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Learning real-life cognitive abilities in a novel 360°-virtual reality supermarket: a neuropsychological study of healthy participants and patients with epilepsy.

ABSTRACT: BACKGROUND: To increase the ecological validity of neuropsychological instruments the use of virtual reality (VR) applications can be considered as an effective tool in the field of cognitive neurorehabilitation. Despite the growing use of VR programs, only few studies have considered the application of everyday activities like shopping or travelling in VR training devices. METHODS: We developed a novel 360°-VR supermarket, which is displayed on a circular arrangement of 8 touch-screens--the "OctaVis". In this setting, healthy human adults had to memorize an auditorily presented shopping list (list A) and subsequently buy all remembered products of this list in the VR supermarket. This procedure was accomplished on three consecutive days. On day four, a new shopping list (list B) was introduced and participants had to memorize and buy only products of this list. On day five, participants had to buy all remembered items of list A again, but without new presentation of list A. Additionally, we obtained measures of participants' presence, immersion and figural-spatial memory abilities. We also tested a sample of patients with focal epilepsy with an extended version of our shopping task, which consisted of eight days of training. RESULTS: We observed a comprehensive and stable effect of learning for the number of correct products, the required time for shopping, and the length of movement trajectories in the VR supermarket in the course of the training program. Task performance was significantly correlated with participants' figural-spatial memory abilities and subjective level of immersion into the VR. CONCLUSIONS: Learning effects in our paradigm extend beyond mere verbal learning of the shopping list as the data show evidence for multi-layered learning (at least visual-spatial, strategic, and verbal) on concordant measures. Importantly, learning also correlated with measures of figural-spatial memory and the degree of immersion into the VR. We propose that cognitive training with the VR supermarket program in the OctaVis will be efficient for the assessment and training of real-life cognitive abilities in healthy subjects and patients with epilepsy. It is most likely that our findings will also apply for patients with cognitive disabilities resulting from other neurological and psychiatric syndromes.

SUBMITTER: Grewe P

PROVIDER: S-EPMC3637817 | biostudies-other | 2013

REPOSITORIES: biostudies-other

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Learning real-life cognitive abilities in a novel 360°-virtual reality supermarket: a neuropsychological study of healthy participants and patients with epilepsy.

Grewe Philip P Kohsik Agnes A Flentge David D Dyck Eugen E Botsch Mario M Winter York Y Markowitsch Hans J HJ Bien Christian G CG Piefke Martina M

Journal of neuroengineering and rehabilitation 20130423

<h4>Background</h4>To increase the ecological validity of neuropsychological instruments the use of virtual reality (VR) applications can be considered as an effective tool in the field of cognitive neurorehabilitation. Despite the growing use of VR programs, only few studies have considered the application of everyday activities like shopping or travelling in VR training devices.<h4>Methods</h4>We developed a novel 360°-VR supermarket, which is displayed on a circular arrangement of 8 touch-scr ...[more]

PMID: 23618596

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Project description:ObjectivesThe need for remote delivery of mental health interventions including instruction in meditation has become paramount in the wake of the current global pandemic. However, the support one may usually feel within the physical presence of an instructor may be weakened when interventions are delivered remotely, potentially impacting one's meditative experiences. Use of head-mounted displays (HMD) to display video-recorded instruction may increase one's sense of psychological presence with the instructor as compared to presentation via regular flatscreen (e.g., laptop) monitor. This research therefore evaluated a didactic, trauma-informed care approach to instruction in mindfulness meditation by comparing meditative responses to an instructor-guided meditation when delivered face-to-face vs. by pre-recorded 360° videos viewed either on a standard flatscreen monitor (2D format) or via HMD (i.e., virtual reality [VR] headset; 3D format).MethodsYoung adults (n = 82) were recruited from a university introductory course and experienced a 360° video-guided meditation via HMD (VR condition, 3D format). They were also randomly assigned to practice the same meditation either via scripted face-to-face instruction (in vivo [IV] format) or when viewed on a standard laptop display (non-VR condition, 2D format). Positive and negative affect and meditative experience ratings were self-reported and participants' maintenance of focused attention to breathing (i.e., meditation breath attention scores [MBAS]) were recorded during each meditation.ResultsMeditating in VR (3D format) was associated with a heightened experience of awe overall. When compared to face-to-face instruction (IV format), VR meditation was rated as less embarrassing but also less enjoyable and more tiring. When compared to 2D format, VR meditations were associated with greater experiences of relaxation, less distractibility from the process of breathing, and less fatigue. No differences were found between VR and non-VR meditation in concentration (MBAS). Baseline posttraumatic stress symptoms were risk factors for experiencing distress while meditating in either (VR and non-VR) instructional format. Of those who reported a preference for one format, approximately half preferred the VR format and approximately half preferred the IV format.ConclusionsRecorded 360° video instruction in meditation viewed with a HMD (i.e., VR/3D format) appears to offer some experiential advantage over instructions given in 2D format and may offer a safe-and for some even preferred-alternative to teaching meditation face-to-face.Supplementary informationThe online version contains supplementary material available at 10.1007/s12671-021-01612-w.

Project description:BackgroundVideo-based teaching has been part of medical education for some time but 360° videos using a virtual reality (VR) device are a new medium that offer extended possibilities. We investigated whether adding a 360° VR video to the internship curriculum leads to an improvement of long-term recall of specific knowledge on a gentle Caesarean Sections (gCS) and on general obstetric knowledge.MethodsTwo weeks prior to their Obstetrics and Gynaecology (O&G) internship, medical students were divided in teaching groups, that did or did not have access to a VR-video of a gCS. Six weeks after their O&G internship, potentially having observed one or multiple real-life CSs, knowledge on the gCS was assessed with an open questionnaire, and knowledge on general obstetrics with a multiple-choice questionnaire. Furthermore we assessed experienced anxiety during in-person attendance of CSs, and we asked whether the interns would have wanted to attend more CSs in-person. The 360° VR video group was questioned about their experience directly after they watched the video. We used linear regression analyses to determine significant effects on outcomes.ResultsA total of 89 medical students participated, 41 in the 360° VR video group and 48 in the conventional study group. Watching the 360° VR video did not result in a difference in either specific or general knowledge retention between the intervention group and the conventional study group. This was both true for the grade received for the internship, the open-ended questions as well as the multiple-choice questions and this did not change after adjustment for confounding factors. Still, 83.4% of the 360° VR video-group reported that more videos should be used in training to prepare for surgical procedures. In the 360° VR video-group 56.7% reported side effects like nausea or dizziness. After adjustment for the number of attended CSs during the practical internship, students in the 360° VR video-group stated less often (p = 0.04) that they would have liked to attend more CSs in-person as compared to the conventional study group.ConclusionEven though the use of 360° VR video did not increase knowledge, it did offer a potential alternative for attending a CS in-person and a new way to prepare the students for their first operating room experiences.

Project description:Virtual environments have been widely used in motor neuroscience and rehabilitation, as they afford tight control of sensorimotor conditions and readily afford visual and haptic manipulations. However, typically, studies have only examined performance in the virtual testbeds, without asking how the simplified and controlled movement in the virtual environment compares to behavior in the real world. To test whether performance in the virtual environment was a valid representation of corresponding behavior in the real world, this study compared throwing in a virtual set-up with realistic throwing, where the task parameters were precisely matched. Even though the virtual task only required a horizontal single-joint arm movement, similar to many simplified movement assays in motor neuroscience, throwing accuracy and precision were significantly worse than in the real task that involved all degrees of freedom of the arm; only after 3 practice days did success rate and error reach similar levels. To gain more insight into the structure of the learning process, movement variability was decomposed into deterministic and stochastic contributions. Using the tolerance-noise-covariation decomposition method, distinct stages of learning were revealed: While tolerance was optimized first in both environments, it was higher in the virtual environment, suggesting that more familiarization and exploration was needed in the virtual task. Covariation and noise showed more contributions in the real task, indicating that subjects reached the stage of fine-tuning of variability only in the real task. These results showed that while the tasks were precisely matched, the simplified movements in the virtual environment required more time to become successful. These findings resonate with the reported problems in transfer of therapeutic benefits from virtual to real environments and alert that the use of virtual environments in research and rehabilitation needs more caution.NEW & NOTEWORTHY This study compared human performance of the same throwing task in a real and a matched virtual environment. With 3 days' practice, subjects improved significantly faster in the real task, even though the arm and hand movements were more complex. Decomposing variability revealed that performance in the virtual environment, despite its simplified hand movements, required more exploration. Additionally, due to fewer constraints in the real task, subjects could modify the geometry of the solution manifold, by shifting the release position, and thereby simplify the task.

Project description:INTRODUCTION:Illusion of movement induced by tendon vibration is an effective approach for motor and sensory rehabilitation in case of neurological impairments. The aim of our study was to investigate which modality of visual feedback in Virtual Reality (VR) associated with tendon vibration of the wrist could induce the best illusion of movement. METHODS:We included 30 healthy participants in the experiment. Tendon vibration inducing illusion of movement (wrist extension, 100Hz) was applied on their wrist during 3 VR visual conditions (10 times each): a moving virtual hand corresponding to the movement that the participants could feel during the tendon vibration (Moving condition), a static virtual hand (Static condition), or no virtual hand at all (Hidden condition). After each trial, the participants had to quantify the intensity of the illusory movement on a Likert scale, the subjective degree of extension of their wrist and afterwards they answered a questionnaire. RESULTS:There was a significant difference between the 3 visual feedback conditions concerning the Likert scale ranking and the degree of wrist's extension (p<0.001). The Moving condition induced a higher intensity of illusion of movement and a higher sensation of wrist's extension than the Hidden condition (p<0.001 and p<0.001 respectively) than that of the Static condition (p<0.001 and p<0.001 respectively). The Hidden condition also induced a higher intensity of illusion of movement and a higher sensation of wrist's extension than the Static condition (p<0.01 and p<0.01 respectively). The preferred condition to facilitate movement's illusion was the Moving condition (63.3%). CONCLUSIONS:This study demonstrated the importance of carefully selecting a visual feedback to improve the illusion of movement induced by tendon vibration, and the increase of illusion by adding VR visual cues congruent to the illusion of movement. Further work will consist in testing the same hypothesis with stroke patients.

Project description:Objective"Visual Restitution Therapies" (VRT) claim to ameliorate visual field defects of neurological patients by repeated visual light stimulation, leading to training-related neuroplasticity and resulting in reconnection of lesioned neurons in early cortical areas. Because existing systems are stationary, uncomfortable, and unreliable, we developed a training instrument based on virtual reality goggles. The goal of the "Salzburg Visual Field Trainer" (SVFT) is twofold: (1) The device facilitates the clinical evaluation of established neuropsychological rehabilitation approaches, such as VRT. (2) The device enables patients to independently perform VRT based (or other) neuropsychological training methodologies flexibly and comfortably.Methods and analysisThe SVFT was developed on the principles of VRT. Individual configuration of the SVFT is based on perimetric data of the respective patient's visual field. To validate the utmost important aspect of neuropsychological rehabilitation methodologies-that is displaying stimuli precisely in desired locations in the user's visual field-two steps were conducted in this proof-of-concept study: First, we assessed the individual "blind spots" location and extent of 40 healthy, normal sighted participants. This was done with the help of our recently developed perimetric methodology "Eye Tracking Based Visual Field Analysis" (EFA). Second, depending on the individual characteristics of every participant's blind spots, we displayed-by means of the SVFT-15 stimuli in the respective locations of every participants' blind spots and 85 stimuli in the surrounding, intact visual area. The ratio between visible and non-visible stimuli, which is reflected in the behavioral responses (clicks on a remote control) of the 40 participants, provides insight into the accuracy of the SVFT to display training stimuli in areas desired by the investigator. As the blind spot is a naturally occurring, absolute scotoma, we utilized this blind area as an objective criterion and a "simulated" visual field defect to evaluate the theoretical applicability of the SVFT.ResultsOutcomes indicate that the SVFT is highly accurate in displaying training stimuli in the desired areas of the user's visual field with an accuracy of 99.0%. Data analysis further showed a sensitivity of .98, specificity of .99, a positive predictive value of .96, a negative predictive value of .996, a hit rate of .99, a random hit rate of .74 and a RATZ-Index of .98. This translates to 14.7% correct non-reactions, 0.7% false non-reactions, 0.3% false reactions and 84.3% correct reactions to displayed test stimuli during the evaluation study. Reports from participants further indicate that the SVFT is comfortable to wear and intuitive to use.ConclusionsThe SVFT can help to investigate the true effects of VRT based methodologies (or other neuropsychological approaches) and the underlying mechanisms of training-related neuroplasticity in the visual cortex in neurological patients suffering from visual field defects.

Project description:How vision guides gaze in realistic settings has been researched for decades. Human gaze behavior is typically measured in laboratory settings that are well controlled but feature-reduced and movement-constrained, in sharp contrast to real-life gaze control that combines eye, head, and body movements. Previous real-world research has shown environmental factors such as terrain difficulty to affect gaze; however, real-world settings are difficult to control or replicate. Virtual reality (VR) offers the experimental control of a laboratory, yet approximates freedom and visual complexity of the real world (RW). We measured gaze data in 8 healthy young adults during walking in the RW and simulated locomotion in VR. Participants walked along a pre-defined path inside an office building, which included different terrains such as long corridors and flights of stairs. In VR, participants followed the same path in a detailed virtual reconstruction of the building. We devised a novel hybrid control strategy for movement in VR: participants did not actually translate: forward movements were controlled by a hand-held device, rotational movements were executed physically and transferred to the VR. We found significant effects of terrain type (flat corridor, staircase up, and staircase down) on gaze direction, on the spatial spread of gaze direction, and on the angular distribution of gaze-direction changes. The factor world (RW and VR) affected the angular distribution of gaze-direction changes, saccade frequency, and head-centered vertical gaze direction. The latter effect vanished when referencing gaze to a world-fixed coordinate system, and was likely due to specifics of headset placement, which cannot confound any other analyzed measure. Importantly, we did not observe a significant interaction between the factors world and terrain for any of the tested measures. This indicates that differences between terrain types are not modulated by the world. The overall dwell time on navigational markers did not differ between worlds. The similar dependence of gaze behavior on terrain in the RW and in VR indicates that our VR captures real-world constraints remarkably well. High-fidelity VR combined with naturalistic movement control therefore has the potential to narrow the gap between the experimental control of a lab and ecologically valid settings.

Dataset Information

Learning real-life cognitive abilities in a novel 360°-virtual reality supermarket: a neuropsychological study of healthy participants and patients with epilepsy.

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Learning real-life cognitive abilities in a novel 360°-virtual reality supermarket: a neuropsychological study of healthy participants and patients with epilepsy.

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