Transformative Experiences Become More Accessible Through Virtual Reality
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Virtual Reality (VR) has immersive powers that can teleport an im-mersant into a virtual world and provide them with an experience of being somewhere that they may not have been able to go to. These powers of VR are most often used for games and entertainment, creating a space for escapism and isolation that may have negative psychological and societal outcomes. In this paper, we argue for an opposing application of VR technology - for promoting wellness and feeling of connectedness with people and the world around us. Such feelings can be elicited as a result of a profound awe-inspiring experience, that expands one's mental model and consequently leads to a positive behavioral change. Such experiences are described as transformative, or in strong cases 'pivotal'. Unfortunately, these experiences are rare, only accessible by some people, and nearly unavailable for researchers interested in studying this phenomenon. The immersive powers of VR present a unique opportunity to reproduce such experiences in the lab or at home, thus making them accessible both to the public and to the researchers. Having real-time access to an experience of the immersant will allow the researchers to study the progression of the tranformative experiences and understand its effects and precursors. In this paper, we are proposing a framework through which transformative experiences can be studied in VR. Understanding this phenomenon will inform how VR experiences should be designed in order to create a positive impact on our society.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.027 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it