Behavioral, Physiological, and Psychological Effects of Virtual Reality Practice in Immersive and Non-Immersive Environments

Virtual reality (VR) is one of the most rapidly advancing technologies that exists today. Although the current body of literature spans several disciplines and populations, inconsistences in defining "virtual reality" have complicated the interpretation and application of results. Some studies define VR as fully immersive environments delivered through head-mounted displays, while others use the term to describe non-immersive environments presented on a projected flat screen or a television or computer monitor. This literature review provides a working definition of VR followed by an examination of research on VR for motor skill learning.

The present dissertation investigated the effects of VR immersion on motor behavioral, physiological, and psychological outcomes by having participants complete the same stationary cycling task in both non-immersive and immersive VR environments. Study One evaluated participants across a single day of practice in each condition (two days total), providing foundational insights into how immersion influences various performance metrics. Study Two extended these findings by evaluating participants across two days of practice in each condition (four days total). Together, the results of the present dissertation advance both the theoretical understanding and practical guidance of VR training for motor skills and provides a foundation for future research aimed at developing effective, evidence-based VR interventions for diverse populations and applied domains.