gamification blueprint towards a normalized attention

Children's memory of a story experienced with virtual reality versus traditional media technology

The Role of Virtual Reality Professional Experiences in Initial Teacher Education

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