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BACKGROUND: Remote education emerged as an option during the COVID-19 pandemic; however, this modality continues to be used by various universities around the world in the postpandemic context. The aim of this study was to determine the mediating role of digital skills and mobile self-efficacy in the influence of stress on the academic engagement of Peruvian university students during remote teaching by COVID-19 using structural equation modeling (SEM). METHOD: This study involved 1,468 students from nine public and private universities in northern Peru who had undergraduate and graduate distance learning programs. RESULTS: The results showed that stress negatively influenced academic engagement (ß=-0.107*) and digital skills (ß=-0.328***). In addition, digital skills (ß = 0.470**) and mobile self-efficacy (ß = 0.684***) positively influence academic engagement. Similarly, digital skills mediate the relationship between stress and academic engagement (ß=-0.154**), and both variables act as sequential mediators in this relationship (ß=-0.348***). CONCLUSION: This study provides a deeper understanding of the factors that influence academic engagement during Remote education and lays the groundwork for the development of interventions and training programs tailored to hybrid learning contexts that promote the well-being and academic success of college students in postpandemic times.

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BACKGROUND: Preschoolers become anxious when they are about to undergo anesthesia and surgery, warranting the development of more appropriate and effective interventions. AIM: To explore the effect of static cartoons combined with dynamic virtual environments on preoperative anxiety and anesthesia induction compliance in preschool-aged children undergoing surgery. METHODS: One hundred and sixteen preschool-aged children were selected and assigned to the drug (n = 37), intervention (n = 40), and control (n = 39) groups. All the children received routine preoperative checkups and nursing before being transferred to the preoperative preparation room on the day of the operation. The drug group received 0.5 mg/kg midazolam and the intervention group treatment consisting of static cartoons combined with dynamic virtual environments. The control group received no intervention. The modified Yale Preoperative Anxiety Scale was used to evaluate the children's anxiety level on the day before surgery (T0), before leaving the preoperative preparation room (T1), when entering the operating room (T2), and at anesthesia induction (T3). Compliance during anesthesia induction (T3) was evaluated using the Induction Compliance Checklist (ICC). Changes in mean arterial pressure (MAP), heart rate (HR), and respiratory rate (RR) were also recorded at each time point. RESULTS: The anxiety scores of the three groups increased variously at T1 and T2. At T3, both the drug and intervention groups had similar anxiety scores, both of which were lower than those in the control group. At T1 and T2, MAP, HR, and RR of the three groups increased. The drug and control groups had significantly higher MAP and RR than the intervention group at T2. At T3, the MAP, HR, and RR of the drug group decreased and were significantly lower than those in the control group but were comparable to those in the intervention group. Both the drug and intervention groups had similar ICC scores and duration of anesthesia induction (T3), both of which were higher than those of the control group. CONCLUSION: Combining static cartoons with dynamic virtual environments as effective as medication, specifically midazolam, in reducing preoperative anxiety and fear in preschool-aged children. This approach also improve their compliance during anesthesia induction and helped maintain their stable vital signs.

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This study evaluated the effects of target sizes on biomechanical and cognitive load and the performance of virtual reality (VR) interactions. In a repeated-measures laboratory study, each of the twenty participants performed standardised VR tasks with three different target sizes: small, medium, and large. During the VR tasks, biomechanical load in the neck and shoulders (joint angles, joint moments, and muscle activity), cognitive load (perceived workload and cognitive stress), and task performance (completion time) were collected. The neck and shoulder joint angles, joint moments, and muscle activities were greater with the large targets compared to the medium and small targets. Moreover, the larger VR targets caused greater temporal demand and longer task completion time compared to the other target sizes. These findings indicate that target sizes in VR interfaces play important roles in biomechanical and cognitive load as well as task performance.

This study investigated the effects of target sizes on biomechanical and cognitive load and the performance of virtual reality (VR) interactions. The results showed that the VR target size is an important design factor affecting neck and shoulder joint angles, moments, muscle activity, temporal demand, and performance measures.

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BACKGROUND: Flight simulators have an essential role in aircrew training. Occasionally, symptoms of motion sickness, defined as simulator sickness, develop during training sessions. The reported incidence of simulator sickness ranged widely in different studies. OBJECTIVE: The aims of this study were to calculate the incidence of and to define a threshold value for simulator sickness among rotary-wing pilots using the validated Simulator Sickness Questionnaire (SSQ). METHODS: CH-53 and UH-60 helicopter pilots, who trained in helicopter simulators in the Israeli Air Force, were asked to fulfill SSQ. A score of 20 in the SSQ was defined as the threshold for simulator sickness. Simulator sickness incidence and average SSQ were calculated. Correlations between age and simulator training hours to SSQ scores were analyzed. RESULTS: A total of 207 rotary-wing aircrew participated in the study. Simulator sickness was experienced by 51.7% of trainees. The average SSQ score was 32.7. A significant negative correlation was found between age and SSQ score. CONCLUSIONS: Simulator sickness was experienced by more than half of helicopter pilots. A score of 20 in the SSQ was found to be suitable as the threshold for this condition.

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Humans' inherent fascination for stories can be observed throughout most of our documented history. If, for a long time, narratives were told through paintings, songs, or literature, recent technological advances such as immersive virtual reality have made it possible for us to interact with storylines and characters in a completely new manner. With these new technologies came the need to study how people interact with them and how they affect their users. Notably, research in this area has revealed that users of virtual environments tend to display behaviors/attitudes that are congruent with the appearance of the avatars they embody; a phenomenon termed the Proteus effect. Since its introduction in the literature, many studies have demonstrated the Proteus effect in various contexts, attesting to the robustness of the effect. However, beyond the first articles on the subject, very few studies have sought to investigate the social, affective, and cognitive mechanisms underlying the effect. Furthermore, the current literature appears somewhat disjointed with different schools of thought, using different methodologies, contributing to this research topic. Therefore, this work aims to give an overview of the current state of the literature and its shortcomings. It also presents a critical analysis of multiple theoretical frameworks that may help explain the Proteus effect. Notably, this work challenges the use of self-perception theory to explain the Proteus effect and considers other approaches from social psychology. Finally, we present new perspectives for upcoming research that seeks to investigate the effect of avatars on user behavior. All in all, this work aims to bring more clarity to an increasingly popular research subject and, more generally, to contribute to a better understanding of the interactions between humans and virtual environments.

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In this paper, we propose a daily living situation where objects in a kitchen can be grasped and stored in specific containers using a virtual robot arm operated by different myoelectric control modes. The main goal of this study is to prove the feasibility of providing virtual environments controlled through surface electromyography that can be used for the future training of people using prosthetics or with upper limb motor impairments. We propose that simple control algorithms can be a more natural and robust way to interact with prostheses and assistive robotics in general than complex multipurpose machine learning approaches. Additionally, we discuss the advantages and disadvantages of adding intelligence to the setup to automatically assist grasping activities. The results show very good performance across all participants who share similar opinions regarding the execution of each of the proposed control modes.

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How autonomous vehicles (AVs) communicate their intentions to vulnerable road users (e.g., pedestrians) is a concern given the rapid growth and adoption of this technology. At present, little is known about how children respond to external Human Machine Interface (eHMI) signals from AVs. The current study examined how adults and children respond to the combination of explicit (eHMI signals) and implicit information (vehicle deceleration) to guide their road-crossing decisions. Children (8- to 12-year-olds) and adults made decisions about when to cross in front of a driverless car in an immersive virtual environment. The car sometimes stopped, either abruptly or gradually (manipulated within subjects), to allow participants to cross. When yielding, the car communicated its intent via a dome light that changed from red to green and varied in its timing onset (manipulated between subjects): early eHMI onset, late eHMI onset, or control (no eHMI). As expected, we found that both children and adults waited longer to enter the roadway when vehicles decelerated abruptly than gradually. However, adults responded to the early eHMI signal by crossing sooner when the cars decelerated either gradually or abruptly compared to the control condition. Children were heavily influenced by the late eHMI signal, crossing later when the eHMI signal appeared late and the vehicle decelerated either gradually or abruptly compared to the control condition. Unlike adults, children in the control condition behaved similarly to children in the early eHMI condition by crossing before the yielding vehicle came to a stop. Together, these findings suggest that early eHMI onset may lead to riskier behavior (initiating crossing well before a gradually decelerating vehicle comes to a stop), whereas late eHMI onset may lead to safer behavior (waiting for the eHMI signal to appear before initiating crossing). Without an eHMI signal, children show a concerning overreliance on gradual vehicle deceleration to judge yielding intent.

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Access to sociodigital experiences is constantly expanding, driven by the development of immersive technologies that capture the public's interest. These technological advances present a hypnotic nature, sparking curiosity, creating new experiences, and providing opportunities for expanding access and inclusion. This article aims to highlight the characteristics and requirements necessary for the development of creativity in new virtual environments, with a focus on the metaverse, a three-dimensional and interactive virtual space that offers users the sensation of existence within this environment. The study centers on the following question: what are the essential characteristics for an immersive environment to promote the development of creativity in its users? Understanding how technologies influence creativity is crucial to driving innovation, the progress of contemporary sciences, and education. This research analyzed various approaches and strategies for the use of the metaverse and immersive virtual environments to promote user creativity. Through an integrative literature review, practical characteristics that contribute to creativity in previous studies were identified. The results highlight the presence of common characteristics, organized into a model of articulation of the sociodigital analysis categories for creativity with potential for application.

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This study investigated co-constructed research poetry as a way to understand the lived experiences of people affected by rarer dementia and as a means to use poetry to convey those experiences to healthcare professionals. Using mixed methods, 71 people living with rarer dementia and care-partners (stakeholders) contributed to co-constructing 27 poems with professional poets; stakeholders' verbatim words were analysed with descriptive qualitative analysis. Stakeholders were also surveyed and interviewed about their participation. Healthcare professionals (n = 93) were surveyed to elicit their responses to learning through poetry and its acceptability as a learning tool. Poems conveyed a shared narrative of different aspects of lived experience, often owing to atypical symptoms, misunderstandings by professionals, lack of support pathways, and a continuous struggle to adapt. Stakeholder surveys indicated it was a valuable experience to both co-create and respond to the poems, whilst group interviews revealed people's experiences of the research poetry were characterised by reflection on lived experience, curiosity and exploration. Healthcare professionals' responses reinforced poetry's capacity to stimulate cognitive and affective learning specific to rare dementia support and prompt both empathy and critical thinking in practice. As the largest poetry-based study that we are aware of, this novel accessible approach of creating group poems yielded substantial information about the experiences and needs of those affected by rarer dementia and how poetry can contribute to healthcare education and training.

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Older adults with type II diabetes (T2D) are at risk of developing nerve disorders that result in functional impairment. Most work in proprioceptive dysfunction in older adults with T2D has focused on functional deficits of the lower limb. The purpose of this study was to examine proprioceptive effects of T2D on the upper limb in older adults. Kinematic performance of a reach-to-pinch action toward a virtual target was assessed in a T2D group (60+ years old with T2D) and a healthy age- and sex-matched control group. Tactile and vibratory thresholds did not differ between T2D and controls. Task accuracy via mean pinch location was significantly worse for persons with T2D (pwT2D) with differences in wrist extension/flexion (ex/fl), wrist abduction/adduction (ab/ad), 1st carpometacarpal (CMC) ab/ad, 2nd metacarpophalangeal (MCP2) ex/fl, MCP2 ab/ad, and digit 1 and hand transport trajectories. Group differences persisted with consideration of body mass index; sex differences in task accuracy emerged. Findings indicate that proprioception of the upper extremity is altered in pwT2D such that they exhibit a unique aperture position and aiming strategy during a reach-to-pinch action. These findings characterize functional sensorimotor impairment of the upper limb in pwT2D with respect to workspaces without visual or tactile feedback.

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OBJECTIVE: This study used a virtual environment to examine how older and younger pedestrians responded to simulated augmented reality (AR) overlays that indicated the crossability of gaps in a continuous stream of traffic. BACKGROUND: Older adults represent a vulnerable group of pedestrians. AR has the potential to make the task of street-crossing safer and easier for older adults. METHOD: We used an immersive virtual environment to conduct a study with age group and condition as between-subjects factors. In the control condition, older and younger participants crossed a continuous stream of traffic without simulated AR overlays. In the AR condition, older and younger participants crossed with simulated AR overlays signaling whether gaps between vehicles were safe or unsafe to cross. Participants were subsequently interviewed about their experience. RESULTS: We found that participants were more selective in their crossing decisions and took safer gaps in the AR condition as compared to the control condition. Older adult participants also reported reduced mental and physical demand in the AR condition compared to the control condition. CONCLUSION: AR overlays that display the crossability of gaps between vehicles have the potential to make street-crossing safer and easier for older adults. Additional research is needed in more complex real-world scenarios to further examine how AR overlays impact pedestrian behavior. APPLICATION: With rapid advances in autonomous vehicle and vehicle-to-pedestrian communication technologies, it is critical to study how pedestrians can be better supported. Our research provides key insights for ways to improve pedestrian safety applications using emerging technologies like AR.

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Spatial navigation abilities are frequently impaired in neurological disorders and they also decline with normal aging. Researchers and clinicians therefore need valid and easy-to-use spatial navigation assessment tools to study the impact of different neuropathologies and prevent relevant cognitive impairments from going undetected. However, current experimental paradigms rarely address which cognitive processes they recruit, often have resource-intensive setups, and usually require active navigation, e.g., using a joystick or keyboard, thus confounding cognitive performance with fine motor skills. Yet, for clinical feasibility, time-efficient paradigms are needed that are informative and easy to administer in participants with limited technical experience and diverging impairments. Here, we introduce the virtual environments navigation assessment (VIENNA), a virtual adaptation of a brief, standardized, and intuitive spatial navigation paradigm ( https://osf.io/kp4c5/ ). VIENNA is designed to assess spatial navigation without episodic memory demands, requires no interface device, and takes about 16 min to complete. We evaluated VIENNA in 79 healthy middle-aged to older participants (50-85 years) and provide evidence for its feasibility and construct validity. Tests of visuospatial and executive functions, but not episodic memory or selective attention, were identified as cognitive correlates of VIENNA, even when controlling for participant age and overall cognitive performance. Furthermore, VIENNA scores correlated with subjective navigation ability and age, but not with depressiveness, cognitive complaints, or education. The straightforward administration of VIENNA allows for its integration into routine neuropsychological assessments and enables differentiated evaluation of spatial navigation performance in patients with motor impairments and episodic memory deficits.

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OBJECTIVE: Collisions between bicycles and motor vehicles are one of the leading risk factors for injury and death in childhood and adolescence. We examined longitudinal and concurrent effortful control (EC) as predictors of risky bicycling behavior in early- to mid-adolescence, with age and gender as moderators. We also examined whether EC was associated with parent-reported real-world bicycling behavior and all lifetime unintentional injuries. METHODS: Parent-reported EC measures were collected when children (N = 85) were 4 years old and when they were either 10 years (N = 42) or 15 years (N = 43) old. We assessed risky bicycling behavior by asking the adolescents to bicycle across roads with high-density traffic in an immersive virtual environment. Parents also reported on children's real-world bicycling behavior and lifetime unintentional injuries at the time of the bicycling session. RESULTS: We found that both longitudinal and concurrent EC predicted adolescents' gap choices, though these effects were moderated by age and gender. Lower parent-reported early EC in younger and older girls predicted a greater willingness to take tight gaps (3.5 s). Lower parent-reported concurrent EC in older boys predicted a greater willingness to take gaps of any size. Children lower in early EC started bicycling earlier and were rated as less cautious bicyclists as adolescents. Adolescents lower in concurrent EC were also rated as less cautious bicyclists and had experienced more lifetime unintentional injuries requiring medical attention. CONCLUSION: Early measures of child temperament may help to identify at-risk populations who may benefit from parent-based interventions.

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People with acute psychiatric conditions experience heightened stress, which is associated with worsened symptoms and increased violence on psychiatric wards. Traditional stress management techniques can be challenging for patients. Virtual reality (VR) relaxation appears promising to reduce stress; however, research on VR for psychiatric wards is limited. This mixed-methods study investigated feasibility and acceptability of integrating a VR relaxation clinic within acute psychiatric services. The study evaluated a VR relaxation session for inpatients and outpatients with acute psychiatric conditions (N = 42) and therapists' (N = 6) experience facilitating VR sessions for patients. Self-report assessments of psychological wellbeing were completed by patients pre- and post-VR. Patients and therapists provided qualitative feedback. The number of violent incidents and restrictive practices on the wards in the 12 weeks before VR implementation was compared to the first 12 weeks of VR. Post-VR, there were statistically significant increases in patients' relaxation, happiness, and connectedness to nature, and decreases in stress, anxiety, and sadness. Qualitative findings indicate patients found sessions enjoyable, relaxing, and helpful. Therapists provided positive feedback but highlighted practical challenges. Violent incidents and restrictive practices halved during VR implementation. VR relaxation appears feasible and acceptable in acute services. Larger studies should evaluate potential impact on psychiatric wards.

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BACKGROUND: In Physical Human-Robot Interaction (pHRI), the need to learn the robot's motor-control dynamics is associated with increased cognitive load. Eye-tracking metrics can help understand the dynamics of fluctuating mental workload over the course of learning. OBJECTIVE: The aim of this study was to test eye-tracking measures' sensitivity and reliability to variations in task difficulty, as well as their performance-prediction capability, in physical human-robot collaboration tasks involving an industrial robot for object comanipulation. METHODS: Participants (9M, 9F) learned to coperform a virtual pick-and-place task with a bimanual robot over multiple trials. Joint stiffness of the robot was manipulated to increase motor-coordination demands. The psychometric properties of eye-tracking measures and their ability to predict performance was investigated. RESULTS: Stationary Gaze Entropy and pupil diameter were the most reliable and sensitive measures of workload associated with changes in task difficulty and learning. Increased task difficulty was more likely to result in a robot-monitoring strategy. Eye-tracking measures were able to predict the occurrence of success or failure in each trial with 70% sensitivity and 71% accuracy. CONCLUSION: The sensitivity and reliability of eye-tracking measures was acceptable, although values were lower than those observed in cognitive domains. Measures of gaze behaviors indicative of visual monitoring strategies were most sensitive to task difficulty manipulations, and should be explored further for the pHRI domain where motor-control and internal-model formation will likely be strong contributors to workload. APPLICATION: Future collaborative robots can adapt to human cognitive state and skill-level measured using eye-tracking measures of workload and visual attention.

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OBJECTIVE: Epilepsy patients could possibly benefit from the remuneration observed in the use of virtual reality (VR) and virtual environments (VEs), especially in cognitive difficulties associated with visuospatial navigation (memory, attention, and processing speed). AIM: Research questions under consideration in the present systematic review are associated to VEs' efficiency as a cognitive rehabilitation practice in epilepsy and the particular VR methods indicated for epilepsy patients. To meet criteria, studies included participants suffering from any form of epilepsy and a methodological design with a structured rehabilitation program/model. Data were collected online, using academic databases. RESULTS: Fourteen studies were included in the literature review and 6 in the statistical analysis. ROBINS-I protocol was implemented to assess the risk of bias. An inverse variance analysis (random effects) of pooled estimates of differences was implemented, in the form of continuous data. Despite the heterogeneity of the studies, all of them agree on the beneficial aspects of VR and VEs in cognitive rehabilitation in relation to visuospatial memory, attention, and information processing speed. CONCLUSION: We suggest that patients suffering from epilepsy may benefit from the use of VR cognitive rehabilitation interventions, concerning visuospatial memory, attention, and information processing speed. However, further investigation is needed in order to gain a better understanding of the mechanisms involved in cognitive rehabilitation via VEs and establish efficient and dynamic rehabilitation protocols.

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Little is known about the experiences of minority stress among Latina women who have sex with both women and men (WSWM), a sexual and gender minority group situated at the intersection of multiple marginalized identities. The current article presents an exploratory study aimed at addressing this knowledge gap. The research utilized a flexible diary-interview method (DIM) to investigate stress-related experiences among Mexican American WSWM residing in an economically disadvantaged community in the U.S. during the third wave of the COVID-19 pandemic. A detailed description of the study is provided, including information on the background, methodology, participants' experiences, and how the project was managed remotely by a virtual research team. Twenty-one participants were asked to maintain a diary for a 6-week period spanning from March to September 2021. They submitted weekly entries in diverse formats (visual, audio, typed, and handwritten) through a user-friendly website or via mail while communicating regularly with researchers over the phone. Following the diarizing period, in-depth semi-structured interviews were conducted to clarify pertinent information within the entries and validate researchers' preliminary interpretations. Out of the initial 21 enrollees, 14 participants stopped diarizing at different stages, and nine completed the entire study. Despite facing challenges exacerbated by the pandemic, participants reported the diary-keeping process as a positive experience that offered an authentic outlet to share parts of their lives they seldom reveal. The implementation of this study highlights two significant methodological insights. Firstly, it emphasizes the value of employing a DIM to explore intersectional narratives. Secondly, it underscores the importance of adopting a flexible and sensitive approach in qualitative health research, particularly when engaging individuals from minoritized groups.

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Introducción: Los modelos educativos inclusivos forman parte actualmente de las políticas educacionales; estos modelos presuponen la utilización de métodos y procedimientos factibles para un aula heterogénea y están en el centro de los proyectos de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura y en los Objetivos de Desarrollo Sostenible para 2030. Objetivo: Describir algunas de las barreras existentes y las ventajas de la implementación del aula heterogénea a favor de una educación más inclusiva. Material y método: Se realiza un estudio descriptivo longitudinal retrospectivo sobre la relación de la educación inclusiva y los entornos virtuales de aprendizaje. Resultados: Las plataformas virtuales propician el avance de los sistemas educativos con flexibilidad en la aplicación de métodos y procedimientos que los hacen adaptables a diferentes individualidades y por tanto más inclusivos. Ello se percibe como visión de futuro donde todos gocen de los mismos derechos y oportunidades en igualdad de condiciones. Conclusiones: El desarrollo alcanzado por las Tecnologías de la Información y las Comunicaciones proporciona la base para que, a través de la virtualidad, se concrete y perfeccione la educación inclusiva.

Introduction: Inclusive educational models are currently part of educational policies; these models presuppose the use of feasible methods and procedures for a heterogeneous classroom and are at the core of the United Nations Educational, Scientific and Cultural Organization projects and in the Sustainable Development Goals 2030. Objective: To describe some of the existing barriers and the advantages of implementing the heterogeneous classroom in favor of a more inclusive education. Method: A retrospective longitudinal descriptive study was conducted on the relationship between inclusive education and virtual learning environments. Results: Virtual platforms promote the advancement of educational systems with flexibility in the application of methods and procedures that make them adaptable to different individualities and, therefore, more inclusive. This is perceived as a vision of the future where everyone enjoys the same rights and opportunities under equal conditions. Conclusions: The development achieved by Information and Communication Technologies provides the basis so that, through virtual platforms, inclusive education can be concretized and perfected.

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RESUMEN Hoy en día, un problema latente en el proceso de aprendizaje de una lengua extranjera es la comprensión lectora. Ante este panorama, es menester identificar estrategias o medios que permitan abatirlo. Los círculos literarios mejoran ampliamente las experiencias y conocimientos de lectura de los estudiantes, dado que permiten enriquecer su bagaje léxico con uso correcto de estructuras gramaticales. El objetivo del presente estudio fue identificar la influencia de los círculos literarios en el desarrollo de la lectura en extenso (LE) en ambientes virtuales, con la intención de contribuir al mejoramiento de la comprensión lectora del inglés de manera autónoma y fuera de las aulas ordinarias. Para analizar este fenómeno se realizó un estudio cuantitativo longitudinal con alcance correlacional que permitió a los investigadores identificar tres elementos principales en el proceso de aprendizaje con círculos literarios para la lectura extensiva: pedagógico, social, y técnico, así como cuatro formas de aproximación a la lectura: gráfica, oral, asociativa y analítica, donde subyacen recorridos cognitivos mediados por tecnología y procesos de internalización en un aprendizaje ubicuo que detona leer en grandes cantidades con placer, precisión, velocidad, motivación y confianza. Los hallazgos confirman la influencia de los círculos literarios en la LE aportando un modelo tecno-pedagógico para su implementación y una forma innovadora de desarrollar la LE en modalidades virtuales que contribuye a mejorar los niveles de proficiencia en la comprensión lectora.

ABSTRACT Today, a latent problem in foreign language learning is reading comprehension. Given this scenario, it is necessary to identify strategies or means to bring it down. Literary circles improve students' reading experiences and knowledge since they allow them to enrich their lexical baggage with the correct use of grammatical structures. The objective of the present study was to identify the influence of literary circles to foster extensive reading (ER) in virtual environments to improve English reading comprehension autonomously and outside ordinary classrooms. For analyzing this phenomenon, a quantitative longitudinal study with a correlational design was carried out, which helped researchers to identify three essential elements during the learning process with literary circles for extensive reading: pedagogical, social, and technical. Additionally, four ways of approaching reading were identified: graphic, oral, associative, and analytical, where technoloy-mediated cognitive pathways and internalization processes underlie ubiquitous learning that triggers reading in large quantities with pleasure, accuracy, speed, motivation, and confidence. The findings confirm the influence of literary circles in ER, providing a techno-pedagogical model for its implementation and an innovative way of developing it in virtual modalities that contributes to improving proficiency levels in reading comprehension.

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Virtual reality (VR) has served the entertainment industry all the way to world-leading museums in delivering engaging experiences through multisensory virtual environments (VEs). Today, the rise of the Metaverse fuels a growing interest in leveraging this technology, bringing along an emerging need to better understand the way different dimensions of VEs, namely social and interactive, impact overall user experience (UX). This between-subject exploratory field study investigates differences in the perceived and lived experience of 28 participants engaging, either individually or in dyads, in a VR experience comprising different levels of interactivity, i.e., passive or active. A mixed methods approach combining conventional UX measures, i.e., psychometric surveys and user interviews, as well as psychophysiological measures, i.e., wearable bio- and motion sensors, allowed for a comprehensive assessment of users' immersive and affective experiences. Results pertaining to the social dimension of the experience reveal that shared VR elicits significantly more positive affect, whereas presence, immersion, flow, and state anxiety are unaffected by the copresence of a real-world partner. Results pertaining to the interactive dimension of the experience suggest that the interactivity afforded by the VE moderates the effect of copresence on users' adaptive immersion and arousal. These results support that VR can be shared with a real-world partner not only without hindering the immersive experience, but also by enhancing positive affect. Hence, in addition to offering methodological directions for future VR field research, this study provides interesting practical insights into guiding VR developers toward optimal multiuser virtual environments.

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