Virtual reality and neuropsychological assessment: an analysis of human factors influencing performance and perceived mental effort

Maneuvrier, Arthur; Ceyte, Hadrien; Renaud, Patrice; Morello, Rémy; Fleury, Philippe; Decker, Leslie M.

doi:10.1007/s10055-022-00698-4

Cited by 4 publications

(1 citation statement)

References 108 publications

(143 reference statements)

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“…In this sense, it enables learners to experience the learning process in visualized and immersive learning scenes as if they are right there in the real world. Scholars have indicated that when participants attend learning tasks in a simulated and vivid scene, their sense of presence and immersion can be enhanced significantly (Smolentsev et al, 2017;Weech et al, 2019;Maneuvrier et al, 2020).…”

Section: Learning Scenementioning

confidence: 99%

The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics

et al. 2022

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The declaration of the COVID-19 pandemic forced humanity to rethink how we teach and learn. The metaverse, a 3D digital space mixed with the real world and the virtual world, has been heralded as a trend of future education with great potential. However, as an emerging item, rarely did the existing study discuss the metaverse from the perspective of education. In this paper, we first introduce the visions of the metaverse, including its origin, definitions, and shared features. Then, the metaverse in education is clearly defined, and a detailed framework of the metaverse in education is proposed, along with in-depth discussions of its features. In addition, four potential applications of the metaverse in education are described with reasons and cases: blended learning, language learning, competence-based education, and inclusive education. Moreover, challenges of the metaverse for educational purposes are also presented. Finally, a range of research topics related to the metaverse in education is proposed for future studies. We hope that, via this research paper, researchers with both computer science and educational technology backgrounds could have a clear vision of the metaverse in education and provide a stepping stone for future studies. We also expect more researchers interested in this topic can commence their studies inspired by this paper.

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Section: Learning Scenementioning

confidence: 99%

The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics

et al. 2022

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Experimenter bias: exploring the interaction between participant’s and investigator’s gender/sex in VR

Maneuvrier

2024

Virtual Reality

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This study explores the effect of the experimenter’s gender/sex and its interaction with the participant’s gender/sex as potential contributors to the replicability crisis, particularly in the man-gendered domain of VR. 75 young men and women from Western France were randomly evaluated by either a man or a woman during a 13-min immersion in a first-person shooter game. Self-administered questionnaires were used to measure variables commonly assessed during VR experiments (sense of presence, cybersickness, video game experience, flow). MANOVAs, ANOVAs and post-hoc comparisons were used. Results indicate that men and women differ in their reports of cybersickness and video game experience when rated by men, whereas they report similar measures when rated by women. These findings are interpreted as consequences of the psychosocial stress triggered by the interaction between the two genders/sexes, as well as the gender conformity effect induced, particularly in women, by the presence of a man in a masculine domain. Corroborating this interpretation, the subjective measure of flow, which is not linked to video games and/or computers, does not seem to be affected by this experimental effect. Methodological precautions are highlighted, notably the brief systematic description of the experimenter, and future exploratory and confirmatory studies are outlined. Graphical abstract

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The role of sense of presence in expressing cognitive abilities in a virtual reality task: an initial validation study

Palombi,

Galli,

Giancamilli

et al. 2023

Sci Rep

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There is a raised interest in literature to use Virtual Reality (VR) technology as an assessment tool for cognitive domains. One of the essential advantages of transforming tests in an immersive virtual environment is the possibility of automatically calculating the test’s score, a time-consuming process under natural conditions. Although the characteristics of VR can deliver different degrees of immersion in a virtual environment, the sense of presence could jeopardize the evolution of these practices. The sense of presence results from a complex interaction between human, contextual factors, and the VR environment. The present study has two aims: firstly, it contributes to the validation of a virtual version of the naturalistic action test (i.e., virtual reality action test); second, it aims to evaluate the role of sense of presence as a critical booster of the expression of cognitive abilities during virtual reality tasks. The study relies on healthy adults tested in virtual and real conditions in a cross-over research design. The study’s results support the validity of the virtual reality action test. Furthermore, two structural equation models are tested to comprehend the role of sense of presence as a moderator in the relationship between cognitive abilities and virtual task performance.

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Virtual reality and neuropsychological assessment: an analysis of human factors influencing performance and perceived mental effort

Cited by 4 publications

References 108 publications

The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics

The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics

Experimenter bias: exploring the interaction between participant’s and investigator’s gender/sex in VR

The role of sense of presence in expressing cognitive abilities in a virtual reality task: an initial validation study

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