VR-based Student Priming to Reduce Anxiety and Increase Cognitive Bandwidth
Dan Hawes, Ali Arya
Abstract
Recent research indicates that many post-secondary students feel overwhelming anxiety, negatively impacting academic performance and overall well-being. In this paper, based on multidisciplinary literature analysis and innovative ideas in cognitive science, learning models, and emerging technologies, we introduce a theoretical framework that shows how and when priming activities can be introduced into the experiential learning cycle to reduce anxiety and increase cognitive bandwidth. This framework proposes a Virtual Reality based priming approach that uses games and meditative interventions. Our results show this approach's potential compared to no-priming scenarios for reducing anxiety and significance for VR gaming in improving cognitive bandwidth.