Feasibility of a Virtual Reality Program in Managing Test Anxiety

A Pilot Study

Bibliographic Data

ID22003869
AuthorsJoon Hee Kwon (0000-0002-8557-987X, Yonsei University), Narae Hong (0000-0002-9268-9153, Yonsei University), Kwanguk Kim (0000-0002-4184-2058, Hanyang University), Jiwoong Heo (0000-0002-5766-5981, Hanyang University), Jae-Jin Kim (0000-0002-1395-4562, Gangnam Severance Hospital), Jae‒Jin Kim (0000-0002-6762-6468, Brain Korea 21 PLUS Project for Medical Science, Yonsei University, Seoul, Republic of Korea), Eun Joo Kim (0000-0002-0275-8443, Yonsei University, corresponding author), Eunjoo Kim (0000-0001-6469-6762, Yonsei University College of Medicine)
Year2020
Volume23
Issue10
Pages715-720
Publication date2020-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCyberpsychology Behavior and Social Networking (JOURNAL)
Journal identifiersISSN: 2152-2715 • E-ISSN: 2152-2723
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1089/cyber.2019.0651
PMID32678684
OpenAlexW3043064938
LanguageEN
Citations received4
References cited34

Test anxiety has been a growing problem in school-aged children, especially for students in East-Asian countries where the pressure for academic achievement is high. These students are more vulnerable to academic stress, which could further lead to anxiety disorders. For this reason, this study examined the feasibility of virtual reality (VR) test anxiety program in managing anxiety in students. A total of 22 typically developing children with varying levels of test anxiety and no history of psychiatric illnesses participated in the study (mean age = 11.6 and standard deviation [SD] = 1.84). A self-reported questionnaire measuring test anxiety, state-trait anxiety, and depression was administered. Heart rate (HR) variability and subjective anxiety were also measured to examine the changes during each of the anxiety-inducing (Exam 1 and Exam 2) and meditation (Med 1 and Med 2) sessions in the program. There was a significant difference in self-perceived anxiety during the program (p < 0.001), as well as a significant main effect of time on the standard deviation of R-R interval (p = 0.002). In addition, a significant relationship between changes in HR and perceived anxiety during Exam 1 (p = 0.003), Med 1 (p < 0.001), and Med 2 (p = 0.011) was found. In conclusion, this work demonstrates the feasibility of the virtual environment to induce different levels of anxiety and explores the potential use of VR program as a viable method to manage the negative emotion in students. This work shows the potential of technology-enhanced tools in addressing psychological problems in school-aged children. Further study is needed to validate the use of the program in clinical practice

Anxiety · Anxiety score · Meditation · Psychiatry · Significant difference · Test anxiety · Trait anxiety · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes · Clinical Psychology · Heart Rate Variability and Autonomic Control · Medicine · Mindfulness and Compassion Interventions · Psychology · Internal Medicine

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