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This study proposes and tests a structural model comprising immersive sensory cues, cognitive immersion, immersive experience satisfaction, and immersive experience recommendation intentions in digital exhibitions based on the extended cognitive-affective-conative model. Data were collected from 475 audiences who visited the teamLab SuperNature of Macau and analyzed via SPSS and AMOS 6.0. The results display that the dimensions of immersive sensory cues were found to positively influence the dimensions of cognitive immersion, which in turn lead to experience recommendation intentions through immersive experience satisfaction; immersive experience involvement moderates the relationship between perceived enjoyment and immersive experience satisfaction and the relationship between perceived attractiveness and immersive experience satisfaction. The findings of this study benefit digital event marketers and designers by leveraging immersive technology-related sensory cues to improve exhibition attendees' immersive experience satisfaction and recommendation intentions.

This study proposes and tests a structural model comprising immersive sensory cues, cognitive immersion, immersive experience satisfaction, and immersive experience recommendation intentions in digital exhibitions based on the extended cognitive-affective-conative model. Data were collected from 475 audiences who visited the teamLab SuperNature of Macau and analyzed via SPSS and AMOS 6.0. The results display that the dimensions of immersive sensory cues were found to positively influence the dimensions of cognitive immersion, which in turn lead to experience recommendation intentions through immersive experience satisfaction; immersive experience involvement moderates the relationship between perceived enjoyment and immersive experience satisfaction and the relationship between perceived attractiveness and immersive experience satisfaction. The findings of this study benefit digital event marketers and designers by leveraging immersive technology-related sensory cues to improve exhibition attendees’ immersive experience satisfaction and recommendation intentions.

Depressive and anxiety disorders are the most common mental disorders, and there is a critical need for effective, affordable, and accessible interventions. Cognitive Behavioral Immersion (CBI) is a novel group-based cognitive behavioral skills training program delivered by lay coaches in the metaverse that can be accessed through various modalities including virtual reality (VR) head-mounted displays or flat-screen devices. Combining its ability to offer empirically supported therapy skills in a digital setting that can still facilitate interpersonal variables (eg, working alliance and sense of social support) with the aid of lay coaches, CBI has the potential to help fill this critical need. This study had 2 primary aims. First, we aimed to examine changes in depression and anxiety symptoms in a sample of individuals who participated in CBI. Second, we aimed to examine 2 interpersonal process variables (working alliance and web-based social support) as predictors of symptom changes. We predicted CBI participants would experience depression and anxiety symptom improvements and that such improvements would be associated with an increase in both interpersonal process variables. The study sample consists of 127 participants who endorsed clinical levels of depression or anxiety symptoms during their first CBI session and attended at least 2 sessions. Participants were asked to complete self-report measures of depression symptoms, anxiety symptoms, alliance, and web-based social support throughout their participation in CBI. Repeated measures ANOVAs determined that depression and anxiety symptom scores differed significantly across sessions (Ps<.01). We also found participants' web-based social support predicted improvement in depression symptoms (P=.01), but neither the alliance nor web-based social support predicted change in anxiety symptoms (Ps>.05). We also observed a significant difference in anxiety symptoms between participants who used a VR head-mounted display to access CBI and those who did not, such that participants who used VR head-mounted displays endorsed lower anxiety symptoms than those who did not at nearly every session (P=.04). Participation in CBI is associated with both depression and anxiety symptom improvement. Web-based social support may play an important role in fostering changes in depression symptoms. Future studies are encouraged to continue examining the process of change in CBI with special attention paid to methods that can elucidate causal mechanisms of change.

Depression and anxiety are among the most common mental health concerns globally. Efficacious treatments such as cognitive behavioral therapy exist but remain difficult to access and scale. Cognitive behavioral immersion (CBI)-a cognitive behavioral skills training intervention delivered by peer coaches in the metaverse-has been developed to address these barriers. CBI can be used through a virtual reality headset or via flat-screen devices such as phones, tablets, or computers. Pilot data have established its usability among participants with clinical levels of depression and anxiety. However, more research is needed to determine whether CBI causes decreases in these symptoms and how delivery via virtual reality compares to flat-screen devices. This protocol aims to conduct a randomized controlled trial evaluating the efficacy of immersive CBI accessed via a virtual reality headset (CBI-VR) as compared to a less immersive (but more accessible) CBI condition accessed via a flat-screen device (CBI-FS) and each to a delayed access control (DAC). A total of 306 adults experiencing clinical levels of depressive symptoms are being recruited nationally to participate in this web-based trial. Participants will be randomized according to a 1:1:1 ratio to one of three conditions: (1) CBI-VR, (2) CBI-FS, and (3) DAC. The CBI program consists of eight weekly 60-minute group sessions led by trained peer coaches who teach cognitive behavioral skills. The acute period of each condition will last 8 weeks with a follow-up period of 6 months. The primary outcome is depressive symptoms; secondary outcomes are anxiety symptoms and quality of life. Outcomes will be assessed once at baseline, weekly during the course of the intervention, and monthly during follow-ups. We will use hierarchical linear models to assess differences in the rate of symptom change among conditions. We will also explore potential prognostic (demographics and immersion) and prescriptive (cognitive behavioral skills, group alliance, and program engagement) predictors, as well as potential mechanisms (cognitive change and social support) of response. We hypothesize that participants randomized to either CBI group will experience greater symptom improvement than those in DAC and that CBI-VR participants will improve more than CBI-FS participants. This study was funded in September 2023. Data collection began in February 2024. As of January 2025, all 306 participants have been enrolled. Data collection should conclude by September 2025. Data have not yet been analyzed. Expected results to be submitted for publication in the winter of 2025. This trial will determine if CBI via either device is efficacious as compared to DAC and whether virtual reality enhances outcomes. Findings will contribute to the literature on using the metaverse and virtual reality to facilitate effective accessible mental health interventions, particularly for depression. ClinicalTrials.gov NCT06418997; https://clinicaltrials.gov/study/NCT06418997. DERR1-10.2196/65970.

A relatively new technology being used to deliver academic lessons is immersive virtual reality (IVR). This study examined whether IVR is a more effective instructional medium than other multimedia, such as a video on a computer monitor. Additionally, this study explored the underlying affective and cognitive mechanisms of learning in an immersive environment. Participants viewed a history lesson in IVR or a 3D interactive video display on a desktop monitor. The results showed that participants who viewed the video lesson outperformed those who viewed the IVR lesson on transfer tests. The IVR lesson caused higher emotional arousal based on self-report and heart rate measures, and lower cognitive engagement based on electroencephalogram (EEG) measures. The results suggest that immersive environments may create excessive positive emotions, which distract form the necessary cognitive processing during the lesson, thereby harming performance on subsequent tests of learning outcomes.

There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes the existing findings into a theoretical framework. The Cognitive Affective Model of Immersive Learning (CAMIL) synthesizes existing immersive educational research to describe the process of learning in IVR. The general theoretical framework of the model suggests that instructional methods which are based on evidence from research with less immersive media generalize to learning in IVR. However, the CAMIL builds on evidence that media interacts with method. That is, certain methods which facilitate the affordances of IVR are specifically relevant in this medium. The CAMIL identifies presence and agency as the general psychological affordances of learning in IVR, and describes how immersion, control factors, and representational fidelity facilitate these affordances. The model describes six affective and cognitive factors that can lead to IVR-based learning outcomes including interest, motivation, self-efficacy, embodiment, cognitive load, and self-regulation. The model also describes how these factors lead to factual, conceptual, and procedural knowledge acquisition and knowledge transfer. Implications for future research and instructional design are proposed.

We provide a brief review and appraisal of recent and current virtual reality (VR) technology for Alzheimer's disease (AD) applications. We categorize them according to their intended purpose (e.g., diagnosis, patient cognitive training, caregivers' education, etc.), focus feature (e.g., spatial impairment, memory deficit, etc.), methodology employed (e.g., tasks, games, etc.), immersion level, and passive or active interaction. Critical assessment indicates that most of them do not yet take full advantage of virtual environments with high levels of immersion and interaction. Many still rely on conventional 2D graphic displays to create non-immersive or semi-immersive VR scenarios. Important improvements are needed to make VR a better and more versatile assessment and training tool for AD. The use of the latest display technologies available, such as emerging head-mounted displays and 3D smart TV technologies, together with realistic multi-sensorial interaction devices, and neuro-physiological feedback capacity, are some of the most beneficial improvements this mini-review suggests. Additionally, it would be desirable that such VR applications for AD be easily and affordably transferable to in-home and nursing home environments.

Background: Foreign language proficiency is a complex trait that reflects an individual’s ability to effectively understand and use a non-native language, shaped by both genetic and environmental factors. The aim of this study was to establish the relationship between genetically determined memory capacity and self-reported foreign language proficiency in 129 children (63 males, 66 females, age 14.2 ± 3.9) and 128 adults (90 males, 38 females, age 29.8 ± 8.2). Methods: Seven single nucleotide polymorphisms (SNPs) previously linked with memory function were used in a polygenic analysis (CAMTA1 rs4908449, CLSTN2 rs6439886, COMT rs4680, CPEB3 rs11186856, SCN1A rs10930201, SNAP25 rs3746544, and WWC1 rs17070145). Self-reported foreign language proficiency was evaluated using a single-item question. Children’s level of immersion in foreign languages was divided into three categories: linguistic school, non-linguistic school with extra foreign language courses, and non-linguistic school without additional foreign language courses. Results: We found that genetically predicted memory capacity (i.e., number of memory-increasing alleles) was positively associated with self-reported foreign language proficiency in children (p = 0.0078 adjusted for age, sex, ethnicity, verbal IQ, and level of immersion in foreign languages). When combined, genetically predicted memory capacity, age, sex, ethnicity, verbal IQ, and level of immersion in foreign languages explained 31.5% (p < 0.0001) of the variance in children’s self-reported foreign language proficiency. The association between genetically predicted memory capacity and self-reported foreign language proficiency was replicated in adults (p = 0.0158 adjusted for age, sex, and ethnicity). Conclusions: Foreign language proficiency may partly depend on the presence of a high number of memory-increasing alleles in both children and adults.

This study examined metalinguistic awareness in children who were becoming bilingual in an immersion education program. The purpose was to determine at what point in emerging bilingualism the previously reported metalinguistic advantages appear and what types of metalinguistic tasks reveal these developmental differences. Participants were 124 children in second and fifth grades who were enrolled in either a French immersion or a regular English program. All children were from monolingual English-speaking homes and attended local public schools in middle socioeconomic neighborhoods. Measures included morphological awareness, syntactic awareness, and verbal fluency, with all testing in English. These tasks differed in their need for executive control, a cognitive ability that is enhanced in bilingual children. Overall, the metalinguistic advantages reported in earlier research emerged gradually, with advantages for tasks requiring more executive control (grammaticality judgment) appearing later and some tasks improving but not exceeding performance of monolinguals (verbal fluency) even by fifth grade. These findings demonstrate the gradual emergence of changes in metalinguistic concepts associated with bilingualism over a period of about 5 years. Performance on English-language proficiency tasks was maintained by French immersion children throughout in spite of schooling being conducted in French.

Extended reality (XR) technologies—encompassing virtual reality (VR), augmented reality (AR), and mixed reality (MR)—are transforming cognitive assessment and training by offering immersive, interactive environments that simulate real-world tasks. XR enhances ecological validity while enabling real-time, multimodal data collection through tools such as galvanic skin response (GSR), electroencephalography (EEG), eye tracking (ET), hand tracking, and body tracking. This allows for a more comprehensive understanding of cognitive and emotional processes, as well as adaptive, personalized interventions for users. Despite these advancements, current XR applications often underutilize the full potential of multimodal integration, relying primarily on visual and auditory inputs. Challenges such as cybersickness, usability concerns, and accessibility barriers further limit the widespread adoption of XR tools in cognitive science and clinical practice. This review examines XR-based cognitive assessment and training, focusing on its advantages over traditional methods, including ecological validity, engagement, and adaptability. It also explores unresolved challenges such as system usability, cost, and the need for multimodal feedback integration. The review concludes by identifying opportunities for optimizing XR tools to improve cognitive evaluation and rehabilitation outcomes, particularly for diverse populations, including older adults and individuals with cognitive impairments.