Evoking emotions in virtual reality: schema activation via a freeze-frame stimulus

Abstract

Virtual reality can be used for educational purposes, particularly in demanding professions such as firefighting. Such virtual training may be useful for preparing trainees for distress, fear, or frustration experienced during real rescue operations. Evoking cognitive schemas, especially of other people, during training appears to be crucial as well, as the greatest stressors in the firefighting profession are social. Based on interviews with firefighters, two types of people (children and young women) were chosen as stimuli in the research design. In an experimental study with three iterations, the stimuli designed to evoke the schema of a significant other were implemented in a virtual reality simulator to evoke a cognitive schema in firefighters through emotions (positive and negative) and several dimensions of stress. The first iteration of the study did not yield expected results, as the stimulus (a child’s toy) was not as suggestive and vivid as it was expected. In the second attempt, the stimulus was improved and evoked feelings of challenge, harm, and loss in the participants. In the third iteration, the stimulus was changed once more (to a white dress) and this time it evoked negative emotions of fear, anger, guilt, and sadness. However, after correcting for multiple comparisons, only results regarding emotional response remained statistically significant. The results are discussed in light of cognitive schemas’ activation, and perspectives for further research in this scope are proposed. Due to research outcomes, the issues of manipulation checks in experimental psychology and limitations of the VR technology are taken into consideration.

Virtual Simulators for Inclusive Teacher Training

“…Los hallazgos desde ejercicio bibliométrico en el proceso de vigilancia tecnológica del simulador didáctico, demostró la gran oportunidad de innovación y disrupción que se tiene de cara al poco desarrollo investigativo en la materia en lo que a la preparación de profesionales para la educación inclusiva e intercultural se refiere, si bien los trabajos de Biscarri et al (2006), Lipp et al (2020), Racy et al (2021), Becomo y Medina, (2010) Demuestran en relieve que la simulación de aprendizajes es un recurso que permite la cualificación de las prácticas desde dinámicas formativas intencionales y controladas, que pueden dirigirse tanto temática como profesionalmente a aspectos puntuales del desempeño profesional, en las ciencias de la educación, es especial frente al abordaje de primera infancia y educación inclusiva, la simulación un tiene mucho por explorar.…”