Russian Psychological Issues
JournalsTopicsAuthorsEditor's Choice Manuscript SubmissionAbout PsyJournals.ruContact Us
Experimental Psychology (Russia) - №3 / 2022 | Перейти к описанию
Web of Science СС

  Previous issue (2022. Vol. 15, no. 2)


Experimental Psychology (Russia)

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2072-7593

ISSN (online): 2311-7036


License: CC BY-NC 4.0

Published since 2008

Published quarterly

Free of fees
Open Access Journal


Mental States and Creativity of the Subject in a Didactic VR Environment of Various Immersiveness 112


Barabanschikov V.A.
Doctor of Psychology, Corresponding Member of Russian Academy of Education, Director, Institute of Experimental Psychology, Moscow State University of Psychology and Education, Moscow, Russia

Selivanov V.V.
Doctor of Psychology, Professor, Head of the Department of General Psychology, Moscow State Psychological and Pedagogical University (FSBEI VO MGPPU), Smolensk, Russia

This article examines the changes in mental states and personality creativity when working with short-term virtual reality. This is part of comprehensive research on personality (and mental in general) changes in didactic and training VR programs. The first part of the work was aimed at examining the influence of modern didactic programs in virtual reality (VR) on mental states in adolescence. The materials of empirical research obtained on a sample of 1—2-year students of the Moscow State University of Psychology and Education and SmolSU are presented. In study 1 (N = 73) (with a highly immersive VR program) and 2 (N = 46) (using a didactic VR environment of low immersion), respondents aged 19 to 26 took part. We used the «Actual state» methodology by L.V. Kulikova, «Assessment of Mood», didactic VR programs are used as instructive independent variables. The results obtained indicate that the didactic VR environment of the highest level may has a significant effect on mental states, increasing indicators on the scales of activation, excitement, tone, euphoria, and reducing asthenia indicators. Conditions such as well-being, normal mood, calmness remain stable in immersive didactic VR. In the control sample, in a less immersive VR-environment, statistically significant changes in indicators — tone, excitement, well-being were not revealed. The second part of the research, which examines the effect of higher-level VR programs on creativity, was carried out using a similar mixed factorial design with one independent variable. Johnson’s questionnaire, Torrance and Rorschach tests were used to diagnose creativity. In the experimental group (with vive helmets), in the parameters of all three tests, significant differences were diagnosed according to the Wilcoxon criterion of no less than 95%. In the control group, where the subjects worked with the same program («Surfaces of the second order») on ordinary monitors, the significance of the changes was confirmed by the method of Johnson and Torrance by the Wilcoxon test, by the G test «in Torrance», the changes were not reliable, by «Rorschach», by the two criteria, the changes were not reliable. In general, the results showed that the higher immersiveness of even short didactic VR programs promotes greater changes in creativity. The effectiveness of VR programs in influencing mental states and creativity is determined by the successful modeling of 3D objects, high animation, interactivity, originally incorporated into the content of higher level VR. Changes in creativity in VR, along with changes in cognitive processes, personal parameters (motivation, abilities, focus, consciousness), mental states are considered as an indicator of the presence and specificity of VR ontology.

Keywords: mental states, creativity, virtual reality, non-verbal, verbal creativity, immersiveness

Column: Psychology of Virtual Reality


Funding. The study was carried out within the framework of the state task of the Ministry of Education of the Russian Federation No. 073-00110-22-02 dated 04/08/2022 "The impact of high-level virtual reality technologies on mental development in adolescence".

Acknowledgements. The authors are grateful to programmers V.P. Titov, A.V. Selivanov,

Received: 13.02.2022

Accepted: 01.06.2022

For Reference

  1. Anikina V.G., Hoze E.G., Strizhova I.V. Dinamika psihicheskih sostoyanij obuchayushchihsya, osvaivayushchih didakticheskie VR-programmy s ispol’zovaniem tekhnologij virtual’noj real’nosti // Eksperimental’naya psihologiya. 2021. Vol. 14. № 4. P. 123—141. DOI: 10.17759/exppsy.2021140407 (In Russ.).
  2. Barabanshchikov V.A. Vospriyatie i sobytie. : Aletejya, 2002. (In Russ.).
  3. Vzaimodejstvie lichnosti i virtual’noj real’nosti: psihicheskoe razvitie i lichnostnaya determinaciya / pod red. Barabanshchikova V.A., Selivanova V.V. (monografiya). Moskva: Universum, 2019. 479 p. (In Russ.).
  4. Men’shikova G.Ya. Zritel’nye illyuzii: psihologicheskie mekhanizmy i modeli: diss.... d-ra psihol. nauk: 19.00.02 / Men’shikova Galina Yakovlevna; M., 2014. 301 p. (In Russ.).
  5. Zikeeva E.A., Selivanov V.V., Kapustina V.Yu., Strizhova I.V. Vliyanie didakticheskih VR-programm na uchebnuyu motivaciyu, psihicheskie sostoyaniya i kreativnost’ u studentov [Elektronnyj resurs] // Psihologo-pedagogicheskie issledovaniya. Vol. 13. № 4. P. 126—146. DOI: 10.17759/psyedu.2021130408 (In Russ.).
  6. Pobokin P.A. Vliyanie sredstv virtual’noj real’nosti na razvitie myshleniya i znanij shkol’nikov po matematike v hode obucheniya. Avtoreferat dissertacii na soiskanie uchenoj stepeni kand. psihol. nauk. YAroslavl’, 2015. (In Russ.).
  7. Psihicheskie sostoyaniya: uchebnoe posobie / red. A.O. Prohorov. M.: Kogito-Centr, 2011. 623 p. (In Russ.).
  8. Selivanov V.V. Predislovie. Virtual’naya real’nost’ v psihologii i pedagogike. CHelovek i virtual’nyj mir // Sub”ekt i virtual’naya real’nost’: psihicheskoe razvitie, obuchenie /pod red. Selivanova V.V. (monografiya). Smolensk: Izdatel’stvo SmolGU, 2016. P. 5—144. (In Russ.).
  9. Selivanov V.V. Psihicheskie sostoyaniya lichnosti v didakticheskoj vr-srede // Eksperimental’naya psihologiya. Vol. 14. № 1. P. 20—28. DOI: 10.17759/exppsy.2021000002 (In Russ.).
  10. Selivanov V.V., Kapustina V.Yu. Specifika vliyaniya VR-programm na psihicheskie sostoyaniya v zavisimosti ot ih immersivnosti // Psihologiya kognitivnyh processov: sbornik statej / Pod red. V.V. Selivanova. Smolensk: Izdatel’stvo SmolGU, 2021. P. 121—127. (In Russ.).
  11. Selivanov V.V., Selivanova L.N. Effektivnost’ ispol’zovaniya virtual’noj real’nosti v obuchenii v yunosheskom i vzroslom vozrastah // Nepreryvnoe obrazovanie: HKHI vek, 2015. № 1(9) (el. zhurnal) DOI: 10.15393/ (In Russ.).
  12. Selivanov V.V., Selivanova L.N. Vliyanie sredstv virtual’noj real’nosti na formirovanie lichnosti // Nepreryvnoe obrazovanie: HKH1 vek, 2016. № 2 (14), (el. zhurnal). DOI: 10.15393/ (In Russ.).
  13. Selivanov V.V., Selivanova L.N. Vzaimodejstvie lichnosti i virtual’noj real’nosti pri rabote s kratkosrochnymi programmami // Psihologiya kognitivnyh processov / pod red. Selivanova V.V. (sbornik statej). Smolensk: Izdatel’stvo SmolGU, 2018. P. 156—169. (In Russ.).
  14. Selivanov V.V., Majtner L., Griber Yu.A. Osobennosti ispol’zovaniya tekhnologij virtual’noj real’nosti pri korrekcii i lechenii depressii v klinicheskoj psihologii [Elektronnyj resurs] // Klinicheskaya i special’naya psihologiya. Vol. 10. № 3. P. 231—255. DOI: 10.17759/cpse.2021100312 (In Russ.).
  15. Selivanov V.V., Sorochinskij P.V. Mekhanizmy i zakonomernosti vliyaniya obrazovatel’noj virtual’noj real’nosti na myshlenie cheloveka // Eksperimental’naya psihologiya. 2021. Vol. 14. № 1. P. 29—39. DOI: 10.17759/exppsy.2021000003 (In Russ.).
  16. Sorokova M.G. Elektronnyj kurs kak cifrovoj obrazovatel’nyj resurs smeshannogo obucheniya v usloviyah vysshego obrazovaniya // Psihologicheskaya nauka i obrazovanie. 2020. Vol. 25. № 1. P. 36—50. DOI: 10.17759/pse.2020250104 (In Russ.).
  17. Sorochinskij P.V. Vliyanie obrazovatel’noj virtual’noj real’nosti biologicheskoj tematiki na myshlenie i psihicheskie sostoyaniya shkol’nikov starshih klassov // Izvestiya Smolenskogo gosudarstvennogo universiteta, 2013. Vol. 22. № 2. P. 384—392. (In Russ.).
  18. Chalmers D.J. The virtual and the real. Disputatio. 2017. Vol. 9, pp. 309—352. DOI: 10.1515/disp-2017- 0009
  19. Colman A.M. Oxford dictionary of Psychology. Oxford university press. 2001. 844 p.
  20. Mahmoud K., Yassin H., Hurkxkens T.J. Does Immersive VR Increase Learning Gain When Compared to a Non-immersive VR Learning Experience? // Learning and Collaboration Technologies. Human and Technology Ecosystems (pp. 480—498). July 2020. DOI: 10.1007/978-3-030-50506-633. URL: https://link.
  21. Menshikova G.Ya., Saveleva O.A., Zinchenko Yu.P. The study of ethnic attitudes during interactions with avatars in virtual environments. Psychology in Russia: State of the Art, 2018. Vol. 11, Issue 1: 20—31. DOI: 10.11621/pir.2018.0102
  22. Metzinger T.K. Why is Virtual Reality interesting for Philosophers? Robot. 2018. AI, 13 September. DOI: 10.3389/frobt.2018.00101

© 2007–2022 Portal of Russian Psychological Publications. All rights reserved in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository     Webometrics Ranking of Repositories

RSS Psyjournals at Youtube ??????.???????