Virtual reality (VR) treatments for anxiety disorders are unambiguously successful, so why are so few therapists using it? Barriers to adoption and potential solutions

Wray, Tyler B.; Kemp, Joshua J.; Larsen, Margo Adams

doi:10.1080/16506073.2023.2229017

Cited by 6 publications

(1 citation statement)

References 93 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In relation to the potential drawbacks of using immersive technologies for educational purposes, the findings correlated with a lot of themes already identified in the academic literature. Two salient examples would be the factor of cost in terms of purchasing equipment (Wray et al , 2023) and associated health issues with technology such as VR (motion sickness) (Chang et al , 2020). Previous work undertaken by Baxter and Hainey (2020), more specifically focused on VR use in higher education, identified similar benefits and drawbacks related to the technology’s use in higher education.…”

Section: Discussionmentioning

confidence: 99%

Using immersive technologies to enhance the student learning experience

Baxter,

Hainey

2023

ITSE

View full text Add to dashboard Cite

Purpose The purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery. Design/methodology/approach The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19. Findings The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature. Originality/value The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.

show abstract

Section: Discussionmentioning

confidence: 99%

Using immersive technologies to enhance the student learning experience

Baxter,

Hainey

2023

ITSE

View full text Add to dashboard Cite

show abstract

Virtual reality exposure effect in acrophobia: psychological and physiological evidence from a single experimental session

Kristína,

Dagmar,

Oto

et al. 2024

Virtual Reality

View full text Add to dashboard Cite

In recent years, virtual reality (VR) has gained attention from researchers in diverse fields, particularly in therapy of phobias. Currently, virtual reality exposure therapy therapy (VRET) is considered a promising cognitive-behavioral therapy technique. However, specific psychological and physiological responses of VR users to virtual exposure in such a context are still only vaguely explored. In this experimental study, we mapped VR exposure in a height environment in people with a moderate fear of heights–acrophobia. Thirty-six participants were divided into experimental and control groups–with and without psychological guidance during exposure. Participants' subjective level of anxiety was examined, and objective physiological response was captured via heart rate variability (HRV) measurement. Psychological assessments recorded an anticipated rise in participant anxiety following exposure to height; nevertheless, no distinctions were observed in self-reported anxiety concerning psychological guidance. Notably, objective physiological measures revealed that VR exposure prompts physiological responses akin to real-world scenarios. Moreover, based on the analysis of heart rate variability, participants who received psychological guidance were identified as better at compensating for anxiety compared to those without such support. These findings support VRET as a promising tool for psychotherapy and advocate for psychological guidance as beneficial in reducing anxiety and managing stress during exposure. The results may help improve our understanding of anxiety during exposure to phobic stimuli.

show abstract

Pioneering virtual assessments: Augmented reality and virtual reality adoption among teachers

Köroğlu

2024

Educ Inf Technol

View full text Add to dashboard Cite

Virtual reality (VR) treatments for anxiety disorders are unambiguously successful, so why are so few therapists using it? Barriers to adoption and potential solutions

Cited by 6 publications

References 93 publications

Using immersive technologies to enhance the student learning experience

Using immersive technologies to enhance the student learning experience

Virtual reality exposure effect in acrophobia: psychological and physiological evidence from a single experimental session

Pioneering virtual assessments: Augmented reality and virtual reality adoption among teachers

Contact Info

Product

Resources

About