Meditating in Virtual Reality 3: 360° Video of Perceptual Presence of Instructor

Abstract

Objectives The need for remote delivery of mental health interventions including instruction in meditation has become paramount in the wake of the current global pandemic. However, the support one may usually feel within the physical presence of an instructor may be weakened when interventions are delivered remotely, potentially impacting one's meditative experiences. Use of head-mounted displays (HMD) to display video-recorded instruction may increase one's sense of psychological presence with the instructor as compared to presentation via regular flatscreen (e.g., laptop) monitor. This research therefore evaluated a didactic, trauma-informed care approach to instruction in mindfulness meditation by comparing meditative responses to an instructor-guided meditation when delivered face-to-face vs. by pre-recorded 360°videos viewed either on a standard flatscreen monitor (2D format) or via HMD (i.e., virtual reality [VR] headset; 3D format). Methods Young adults (n = 82) were recruited from a university introductory course and experienced a 360°video-guided meditation via HMD (VR condition, 3D format). They were also randomly assigned to practice the same meditation either via scripted face-to-face instruction (in vivo [IV] format) or when viewed on a standard laptop display (non-VR condition, 2D format). Positive and negative affect and meditative experience ratings were self-reported and participants' maintenance of focused attention to breathing (i.e., meditation breath attention scores [MBAS]) were recorded during each meditation. Results Meditating in VR (3D format) was associated with a heightened experience of awe overall. When compared to face-toface instruction (IV format), VR meditation was rated as less embarrassing but also less enjoyable and more tiring. When compared to 2D format, VR meditations were associated with greater experiences of relaxation, less distractibility from the process of breathing, and less fatigue. No differences were found between VR and non-VR meditation in concentration (MBAS). Baseline posttraumatic stress symptoms were risk factors for experiencing distress while meditating in either (VR and non-VR) instructional format. Of those who reported a preference for one format, approximately half preferred the VR format and approximately half preferred the IV format. Conclusions Recorded 360°video instruction in meditation viewed with a HMD (i.e., VR/3D format) appears to offer some experiential advantage over instructions given in 2D format and may offer a safe-and for some even preferred-alternative to teaching meditation face-to-face.

The impact of virtual reality meditation on college students’ exam performance

“…The analysis revealed that using high-immersion VR (with a headset) was more effective in deepening the levels of meditation compared with when meditation was practiced via a desktop monitor (without a headset). More recently, Waller et al ( 2021 ) found that 360° video-guided meditation using a VR headset increased college students’ sense of psychological and perceptual presence of the instructor when compared with meditation via the 2D standard desktop monitor. In an experimental study of undergraduate students, VR guided meditation generated greater positive affect with an experience of higher immersiveness and egocentricity versus the non-VR guided meditation (Miller et al, 2021 ).…”

The Role of Virtual Reality as a Psychological Intervention for Mental Health Disturbances during the COVID-19 Pandemic: A Narrative Review

“…Using head-mounted displays (HMD) to display video-recorded guidance may enhance one’s sense of psychological presence with the expert compared to the presentation via a regular flat screen, such as on a computer laptop monitor. Researchers evaluated a didactic, trauma-informed care approach to instruction in mindfulness meditation [ 47 ]. This action is carried out by comparing meditative reactions to an instructor-guided meditation when addressed face-to-face vs. prerecorded 360° movies viewed on a standard flat screen monitor (i.e., 2D format) or via an HMD (the VR headset; 3D format).…”

“…In a prior study, young adults ( n = 82) from a university preparatory course participated in a preparatory course and encountered a 360° video-guided meditation via HMD (VR condition, 3D format) [ 47 ]. The respondents were randomly instructed to practice similar meditation techniques via scripted face-to-face guidance (in vivo [IV] format) or observe them on a standard laptop display, i.e., non-VR condition, in 2D form.…”

“…Table 1 illustrates the characteristics of the studies with a list of information on the names of studies, year of studies, country of origin, inclusive and exclusive criteria, outcome measures, interventions, and the benefits/disadvantages of VR interventions [ 47 , 57 , 58 , 59 , 64 , 65 ].…”

A importância da prática de mindfulness como ferramenta para a redução dos sintomas de ansiedade e depressão no contexto da pandemia de covid-19

“…Nesse sentido, tendo em vista o distanciamento social ocasionado pela pandemia do covid-19 e o consequente aumento do uso de meios de comunicação através da internet, os estudos apresentados (El Morr, et al, 2020;Matiz, et al, Research, Society and Development, v. 10, n. 15, e545101523559, 2021 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v10i15.23559 8 2020; Pizarro-Ruiz, et al, 2021;Waller, Mistry, Jetly, & Frewen, 2021;Yuan, 2021;Zhang, et al, 2021) demonstram os resultados efetivos em programas e práticas de mindfulness através da internet, possibilitando, dessa forma, a expansão e disseminação da prática de atenção plena à demais grupos sociais presente nas comunidades virtuais. Ainda, fatores como o baixo custo em intervenções online e maior alcance de pessoas, bem como a promoção de relações interpessoais, permite a acessibilidade que ultrapassa os limites impostos pelo espaço geográfico, e até mesmo, pelo tempo (El Morr, et al, 2020).…”