Virtual Reality-Based Joy Induction: The Role of Interactivity and Prior Mood.

This study evaluates the effectiveness of virtual reality (VR) as a novel tool for mood induction, specifically for inducing joy, and examines the role of interactivity and prior mood. We conducted an experiment using a 2 × 2 factorial design with 124 participants who were randomly assigned to either a neutral or negative prior mood condition, and an interactive or noninteractive joy induction condition. Prior mood was experimentally manipulated using a VR scenario that simulated a terror attack at a train station (negative mood condition) compared with a control condition in which no incidents occurred at the train station (neutral mood condition). Subsequently, participants entered a virtual park scenario that either allowed for playful interaction with objects in the park (interactive condition) or not (noninteractive condition). We found that interactive VR experiences lead to lower levels of negative affect compared with a noninteractive experience irrespective of participants' prior mood, but playful interaction in VR only increased joy when participants were in a neutral (not negative) prior mood. We suggest interactivity as a design principle for effective negative mood reduction, but further research is required on how to successfully transform a prior negative mood into joy.

Young generations' hopelessness perpetuates long-term conflicts.

Transforming long-term conflicts into peaceful intergroup relations is one of the most difficult challenges for humanity. Such meaningful social changes are often driven by young people. But do young people living in contexts of long-term conflicts believe that change is even possible? In a series of six studies (Ntotal = 119,671) over two decades and across two unrelated intractable conflicts in Israel/Palestine and Cyprus, we found that younger (compared to older) generations from both respective rival groups have less hope for peace, and consequently less conciliatory attitudes. We also show that this gradual improvement of peace-promoting emotions and attitudes with increasing age can be experimentally accelerated in young people through a virtual reality-based aging simulation. These findings provide a new perspective on the fundamental question of why long-term conflicts are so difficult to resolve and highlight the importance of instilling hope in young generations to advance peace processes.

Comparing learning retention in medical students using mixed-reality to supplement dissection: a preliminary study.

Objectives: To evaluate student impressions of learning anatomy with mixed-reality and compare long-term information retention of female breast anatomy between students who learned with a mixed-reality supplement and their classmates who dissected cadavers. Methods: In Part 1, 38 first-year medical student volunteers, randomly divided into two groups, completed a mixed-reality module and cadaveric dissection on the female breast in a counterbalanced design. Participants also completed post-quizzes and surveys. Part 2 was a non-randomized controlled trial, 8-months after completing Part 1 and 6-months after a final exam on this content. The performance of twenty-two Part 1 participants and 129 of their classmates, who only dissected, was compared on a delayed post-quiz. Wilcoxon signed-rank test, Mann-Whitney U test, and 95% confidence intervals were used to analyze the data. Results: In Part 1, the Wilcoxon signed-rank test determined that participants expressed significantly more positive responses to mixed-reality and found mixed-reality easier for learning and teamwork. In Part 2, the Mann-Whitney U test found mixed-reality participants scored significantly higher on a delayed-post quiz than their classmates who only dissected (U = 928, p < .009). Conclusions:   This study suggests that medical students may prefer mixed-reality and that it may be an effective modality for learning breast anatomy while facilitating teamwork. Results also suggest that supplementing cadaveric dissection with mixed-reality may improve long-term retention for at least one anatomical topic. It is recommended that similar studies evaluate a larger sample and additional anatomical regions to determine the generalizability of these findings.

Matriculating Students' Opinions on Cadaveric Dissection: Maintaining Tradition in Changing Times.

As medical education advances, cadaveric dissection is no longer the sole modality to teach anatomy. In light of this, there is limited data regarding how incoming medical students perceive the importance of cadaveric dissection and whether they continue to desire the experience as they consider matriculating to medical school. Surveys were sent to incoming first-year medical students concerning their views of death and dissection. Our data show a strong and temporally reproducible opinion that cadaveric dissection is important among incoming medical students. This survey also reviews the predominant emotional reactions generated in anticipation of the cadaveric dissection experience.

Evaluating the Anatomage Table Compared to Cadaveric Dissection as a Learning Modality for Gross Anatomy.

The purpose of this study was to compare the effectiveness and qualitative experience of learning gross anatomy of the pelvis and perineum (P/P) and musculoskeletal system (MSK) via cadaveric dissection to learning these same anatomical regions using the Anatomage table. The Anatomage table is an anatomical visualization system that projects male and female gross anatomical structures from human cadavers onto a life-sized touchscreen table. A crossover design was implemented. Four volunteer dissection groups, consisting of four students each, were randomly assigned to dissect P/P on the Anatomage table and MSK (upper and lower limb) not on the cadaver lab or vice versa. Participating students completed surveys before and after each lab, formative quizzes following each lab, and summative final practical exams on both the Anatomage table and in the cadaver lab. Results indicated that when studying on the Anatomage table, students were more excited before and after labs and perceived a greater degree of learning. The groups did not demonstrate a significant difference in P/P knowledge based on quiz results; however, the Anatomage group had a significantly higher mean score on quizzes in MSK anatomy. Finally, the practical exam results suggest that for some anatomical regions, students may perform similarly regardless of the modality on which they were instructed.