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Cited 2 time in webofscience Cited 1 time in scopus
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Feasibility of the Virtual Reality Program in Managing Test Anxiety: A Pilot Study

Authors
Kwon, Joon HeeHong, NaraeKim, Kwanguk (Kenny)Heo, JiwoongKim, Jae-JinKim, Eunjoo
Issue Date
Oct-2020
Publisher
MARY ANN LIEBERT, INC
Keywords
virtual reality; test anxiety; meditation; emotion regulation
Citation
CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING, v.23, no.10, pp.715 - 720
Indexed
SSCI
SCOPUS
Journal Title
CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING
Volume
23
Number
10
Start Page
715
End Page
720
URI
https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/144972
DOI
10.1089/cyber.2019.0651
ISSN
2152-2715
Abstract
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.
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