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Updated: Jun 26, 2025

Virtual Reality Tools for Assessing Unilateral Spatial Neglect: A Novel Opportunity for Data Collection

Virtual Reality Tools for Assessing Unilateral Spatial Neglect: A Novel Opportunity for Data Collection

Published on: March 10, 2021

Measuring transformative virtual reality experiences in children's drawings.

H Anna T van Limpt-Broers¹, Marie Postma², Max M Louwerse²

¹Department of Cognitive Science and Artificial Intelligence, Tilburg University, PO Box 90153, 5000 LE, Tilburg, The Netherlands. h.a.t.broers@tilburguniversity.edu.

Memory & Cognition

|May 8, 2024

Summary

This summary is machine-generated.

Awe-inducing virtual reality experiences impact children's drawings, but not self-size. Drawing complexity, not self-representation, correlated with learning gains in this age group.

Keywords:

Awe Children Drawings Overview effect Transformative experience

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Published on: October 28, 2020

Area of Science:

Psychology
Educational Psychology
Human-Computer Interaction

Background:

Transformative experiences shape identity, values, and beliefs.
Awe is a core emotion in transformative experiences, fostering learning.
Drawing can serve as an intuitive measure of awe, particularly in children.

Purpose of the Study:

To investigate self-representation in children's drawings after an awe-eliciting virtual reality (VR) experience.
To explore if the 'diminished self' effect observed in adults is replicated in 10- to 12-year-old children.
To examine the relationship between drawing characteristics and learning gains following an awe-inducing VR intervention.

Main Methods:

Children aged 10-12 participated in an immersive VR experience designed to elicit the 'overview effect' and awe.
Self-representation was analyzed in their drawings, focusing on figure size, detail, and complexity.
Drawing elements were correlated with reported learning gains.

Main Results:

The study did not replicate the adult finding of decreased self-size in children's drawings.
Awe-elicitation via VR influenced drawing detail and complexity in children.
Drawing complexity, not self-size, correlated with learning gains, suggesting a link to cognitive ability.

Conclusions:

The 'diminished self' effect in drawings may not apply to younger age groups (10-12 years) experiencing awe.
Drawing complexity and detail in children can be influenced by awe-inducing experiences.
Drawing characteristics, particularly complexity, may serve as indicators of cognitive engagement and learning in response to transformative experiences.