When virtuality becomes real: Relevance of mental abilities and age in simulator adaptation and dropouts

Attentional capacity matters for visuomotor adaptation to a virtual reality driving simulator

Studies have shown that adaptation to a virtual reality driving simulator takes time and that individuals differ widely in the time they need to adapt. The present study examined the relationship between attentional capacity and driving-simulator adaptation, with the hypothesis that individuals with better attentional capacity would exhibit more efficient adaptation to novel virtual driving circumstances. To this end, participants were asked to steer in a driving simulator through a series of 100 bends while keeping within a central demarcated zone. Adaptation was assessed from changes in steering behavior (steering performance: time spent within the zone, steering stability, steering reversal rate) over the course of the bends. Attentional capacity was assessed with two dynamic visual attention tasks (Multiple Object Tracking, MOT; Multiple Object Avoidance, MOA). Results showed effective adaptation to the simulator with repetition, as all steering-behavior variables improved. Both MOT and MOA scores significantly predicted adaptation, with MOT being a stronger predictor. Further analyses revealed that higher-capacity participants, but not their lower-capacity counterparts, produced more low-amplitude steering-wheel corrections early in the task, resulting in finer vehicle control and better performance later on. These findings provide new insights into adaptation to virtual reality simulators through the lens of attentional capacity.

Digital mindfulness training and cognitive functions: A preregistered systematic review of neuropsychological findings

Traditional mindfulness interventions have been frequently reported to be effective in improving cognitive functions. In recent years, however, traditional programs are being increasingly replaced by technology-enabled mindfulness training programs. The aim of the present systematic review (PROSPERO ID: CRD42021289480) is to evaluate the research evidence on their effects on cognitive functions. Empirical training studies in the realm of digital mindfulness training that fulfilled the inclusion criteria led to 19 studies and 1654 participants being included in this review from among the papers searched in PubMed, Scopus, and Web of Knowledge. Results support previous assumptions on the potential of digital mindfulness training, with the most robust effect on attention control, followed by executive regulation, memory, cognitive flexibility, and other cognitive functions. However, the number of studies that did not find significant changes at least equaled, if not exceeded, the number of studies that found increases. The heterogeneity of identified studies prompted us to discuss several aspects in order to help the future development of digital applications.

Effects of Mobile Phone Use on Driving Performance: An Experimental Study of Workload and Traffic Violations

The use of communication technologies, e.g., mobile phones, has increased dramatically in recent years, and their use among drivers has become a great risk to traffic safety. The present study assessed the workload and road ordinary violations, utilizing driving data collected from 39 young participants who underwent a dual-task while driving a simulator, i.e., respond to a call, text on WhatsApp, and check Instagram. Findings confirmed that there are significant differences in the driving performance of young drivers in terms of vehicle control (i.e., lateral distance and hard shoulder line violations) between distracted and non-distracted drivers. Furthermore, the overall workload score of young drivers increases with the use of their mobile phones while driving. The obtained results contribute to a better understanding of the driving performance of distracted young drivers and thus they could be useful for further improvements to traffic safety strategies.