Virtual Reality Therapy & Artificial Intelligence

Notes:

Virtual reality therapy (VRT) is a form of psychotherapy that uses virtual reality (VR) technology to create immersive, simulated environments in which patients can practice skills, confront phobias, and work through other mental health issues. It is often used in the treatment of anxiety disorders, post-traumatic stress disorder (PTSD), phobias, and other conditions.

Albert “Skip” Rizzo is a clinical psychologist and the director for medical virtual reality at the Institute for Creative Technologies at the University of Southern California. He is known for his work in the field of virtual reality therapy (VRT) and has been instrumental in developing and researching the use of VR technology for the treatment of anxiety disorders, post-traumatic stress disorder (PTSD), phobias, and other mental health conditions. Rizzo has also been involved in the development of VRT programs for military personnel and has conducted research on the use of VRT to treat depression, substance abuse, and other disorders.

AI has the potential to play a number of roles in VRT. For example, AI could be used to create personalized VR environments for individual patients, based on their specific needs and goals. AI could also be used to analyze patients’ responses and behaviors during VRT sessions, providing therapists with valuable data and insights that can inform treatment. Additionally, AI could be used to develop and deliver personalized, evidence-based interventions within VR environments, helping to improve the effectiveness of VRT.

A diagnostic chatbot is a type of artificial intelligence (AI) program that uses natural language processing (NLP) to communicate with users and collect information about their symptoms or experiences. Diagnostic chatbots can be used in a variety of settings, including in virtual reality therapy (VRT) as a way to gather information from patients and help therapists understand their needs and goals.

Clinical virtual reality (VR) refers to the use of VR technology in a clinical setting, such as a hospital or mental health clinic, for the treatment of physical or mental health conditions. Clinical VR typically involves the use of VR headsets or other immersive VR technology to create simulated environments in which patients can practice skills, confront phobias, and work through other mental health issues. It is often used in the treatment of anxiety disorders, post-traumatic stress disorder (PTSD), phobias, and other conditions, and has been shown to be effective in reducing symptoms and improving patient outcomes. Clinical VR may also be referred to as virtual reality therapy (VRT) or virtual reality exposure therapy (VRET).

VRT could be used as part of a comprehensive rehabilitation program to help individuals with physical impairments or disabilities improve their strength, mobility, and coordination. For example, a VRT program could provide simulations of activities that require specific physical skills (such as walking, reaching, or grasping) and allow individuals to practice and improve these skills in a safe and controlled environment.

For example, ReHabgame is a non-immersive virtual reality rehabilitation system developed using Microsoft Kinect and Thalmic Labs Myo sensor. It is based on two third-person video games and is used to assess postural control and functional reach in individuals. ReHabgame has been shown to be cost-effective and accessible, and has received positive feedback from participants. It has potential applications in neuroscience and can be used to aid in neuro-motor rehabilitation. The developers of ReHabgame are seeking a commercial partner to bring the game to market.

VRT could be used as part of a telemental health program to provide remote mental health treatment to individuals who may not have access to in-person care. For example, a VRT program could be delivered via the internet and allow individuals to participate in VRT sessions from the comfort of their own home.

Virtual reality therapy (VRT) has the potential to be used in the treatment of a number of different conditions, including:

  1. Achluophobia: VRT could be used to help individuals with achluophobia (fear of darkness) gradually confront their fear in a controlled, simulated environment. For example, a therapist could use VR to gradually expose the patient to increasingly darker environments, while providing guidance and support to help them manage their fear.
  2. Autism: VRT could be used to help individuals with autism practice social skills, communication skills, and other behaviors in a simulated environment. For example, a VRT program could help individuals with autism practice making eye contact, initiating conversations, and understanding nonverbal cues.
  3. Balance in the elderly: VRT could be used to help older adults improve their balance and reduce the risk of falls. For example, a VRT program could provide simulations of everyday activities (such as walking on uneven surfaces or climbing stairs) that can help improve balance and coordination.
  4. Brain tumor: VRT could potentially be used to help individuals who have undergone brain surgery (such as for the removal of a brain tumor) to rehabilitate their cognitive and motor skills. For example, a VRT program could provide simulations of everyday activities (such as dressing, cooking, or driving) that can help individuals practice and improve these skills.
  5. Color vision deficiency: VRT could potentially be used to help individuals with color vision deficiency (also known as color blindness) improve their ability to see and distinguish colors. For example, a VRT program could provide simulations of everyday tasks (such as sorting laundry or choosing fruit at a grocery store) that require color discrimination, allowing individuals to practice and improve their color vision skills.
  6. Dental phobia: VRT could be used to help individuals with dental phobia gradually confront their fear in a controlled, simulated environment. For example, a therapist could use VR to gradually expose the patient to increasingly realistic simulations of dental procedures, while providing guidance and support to help them manage their fear.
  7. Eating disorder: VRT could potentially be used to help individuals with eating disorders (such as anorexia or bulimia) identify and challenge negative thoughts and behaviors related to food and body image. For example, a VRT program could provide simulations of social situations (such as eating at a restaurant or attending a party) in which individuals can practice healthy coping strategies and challenge unhealthy beliefs.
  8. Gambling: VRT could potentially be used to help individuals with gambling addiction reduce the urge to gamble and improve their decision-making skills. For example, a VRT program could provide simulations of situations that may trigger the urge to gamble (such as being in a casino) and help individuals practice alternative coping strategies.
  9. Lower limbs strengthening: VRT could be used to help individuals with lower limb weakness or paralysis improve their strength and mobility. For example, a VRT program could provide simulations of activities that require lower limb movement (such as walking or climbing stairs) and allow individuals to practice and improve these skills in a safe and controlled environment.
  10. Neuropsychological assessment: VRT could potentially be used to assess cognitive function and identify areas of strength and weakness in individuals with brain injuries or neurological conditions. For example, a VRT program could provide simulations of tasks that require specific cognitive skills (such as memory, attention, or problem-solving) and allow therapists to evaluate individuals’ performance.
  11. Neurorehabilitation: VRT could be used to help individuals with brain injuries or neurological conditions recover lost function or learn new skills. For example, a VRT program could provide simulations of activities of daily living (such as dressing or cooking) that can help individuals practice and improve their cognitive and motor skills.
  12. Perceived simulation realism: VRT could be used to study the relationship between the perceived realism of VR simulations and the effectiveness of VRT. For example, a VRT program could be designed to vary the level of realism in simulations and assess the impact on patient outcomes. This could help researchers better understand how perceived realism affects the effectiveness of VRT and inform the development of more realistic VR simulations.
  13. Phobia: VRT can be used to help individuals with phobias gradually confront their fear in a controlled, simulated environment. For example, a therapist could use VR to gradually expose the patient to increasingly realistic simulations of the feared object or situation, while providing guidance and support to help them manage their fear.
  14. Physiotherapy: VRT could be used to help individuals with physical impairments or disabilities improve their strength, mobility, and coordination. For example, a VRT program could provide simulations of activities that require specific physical skills (such as walking, reaching, or grasping) and allow individuals to practice and improve these skills in a safe and controlled environment.
  15. Post-traumatic stress disorder (PTSD): VRT could be used to help individuals with PTSD gradually confront their traumatic memories or experiences in a controlled, simulated environment. For example, a therapist could use VR to gradually expose the patient to simulations of their traumatic memories or experiences, while providing guidance and support to help them manage their emotions and reactions.
  16. Preoperative anxiety: VRT could be used to help individuals with preoperative anxiety manage their stress and anxiety before surgery. For example, a VRT program could provide relaxation techniques, such as guided meditation or progressive muscle relaxation, to help individuals cope with anxiety and improve their overall well-being.
  17. Rehabilitation after stroke: VRT could be used to help individuals who have had a stroke recover lost function or learn new skills. For example, a VRT program could provide simulations of activities of daily living (such as dressing or cooking) that can help individuals practice and improve their cognitive and motor skills.
  18. Seasonal affective disorder (SAD): VRT could potentially be used to help individuals with SAD manage their symptoms, which may include low mood, fatigue, and social withdrawal. For example, a VRT program could provide simulations of outdoor environments (such as a beach or a park) that expose individuals to bright light, which has been shown to be effective in treating SAD.
  19. Social anxiety disorder: VRT could be used to help individuals with social anxiety disorder gradually confront their fear of social situations in a controlled, simulated environment. For example, a therapist could use VR to gradually expose the patient to increasingly realistic simulations of social situations (such as attending a party or giving a presentation), while providing guidance and support to help them manage their fear.
  20. Stress management: VRT could be used to help individuals manage stress and improve their overall well-being. For example, a VRT program could provide relaxation techniques, such as guided meditation or progressive muscle relaxation, to help individuals cope with stress and improve their overall well-being.
  21. Zoophobia: VRT could be used to help individuals with zoophobia (fear of animals) gradually confront their fear in a controlled, simulated environment. For example, a therapist could use VR to gradually expose the patient to increasingly realistic simulations of animals, while providing guidance and support to help them manage their fear.

Wikipedia:

References:

  • Differential effects of face-realism and emotion on event-related brain potentials and their implications for the uncanny valley theory (2017)
  • Effects of Sharing Physiological States of Players in a Collaborative Virtual Reality Gameplay (2017)
  • Inner Garden: Connecting Inner States to a Mixed Reality Sandbox for Mindfulness (2017)
  • Listening Intently: Towards a Critical Media Theory of Ethical Listening (2017)
  • Methodological issues of using placebos in interventions based on digital technology (2017)
  • Understanding the self through the use of digitally constructed realities (2017)

See also:

100 Best Virtual Reality Therapy Videos | Virtual Reality Therapy News 2018 | Virtual Reality Treatment 2020

  1. Adjorlu, A. (2020). Adolescent Under Construction: An exploration of how virtual reality can be used to teach social and daily living skills to children and adolescents diagnosed… [Doctoral thesis]. Aalborg University.
  2. Baker, N., Gough, C., & Gordon, S. (2020). Classification of Balance Assessment Technology: A Scoping Review. In AJ Maeder et al. (Eds.), Information Technology Based Methods for Health Behaviours (pp. 45-57). IOS Press.
  3. Chen, S., Jiang, K., Hu, H., Kuang, H., Yang, J., & Luo, J. (2021). Emotion Recognition Based on Skin Potential Signals with a Portable Wireless Device. Sensors, 21(3), 946.
  4. Cotter, J., & Bucci, S. (2020). The advent of e-Health. In J. Cotter & S. Bucci (Eds.), Youth Mental Health: Approaches to Emerging Research and Practice (pp. 279-287). Springer.
  5. Dhalmahapatra, K., Das, S., & Maiti, J. (2020). On accident causation models, safety training and virtual reality. International Journal of Human Factors and Ergonomics, 7(1), 84-94.
  6. Elgert, L., Steiner, B., & Saalfeld, B. (2021). Health-Enabling Technologies to Assist Patients With Musculoskeletal Shoulder Disorders When Exercising at Home: Scoping Review. JMIR Rehabilitation and Assistive Technologies, 8(1), e17255.
  7. Faezipour, M., & Abuzneid, A. (2020). Smartphone-based self-testing of covid-19 using breathing sounds. Telemedicine and e-Health, 26(8), 977-982.
  8. Glémarec, Y., Lugrin, J. L., Bosser, A. G., & Cagniat, P. (2020). Pushing Out the Classroom Walls: A Scalability Benchmark for a Virtual Audience Behaviour Model in Virtual Reality. In Mensch und Computer 2020 – Tagungsband (pp. 379-382). Gesellschaft für Informatik.
  9. Helmold, M. (2020). New Work in Health Sector. In M. Helmold (Ed.), New Work, Transformational and Virtual Leadership (pp. 385-386). Springer.
  10. Hsu, W. C., Chen, P. H., & Chen, C. Y. (2020). An Exploration of the Impact of Virtual Reality Interfaces on Online Shopping. In WC Hsu, PH Chen, & CY Chen (Eds.), Information Resources Management (pp. 379-381). IGI Global.
  11. Jung, H. T., Park, T., MAhyar, N., Park, S., & Ryu, T. (2020). Rehabilitation Games in Real-World Clinical Settings: Practices, Challenges, and Opportunities. ACM Transactions on Computer-Human Interaction, 27(6), 1-31.
  12. Kelly, J. T., Campbell, K. L., Gong, E., & Scuffham, P. (2020). The Internet of Things: Impact and Implications for Health Care Delivery. Journal of Medical Internet Research, 22(12), e22634.
  13. Li, L. (2020). Generating Requirements for the Design and Implementation of a VR application for Forensic Mental Healthcare [Master’s thesis]. University of Twente.
  14. Martinez, M., Garces, G. A., & Dupont, L. (2020). Physiological assessment of User eXprience supported by Immersive Environments: First input from a literature review. In ConVRgence 2019 (pp. 184-188). HAL Archives Ouvertes.
  15. Mazlan, S., Rahman, H. A., Fai, Y. C., & Ibrahim, B. S. K. K. (2020). Kinematic variables for upper limb rehabilitation robot and correlations with clinical scales: A review. Bulletin of Electrical Engineering and Informatics, 9(2), 485-493.
  16. McArthur, J. C. (2020). The path forward: academic neurology responds to COVID-19. Annals of Neurology, 87(1), 7-9.
  17. Moreno, J. J. (2020). A qualitative study of cybersecurity specialists’ concerns in Virtual Reality in the United States of America. ProQuest Dissertations Publishing.
  18. Nirme, J. (2020). Understanding virtual speakers [Doctoral dissertation]. Lund University.
  19. Ninot, G. (2020). Non-Pharmacological Interventions. In G. Ninot (Ed.), Non-Pharmacological Interventions (pp. 379-389). Springer.
  20. Outerelo, C. R. (2020). Meta-review of text input approaches within VR-A study on the platform’s viability as a productivity workspace. Universitat Oberta de Catalunya.
  21. Saeed, S. A., Lluberes, N., & CCHP-MH, F. (2020). Utilizing Technology to Enhance Human Resource Practices. In KM Torres & A. Statti (Eds.), Implementing HR Management Systems in Organizations (pp. 84-94). IGI Global.
  22. Sanchini, V., & Marelli, L. (2020). Data Protection and Ethical Issues in European P5 eHealth. In V. Sanchini & L. Marelli (Eds.), P5 eHealth: An Agenda for the Health Technologies of the Future (pp. 190-200). OAPEN.
  23. Sivasamy, M., & Sastry, V. N. (2020). VRCAuth: Continuous Authentication of Users in Virtual Reality Environment Using Head-Movement. In 5th International Conference on Awareness Science and Technology (iCAST) (pp. 229-234). IEEE.
  24. Tabatabaei, S. A. H., Fischer, P., Schneider, H., & Tscheligi, M. (2020). Methods for Adventitious Respiratory Sound Analyzing Applications Based on Smartphones: A Survey. IEEE Reviews in Biomedical Engineering, 13, 103-123.
  25. Tran, B. X., Ha, G. H., Nguyen, D. N., Nguyen, T. P., Do, H. T., Le, H. T., Pham, Q. T., Nguyen, H. T., Nguyen, T. T., Latkin, C. A., & Ho, R. C. (2020). Global mapping of interventions to improve quality of life of patients with depression during 1990–2018. Quality of Life Research, 29(2), 349-365.
  26. Vallade, J. I., Kaufmann, R., Frisby, B. N., & Kolloff, B. E. (2020). Technology acceptance model: investigating students’ intentions toward adoption of immersive 360° videos for public speaking rehearsals