Virtual Reality and Emotion: A 5-Year Systematic Review of Empirical Research (2015-2019)

2021 ◽  
Author(s):  
David Matthew Markowitz ◽  
Jeremy Bailenson

The central aim of this chapter is to identify how immersive VR can be used as a tool to inform our understanding of emotion and how emotion operates as a mechanism for VR effects. To accomplish this goal, we conducted a 5-year systematic review of the VR and emotion literature (2015-2019), while also reviewing seminal pieces from outside the 5-year timeframe to provide additional perspective on the more recent work. This decision to start the review in 2015 was purposeful in order to focus our review on recent, not historical trends in VR and emotion research, and to identify empirical studies that are concerned with three types of research: (1) the connection between VR and emotion from a emotion regulation perspective (e.g., mood induction, clinical applications), (2) studies that treat emotions as a mechanism to evaluate social or psychological phenomena, and (3) studies concerned with a deeper understanding of emotions or emotion theory. Our perspective draws on evidence from communication research, psychology, and human-computer interaction to achieve these aims. We ground our investigation in an overview of immersive VR and discuss current debates in emotion research. Finally, we attempt to make connections across fields by drawing on literature since 2015.

Author(s):  
Pedro Diniz Bernardo ◽  
Amrita Bains ◽  
Sophia Westwood ◽  
Daniel C. Mograbi

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Solomon Sunday Oyelere ◽  
Nacir Bouali ◽  
Rogers Kaliisa ◽  
George Obaido ◽  
Abdullahi Abubakar Yunusa ◽  
...  

Abstract Virtual Reality (VR) and educational games are emerging technologies mediating a rapid transformation in the educational world. However, few studies have systematically analyzed Educational Virtual Reality Games (EVRGs) and how they have been applied in educational settings. This study reviewed 31 articles published in high impact journals and educational conference proceedings to unravel the technological, pedagogical, and gaming characteristics of contemporary EVRGs. The results show the predominance of Oculus Rift headsets and HTC Vive as the main technology used in EVRGs. Moreover, the analysis revealed that the pedagogical application of the majority of EVRGs was developed for all levels of education (e.g. tertiary, K-12, lifelong learning), with the specific target audience of each game based on the desired learning outcome. Furthermore, the application of EVRGs has primarily focused on out of class use, with healthcare education topics dominating the topics taught using EVRGs. Based on our findings, we highlight some key implications and suggestions to advance the field of EVRGs.


2021 ◽  
pp. 030802262110113
Author(s):  
Catarina Oliveira ◽  
Raquel Simões de Almeida ◽  
António Marques

Introduction This study aims to determine the guidelines for the design of a social skills training programme for people with schizophrenia using virtual reality. Methods This article encompasses two studies: Study 1, a systematic review of five articles indexed in the databases B-on, PubMed, Clinical trials and Cochrane Library (2010–2020); Study 2, a focus group of occupational therapists trained in mental health and multimedia professionals, in which they discussed the outline of such a programme. Results A set of guidelines were identified as central and consensual which should be included in the programme. It must have multilevel logic and gradual learning, with simulations of everyday situations, in which it is possible to practise the skills of conversation and communication. Virtual reality provides people with schizophrenia with unlimited opportunities, enhancing a personalized intervention. Conclusion Social skills training could be part of the treatment for people with schizophrenia, and virtual reality is a promising tool to complement traditional training, although still little implemented in mental health services. Occupational therapists have a prominent role in the development and application of this because of their knowledge of activity analysis and their ability to facilitate the generalization of skills in different contexts.


2021 ◽  
Author(s):  
Polona Caserman ◽  
Augusto Garcia-Agundez ◽  
Alvar Gámez Zerban ◽  
Stefan Göbel

AbstractCybersickness (CS) is a term used to refer to symptoms, such as nausea, headache, and dizziness that users experience during or after virtual reality immersion. Initially discovered in flight simulators, commercial virtual reality (VR) head-mounted displays (HMD) of the current generation also seem to cause CS, albeit in a different manner and severity. The goal of this work is to summarize recent literature on CS with modern HMDs, to determine the specificities and profile of immersive VR-caused CS, and to provide an outlook for future research areas. A systematic review was performed on the databases IEEE Xplore, PubMed, ACM, and Scopus from 2013 to 2019 and 49 publications were selected. A summarized text states how different VR HMDs impact CS, how the nature of movement in VR HMDs contributes to CS, and how we can use biosensors to detect CS. The results of the meta-analysis show that although current-generation VR HMDs cause significantly less CS ($$p<0.001$$ p < 0.001 ), some symptoms remain as intense. Further results show that the nature of movement and, in particular, sensory mismatch as well as perceived motion have been the leading cause of CS. We suggest an outlook on future research, including the use of galvanic skin response to evaluate CS in combination with the golden standard (Simulator Sickness Questionnaire, SSQ) as well as an update on the subjective evaluation scores of the SSQ.


2021 ◽  
Author(s):  
Yusep Rosmansyah ◽  
Atina Putri ◽  
Allya P. Koesoema ◽  
Abdurachman Latief ◽  
Yuni Sari Amalia

IEEE Access ◽  
2021 ◽  
Vol 9 ◽  
pp. 48952-48962
Author(s):  
Bruno Peixoto ◽  
Rafael Pinto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa

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