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Flow The Psychology Of Optimal Experience

Creativity: Flow and the Psychology of Discovery and Invention

Group Process and Productivity

In the light of substantial improvements to the quality and availability of virtual reality (VR) hardware seen since 2013, this review seeks to update our knowledge about the use of head-mounted displays (HMDs) in education and training. Following a comprehensive search 21 documents reporting on experimental studies were identified, quality assessed, and analysed. The quality assessment shows that the study quality was below average according to the Medical Education Research Study Quality Instrument, especially for the studies that were designed as user evaluations of educational VR products. The review identified a number of situations where HMDs are useful for skills acquisition. These include cognitive skills related to remembering and understanding spatial and visual information and knowledge; psychomotor skills related to head-movement, such as visual scanning or observational skills; and affective skills related to controlling your emotional response to stressful or difficult situations. Outside of these situations the HMDs had no advantage when compared to less immersive technologies or traditional instruction and in some cases even proved counterproductive because of widespread cybersickness, technological challenges, or because the immersive experience distracted from the learning task.

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A review of the use of virtual reality head-mounted displays in education and training

Group Genius: The Creative Power of Collaboration; Keith Sawyer; Basic Books, NY, 2007; 274 pp., $26.95. If you're involved in a business that depends on sustained innovation (and which doesn't?)-especially if you're a manager who can influence decisions and resources-then add this to your reading list. Keith Sawyer's writing is direct, clear, even friendly, and the text is unencumbered by ponderous footnotes and thick quotations. An associate professor of psychology at Washington University, St. Louis, Sawyer's personal hobbies of jazz and improv theater appear again and again to support his thesis that innovation is a product of groups, and that the solitary genius is a myth. But the scope of the book is more than that: it covers the important and current thinking about fostering innovation in the Internet-enabled age. By my own reading and experience in a research-driven Fortune 500 corporation, the innovation literature is converging on a number of "best practices." Sawyer captures them well, and with his well-chosen supporting anecdotes these are reason enough to read the book and get to work applying these lessons in your organization: * Poorly structured, lazy brainstorming is practiced so frequently and is so wasteful, we can't have enough books that reveal its flaws and how to improve upon it. Sawyer's treatment is excellent. * Sustained innovation depends on having many irons in the fire, with the corollary that failure will be frequent and must be supported. * Myths about lone geniuses need bursting. Even those who work alone stand on the shoulders of giants, and implementation always needs teamwork and has its own continuing need for creative problem solving. The risk of propagating the solitary genius concept (to the exclusion of other possibilities) is that organizations will fail to support "messy" teams. * Innovation happens at the "edge of chaos"; either too much or too little structure is destructive. * Clusters are important. It may seem risky to have many firms in one location competing for a common pool of talent, but history shows that a crossfertilizing, dynamic environment is more innovative and sustainable. * The Internet and related communications standards are flattening the world at an unprecedented pace; the Web empowers enormous networks of individual innovators. Standing still is not an option. Group Genius also benefits from: * Annotated Notes: Sawyer has made a wise choice to keep the prose simple and fast-moving, but as a result, major ideas sometimes jump off the page as bald assertions (for example, ". . . the most effective . . . groups are self-managing. . . . without being directed by a leader."). The annotated notes at the end of the book provide good counterweight and credibility to the breezy style. * Frequent Checklists: The book is sprinkled with bulleted lists of do's and don'ts, which stitch the storytelling narrative together into practical advice. …

Group Genius: The Creative Power of Collaboration

INTRODUCTION Stress Management Training programs are increasingly being adopted in the military field for resilience empowerment and primary stress prevention. In the last several years, advanced technologies (virtual reality in particular) have been integrated in order to develop more innovative and effective stress training programs for military personnel, including soldiers, pilots, and other aircrew professionals. This systematic review describes experimental studies that have been conducted in recent years to test the effectiveness of virtual reality-based Stress Management Training programs developed for military personnel. This promising state-of-the-art technology has the potential to be a successful new approach in empowering soldiers and increasing their resilience to stress. METHODS To provide an overview from 2001 to 2016 of the application of virtual reality for Stress Management Training programs developed for the military, a computer-based search for relevant publications was performed in several databases. Databases used in the search were PsycINFO, Web of Science (Web of Knowledge), PubMed, and Medline. The search string was: ("Virtual Reality") AND ("Military") AND ["Stress Training" OR ("Stress Management")]. RESULTS There were 14 studies that met the inclusion criteria and were included in the review. DISCUSSION The main observation to be drawn from this review is that virtual reality can provide interactive Stress Management Training to decrease levels of perceived stress and negative affect in military personnel. This technology appears to be a promising tool for assessing individuals' resilience to stress and for identifying the impact that stress can have on physiological reactivity and performance.Pallavicini F, Argenton L, Toniazzi N, Aceti L, Mantovani F. Virtual realtiy applications for stress management training in the military. Aerosp Med Hum Perform. 2016; 87(12):1021-1030.

Virtual Reality Applications for Stress Management Training in the Military.

Objective 
The aim of this study is to evaluate the psychometric properties of the Italian version of the Dispositional Flow Scale-2 (DFS-2), for use with Italian adults, young adults and adolescents.


Method 
In accordance with the guidelines for test adaptation, the scale has been translated with the method of back translation. The understanding of the item has been checked according to the latest standards on the culturally sensitive translation. The scale thus produced was administered to 843 individuals (of which 60.69% female), between the ages of 15 and 74. The sample is balanced between workers and students. The main activities defined by the subjects allow the sample to be divided into three categories: students, workers, athletes (professionals and semi-professionals).


Results 
The confirmatory factor analysis, conducted using the Maximum Likelihood Estimator (MLM), showed acceptable fit indexes. Reliability and validity have been verified, and structural invariance has been verified on 6 categories of Flow experience and for 3 subsamples with different with different fields of action. Correlational analysis shows significant high values between the nine dimensions.


Conclusions 
Our data confirmed the validity and reliability of the Italian DFS-2 in measuring Flow experiences. The scale is reliable for use with Italian adults, young adults and adolescents. The Italian version of the scale is suitable for the evaluation of the subjective tendency to experience Flow trait characteristic in different contest, as sport, study and work.

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Measuring Dispositional Flow: Validity and reliability of the Dispositional Flow State Scale 2, Italian version

By fostering continuous learning experiences blended with entertaining affordances, serious games have been able to shape new virtual contexts for human psychological growth and well-being. Thus, they can be considered as Positive Technologies. Positive Technology is an emergent field based on both theoretical and applied research, whose goal is to investigate how Information and Communication Technologies (ICTs) can be used to empower the quality of personal experience. In particular, serious games can influence both individual and interpersonal experiences by nurturing positive emotions, and promoting engagement, as well as enhancing social integration and connectedness. An in-depth analysis of each of these aspects will be presented in the chapter, with the support of concrete examples. Networked flow, a specific state where social well-being is associated with group flourishing and peak creative states, will eventually be considered along with game design practices that can support its emergence.

Serious Games as Positive Technologies for Individual and Group Flourishing

Deceptive behavior in doping related interviews: The case of Lance Armstrong

The use of Virtual Reality (VR) for training is increasingly common in the military and in emergency operator fields. One of the main problems with the use of VR for training is the fact that the technology, although advanced, is not enough on its own. Technological aspects like fidelity and sensorial realism are certainly important in developing effective training techniques, but there are others that need to be considered. Focusing on human factors from the earliest stages of designing VR training can increase effectiveness and reduce the possibility of ineffective or even harmful effects of the training. This approach, called “Human-Centered VR Training Design,” is characterized by being both multimodal (i.e., oriented to several aspects of user experience) and multilevel (i.e., based on the integrated use of technical and methodological solutions); it has undergone preliminary testing by Selex ES within the project Minerva in collaboration with psychological researchers at the University of Milano-Bicocca. Keywords: Virtual Reality, Training, Military, Emergency Operators, Human Factors 1. VIRTUAL REALITY FOR THE TRAINING OF MILITARY FORCES AND EMERGENCY OPERATORS The use of Virtual Reality (VR) for training is increasingly common in the military (Koźlak, Kurzeja, & Nawrat, 2013; Reist et al., 2013; Rizzo et al., 2011; Rizzo et al., 2013; Seidel & Chatelier, 2013; Summers, 2012) and in the emergency operator fields (Brady, Lee, Pearce, Shintaku, & Guerlain, 2015; Farra, Miller, Timm, & Schafer, 2013; Hsu et al., 2013; Pucher et al., 2014). This level of endorsement is linked mainly to the possibility offered by VR to simulate complex, highly stressful scenarios in a safe, customizable and dynamic environment (e.g., flight simulator, simulations of battlefields or emergency scenarios) (Seidel & Chatelier, 2013; Wilkerson, Avstreih, Gruppen, Beier, & Wooliscroft, 2008). In addition, training in a virtual world has been reported to be a good compromise between the traditional alternatives of classroom-based training and real-world training exercises (Hsu et al., 2013; Rizzo et al., 2011). VR has been adopted by both the military and emergency operators for the training of physical (e.g., the repetition of the steps to follow during an emergency helicopter landing) and mental skills (e.g., managing a health-related emergency situation). The three main areas of application of VR within these fields can be summarized as follows: 1) Procedural training: focuses on the training of single procedural skills. Some examples are military flight simulation (An, Li, Xu, & Shi, 2011; Zhao, Xu, Ye, & Li, 2011) and emergency medicine simulations (Bartoli et al., 2012; Ferracani, Pezzatini, Seidenari, & Del Bimbo, 2014); 2) Management of complex situation training: relates to contextual or relational skills, including team communication and decision making (Hoch & Kozlowski, 2014; Pucher et al., 2014), battlefield simulations (Rizzo, Parsons et al. 2011) and disaster preparedness training (Freeman et al., 2001; Kizakevich et al., 2007; Wilkerson et al., 2008); 3) Emotion and stress management training: concerns coping with stress. Examples include stress management training for military forces (Cosenzo, Fatkin, & Patton, 2007; Rizzo et al., 2012) and PTSD management training (Rizzo et al., 2015; Rizzo et al., 2012; Cosenzo, Fatkin, & Patton, 2007) and PTSD management training (Rizzo et al., 2015). 2. IS TECHNOLOGY REALLY ENOUGH? THE IMPORTANCE OF HUMAN FACTORS A few years ago there was a “technology rush”, with the aim of developing the most effective VR system for training; in particular, a VR system with the maximum level of sensory realism, or “physical fidelity,” which is Proc. of the Int. Conference on Modeling and Applied Simulation 2015, 978-88-97999-59-1; Bruzzone, De Felice, Frydman, Massei, Merkuryev, Solis, Eds. 206 the objective level of sensory realism that a VR system provides. More specifically, physical fidelity refers to the degree to which the physical simulation looks, sounds and feels like the operational environment in terms of the visual displays, controls, audio and haptic devices, as well as the physics models driving each of these variables (Becker, Warm, Dember, & Hancock, 1995; Rinalducci, 1996). But how realistic does a VR system need to be in order to fulfill its training goals? On the one hand, it is possible that unrealistic situations may lead to ineffective or even harmful effects of training. For example, the enhancement of haptic fidelity has been shown to be a fundamental element for surgical training when fine motor skills, accuracy and delicate tool control are required (Basdogan et al., 2004).  On the other hand, because of the learning abilities and perceptual limitations of the sensory, motor and cognitive systems of users, a perfect VR system is not always necessary (Scerbo & Dawson, 2007). A number of studies have even demonstrated that a high transfer of learning can be achieved with simple simulators when training soft and hard skills (Scerbo & Dawson, 2007). Physical fidelity and sensorial realism are certainly important elements to be considered during the design and development of a VR training system, but there is more to the story. The concept of fidelity, in fact, is not limited to that of sensorial realism; more generally, it refers to the extent to which the virtual environment emulates the real world (Alexander, Brunyé, Sidman, & Weil, 2005; Lintern, Roscoe, Koonce, & Segal, 1990). The level of fidelity of a VR system includes a large number of subcategories (Stoffregen, Bardy, Smart, & Pagulayan, 2003) related not only to its technological features, but also to the users’ subjective characteristics, or “human factors” (Riva & Mantovani, 1999; Wann & Mon-Williams, 1996). Due to the close bond between the user and the system within virtual environments, it may be impossible to segregate human factors from design issues when striving to achieve the potential of VR technology. It is the capabilities and limitations of the user that often times will determine the effectiveness of virtual worlds. 3. DEVELOPING VIRTUAL REALITY TRAINING THROUGH A “HUMANCENTERED DESIGN” Designing usable and effective interactive virtual worlds is a new challenge for system developers and human-factors specialists. An understanding of humanfactors issues can thus be used to provide a systematic basis by which to direct future VE research efforts aimed at advancing the technology to better meet the needs of its users. This need is best articulated by Shneiderman, 1992), who stated that "analyses of VR user-interface issues may be too sober a process for those who are enjoying their silicon trips, but it may aid in choosing the appropriate applications and refining the technologies” (p. 224). Thus, an interdisciplinary approach including users, trainers, designers, psychologists and technology experts can define concrete guidelines that may support strategic choices and training design activities evaluation. Human-factors practitioners such as psychologists and trainers can assist in making significant contributions to the theoretical understanding of human-virtual environment interaction (HVEI). Focusing on the users’ characteristics and needs from the earliest stages of the design of a VR can increase its effectiveness. This can be done by adopting a “Human-Centered VR Training Design” that provides an understanding of issues related to the subjective experience of the user and to the particular aims of the training from the early stages of development. Knowing the different elements involved in the task means that VR scenarios are tailored to the user, adopting the most suitable technology selected according to the needs of fidelity dictated by the specific task. This is possible through an analysis of the specific task to be trained, not only from a procedural point of view but also from a cognitive one (see Figure 1). Figure 1: “Human-Centered VR Training Design Model” (adapted from Pantelidis, 1995) 4. A PRELIMINARY INVESTIGATION OF THIS APPROACH AND FUTURE DIRECTIONS This approach, that could be defined as a “HumanCentered VR Training Design,” is characterized by being both multimodal (i.e., oriented to several aspects of user experience) and multilevel (i.e., based on the integrated use of technical and methodological solutions). It has undergone preliminary testing by Selex ES within the project Minerva in collaboration with psychological researchers at the University of Milano-Bicocca. The interdisciplinary approach proposed could contribute to the definition of concrete guidelines that may support future strategic choices and training design activities in the development of VR Proc. of the Int. Conference on Modeling and Applied Simulation 2015, 978-88-97999-59-1; Bruzzone, De Felice, Frydman, Massei, Merkuryev, Solis, Eds. 207 training for military and emergency operators. Future studies will replicate the preliminary test conducted in order to thoroughly investigate the usefulness of this new integrated approach in the design and development of effective VR training. This innovative approach has been tested by Selex ES within the project Minerva in collaboration with psychological researchers at the University of MilanoBicocca and five staff members at the Scuola Interforze di Aerocooperazione di Guidonia. Testing sessions were the first opportunity to give a preliminary demonstration of how academic methods and know-how can be adopted to improve the efficacy of specific VR training scenarios. Each scenario has been evaluated from a multilevel point of view, and in particular: 1) Subjective user’s experience level: interviews, focus groups and the administration of self-report questionnaries (e.g., SUS, STAI-Y1). In particular, the following aspects of the VR experience were evaluated: • Sense of presence (i.e., user’s subjective sensation of “being there” in the scene depicted) (Riva 

/pdf/developing-effective-virtual-reality-training-for-military-56elmsf32r.pdf

Luca Argenton

Papers

Virtual Reality Applications for Stress Management Training in the Military.

Measuring Dispositional Flow: Validity and reliability of the Dispositional Flow State Scale 2, Italian version

Serious Games as Positive Technologies for Individual and Group Flourishing

Deceptive behavior in doping related interviews: The case of Lance Armstrong

Developing effective Virtual Reality training for military forces and emergency operators: From technology to human factors