Joint attention virtual classroom: A preliminary study

Seung Hun Seo, Eunjoo Kim, Peter Clive Mundy, Jiwoong Heo, Kwanguk Kim

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


Objective Previous studies have suggested that a virtual classroom is immersive and ecologically valid neuropsychological assessment, but those studies have limited components for social attentions. Therefore, the objective in the current study is the development of a joint attention virtual reality (JA-VR) classroom to incorporate social attentions between a participant and a virtual avatar teacher. Methods Fifty-eight participants were recruited for current study (25 for pilot and 33 for main studies; 32.8% female, n=19; age: M=24.5, SD=4.0). We suggested a JA-VR classroom, and compared it with previous methods including a VR classroom without JA components. We conducted attention experiments with AX-version of continuous performance tasks. Results Our results suggest that the new JA-VR classroom had convergent validity with previous methods, and that the JA-VR classroom promoted attentional processing among participants better than both old VR and non-VR measures. Conclusion We add an important social attention concept to the virtual classroom, and believe that this work is an methodological foundation for the study of social attention in school life. We hope it ultimately help people with mental handicaps in social attention.

Original languageEnglish (US)
Pages (from-to)292-299
Number of pages8
JournalPsychiatry Investigation
Issue number4
StatePublished - Apr 1 2019


  • Attentional processing
  • Continuous performance task
  • Head mounted display
  • Joint attention
  • Virtual reality

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Biological Psychiatry


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