Dynamics of Mental States of Learners Working with Didactic VR Programs Using Virtual Reality Technologies



The article presents the results of studying the mental states of adolescent students involved in the work using didactic VR programs implemented using VR technologies of different levels, demonstrated using different technical means (stationary PC, VIVE helmet), causing immersive experience of different quality. Before and after work, the participants were controlled: activation, excitement, tone, well-being; mood, asthenia, euphoria; the severity of the presence effect. As a result, it was shown that the participants who were involved in the work with the help of a PC experienced a decrease in indicators at the level of reliable statistical significance for the activation parameter. When working with VIVE helmets, reliable increases are shown in terms of activation, arousal, tone, well-being, asthenic state and euphoria. In general, we can talk about the intensive and positive impact of didactic VR programs broadcast with the help of higher level VR technologies on the mental states of students, which can become a source of formation of their stable and productive educational and cognitive motivation.

General Information

Keywords: virtual reality, didactic virtual program, mental state, presence effect

Journal rubric: Psychology of Digital Reality

Article type: scientific article

DOI: https://doi.org/10.17759/exppsy.2021140407

Funding. The work was carried out within the framework of the state assignment of the Ministry of Education of the Russian Federation for fundamental scientific research No. 073-00041-21-02 dated 06/08/2021 on the topic: "The influence of high-level virtual reality technologies on mental development in adolescence".

Received: 03.08.2021


For citation: Anikina V.G., Khoze E.G., Strizhova I.V. Dynamics of Mental States of Learners Working with Didactic VR Programs Using Virtual Reality Technologies. Eksperimental'naâ psihologiâ = Experimental Psychology (Russia), 2021. Vol. 14, no. 4, pp. 123–141. DOI: 10.17759/exppsy.2021140407. (In Russ., аbstr. in Engl.)


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Information About the Authors

Veronika G. Anikina, PhD in Psychology, Associate Professor, Chair of General Psychology, Institute of Experimental Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-7987-6595, e-mail: vegav577@mail.ru

Evgeny G. Khoze, PhD in Psychology, Senior Researcher, Institute of Experimental Psychology, Moscow State University of Psychology and Education, Head of the Laboratory of Experimental and Practical Psychology,Associate Professor, Department of General Psychology,Moscow Institute of Psychoanalysis, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9355-1693, e-mail: house.yu@gmail.com

Irina V. Strizhova, PhD in Education, Associate Professor Chair of General Psychology, Institute of Experimental Psychology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-2106-3900, e-mail: irinaswift1112@mail.ru



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