Treating cockroach phobia using a serious game on a mobile phone and augmented reality exposure: A single case study

Botella, Cristina; Bretón-López, Juana; Quero, Soledad; Baños, Rosa; García‐Palacios, Azucena; Zaragozá, Irene; Raya, Mariano Alcañiz

doi:10.1016/j.chb.2010.07.043

Cited by 111 publications

(83 citation statements)

References 70 publications

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“…Importantly, the costs involved in the production of the environment are lower than in VR, which may increase the generalization of its use in clinical practice (for a review, see (Baus & Bouchard, 2014)). A few studies to date have employed AR techniques for stimuli delivery in anxiety disorders, namely in specific phobias such as spider phobia (Wrzesien, Burkhardt, Alcañiz, & Botella, 2011; Wrzesien et al., 2013) and cockroach phobia (C. Botella et al., 2011, 2010). In this later phobia, and after AR applied in a “one‐session therapy,” following the treatment protocol followed by (Öst, Salkovskis, & Hellström, 1991), the positive outcomes of the therapy persisted up to a 12‐month follow‐up period (Bretón‐López et al., 2010).…”

Section: Discussionmentioning

confidence: 99%

The feasibility of an augment reality system to study the psychophysiological correlates of fear‐related responses

et al. 2018

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BackgroundPrevious studies have successfully used augmented reality (AR) as an aid to exposure‐based treatments for anxiety disorders. However, to the best of our knowledge, none of these studies have measured the physiological correlates of the fear response, relying solely on self‐reports and behavioral avoidance tests.MethodsAs the physiological defensive reactivity pattern impacts on the treatment effectiveness, we tested the feasibility of an AR system integrated in a mobile and wearable device for assessing the psychophysiological mechanisms (heart rate) involved in fear responses in real‐life contexts. Specific phobia was used as a model given its prototypical defensive hyperreactivity toward the feared stimulus (spiders to spider phobics, in the current study).ResultsThe results showed that the stimuli presented using AR were able to induce physiological alterations in the participants, which were specific depending on the stimulus type (fear or neutral) and on the participants’ level of spider fear (phobic and control group). These physiological correlates of the fear response were reflected both in the intensity of heart rate (in relation to the baseline) and in the time needed to react and recover after the stimulus exposure. Finally, we tested a theoretical model that showed that the physiological responses of phobic individuals when facing their phobic stimulus only explained its own data.ConclusionsWe argue in favor of the system's feasibility at capturing and quantifying the physiological dimension of fear‐related responses, which may be of great value for diagnostic and treatment purposes in anxiety disorders, namely specific phobia.

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Section: Discussionmentioning

confidence: 99%

The feasibility of an augment reality system to study the psychophysiological correlates of fear‐related responses

et al. 2018

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“…These serious games are not used only for treatment of diseases, but also for physical, mental, and social well-being treatments. These include obesity [24], [25], phobias [26], [27], diabetes [28], [29], autism [30], [31], [32] and many others. A complete literature survey on serious games for health can be found in work by Wattanasoontorn et al [33], that also classifies them by game purpose, functionality, stage of disease and by player's wellness and analyzes each game based on different functionalities.…”

Section: Related Workmentioning

confidence: 99%

An interactive E-book with an educational game for children with developmental disorders: A pilot user study

Pištoljević

Hulusić

2017

2017 9th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)

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Abstract-Children diagnosed with Autism spectrum disorder (ASD), as one of the most complex neurodevelopmental disabilities, are characterized by different brain and functioning development, distinct interaction with the environment and different learning patterns, language and social skills impairments, and repetitive auto-stimulating restricting behaviors. It has been shown that computer-assisted intervention is much more attention captivating and interesting to children compared with a classic approach to teaching, allowing for faster acquisition of skills. This makes these tools and the technology highly suitable for teaching children with autism basic developmental skills. In addition, interactive electronic books showed positive outcomes for comprehension and information acquisition in children with ASD, while decreasing inappropriate children behavior in the classroom. In this paper a pilot user study on an e-book with an embedded educational game for children with developmental disorders was presented. The results show that the e-book can be efficiently used for teaching children with ASD basic developmental skills and that the learned skills can be efficiently transfered to new media and environments. The framework will provide preschool children with and without disabilities with appropriate educational software, to build up their early cognitive abilities and school readiness skills, and promote incorporating technology as part of the educational and pedagogical process in schools.

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“…Indeed, McGonigal [28] questioned how games can change how people act and think in their real lives, a challenge that triggered a wave of new games for personal and social change and creating positive impacts. One consequence has been widespread gamification resulting in many different types of serious games [39], for example to train marine staff [3], treat cockroach phobia [4], overcome negative emotions [40], manage large-scale investment resources [18], rediscover cultural heritage [14] and help cancer patients make decisions about their health [25].…”

Section: Serious Games For Training Play and Dementia Carementioning

confidence: 99%

Creativity support in a serious game for dementia care

Sisarica

Maiden

Morosini

et al. 2013

Proceedings of the 9th ACM Conference on Creativity &Amp; Cognition

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link ABSTRACTThis paper advocates the use of computer-based serious games as a form of creativity support tool. Whilst the use of serious games has grown considerably in recent years, support for players to think creatively is often implicit in the game, and does not exploit the wide range of creativity techniques and software tools available. This paper makes the case for explicit creativity support in serious games, explores how implicit creativity support can be delivered in game play, and extends one reported model of serious game play with activities in which players deploy different forms of supported creative thinking. The model is then applied to inform 2 versions of a serious game developed to train carers in creativity techniques to deliver more personcentered care to people with dementia. Each version of the game was delivered as a prototype to support playtesting of the game and its effect on carer training.

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Treating cockroach phobia using a serious game on a mobile phone and augmented reality exposure: A single case study

Cited by 111 publications

References 70 publications

The feasibility of an augment reality system to study the psychophysiological correlates of fear‐related responses

The feasibility of an augment reality system to study the psychophysiological correlates of fear‐related responses

An interactive E-book with an educational game for children with developmental disorders: A pilot user study

Creativity support in a serious game for dementia care

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