Emotion and Adaptation

Virtual Reality (VR) has been increasingly referred to as the “ultimate empathy machine” since it allows users to experience any situation from any point of view. However, empirical evidence supporting the claim that VR is a more effective method of eliciting empathy than traditional perspective-taking is limited. Two experiments were conducted in order to compare the short and long-term effects of a traditional perspective-taking task and a VR perspective-taking task (Study 1), and to explore the role of technological immersion when it comes to different types of mediated perspective-taking tasks (Study 2). Results of Study 1 show that over the course of eight weeks participants in both conditions reported feeling empathetic and connected to the homeless at similar rates, however, participants who became homeless in VR had more positive, longer-lasting attitudes toward the homeless and signed a petition supporting the homeless at a significantly higher rate than participants who performed a traditional perspective-taking task. Study 2 compared three different types of perspective-taking tasks with different levels of immersion (traditional vs. desktop computer vs. VR) and a control condition (where participants received fact-driven information about the homeless). Results show that participants who performed any type of perspective-taking task reported feeling more empathetic and connected to the homeless than the participants who only received information. Replicating the results from Study 1, there was no difference in self-report measures for any of the perspective-taking conditions, however, a significantly higher number of participants in the VR condition signed a petition supporting affordable housing for the homeless compared to the traditional and less immersive conditions. We discuss the theoretical and practical implications of these findings.

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Building long-term empathy: A large-scale comparison of traditional and virtual reality perspective-taking.

The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using head-mounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI showed that the methods used to evaluate learning outcomes are often inadequate and this may affect the interpretation of I-VR’s utility. The review highlights that a rigorous methodological approach through the identification of appropriate assessment measures, intervention characteristics, and learning outcomes is essential to understanding the potential of I-VR as a pedagogical method.

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Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

Across four studies, two controlled lab experiments and two field studies, we tested the efficacy of immersive Virtual Reality (VR) as an education medium for teaching the consequences of climate change, particularly ocean acidification. Over 270 participants from four different learning settings experienced an immersive underwater world designed to show the process and effects of rising sea water acidity. In all of our investigations, after experiencing immersive VR people demonstrated knowledge gains or inquisitiveness about climate science and in some cases, displayed more positive attitudes toward the environment after comparing pre- and post-test assessments. The analyses also revealed a potential post-hoc mechanism for the learning effects, as the more that people explored the spatial learning environment, the more they demonstrated a change in knowledge about ocean acidification. This work is unique by showing distinct learning gains or an interest in learning across a variety of participants (high school, college students, adults), measures (learning gain scores, tracking data about movement in the virtual world, qualitative responses from classroom teachers), and content (multiple versions varying in length and content about climate change were tested). Our findings explicate the opportunity to use immersive VR for environmental education and to drive information-seeking about important social issues such as climate change.

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Immersive Virtual Reality Field Trips Facilitate Learning About Climate Change.

This research experimentally investigated whether virtual reality experience can prompt greater empathy and whether greater engagement with a virtual reality connects this virtual reality experience to empathy. Randomly assigned participants viewed a documentary featuring a young girl living in a refugee camp either in a virtual reality format or in a control two-dimensional format. Results indicated that the virtual reality experience resulted in greater engagement and a higher level of empathy for the refugee girl compared to the control condition. Greater engagement was a process connecting the virtual reality experience to empathy. Virtual reality has the potential to influence interpersonal emotions such as empathy.

Facilitating empathy through virtual reality

Immersive virtual environments IVEs produce simulations that mimic unmediated sensory experiences. 3 experiments N = 228 tested how different modalities increase environmental involvement by allowing users to inhabit the body of animals in IVEs or watch the experience on video. Embodying sensory-rich experiences of animals in IVEs led to greater feeling of embodiment, perception of being present in the virtual world, and interconnection between the self and nature compared to video. Heightened interconnection with nature elicited greater perceptions of imminence of the environmental risk and involvement with nature, which persisted for 1 week. Although the effect sizes were small to moderate, findings suggest that embodied experiences in IVEs may be an effective tool to promote involvement with environmental issues.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcc4.12173

Experiencing Nature: Embodying Animals in Immersive Virtual Environments Increases Inclusion of Nature in Self and Involvement With Nature

In this immersive virtual reality experience, spend days in the life of someone who can no longer afford a home. Attempt to save your home and to protect yourself and your belongings as you walk in another's shoes, facing the adversity of living with diminishing resources.

Becoming homeless: a human experience

Achieving racial justice requires that we understand racism. One may espouse beliefs of racial justice and equality, but fail to truly understand the nature of racial inequality. In this immersive virtual reality experience, the viewer becomes Michael, a black man, encountering racism as a young child, adolescent, and young adult.

1000 cut journey

While there have been hundreds of psychological studies using virtual reality (VR) over the past few decades, those studies have almost exclusively been conducted in laboratory settings using small samples of college students with little demographic variance. Hence, the generalizability of the results is limited, as not all findings will apply outside the college demographic. In this paper, we present our mobile VR project (Immersion at Scale) where we conduct VR experiment sessions in naturalistic settings (e.g., local events, museums, etc.). On average, we were able to collect data from 20–25 people for each 4-hour data collection session of Immersion at Scale. We discovered a number of obstacles and opportunities based on bringing VR out into the field. Thus, we do not focus on experimental stimuli and results, but methodological guidelines based on our iterative design improvements from pilot testing.

Elise Ogle

Papers

Building long-term empathy: A large-scale comparison of traditional and virtual reality perspective-taking.

Experiencing Nature: Embodying Animals in Immersive Virtual Environments Increases Inclusion of Nature in Self and Involvement With Nature

Becoming homeless: a human experience

1000 cut journey

Immersion at scale: Researcher's guide to ecologically valid mobile experiments