Promoting Sustained Real-Life Benefits of Virtual Reality–Based Interventions in People With Mental Health and Substance Use Disorders: Qualitative Study
Notice bibliographique
Résumé
Background: Concurrent mental health and substance use disorders (MHD/SUD) are one of the most prominent public health problems as of today, and the worldwide prevalence of MHD/SUD is currently increasing. Modern virtual reality technology may provide easy, unlimited, and safe access to social experiences and interactions that hold the potential to promote individuals' new learning for the benefit of their social participation and recovery. However, the clinical adoption of virtual reality-based interventions (VRIs) is still in its infancy. Human limitations in skills transfer from virtual to actual reality are a major challenge in designing efficient VRIs. Key working mechanisms of the interactive, digital social environments in virtual realities have yet to be identified. There is a lack of knowledge on how immersive learning experiences may be designed and structured to promote sustained real-life benefits for people with mental health and substance use disorders. Objective: The main aims of this paper were to explain the factors affecting the outcomes of learning in multisensory virtual reality environments and to examine how they affect our particular target group. The overall purpose of this study was to understand how learning experiences in VRIs may be designed and orchestrated to promote sustained real-life benefits of VRIs in people with MHD/SUD. Methods: Eight individual in-depth interviews with adults in recovery from mental health and substance use disorders were conducted in a medium-sized municipality in eastern Norway in fall 2022. The interviews were analyzed using template analysis, a form of codebook thematic analysis, in a process involving peer researcher collaboration. Results: This study suggests that the human capacity to achieve sustained learning outcomes from multisensory immersive learning experiences was limited in general. This study also indicates that people with mental health and substance use disorders struggle with attention deficit, concentration, and memory to an extent that it affects their daily functioning. Conclusions: Altogether, the theoretical framework and empirical findings provide added information on how we may develop learning experience designs in VRIs that accommodate human perceptual processes. VRI scenarios that may be repeated and structured according to individual learning prerequisites may enable the restructuring of maladaptive social schema. This may possibly promote the storage of new, repaired schemas in the user's long-term memory. It is therefore suggested that short, focused VRI scenarios, orchestrated in a sequenced and deliberately structured learning workflow, may promote sustained real-life benefits from VRIs in people with mental health and substance use disorders.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».