Search

In recent years Virtual Reality has been revitalized, having gained and lost popularity between the 1960s and 1990s, and is now widely used for entertainment purposes. However, Virtual Reality, along with Mixed Reality and Augmented Reality, has broader application possibilities, thanks to significant advances in technology and accessibility. In the current study, we examined the effectiveness of these new technologies for use in education. We found that learning in both virtual and mixed environments resulted in similar levels of performance to traditional learning. However, participants reported higher levels of engagement in both Virtual Reality and Mixed Reality conditions compared to the traditional learning condition, and higher levels of positive emotions in the Virtual Reality condition. No simulator sickness was found from using either headset, and both headsets scored similarly for system usability and user acceptance of the technology. Virtual Reality, however, did produce a higher sense of presence than Mixed Reality. Overall, the findings suggest that some benefits can be gained from using Virtual and Mixed Realities for education.

People differ in their sleep timings that are often referred to as a chronotype and can be operationalized as mid-sleep (midpoint between sleep onset and wake-up). The aims of the present studies were to examine intraindividual variability and longer-term temporal stability of mid-sleep on free and workdays, while also considering the effect of age. We used data from a 2-week experience sampling study of British university students (Study 1) and from a panel study of Estonian adults who filled in the Munich Chronotype Questionnaire twice up to 5 years apart (Study 2). Results of Study 1 showed that roughly 50% of the variance in daily mid-sleep scores across the 14-day period was attributed to intraindividual variability as indicated by the intraclass correlation coefficient. However, when the effect of free versus workdays was considered, the intraindividual variability in daily mid-sleep across 2 weeks was 0.71 the size of the interindividual variability. In Study 2, mid-sleep on free and workdays showed good levels of temporal stability—the retest correlations of mid-sleep on free and workdays were 0.66 and 0.58 when measured twice over a period of 0-1 to 5 years. The retest stability of mid-sleep scores on both free and workdays sharply increased from young adulthood and reached their peak when participants were in late 40 to early 50 years of age, indicating that age influences the stability of mid-sleep. Future long-term longitudinal studies are necessary to explore how age-related life circumstances and other possible factors may influence the intraindividual variability and temporal stability of mid-sleep. [ABSTRACT FROM AUTHOR]

This study investigates how sadness and minor/moderate depression influences the three functions of attention: alerting, orienting, and executive control using the Attention Network Test. The aim of the study is to investigate whether minor-to-moderate depression is more similar to sadness or clinical depression with regard to attentional processing. It was predicted that both induced sadness and minor-to-moderate depression will influence executive control by narrowing spatial attention and in turn this will lead to less interference from the flanker items (i.e. less effects of congruency) due to a focused attentional state. No differences were predicted for alerting or orienting functions. The results from the two experiments, the first inducing sadness (Experiment 1) and the second measuring subclinical depression (Experiment 2), show that, as expected, participants who are sad or minor to moderately depressed showed less flanker interference compared to participants who were neither sad nor depressed. This study provides strong evidence, that irrespective of its aetiology, sadness and minor/moderate depression have similar effects on spatial attention. [ABSTRACT FROM AUTHOR]