Advancements in virtual reality (VR) technology now allow for the creation of highly immersive virtual environments and for systems to be commercially available at an affordable price. Despite increased availability, this access does not ensure that VR is appropriate for training for all motor skills. Before the implementation of VR for training sport-related skills takes place, it must first be established whether VR utilization is appropriate. To this end, it is crucial to better understand the mechanisms that drive learning in these new environments which will allow for optimization of VR to best facilitate transfer of learned skills to the real world. In this study we sought to examine how a skill acquired in VR compares to one acquired in the real world (RW), utilizing training to complete a dart-throwing task in either a virtual or real environment. We adopted a perceptual-motor approach in this study, employing measures of task performance (i.e., accuracy), as well as of perception (i.e., visual symptoms and oculomotor behavior) and motor behaviors (i.e., throwing kinematics and coordination). Critically, the VR-trained group performed significantly worse in terms of throwing accuracy compared to both the RW-trained group and their own baseline performance. In terms of perception, the VR-trained group reported greater acute visual symptoms compared to the RW-trained group, though oculomotor behaviors were largely the same across groups. In terms of motor behaviors, the VR-trained group exhibited different dart-throwing kinematics during training, but in the follow-up test adapted their throwing pattern to one similar to the RW-trained group. In total, VR training impaired real-world task performance, suggesting that virtual environments may offer different learning constraints compared to the real world. These results thus emphasize the need to better understand how some elements of virtual learning environments detract from transfer of an acquired sport skill to the real world. Additional work is warranted to further understand how perceptual-motor behaviors are acquired differently in virtual spaces.

Asian-American older women report the highest prevalence of suicidal ideations and rates of completed suicide compared to other racial groups. Ironically, Asian-American communities report disproportionately low rates of formal mental health utilization—this may be attributed to the lack of culturally-relevant services and negatively ingrained perceptions of mental health aid. One potential solution that has not been widely investigated is the use of technology to help older Asian-American women engage in mental health interventions. This study leverages innovations in augmented reality (AR) technology (i.e., overlaying of digital holograms onto the real world) to create a life review intervention aimed at promoting mental health well-being. The application, Tell-Being, is a personalized holographic life review experience that facilitates older adults to foster a sense of coherence and wholeness within their lives. Pilot data collection was amassed from four aging Asian-American female participants averaging 51.3 (SD=8.61) years of age. Initial pre/post analyses showcased mean differences that trend towards a higher presence of emotion regulation from pre-test (M=4.88, SD=1.08) to post-test (M=5.21, SD=1.17). Although data collection was prematurely halted due to COVID-19, results trended in promising directions. The technological innovations and findings from this study may lead to promising novel avenues to address barriers for older Asian-American women in seeking mental health assessment and treatment in a “new normal” world.

Stereotype threat is defined as the situational predicament when people feel at risk of conforming to social stereotypes. Correspondingly, stereotype threat may negatively impair a persons’ working memory and cognitive abilities during neuropsychological tests due to hyper awareness of negative stereotypes. Moreover, it is critical to test the usability and the user experience of application-based neuropsychological assessments within diverse aging adult populations. In this pilot study, verbal expressions of feeling pressure to succeed, within a diverse population of young adults, were examined while taking an application-based neuropsychological assessment. Data was collected from 15 self-identified respondents (i.e., 7 Latinx, 5 Asian, 3 Bi-racial). Before beginning the assessment, 8 out of 15 participants exhibited self-handicapping behaviors such as offering explanations of mental exhaustion due to work and lack of sleep. Literature suggests these expressions are related to the onset of anxiety prior to taking cognitive tests, and contribute to potentially offering an excuse in anticipation of poor performance. Additionally, 3 out of 15 participants noted that even though the tasks were simple, they felt unintelligent because they did not complete the tasks to their best abilities (e.g., “I felt stupid. It was simple”). Findings from this pilot support the negative impact stereotype threats have on feelings of inadequacy and increase of anxiety levels among ethnic minorities in testing settings. Further emphases on examining the usability and user experience of application-based tests are needed, particularly within a diverse population of aging adults to facilitate more culturally competent neuropsychological testing experiences.

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