Virtual Reality

Coinciding with the release of the Pediatrics Supplement on November 1, 2017, Children and Screens hosted an interdisciplinary summit with pediatric media experts, researchers, advocates, government agencies, and policymakers, on what is known and what still needs to be learned about the relationship between kids and screens. The following summarizes Supplement findings shared at the summit:

Research Summary

Pediatric interventions often aim at functional enhancements through reestablishing previously learned behavior patterns or establishing new patterns of activity. Recent advances in virtual reality technologies allow for controlled presentations of emotionally engaging background narratives to assess and train cognitive processing, affective experience, and social interactions. Virtual reality has the potential to be used as a tool to help teachers, therapists, neuropsychologists, and others make reliable interventions that can aid assessments and enhance learning for children, including those with disabilities. For example, virtual reality may be able to help children learn to control their anxiety in response to certain aversive stimuli. However, while virtual reality offers some purported advantages, the field faces several challenges: One is the need to establish the psychometric properties of virtual reality assessments and interventions. Furthermore, a consensus statement and guidelines are needed for ideal use of virtual environments with children and adolescents. It is the working group’s consensus that investigations into these future research endeavors have the potential to inform policy, theory, and practices. Specifically, the addition of virtual reality platforms to pediatric assessments and interventions offers an opportunity for advancing our understanding of the cognitive, affective, psychosocial, and neural aspects of children as they take part in real-world activities.

FAQs

How mainstream is virtual reality (VR) technology really going to be?

Support for the use of virtual reality appears to be advancing rapidly. Facebook spent two billion dollars to acquire Oculus VR. In addition, Oculus VR has partnered with Samsung to develop the Gear VR device—a VR headset that uses the owner’s smartphone as its computer. Given the coupling of VR with smartphones, there is an increasing probability that this technology will bring VR to more children both informally (entertainment) and formally (education settings).

Will virtual reality really be about anything more than games?

In addition to non-gaming uses like virtual reality films, music entertainment, and sports, a variety of platforms have been developed for clinical assessment and intervention. Furthermore, VR is increasingly used for education and training.

Can the brains and bodies of children really cope with VR?

A great deal of research is being done to look at what impact VR may have upon us as humans. In addition to research into potential issues of motion sickness, there are groups exploring the ways in which VR might impact the way humans interact in society. However, to date, there is no significant indication (or evidence-base) that supports the view VR will have negative impacts on children.

Key Takeaways

  • The introduction of affordable head-mounted displays (e.g., HMDs like Oculus Rift; Samsung Gear VR; Google Cardboard) makes VR an increasingly popular entertainment and learning medium for a range of user-groups.
  • Virtual reality offers great potential for teaching, learning, assessment, and interventions.
  • Interdisciplinary research teams, including community stakeholders, are needed to ensure that end-users’ needs and priorities are more effectively met in research programs and projects.

Source

Parsons, T.D., Riva, G., Parson, S., Mantovani, F., Newbutt, N., Lin, L., Venturini, E., & Hall, T. (2017). Virtual Reality in Pediatric PsychologyPediatrics, 140(140S2). doi:10.1542/peds.2016-1758I

The analysis, conclusions, and recommendations contained in each paper are solely a product of the individual workgroup and are not the policy or opinions of, nor do they represent an endorsement by, Children and Screens: Institute of Digital Media and Child Development.

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