While VR, through decades of research, has shown to successfully improve young children's lives, more research needs to examine the appropriateness of VR for children, including its design. The type of character in combination with the perceptual realism of virtual reality (VR) may influence children's perceptions of VR experiences. A within-participant experiment examined 5- to 9-year-old children's (N = 25) perceptions of three different character types in VR (i.e., human, animal, and anthropomorphized creature) based on their level of social realism. Results showed that character type impacted children's (a) social-emotional descriptions of the VR experience, (b) if VR's realism was an asset or a hindrance, and (c) primed thoughts about fantasy versus reality. However, children experienced the embodiment and personification of the characters similarly across all character types. Finally, children recalled the salient aspects of the characters they remembered and identified elements to improve the VR characters' design.

Artificial intelligence (AI)-powered technologies are becoming an integral part of youth's environments, impacting how they socialize and learn. Children (12 years of age and younger) often interact with AI through conversational agents (e.g., Siri and Alexa) that they speak with to receive information about the world. Conversational agents can mimic human social interactions, and it is important to develop socially intelligent agents appropriate for younger populations. Yet it is often unclear what data are curated to power many of these systems. This article applies a sociocultural developmental approach to examine child-centric intelligent conversational agents, including an overview of how children's development influences their social learning in the world and how that relates to AI. Examples are presented that reflect potential data types available for training AI models to generate children's conversational agents' speech. The ethical implications for building different datasets and training models using them are discussed as well as future directions for the use of social AI-driven technology for children.

In response to the COVID-19 pandemic, many university classes shifted to remote learning. In some cases, this requirement intersected in productive ways with course content, especially when the class subject matter included virtual environments. This paper describes teacher and student experiences in an upper-level communication course on virtual worlds at a large United States university. As regular lectures moved to video conferencing and asynchronous communication, "field trips" and guest lectures became opportunities for students and teachers to connect remotely using desktops and headsets. We discuss how this will inform the design of future courses that combine face-to-face and virtual instruction.

As artificial intelligence (AI)‐driven devices play an increasingly important role in children's lives, there is a need for research considering how socioeconomic and cultural differences shape children's engagement with digital assistants. This paper reports results from 10 interviews, including five African‐American or Latinx parent/child dyads about how they use and evaluate digital assistants. We identified three key themes resulting from these interviews: usability, privacy, and digital literacy. We conclude that further study is needed to ensure that digital assistants are aligned with the values of children from underrepresented populations.

We compared the effects of different immersive technologies on four- to six-year-olds' inhibitory control skills, social compliance (i.e., walking upon request), and sharing (i.e., physical stickers) with a children's media character (Grover from Sesame Street). Children (N = 52) completed an inhibitory control task, Simon Says, with Grover either via TV or VR. Children using VR were less likely to suppress a dominant motoric response during Simon Says (Le., not imitating Grover's actions at the appropriate time) compared to children using TV. More children in the VR condition approached Grover, and they shared a greater number of stickers with Grover compared to the TV condition (among those that shared). There were no differences between conditions for emotional or physical distress or children's enjoyment of the experience. These preliminary findings suggest that VR may elicit differential cognitive and social responses compared to less immersive technology.

Companies are investing billions of dollars into creating virtual reality (VR) hardware and content, and millions of people have already gained access to VR technology (Solomon, 2014; Somaiya, 2015...

Recent research on immersive virtual environments has shown that users can not only inhabit and identify with novel avatars with novel body extensions, but also learn to control novel appendages in ways beneficial to the task at hand. But how different control schemas might affect task performance and body ownership with novel avatar appendages has yet to be explored. In this article, we discuss the design of control schemas based on the theory and practice of 3D interactions applied to novel avatar bodies. Using a within-subjects design, we compare the effects of controlling a third arm with three different control schemas (bimanual, unimanual, and head-control) on task performance, simulator sickness, presence, and user preference. Both the unimanual and the head-control were significantly faster, elicited significantly higher body ownership, and were preferred over the bimanual control schema. Participants felt that the bimanual control was significantly more difficult than the unimanual control, and elicited less appendage agency than the head-control. There were no differences in reported simulator sickness. We discuss the implications of these results for interface design.

Can an avatar’s body movements change a person’s perception of good and bad? We discuss virtual embodiment according to theories of embodied cognition (EC), and afferent and sensorimotor correspondences. We present an example study using virtual reality (VR) to test EC theory, testing the effect of altered virtual embodiment on perception. Participants either controlled an avatar whose arm movements were similar to their own or reflected the mirror opposite of their arm movements. We measured their associations of “good” and “bad” with the left and right (i.e., space-valence associations). This study demonstrated how VR could be used to examine the possible ways that systems of the body (e.g., visual, motor) may interact to influence cognition. The implications of this research suggest that visual feedback alone is not enough to alter space-valence associations. Multiple sensory experiences of media (i.e., sensorimotor feedback) may be necessary to influence cognition, not simply visual feedback.

OBJECTIVE:Eating disorders (EDs) are serious problems among college-age women and may be preventable. An indicated online eating disorder (ED) intervention, designed to reduce ED and comorbid pathology, was evaluated.METHOD:206 women (M age = 20 ± 1.8 years; 51% White/Caucasian, 11% African American, 10% Hispanic, 21% Asian/Asian American, 7% other) at very high risk for ED onset (i.e., with high weight/shape concerns plus a history of being teased, current or lifetime depression, and/or nonclinical levels of compensatory behaviors) were randomized to a 10-week, Internet-based, cognitive-behavioral intervention or waitlist control. Assessments included the Eating Disorder Examination (EDE, to assess ED onset), EDE-Questionnaire, Structured Clinical Interview for DSM Disorders, and Beck Depression Inventory-II.RESULTS:ED attitudes and behaviors improved more in the intervention than control group (p = .02, d = 0.31); although ED onset rate was 27% lower, this difference was not significant (p = .28, NNT = 15). In the subgroup with highest shape concerns, ED onset rate was significantly lower in the intervention than control group (20% vs. 42%, p = .025, NNT = 5). For the 27 individuals with depression at baseline, depressive symptomatology improved more in the intervention than control group (p = .016, d = 0.96); although ED onset rate was lower in the intervention than control group, this difference was not significant (25% vs. 57%, NNT = 4).CONCLUSIONS:An inexpensive, easily disseminated intervention might reduce ED onset among those at highest risk. Low adoption rates need to be addressed in future research.

OBJECTIVE:Heavy episodic drinking (HED) is a serious problem among college women at high-risk for developing eating disorders (EDs). The main objectives of this study are to determine the relationship of the self-rating of the effects of alcohol (SRE) questionnaire and HED over time, and to determine the effects of relationship breakups on HED among college-aged women at high-risk for EDs.METHOD:Data collected from 163 participants in a randomized controlled trial evaluating the effectiveness of an ED prevention program were used in the analyses. Measures included the SRE, obtained at baseline, and self-reports of the number of HED episodes and relationship breakups each month for the past 12 months.RESULTS:Generalized linear mixed-effect regression models with Poisson distribution were conducted to test the effects of several variables on reported HED episodes over 12 months. Analyses demonstrated that SRE scores and the presence of a breakup predicted increased HED over time.DISCUSSION:The SRE may be useful in identifying individuals at risk of or with EDs who are at increased risk of HED. Furthermore, relationship breakups predict HED. Findings from the current study could be used to inform clinical interventions for this population.

Student Bodies, an internet-based intervention, has successfully reduced weight/shape concerns and prevented eating disorders in a subset of college-age women at highest risk for an eating disorder. Student Bodies includes an online, guided discussion group; however, the clinical utility of this component is unclear. This study investigated whether the guided discussion group improves program efficacy in reducing weight/shape concerns in women at high risk for an eating disorder. Exploratory analyses examined whether baseline variables predicted who benefitted most. Women with high weight/shape concerns (N = 151) were randomized to Student Bodies with a guided discussion group (n = 74) or no discussion group (n = 77). Regression analyses showed weight/shape concerns were reduced significantly more among guided discussion group than no discussion group participants (p = 0.002; d = 0.52); guided discussion group participants had 67% lower odds of having high-risk weight/shape concerns post-intervention (p = 0.02). There were no differences in binge eating at post-intervention between the two groups, and no moderators emerged as significant. Results suggest the guided discussion group improves the efficacy of Student Bodies in reducing weight/shape concerns in college students at high risk for an eating disorder.

Elevated body image concerns may be a risk factor for eating disorders among males and contribute to a range of other mental health problems. This study tested a 6-item measure of general male body image concerns in two studies with adolescent males ages 14-18 (total N = 122). The measure showed strong convergent validity, scale score reliability, and test-retest reliability, and was significantly correlated with the number of episodes of binge eating in the past month. A short scale will relieve participant burden and provide a useful research tool for studies with males at risk for or with eating disorders.

Research suggests that vivid and personalized interventions influence proenvironmental attitudes and behaviors. Through the use of immersive virtual environment technology, people can experience vivid environmental scenarios that are personalized to the individual. An experiment was conducted to investigate the impact of vivid and/or personal messages on energy savings behavior related to hot water use. Participants experienced a virtual shower in which they received feedback (varying in vividness and/or personalization) on the amount of energy used to heat and transport the virtual water. Participants’ hot water use during hand washing in the physical world was tracked before and after treatment. Participants exposed to vivid messages used cooler water compared with not vivid messages. There was no significant effect for personal messages and no interaction effect. The results suggest that technology that leverages vividness may be effective in promoting proenvironmental behaviors.

Virtual reality (VR) offers a unique method for eliciting state-variable fluctuations in body satisfaction and associated behaviors by allowing near-perfect control over environmental factors. Greater variability in momentary body satisfaction is associated with more problematic eating behavior and cognitive styles predictive of eating disorders. The field currently lacks a model for understanding environmental variables and everyday events that tend to influence fluctuations in state body satisfaction. This study proposes a model of state-level body satisfaction and presents a method for measuring changes as they occur. We aim to investigate body comparison, selective attention and body checking behaviors in relation to self-report levels of state body satisfaction. We additionally assess interpersonal correlates of state body satisfaction using VR to measure personal distance between subjects and avatars of varying body sizes. 80 female college students with varying levels of weight and shape concerns will be exposed to five virtual environments designed to elicit varying levels of body dissatisfaction: (a) an empty room; (b) an empty beach; (c) a beach populated with avatars; (d) an empty party scene; (e) a party scene populated with avatars. Self-report body satisfaction was measured immediately following each exposure. A tracking system automatically tracked subjects' head orientation and body translation to measure visual gaze and personal space behavior relative to each virtual human within the environment. Data collection is currently underway and expected to be completed by May 2013. Preliminary data and development of the VR model for state-variable assessment will be presented.

OBJECTIVE To investigate the association between binge features and clinical validators. METHOD The Eating Disorder Examination assessed binge features in a sample of 549 college-age women: loss of control (LOC) presence, binge frequency, binge size, indicators of impaired control, and LOC severity. Clinical validators were self-reported clinical impairment and current psychiatric comorbidity, as determined via a semistructured interview. RESULTS Compared with women without LOC, those with LOC had significantly greater odds of reporting clinical impairment and comorbidity (ps < 0.001). Among women with LOC (n = 252), the indicators of impaired control and LOC severity, but not binge size or frequency, were associated with greater odds of reporting clinical impairment and/or comorbidity (ps < 0.05). DICUSSION: Findings confirm that the presence of LOC may be the hallmark feature of binge eating. Further, dimensional ratings about the LOC experience--and possibly the indicators of impaired control--may improve reliable identification of clinically significant binge eating.

Identifying measures that reliably and validly assess clinical impairment has important implications for eating disorder (ED) diagnosis and treatment. The current study examined the psychometric properties of the Clinical Impairment Assessment (CIA) in women at high risk for ED onset. Participants were 543 women (20.6 ± 2.0 years) who were classified into one of three ED categories: clinical ED, high risk for ED onset, and low risk control. Among high risk women, the CIA demonstrated high internal consistency (α = 0.93) and good convergent validity with disordered eating attitudes (rs = 0.27-0.68, ps < 0.001). Examination of the CIA's discriminant validity revealed that CIA global scores were highest among women with a clinical ED (17.7 ± 10.7) followed by high risk women (10.6 ± 8.5) and low risk controls (3.0 ± 3.3), respectively (p < 0.001). High risk women reporting behavioral indices of ED psychopathology (objective and/or subjective binge episodes, purging behaviors, driven exercise, and ED treatment history) had higher CIA global scores than those without such indices (ps < 0.05), suggesting good criterion validity. These data establish the first norms for the CIA in a United States sample. The CIA is psychometrically sound among high risk women, and heightened levels of impairment among these individuals as compared to low risk women verify the relevance of early intervention efforts.

Digital assistants (DAs) such as Siri, Google Assistant, or Alexa are among most accessible forms of artificial intelligence (AI) in the lives of youth. As such, it is important to ensure that these technologies are designed to be culturally inclusive, especially in relation to youth from groups underrepresented in STEM. The goal of this paper is to develop and evaluate methods to elicit feedback about AI and racial equity in the context of how Black and Latinx youth (aged 8-12) interact with DAs. The study design includes two iterations of instrument design, deployment, and evaluation. The first approach, narrative interviews, tended to uncover the roles played by the devices in the participants’ everyday lives, but obscured the actual interactions with the device. The second approach, observational interviews, exposed reasoning about the device and what it is doing but tended to obscure aspects of family history and culture due to device-level frictions, as the devices did not always behave as expected during the interviews. The paper illustrates approaches for eliciting feedback about AI and racial equity, including how online data collection can be used during a pandemic. The paper also explores potential future steps for engaging youth in the process of developing more equitable technology.