Psychiatry Investig.  2019 Apr;16(4):292-299. 10.30773/pi.2019.02.08.

Joint Attention Virtual Classroom: A Preliminary Study

Affiliations
  • 1Department of Computer Science, Hanyang University, Seoul, Republic of Korea. kenny@hanyang.ac.kr
  • 2Department of Psychiatry and Institute of Behavioral Science in Medicine, Yonsei University, Seoul, Republic of Korea.
  • 3School of Education and MIND Institute, University of California (UC) Davis, Davis, CA, USA.

Abstract


OBJECTIVE
Previous studies have suggested that a virtual classroom is immersive and ecologically valid neuropsychological assessment, but those studies have limited components for social attentions. Therefore, the objective in the current study is the development of a joint attention virtual reality (JA-VR) classroom to incorporate social attentions between a participant and a virtual avatar teacher.
METHODS
Fifty-eight participants were recruited for current study (25 for pilot and 33 for main studies; 32.8% female, n=19; age: M=24.5, SD=4.0). We suggested a JA-VR classroom, and compared it with previous methods including a VR classroom without JA components. We conducted attention experiments with AX-version of continuous performance tasks.
RESULTS
Our results suggest that the new JA-VR classroom had convergent validity with previous methods, and that the JA-VR classroom promoted attentional processing among participants better than both old VR and non-VR measures.
CONCLUSION
We add an important social attention concept to the virtual classroom, and believe that this work is an methodological foundation for the study of social attention in school life. We hope it ultimately help people with mental handicaps in social attention.

Keyword

Virtual reality; Joint attention; Head mounted display; Attentional processing; Continuous performance task

MeSH Terms

Attention
Female
Hope
Humans
Joints*
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