scholarly journals Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study

10.2196/16066 ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. e16066
Author(s):  
Rineke Bossenbroek ◽  
Aniek Wols ◽  
Joanneke Weerdmeester ◽  
Anna Lichtwarck-Aschoff ◽  
Isabela Granic ◽  
...  
Keyword(s):  
Virtual Reality ◽  
State Anxiety ◽  
Classroom Behavior ◽  
Single Case ◽  
Clinical Sample ◽  
Future Research ◽  
Special School ◽  
Classroom Behaviors ◽  
Disruptive Classroom Behaviors ◽  
Disruptive Classroom Behavior

Background Many adolescents in special education are affected by anxiety in addition to their behavioral problems. Anxiety leads to substantial long-term problems and may underlie disruptive behaviors in the classroom as a result of the individual’s inability to tolerate anxiety-provoking situations. Thus, interventions in special needs schools that help adolescents cope with anxiety and, in turn, diminish disruptive classroom behaviors are needed. Objective This study aimed to evaluate the effect of a virtual reality biofeedback game, DEEP, on daily levels of state-anxiety and disruptive classroom behavior in a clinical sample. In addition, the study also aimed to examine the duration of the calm or relaxed state after playing DEEP. Methods A total of 8 adolescents attending a special secondary school for students with behavioral and psychiatric problems participated in a single-case experimental ABAB study. Over a 4-week period, participants completed 6 DEEP sessions. In addition, momentary assessments (ie, 3 times a day) of self-reported state-anxiety and teacher-reported classroom behavior were collected throughout all A and B phases. Results From analyzing the individual profiles, it was found that 6 participants showed reductions in anxiety, and 5 participants showed reductions in disruptive classroom behaviors after the introduction of DEEP. On a group level, results showed a small but significant reduction of anxiety (d=–0.29) and a small, nonsignificant reduction of disruptive classroom behavior (d=−0.16) on days when participants played DEEP. Moreover, it was found that the calm or relaxed state of participants after playing DEEP lasted for about 2 hours on average. Conclusions This study demonstrates the potential of the game, DEEP, as an intervention for anxiety and disruptive classroom behavior in a special school setting. Future research is needed to fully optimize and personalize DEEP as an intervention for the heterogeneous special school population.

Investigating the Association Between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

2016 ◽  
Vol 38 (4) ◽  
pp. 530-553 ◽  
Author(s):  
Kenneth M. Tyler ◽  
Jennifer L. Burris ◽  
Sean T. Coleman
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Goal Orientation ◽  
Classroom Behavior ◽  
Home School ◽  
Classroom Behaviors ◽  
School Students ◽  
Mastery Goal ◽  
And Performance ◽  
Disruptive Classroom Behaviors

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students’ reports of perceived home-school dissonance, several motivational antecedents of academic performance, and disruptive classroom behaviors. Six hundred sixty middle school students completed six subscales of the Patterns of Adaptive Learning Scales (PALS), including the Home-School Dissonance subscale, Mastery Goal, Performance Approach, and Performance Avoidance Goal Orientations, and the Disruptive Classroom Behavior subscales. Home-school dissonance scores were significantly associated with lower mastery goal orientation and lower academic efficacy scores. Home-school dissonance scores were also significantly associated with higher disruptive classroom behavior scores and higher performance approach and performance avoidance goal orientation scores. In addition, structural equation modeling with multiple mediators showed that mastery goal orientation and performance approach goal orientation mediated the relationship between home-school dissonance and disruptive classroom behavior.

Profiles of Problem Behavior in Children With Varying Language Ability

2017 ◽  
Vol 27 (2) ◽  
pp. 110-118 ◽  
Author(s):  
Jason C. Chow ◽  
Joseph H. Wehby
Keyword(s):  
School Districts ◽  
Problem Behavior ◽  
Direct Observation ◽  
Oral Language ◽  
Classroom Behavior ◽  
Language Ability ◽  
Future Research ◽  
Classroom Behaviors ◽  
Language Behavior ◽  
Behavior Profile

The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades ( N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of problem behavior and direct observation of classroom behavior. Profile analyses revealed that language ability was associated with direct observation measures of classroom behaviors. Lower language was associated with higher rates of aggression, and higher language was associated with higher rates of academic engagement. Incongruent results relative to teacher-rated and directly observed behavior, limitations, and implications for future research are discussed.

Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning

2010 ◽  
pp. 592-606
Author(s):  
Daria C. Crawley ◽  
Barbara A. Frey
Keyword(s):  
Student Perceptions ◽  
Classroom Behavior ◽  
Negative Impact ◽  
Course Management Systems ◽  
Future Research ◽  
Classroom Behaviors ◽  
Course Management ◽  
Instructional Technologies ◽  
Exploratory Factor Analyses ◽  
The Relationship

This research examines the relative impact of students’ in-class behaviors (i.e., attendance and participation) by assessing student perceptions of the value of instructional technologies, such as eCollege course managementsystems and instructors’ PowerPoint presentations. Theresults of the study through exploratory factor analyses revealed that 13 items were divided into three factors (electronic presentations, onlinecourse management, andeffective classroom behavior) with 53 percent explained variance in instructional technologies’ impact on studentlearning. ANOVA results indicated significant differences in online-course management and perceived impact of electronic presentations on students’ classroom behavior among respondents who used the online-coursemanagement system. Respondents who used multiple onlinecourse management features viewed it more favorably and did not believe that it had a negative impact on classroom behaviors, such as attendance or class participation compared to those who used fewer features. Implications for construct refinement and future research are discussed.

scholarly journals The Effectiveness of Virtual Reality Interventions for Adolescent Patients in Hospital Settings: A Systematic Review (Preprint)

2020 ◽  
Author(s):  
Brad Ridout ◽  
Joshua Kelson ◽  
Andrew Campbell ◽  
Kate Steinbeck
Keyword(s):  
Virtual Reality ◽  
Care Delivery ◽  
Single Case ◽  
Case Reports ◽  
Full Range ◽  
Future Research ◽  
Single Case Report ◽  
Keywords And Phrases ◽  
Adolescent Patients ◽  
High Level

BACKGROUND Given the high level of interest and increasing familiarity with Virtual Reality (VR) among adolescents, there is great potential to use VR to address their unique health care delivery needs while in hospital. While there have been reviews into the use of VR for specific health conditions and procedures, none to date have reviewed the full scope of VR hospital interventions for adolescents, who despite experiencing virtual environments differently to younger children, are often combined with them as a homogenous group. OBJECTIVE The aim of this review was to systematically identify available evidence regarding the use of VR interventions for adolescent patients in hospital settings, to evaluate their effectiveness, suitability and safety, and to identify gaps and opportunities for future research. METHODS PubMed, PsycINFO, Medline and Scopus databases were searched using keywords and phrases. Retrieved abstracts (n=1,525) were double screened, yielding 276 articles for screening at the full-text level. Of these, eight articles met the review inclusion criteria. Data were extracted into a standardized coding sheet, and a narrative synthesis was performed due to the heterogeneity of the identified studies. RESULTS Four randomized controlled trials (RCTs) and four single case report interventions were identified for inclusion, all of which aimed to reduce pain and/or anxiety. The scenarios targeted were burn pain, venepuncture, chemotherapy, pre-operative anxiety, and palliative care. Three out of four RCTs found significant reductions in pain and/or anxiety outcomes measures when using VR compared to standard care or other distraction techniques. However, only one study combined self-reported experiences of pain or anxiety with any physiological measures. Single case reports relied primarily on qualitative feedback, with patients reporting reduced pain and/or anxiety and a preference for VR over no VR. CONCLUSIONS VR can provide a safe and engaging way to reduce pain and anxiety in adolescents while in hospital, particularly when VR software is highly immersive and specifically designed for therapeutic purposes. As VR becomes more accessible and affordable for use in hospitals, larger and more diverse studies that capitalise on adolescents’ interest and aptitude towards VR, and the full range of capabilities of this emerging technology, are needed to build on these promising results.

scholarly journals The Influence of State and Trait Anxiety on the Achievement of a Virtual Reality Continuous Performance Test in Children and Adolescents with ADHD Symptoms

2021 ◽  
Vol 10 (12) ◽  
pp. 2534
Author(s):  
Débora Areces ◽  
Celestino Rodríguez ◽  
Trinidad García ◽  
Marisol Cueli ◽  
Paloma González-Castro
Keyword(s):  
Virtual Reality ◽  
State Anxiety ◽  
Performance Test ◽  
Clinical Sample ◽  
Explanatory Power ◽  
Continuous Performance Test ◽  
Hierarchical Regression ◽  
Continuous Performance ◽  
Adhd Symptoms ◽  
State And Trait Anxiety

The three types of presentations of ADHD often co-occur with other disorders, anxiety being one of the most prevalent. For this reason and because there are few studies that have examined the influence of anxiety on attentional activities, this study aims to determine how internalizing difficulties (anxiety levels) can influence performance in a virtual reality continuous performance test. The study used a non-probabilistic clinical sample comprising 68 boys (66%) and 35 girls (34%) aged between 6 and 16 (M = 12.24; SD = 2.45) who had been referred to clinical services for the evaluation of ADHD symptoms. Once informed consent was given, the children were administered the STAI-C scale and a virtual reality continuous performance test by expert researchers. Hierarchical regression models showed that only state anxiety demonstrated significant explanatory power over attentional variables. These findings confirm how important it is for children to feel relaxed when they undergo psychological evaluation tests, as otherwise the individual’s intervention design would be based on biased data. Similarly, the findings also suggested an effect of IQ in the interpretation of continuous performance scores.

Depressive Traits and Theory of Mind in Healthy Individuals: A Mediation Study

2018 ◽  
Author(s):  
Nicholas James Rowark
Keyword(s):  
Theory Of Mind ◽  
Executive Functions ◽  
Executive Control ◽  
Statistical Power ◽  
Social Cognitive ◽  
Clinical Sample ◽  
Small Sample ◽  
Future Research ◽  
Healthy Individuals ◽  
Prepotent Response

Depression has been associated with poor social cognitive functioning, including impaired performance on measures of theory of mind. However, the association between depression and theory of mind performance has been removed when controlling for differences in executive functioning, which is also impacted by depression. Among these executive functions, inhibition of prepotent response has been demonstrated as enabling success on theory of mind tests. In the context of these findings, the current investigation tested whether a relationship could be found between depressive traits and theory of mind in a non-clinical sample, and whether this relationship was mediated by differences in executive control of inhibition. Theory of mind was assessed in 31 healthy individuals using an audio-presented false-belief reasoning task, which also tested baseline performance in non-mental-state reasoning. Inhibition of prepotent response was assessed with interference measures on a Stroop colour-word task, and depressive traits were self-reported through the second version of the Beck Depression Inventory. Mediation analysis revealed that executive control of inhibition did not significantly mediate an indirect effect of depressive traits on theory of mind. It was interpreted that relationships previously found between major depression, executive and social-cognitive functions do not generalise beyond clinical boundaries. However, these findings are discussed in terms of the small sample size, limiting statistical power, and several methodological limitations. Future research should assess the relationship between depressive traits and theory of mind using alternative measures of mental representation, or include a neurocognitive battery assessing executive functions other than inhibition.

The application of virtual reality in health professions� digital education: a narrative review (Preprint)

2018 ◽  
Author(s):  
Lorraine Tudor Car ◽  
Bhone Myint Kyaw ◽  
Josip Car
Keyword(s):  
Virtual Reality ◽  
Professional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Narrative Review ◽  
Current Evidence ◽  
Future Research ◽  
Educational Content ◽  
Potential Applications

BACKGROUND Digital technology called Virtual Reality (VR) is increasingly employed in health professions’ education. Yet, based on the current evidence, its use is narrowed around a few most applications and disciplines. There is a lack of an overview that would capture the diversity of different VR applications in health professions’ education and inform its use and research. OBJECTIVE This narrative review aims to explore different potential applications of VR in health professions’ education. METHODS The narrative synthesis approach to literature review was used to analyse the existing evidence. RESULTS We outline the role of VR features such as immersion, interactivity and feedback and explain the role of VR devices. Based on the type and scope of educational content VR can represent space, individuals, objects, structures or their combination. Application of VR in medical education encompasses environmental, organ and micro level. Environmental VR focuses on training in relation to health professionals’ environment and human interactions. Organ VR educational content targets primarily human body anatomy; and micro VR microscopic structures at the level of cells, molecules and atoms. We examine how different VR features and health professional education areas match these three VR types. CONCLUSIONS We conclude by highlighting the gaps in the literature and providing suggestions for future research.

Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video

2020 ◽  
pp. 002248712093954
Author(s):  
Karl W. Kosko ◽  
Richard E. Ferdig ◽  
Maryam Zolfaghari
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Virtual Reality ◽  
Future Research ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Novel Technology

Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.

scholarly journals Cybersickness in current-generation virtual reality head-mounted displays: systematic review and outlook

2021 ◽  
Author(s):  
Polona Caserman ◽  
Augusto Garcia-Agundez ◽  
Alvar Gámez Zerban ◽  
Stefan Göbel
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Meta Analysis ◽  
Subjective Evaluation ◽  
Future Research ◽  
Current Generation ◽  
Research Areas ◽  
Head Mounted Displays ◽  
Skin Response ◽  
Golden Standard

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.

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