Ubiquitous Health and Medical Informatics: The Ubiquity 2.0 Trend and Beyond Sabah Mohammed Lakehead University, Canada Jinan Fiaidhi Lakehead University, Canada

Medical inforMation science reference Hershey • New York

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Published in the United States of America by Medical Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com/reference Copyright © 2010 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data Ubiquitous health and medical informatics : the ubiquity 2.0 trend and beyond / Sabah Mohammed and Jinan Fiaidhi, editors. p. ; cm. Includes bibliographical references and index. Summary: "This book is specific to the field of medical informatics and ubiquitous health care and highlights the use of new trends based on the new initiatives of Web 2.0"--Provided by publisher. ISBN 978-1-61520-777-0 (hardcover) 1. Ubiquitous computing. 2. Medical informatics. I. Mohammed, Sabah, 1954II. Fiaidhi, Jinan, 1955[DNLM: 1. Medical Informatics Applications. 2. Internet. 3. Telemedicine. W 26.5 U15 2010] R859.7.U27U25 2010 610.285--dc22 2010000388

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Chapter 25

Virtual Reality as an Experiential Tool:

The Role of Virtual Worlds in Psychological Interventions Alessandra Gorini Istituto Auxologico Italiano, Italy Andrea Gaggioli Istituto Auxologico Italiano, Italy Giuseppe Riva Istituto Auxologico Italiano, Italy

ABsTRAcT The present chapter illustrates the past and the future of different virtual reality applications for the treatment of psychological disorders. After a brief technical description of the virtual reality systems, the rationale of using virtual reality to treat different psychological disorders, as well as the advantages that the online virtual worlds offer to the promising field of the virtual therapy will be discussed. However, challenges related to the potential risks of the use of virtual worlds and questions regarding privacy and personal safety will also be discussed. Finally, the chapter introduces the concept of “Interreality”, a personalized immersive form of e-therapy whose main novelty is a hybrid, closed-loop empowering experience bridging physical and virtual worlds. The main feature of interreality is a twofold link between the virtual and the real world: (a) behavior in the physical world influences the experience in the virtual one; (b) behavior in the virtual world influences the experience in the real one. This is achieved through: (1) 3D shared virtual worlds; (2) bio and activity sensors (that connect the real to the virtual world); (3) mobile internet appliances (that connect the virtual to the real world).

INTROdUcTION Virtual Reality (VR) is more than a fancy technology: it is an advanced form of human–computer DOI: 10.4018/978-1-61520-777-0.ch025

interface that allows users to interact with and become immersed in a computer-generated environment in a naturalistic way. Using visual, aural or haptic devices, the human operator can move and interact with the virtual world, experiencing

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Virtual Reality as an Experiential Tool

the environment as if it were a part of the real world. From a technological point of view, VR is made possible by the capability of computers to synthesize a 3D graphical environment from numerical data. Different input devices sense the subjects’ reactions and motions, while the computer modifies the environment accordingly, giving subjects the illusion of interacting with, and being immersed in it. From a psychological point of view, VR can be considered an advanced imaginative system: an experiential form of imagery that is as effective as reality in inducing a wide range of cognitive and emotional responses. As discussed later in this chapter, this feature makes VR an innovative instrument to assess and treat a wide range of mental disorders. After an introductory description of the technological components of a VR system, the chapter will be organized in two main sections: the first one will explain the rationale of using VR as an advance form of exposure therapy for the treatment of anxiety disorders, while the second part will discuss the potential of the on-line virtual worlds for the creation of shared therapeutic environments accessible by different users who are physically distant one from the others. Pros and cons of the “virtual approach” will be also discussed.

VIRTUAl REAlITy: THE TEcHNOlOGy

• •

software •

•

•

•

A typical VR system is made of the following components:

Hardware •

•

The computational device: a desktop or a laptop pc equipped with an advanced image graphic card; Different peripheral devices (visual, aural or haptic devices);

A non immersive or immersive image display system: a screen or a head mounted display (HMD); A motion sensor (or tracking device), usually integrated in the HMD, that tells the computer where the user is looking at on the basis on his/her head movement;

•

the VR application, According to the hardware and software included in a VR system it is possible to distinguish between different kinds of virtual settings: desktop VR, based on subjective immersion: in these systems the feeling of immersion can be improved through stereoscopic vision tools. Users interact with the virtual world using a mouse, a joystick or other VR peripherals such as datagloves; fully immersive VR: users appear to be fully immersed in the computer generated environment. This illusion is produced by providing them immersive output devices (HMD, force feedback robotic arms, etc.) and a system of head/body tracking to guarantee the exact correspondence and coordination of users’ movements with the feedback of the environment; CAVE: a CAVE is a small room where a computer-generated world is projected on the walls. The projection is made on both front and sidewalls. This solution is particularly suitable for collective VR experiences because it allows different people to share the same experience at the same time; telepresence systems: users can influence and operate in a world that is real even if they are in a different location. They can observe the current situation with remote cameras and achieve actions via robotic and electronic arms;

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Virtual Reality as an Experiential Tool

•

augmented reality: it is based on the combination of real and virtual stimuli. This system blurs the line between what is real and what is computer-generated by enhancing what users see, hear, feel and smell adding graphics, haptics and smell to the natural world as it exists.

Today computers are as powerful as supercomputers of the early 1990s and cost incredibly less. This huge advance in technology combined with the reduction in costs have made the VR hardware available to anyone. Unfortunately, this is not true for the VR softwares, that are still very expensive, not easily customizable by the users, and usually based on not user-friendly interfaces that require continual maintenance and technical support. When used for clinical and therapeutic purposes, their limitations also include the limited possibility of tailoring the virtual environments to the specific requirements of the clinical or the experimental setting, as well as the low availability of standardized protocols that can be shared by the community of researchers and clinicians. A first significant step to address these challenges has been performed by Riva and coll. (Riva, 2005) who have designed and developed NeuroVR (http://www.neurovr.org), a cost-free VR platform based on an open-source software, that allows non-expert users to easily modify a virtual environment and visualize it using either an immersive or non-immersive system. The NeuroVR platform is implemented using opensource components that provide advanced features including an interactive rendering system based on OpenGL for high quality images. The NeuroVR Editor is realized by customizing the User Interface of Blender, an integrated suite of 3D creation tools available on all major operating systems, under the GNU General Public License; this means that the program can be distributed with the complete source code. Thanks to these features, clinicians and researchers can run, copy, distribute, study,

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change and improve the NeuroVR software, to create the environments they need and to share them with the whole VR community. As we will discuss below, in the very last years, the diffusion of the Web 2.0 has further on facilitated the creation of fully customizable virtual environments that can be used for many different purposes, including therapy. The decreased costs of technology together with the enormous diffusion of the Web 2.0 are the main reasons of increased use of VR in clinical practice.

VIRTUAl REAlITy: THE ExpERIENcE In a VR system, hardware and software concur in generating the so called “sense of presence” (Riva & Davide, 2003; Steuer, 1992), that is the key of any virtual experience. Presence is usually defined as the “sense of being there” (Steuer, 1992) or the “feeling of being in a world that exists outside the self” (Riva, 2004). As shown by different papers, the level of presence is directly connected to the level of emotions and the quality of actions experienced in the virtual environment (Riva et al., 2007). Experiencing presence, VR users become not simply external observers of images provided by a computer screen, but active participants within a computer-generated 3D virtual world. This process is fundamental to make the subject able to transfer the knowledge acquired in the virtual environment to the real world. After having identified an enriched environment that contains functional real-world demands, the technology is used to enhance the level of presence of the subject in the environment and to induce an optimal experience, that is defined as a positive, complex and rewarding state of consciousness (Csikszentmihalyi, 1975, 1990). Once the subject reaches this optimal experience, he/she will be able to transfer this new knowledge in his/her behavior, by linking the experience acquired in the virtual

Virtual Reality as an Experiential Tool

world to his/her actual experience in the real one. This is the key factor that makes VR a successful therapeutic instrument.

And most important, using virtual environments the therapist can control the speed and intensity of the therapeutic process, tailoring the virtual experience to each patient’s specific needs.

VIRTUAl REAlITy IN clINIcAl pRAcTIcE

Advantages of Using VR in the Treatment of Anxiety disorders

Although it is difficult to trace the origins of VR’s application to mental health disorders, most people agree that Myrron Krueger was one of the first to apply it. In one of his books (Krueger, 1991) Krueger discussed the idea that patients may use an artificial experience in combination with a traditional psychotherapy to overcome the inhibition usually present in real life. In particular, he suggested that, at least in some cases, patients are more comfortable relating to and interacting with computers, a finding that has been supported in a number of subsequent studies (Joinson, 1999, 2001; Richman, Kiesler, Weisband, & Drasgow, 1999) and particularly evident after the introduction of the on-line virtual worlds. Kruger can be also considered a pioneer in the use of VR for exposure therapy since he was the first to suggest that a virtual environment can be used to gradually introduce elements of change during a traditional therapeutic intervention. On the basis of his observations, in the early to mid-1990s different clinicians started to use VR to treat patients; in particular, virtual exposure therapy was immediately demonstrated to be effective in the treatment of specific phobias, such as acrophobia (Lamson, 1997), social phobia and agoraphobia (Camara, 1993). These studies pointed out that even though the VR environments were at that time primitive, the user could become immersed in the virtual world having a meaningful experience (Bard, 1991). They also suggested that, in a virtual world, the therapist can accompany the patient to assist him/her in the desensitization process and to better understand how he/she processes and responds to information coming from specific threatening environments and situations.

Virtual exposure therapy consists in exposing patients to virtual environments created ad hoc for specific disorders (for example, specific phobias) under the direct supervision of the therapist. The patient undergoes the therapeutic sessions in the therapist office where the virtual sessions substitute both in vivo and imaginative exposure. Psychological therapies based on VR have been demonstrated to be effective in the treatment of anxiety disorders as confirmed by two different meta-analyses (Parsons & Rizzo, 2008; Powers & Emmelkamp, 2008) that have shown that VR-based treatments are more effective than no treatment, but also slightly but significantly more effective than in vivo and imaginative exposure therapy. They also suggest that VR treatments have a statistically large effect on all affective domains and that these effects are significant (Cohen, 1992). Compared to the traditional exposure-based approaches, virtual therapy presents great advantages related to the ratio between costs and benefits. In a clinical setting costs refer not only to the expenditure in money and time, but also in emotional involvement requested to the patient. On the other side, benefits regard to the effectiveness of the treatment, that can be defined as the achievement of the target set in the shortest time possible. In particular, compared to in vivo and imaginative exposure, VR presents the following advantages: •

guarantees the vividness of exposure: in the imaginative condition patients are trained to visualize the anxiety-provoking stimuli

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Virtual Reality as an Experiential Tool

•

•

•

through mental images, but they often fail in doing that because they have difficulties in visualizing stressful scenes in a vivid way. VR provides a real-like experience that may be more emotionally engaging than imaginative exposure; increases the controllability of experience: during in vivo exposure subjects experiences anxious situations and are exposed to phobic stimuli in semi-structured situations. The therapist can not fully control the real-life events and the patient’s reactions, with the high risk of provoking too much stress in the patient. On the contrary, VR gives the therapist the opportunity to recreate a structured and controlled hierarchy of real-like situations specific for the disorder that must be treated; during the virtual exposure, nothing the patients fear can “really” happen to them. With such assurance, they can freely explore, experiment, feel, live, and experience feelings and/or thoughts related to the anxious stimuli. Thus VR becomes a very useful intermediate step between the therapist’s office and the real world; using the VR exposure the single fear components can be isolated more efficiently than in vivo exposure. For instance, treating the fear of flying, if landing is the most fearful part of the experience, it can be repeated as often as necessary without having to wait for the airplane to take-off several times.

Putting together, these observations highlight how the VR exposure therapy is effective in reducing costs and increasing benefits for both the therapist and the patient. In particular, the flexibility of the virtual environments allows the patient to overpractice in situations that are often much worse and more exaggerated than those that are likely to be encountered in real life. This allows

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patients to develop a sense of mastery and the confidence to carry out the task successfully.

ONlINE VIRTUAl WORlds: THE NEW FRONTIER FOR VIRTUAl THERApy As mentioned above, the most expensive and less easily customizable component of a VR system is the software. This problem has been partially solved by the introduction of Web 2.0 in 2004 (Graham, 2005), that has produced a huge increase in the potential of web applications, allowing users to create, modify and share contents from multiple computers in various locations. In particular, Web 2.0 represents the trend in the use of World Wide Web (WWW) technology aimed to enhance information sharing and collaboration between users, so that they can do more than just retrieve static information. These innovative features have led to the development of web-based communities, social-networking sites, wikis, blogs, and three dimensional (3-D) online virtual worlds that represent one of the most successful applications of the Web 2.0. On-line 3-D virtual worlds are computer-based simulated environments mainly modelled by their users that can create and manipulate elements and thus experiences telepresence to a certain degree (F. Biocca, 1995). Such modelled worlds may appear similar to the real world or instead depict fantasy worlds, and can be used for many different aims: game and pleasure, social interaction, education, research, commercial and business, e-commerce, and so on. Differently from the previously described VR applications, on-line virtual worlds admit multiple user interactions based on 3-D objects, text, graphical icons, visual gestures, sound and voice. Second Life, There, IMVU and Active World are some of the 3-D virtual worlds where every day millions of users interact each others through their avatars, that is to say, three

Virtual Reality as an Experiential Tool

dimensional graphical representations of themselves. Today Second Life is the 3-D virtual world with the greater number of registered users, counting approximately 18 million of subscribers with a daily concurrency between 70 and 80 thousand users worldwide. Everyone can download a free client software called Second Life Viewer that enables its users, called Residents, to interact with each others through motional avatars, providing an advanced level of a social network service. Residents can explore the different worlds, meet other Residents, socialize, join individual and group activities, play, create and mutually trade items and services. Within Second Life, avatars can communicate using text-based chat or voice. There are two main ways of text-based communication: local chat, and global instant messaging (IM). Chatting is used for public localized conversations between two or more avatars and can be heard (seen messages) within 20 meters, while IM is used for private conversations, either between two avatars, or among the members of a group. Second Life and other online virtual worlds are sometimes referred to as games, but this description does not fit the standard definition, because they really allow a lot of various activities other than games. Recent experimental studies performed on avatar-based interactions in on-line virtual worlds have shown that these kinds of virtual relations are able to convey such as feelings of social presence, that users undergo the experience of inhabiting a shared space with one or more, while their awareness of mediation by technology recedes into the background (F. Biocca, Harms, & Burgoon, 2003). As suggested by Casaneuva and Blake (Casanueva & Blake, 2001), users develop a sense of social presence consisting in the belief that the other subjects in the virtual environment are real and really present, and that they and the others are part of a group and process. Moreover, compared to other kinds of communicative methods, such as phone calls or chat, avatar-based interactions significantly increase level of social presence (G.

Bente, Rüggenberg, & Krämer, 2004; G. Bente, Rüggenberg, & Krämer, 2005), elicit strong emotional responses and increase the sense of community (Fabri, Moore, & Hobbs, 1999), even in those avatars with rather primitive expressive abilities. According to these studies avatar platforms offer new potentials to overcome many of the restrictions related to audio and video communication modes. In particular, they suggest that virtual worlds and avatars play a critical role in contextualizing social interaction and fostering the salience of nonverbal information by providing active filtering and contingency management systems as opposed to being just the virtual equivalents of call or video conferencing systems. These features are fundamental in facilitating and making functional social interaction between users that are physically distant one from the other. Through their avatars (that usually remain stable over time) users can meet friends, colleagues, students or teachers, clients, and so on, share with them a common virtual space and discuss about their interests in real time, without the necessity to reach a specific place somewhere in the physical world. Today, many companies, universities, organizations and private individuals use Second Life and other parallel universes to make their business and activities. Computer-generated realities are also becoming a fertile terrain for researchers and psychologists, who can analyze what people do when freed physical and social constraints from real-world (G. Miller, 2007). As in the off-line VR environments, also in the on-line virtual worlds all users’ behaviors can be tracked and recorded by external observers (psychologists, therapists, etc.) and everything happens in “ecological” environments that reflect the real ones. Moreover, the possibility for users to create a fully personalized avatar allows psychologists to study the way in which people self-conceptualize and how they use information from online virtual worlds to understand themselves in the real worlds.

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Considering the discussed advantages offered by the online virtual worlds, including the possibility for multiple users to share a common virtual environment at the same time, even when they are physically distant, to have digital characters that represent themselves, to communicate in real time using chat or voice in public or private way, and to experience a greater sense of presence than the one experienced using phone or chat, as well as the fact that the avatars’ virtual behaviors often affect the subsequent real-world behaviors (Yee & Bailenson, 2007) there is no doubt that on-line virtual worlds also show a great potential for therapeutic purposes (Gorini, Gaggioli, & Riva, 2007). In particular, Second Life currently features a number of medical and health education projects. By way of example, the Nutrition Game proposed by the Ohio University simulates choices a user can make in various restaurants and informs the player about the health impacts of those choices. The Heart Murmur Sim (Kemp, 2006) provides an educational virtual world for cardiac auscultation training that enables clinical students to tour a virtual clinic and test their skills at identifying the sounds of different types of heart murmurs. The Second Life Virtual Hallucinations Lab (Yellowlees & Cook, 2006) aims to educate people about schizophrenic hallucinations. The Gene Pool is an interactive genetic lab and learning area featuring simulated lab experiments, tutorials, and simple videos to enhance the learning experience. The Virtual Neurological Education Centre (VNEC) demonstrates a virtual simulated online experience where people are able to actively expose themselves to the most common symptoms that a person suffering from a neurological disability may encounter, and the HealthInfo Island is funded by the US National Library of Medicine (NLM) to provide consumers health information services. All these virtual initiatives are mainly centred on the promotion of an innovative form of public health consisting of the diffusion of medical information and the education of therapists and patients (Boulos,

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Hetherington, & Wheeler, 2007). But virtual worlds can be also used to treat patients with psychological disturbances in a very innovative and quite unexplored way consisting in creating on-line, protected virtual spaces in which patients, using their avatars, can meet other patients or their therapist without being in the same physical place. Different psychologists and counsellors are already using online virtual worlds to work with patients in their virtual offices. Some of them do not personally know their patients, having met them for the first time in the virtual world, while some others use the virtual therapy with patients who started a face-to-face therapy and then moved to an online therapy. For those who choose to offer a psychological support without physically meet the patient, the lack of physical presence is a great advantage because it allows the patient to be less inhibited, so it is a much faster way of working. At the same time, the lack of visual feedback from a client’s real world means that the therapist needs to be explicit in asking how his clients are. On the contrary, those who consider the online virtual therapy as an adjunct to the traditional one affirm that the virtual therapy can never be a complete substitute for face-to-face therapy and refuse to start a therapy without knowing the patient in the real life. A face-to-face relationship – they say – is absolutely relevant to create a good therapeutic relationship between the patients and their therapist. What is clear from the discussed applications of the on-line 3-D virtual worlds is that they represent a good opportunity to create innovative online health services based on the following features: •

an extended sense of presence (Lee, 2004; Riva, 2007; Riva, Anguera, Wiederhold, & Mantovani, 2006): 3-D virtual worlds transform health guidelines and provisions into experience. In the virtual environments users do not receive abstract information but live meaningful experiences;

Virtual Reality as an Experiential Tool

•

an extended sense of community (social presence): on-line worlds use hybrid social interaction and dynamics of group sessions to provide each user with targeted—but also anonymous, if required—social support in both the physical and virtual world.

From a clinical perspective, the advantages offered by the 3-D avatar-based interactions serve to facilitate the communication process between therapists and patients, to positively influence group cohesiveness in group-based therapies and to create greater levels of interpersonal trust, which is a fundamental requirement to establish a successful therapeutic alliance.

3-d On-line Worlds for Virtual Reality Exposure Therapy Compared to the traditional virtual worlds, the on-line worlds appear to have much to offer to the virtual exposure therapy. Since they allow multiplayers’ interactions, the therapist and the patient can share the same online virtual space. This means that the therapist can accompany the patient through a particular threatening experience just by logging onto a specific website and adopting a preferred avatar. The way of interaction as well as the surrounding environment can be easily modified on the basis of the patient’s therapeutic needs. In the case of social phobia, for example, after practicing with the therapist within a closed environment (ie, the therapist’s virtual office), the patient can be taken to a virtual world populated by other avatars and asked to initiate a conversation and obtain feedback from them in real-time audio. Similarly, patients with agoraphobia can be exposed to a variety of unfamiliar worlds different from those the clinician can provide in an office setting, while patients suffering from addiction disorders (eg, drug abuse, pathological gambling, food craving) can be exposed to specific kinds of dangerous stimuli without running the risk of “succumbing to temp-

tation” (Wiederhold & Wiederhold, 2004). These are just few examples describing the promising potential of on-line virtual worlds in the field of psychological therapy.

3-d On-line Worlds for creating Virtual communities of patients On-line virtual worlds may also have the potential to bring several innovative features to virtual communities of patients by providing mediated environments with appropriate social, nonverbal, and contextual information that previous web applications (Web 1.0) were unable to convey. Winkelman and Choo (Winkelman & Choo, 2003) surmised that patients with chronic diseases possess a particular tacit knowledge gleaned from their personal experience of illness and experientially acquired by having to cope with the daily challenges and needs posed by a chronic disease. These needs include information on diseases, treatment side effects, treatment plans, professional contacts, as well as supportive information for family and friends. According to the authors, if this tacit knowledge can be shared or socialized through a program, tool, or medium, the patient’s sense of self-efficacy can improve, and positively affects health outcomes as well as social functioning. This approach argues for a shift in the role of chronic disease patients from external consumers of health care services to a community of practice of internal customers. Introduced by Wenger (1998), communities of practice are social constructs that bring learning into lived experience of participation in the world. They are defined as self-organizing, informal groups whose members work together toward common goals, face common needs, share best practices, and have a common identity. Drawing on these concepts, Winkelman and Choo (Winkelman & Choo, 2003) suggest that, gaining access from the expertise of peers, patients integrate others’ experiences of living with chronic disease into their self-management. In particular, they claim

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that virtual patients communities can become effective tools of communication if (1) members have common interests, needs, goals, as well as an aspiration for mutual communication, and (2) they are able to supplement already existing face-to-face communication opportunities. The possibility to share specific virtual environments from different parts of the world and to interact via customizable avatars can presumably facilitate the development and the diffusion of online communities of practice allowing an efficient exchange of medical and experiential information between patients and experts.

second life and psychotherapy: An Exploratory case study One of the greatest advantage of using on-line virtual worlds in clinical practice is represented by the possibility offered to the users to share a common virtual space, even when they are far away one from the other. This means that people with physical disabilities, or those who cannot easily reach their therapists, or people who live in underserved geographical areas, can virtually meet a therapist or other patients without moving themselves in a certain physical place. Following the original suggestion of Kahan (Kahan, 2000) we proposed to use on-line virtual worlds not only for cognitive-behavioural oriented therapies, such as exposure therapies, but also for dynamic psychotherapy drawing on psychoanalytic principles. This idea was previously introduced by Harris in 1994 (Harris, 1994) who theoretically discussed the potential of virtual reality experiences on our conscious being. “Those experiences - he says - can become part of a perceptual and an emotional background that changes the way we see things. At its best, virtual reality can allow us to transcend our limitations and to expand our emotional lives”. Starting from these considerations, we asked an analytic oriented psychiatrist to conduct the

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following exploratory study using Second Life as virtual setting. As this way to conduct psychological interventions is to be considered very innovative, our main aim was to investigate its feasibility from the side of both the patient and the therapist, analyzing their reactions to this kind of approach. For this reason we will describe the characteristics of both of them, analyzing the different aspects regarding the therapeutic dyad during their interactions in the virtual world.

The Patient C.B. (these are the initials of her avatar’s name) is a 47-year-old woman with a scientific academic degree. She has been married since 1995 and has one 8-year-old son. In 2002 she received a diagnosis of dependent personality disorder (DSM-IV) also characterized by obsessive-compulsive traits and severe physical somatizations that needed a pharmacological treatment. C.B. is defined by her therapist as a clever and affective woman, highly motivated to deeply elaborate her insecure adult attachment style and her difficulties in forming secure adult relationships. From 2002 to 2006 she underwent a psychoanalytic treatment based on two sessions per week that produced a significant symptomatic remission and an increasing in self and work efficiency. Though from the end of the psychoanalytic treatment up to now C.B. has undergone only sporadic consultation sessions, in the last few months she has expressed her therapist the desire to start a second phase of analytic-oriented treatment. At the beginning her request seemed incompatible with her work engagement which often demanded her to move from Milan (Italy) – her usual home place – to far-away destinations, in Italy and abroad. C.B. has a basic knowledge of the main Windows applications, is not used to play videogames and has never experienced virtual reality systems before.

Virtual Reality as an Experiential Tool

The Therapist

Assessment

The therapist involved in the study, both psychiatrist and psychoanalyst, is a 51-year-old man, who has matured a full experience as a trainer and a deep personal interest in studying the relationship between human mind-body and technological devices. He joined this experimental study in accordance to the Freudian concept of Junktim, the unbreakable link between clinical and research aspects. Similarly to C.B., the therapist has a good knowledge of the main Windows applications, is not use to play videogames and has never had experiences with virtual reality systems before. He has recently changed his home place and life-style, living for half a week in Milan (Italy) and the rest of the time in another Italian city, located about 300 Km far from Milan. The difficulty in combining their working commitments and the physical distance (at least for half week) have been some of the reasons pushing C.B. and her therapist to try this innovative therapeutic approach. In order to guarantee that no one else other than the patient and the therapist participated to the sessions, all the chat transcriptions were countersigned by both of them.

In order to evaluate their imaginative abilities, their confidence with technology and virtual reality, and the sense of presence elicited by the use of Second Life, both the patient and the therapist were asked to fill out the following questionnaires: •

•

•

Betts questionnaire (adapted from: (Betts, 1909), revised by (Sheehan, 1967), and previously used in Italy by (Cornoldi et al., 1991)) (administered before the beginning of the protocol); Computer knowledge and experience questionnaire (administered before the beginning of the protocol); Barfield Presence questionnaire (Barfield & Weghorst, 1993; Hendrix & Barfield, 1996) (administered every 15 days from the beginning of the protocol)

The Second Life Virtual Office The psychiatrist’s virtual office is located inside the Eureka Island (152,184,44), a private Second Life land owned by Istituto Auxologico Italiano. The island includes a place called “experience

Figure 1. A screenshot taken in the Second Life therapist’s office during one of the clinical session

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area” in which patients can do different virtual therapeutic experiences. This area is composed of a bar, a restaurant and a house (that are interactive environments useful to treat patients suffering from alcohol or food addiction) and also includes the psychiatrist’s office. This is a small house, composed of two rooms. The first one, immediately after the entrance, is the place where the patient and the therapist met each other. This area was created by a graphical expert following the suggestions of the therapist in order to obtain an appropriate therapeutic setting (see fig.1). Differently from the other island areas, this place can be accessed only by invited avatars, and people not authorized are rejected. These settings can be modified only by the administrator of the island and are defined in order to guarantee the privacy of the therapeutic sessions. The patient and the therapist interact through their avatars and communicate using the IM (instant message) channel so that their conversation is audible only from selected avatars. All chats are recorded and automatically saved on a.txt file together with date and time. Before the beginning of the protocol, the patient and the therapist are guided by an expert through the creation of their personal avatars, and instructed about the use of Second Life in general, and about the privacy issues in particular.

Treatment Schedules The treatment was based on two virtual sessions (45 minutes each) per week plus one face-to-face session per month. The patient and the therapist agreed on date and time of the virtual appoint-

ments with the same modalities they used for real ones.

Technical Requirements Both the therapist and the patient used a laptop with Windows as operating system and a DSL internet connection.

Quantitative Data The Betts questionnaire reveals that the therapist has slightly higher imaginative abilities (43/70) than the patient (39/70). Imaginative abilities are usually correlated with high sense of presence. The Computer knowledge and experience questionnaire, administered before the beginning of the protocol, shows that the level of experience in computer managing is “sufficient” (2/5) for C.B. and “good” (3/5) for the psychiatrist, and that both of them have had at least one previous experience with stereoscopic images. They have never played with videogames before and none of them have ever used a virtual reality system and know how it works. Their scores regarding the sense of presence are reported in table 1.

Qualitative Observations Since neither the therapist nor the patient were expert in computer applications, the first virtual appointment was characterized by a certain degree of slowness that was easier ridden out in the following sessions. Analyzing the text-chats obtained from the different sessions, the psychiatrist noticed that their formal aspects and the relation style of

Table 1. The barfield presence questionnaire Questions

C.B.

Psychiatrist

If your level in the real world is 100, and your level of presence is 1 if you have no presence, rate your level of presence in this virtual world.

50

60

How strong was you sense of presence, “being there”, in the virtual environment (1-5 scale)?

3

3

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the virtual interactions were comparable to those observed during the face-to-face sessions. Starting from the first session, the patient conveyed her emotional contents and reactions, made free associations, reported her recent dreams and expects the therapist’s interpretation exactly with the same expressive modalities she uses when she is sitting in front of him. Apparently, there were no signs of inhibition caused by the presence of a technological medium between the therapist and the patient. The “fundamental rule” of psychoanalysis that urges that patients say “whatever comes into their heads, even if they think it is unimportant or irrelevant or nonsensensical…or embarrassing or distressing” (Freud’s Psycho-Analytic Procedure” (1904a [1903] p. 251) is respected. Forcing the physical distance between the therapist and the patient, the virtual setting also represents a good opportunity to practice, at least from a physical point of view, another important analytic rule: the “rule of abstinence”. This rule designates a number of technical recommendations that Freud stated regarding the general framework of the psychoanalytic treatment, including, for example, the prescription to have no physical or gaze contacts with the patient. In our study the therapist referred that the application of the rule of abstinence in the virtual setting did not interfere with the therapeutic relationship, since they had already practiced it during the traditional sessions. On the contrary, it could contribute to maintain a favorable tension potential, which is assumed to keep the therapeutic process in motion. Another important point regards the constancy of setting: virtual reality offers the therapist the possibility to create a therapeutic environment more stable than any other real physical setting, other than to maintain the avatar’s aspect unchanged over time. Starting from the very first sessions, the therapist and the patient met each other always in the same place, recognizing their respective avatars as the “virtual incarnation” of their real interlocutor.

The only critical point emerged during the virtual sessions regards the patient’s concern about privacy. A certain number of times she asked the therapist the following question: “Doctor, are you sure we are alone?”. This doubt did not really invalidate the session, because immediately after the therapist’s answer it was regularly performed.

Conclusions Even if these results come from few virtual sessions, we can start to draw some preliminary positive conclusions about this innovative experience. Both the therapist and the patient experienced a quite high sense of presence and did not find particular problems or limitations in the use of Second Life as therapeutic setting. On the contrary, analyzing what the patient said, and listening to the psychiatrist’s comments, it seems that the physical barriers imposed by the virtual setting contributed to knock down the psychological resistances that tend to emerge during face-toface interactions. As discussed above, this is not just an experimental protocol, but also a way to allow the patient to have frequent meeting with her therapist, that should not be possible if they were forced to meet twice a week somewhere in a physical place. If we will be able to demonstrate the effectiveness of this approach, its potentialities could be enormous, especially for all patients who have difficulties to physically reach their therapists, such as those with specific mental, physical or social disabilities.

Issues, controversies, problems Although the therapeutic potential of on-line virtual worlds is quite promising, there are important challenges that need to be addressed. First, if it is true that people can explore threatening aspects of reality in a virtual safe environment, it is also true that if the use of on-line worlds becomes excessive, there is a risk that it will prevent people

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from forming meaningful real-world contacts and relationships. In fact, as observed by Allison et al. (Allison, Wahlde, Shockley, & Gabbard, 2006), an increased substitution of cyberspace-based relationships at the expense of face-to-face interaction may create a developmental double-edged sword. In the case of socially anxious patients, for example, the Internet is useful to modify peer group interactions, while it does little to foster the development of genuine intimacy. Exposing patients to virtual environments, therapists should always consider the risk of web addiction and encourage patients to participate in real-life social interaction as much as possible. Another critical point regards anonymity: the chance to remain anonymous offers a less intimidating opportunity for social interaction and psychological reflection and would allow more people to discreetly seek help on their own. On the other side, anonymity represents a significant risk for patients and therapists. The computer-based interface does not guarantee that the person on the other side of the screen is really who we expect, and anybody can enter the virtual environment and interact with patients, producing negative effects on their experience and introducing uncontrollable and disturbing variables in the environment. These aspects can be overcome, for example, by creating private servers specific for controlled environments designed and dedicated to therapy and using protection codes personally given by the therapist to the patients. Regarding the therapists, they need to first conduct self-assessment and then enhance their knowledge and skills in using these alternative forms of therapy (Glueckauf, Pickett, Ketterson, Loomis, & Rozensky, 2003) because the provision of on-line therapeutic services is not simply a click of the mouse (Koocher & Morray, 2000). Besides the previous clinical considerations, there are also some very challenging issues that need to be resolved to ensure the safe and ethical use of web-based therapy in general. These include complex and interrelated questions of

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security, confidentiality, and privacy; licensure requirements; competency; standards of care; and reimbursement that must be considered by practitioners, researchers, consumers, health care organizations, managed care companies, and federal and state legislatures (Jerome et al., 2000). The American Psychological Association (APA) has published a statement entitled “Services by Telephone, Teleconferencing, and Internet” (American Psychological Association, 1997). This statement stipulates that in the absence of specific e-health standards, psychologists must take reasonable steps to ensure competence in providing services and to protect patients, clients, and research participants from harm. The APA is also developing recommendations for the board regarding ethical, legal, and clinical concerns related to the practice of e-health, with the aim of providing practitioners with information about electronic activities. While conducting interventions via on-line applications, patients may believe that the Internet sessions are secure and completely private and confidential. To safeguard against a breach in confidentiality, therapists and clinicians should fully inform patients of the limits of confidentiality associated with e-health and other forms of telecommunications.

FUTURE REsEARcH dIREcTIONs The future of health technology will probably include two main features: portability and interreality. Portability refers to the use of portable devices (PDAs and smartphones) to provide VR everywhere. Having the possibility to run a VR system on a pocket device will allow patients to practice the skills learned in therapist’s office by themselves and without limitations. More complex, is the concept of interreality (Gorini, Gaggioli, Riva, 2007; Riva, 2009) a personalized immersive e-therapy whose main novelty is the creation of a hybrid, closed-loop, empowering experience bridging both the physical

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and virtual worlds. The main feature of interreality is a twofold link between the virtual and the real world: •

•

Behavior in the physical world influences the experience in the virtual world. For example: ◦ If my emotional regulation during the day was poor, some new experiences in the virtual world will be unlocked to address this issue. ◦ If my emotional regulation was okay, the virtual experience will focus on a different issue. Behavior in the virtual world influences the experience in the real world. For example: ◦ If I participate in the virtual support group I can SMS during the day with the other participants. ◦ If my coping skills in the virtual world were poor, the decision support system will increase the chance of possible warnings in real life and will provide additional homework assignments.

The bridge between the real and the virtual world can be achieved using the following technologies (see Figure 2): •

•

3-D Individual and/or Shared Virtual Worlds: immersive (in the health care center) or non-immersive (at home) role-playing experiences in which one or more users interact each other within a 3-D world. A 3-D world enables its users to interact one with the others through motional avatars, providing an advanced level of a social network service combined with general aspects of fully immersive 3D virtual spaces. Residents can explore, meet other users, socialize, and participate in individual and group activities. Personal Biomonitoring System (from the real world to the virtual world):

•

typically 3-D virtual worlds are closed worlds and do not reflect in any way the real activity and status of the users. In interreality, instead, bio and activity sensors (Personal Biomonitoring System – PBS) are used to track the emotional/health status of the user and to influence his/her experience in the virtual world (aspect, activity and access). The link between the real and virtual worlds will be both in real-time - allowing the development of advanced dynamic biofeedback settings - or not, to ensure health tracking also in situations where an internet connection is not immediately available. Mobile Internet Appliances (from the virtual to the real one): In interreality, the social and individual user activity in the virtual world has a direct link with the users’ life through a mobile phone/digital assistant. ◦ Follow-up (warnings and/or feedbacks): it is possible to assess/improve the outcome of the virtual experience through the PDA/phone, eventually using the info coming from the bio and activity sensors. ◦ Training/Homework: thanks to the advanced graphic/communication capabilities now available on PDAs/ Smarthphone, they can be used as training/simulation devices to facilitate the real-world transfer of the knowledge acquired in the virtual world. ◦ Community: the social links created in the virtual world can be continued in the real world even without revealing the real identity of the user.

Even if the concept of interreality is quite new, Google Inc. is developing different free tools that can transform it in reality very soon (Figure 2):

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Figure 2. The interreality approach using Google tools

•

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O3D Application Programming Interface (API): O3D is an open-source web API for creating rich, interactive 3D applications in the browser using JavaScript. The O3D API is intended for web developers who are familiar with JavaScript and have some background in 3D graphics. Because the O3D application runs as a browser plug-in, users do not have to overcome the hurdles of downloading and running standalone

•

application code on their systems. The O3D API maximizes performance by programming to the GPU’s shader language directly, an advantage over pure software rendering. In essence, it tries to provide the flexibility and speed of a low-level graphics API like OpenGL or Direct3D, while addressing the constraints of running inside the browser. Android: Android delivers a complete set of software for mobile devices: an

Virtual Reality as an Experiential Tool

•

operating system, middleware and key mobile applications. The Android Software Development Kit (SDK) provides the tools and APIs necessary to begin developing applications that run on Android-powered devices. Android breaks down the barriers to building new and innovative applications. For example, a developer can combine information from the web with data on an individual’s mobile phone - such as the user’s contacts, calendar, or geographic location - to provide a more relevant user experience. With Android, a developer can build an application that enables patients to view the location of their caregivers and be alerted when they are in the vicinity giving them a chance to connect. Google Health: Google Health is a personal health record (PHR) that offers a single web-based location to consolidate and store medical records and personal health information. Specifically, it is a patient-directed information tool that allows the patient to enter and gather information from a variety of healthcare information systems such as hospitals, physicians, health insurance plans, and retail pharmacies. PHRs allow people to access and coordinate their health information and share it with those who need it. Through Google Health it is also possible to access a host of online services and tools, from a variety of thirdparty companies.

cONclUsION This chapter addresses a broad and emerging idea in the field of e-health: the use of 3-D virtual worlds for online mental health applications. As we have recently discussed elsewhere (Gorini et al., 2007), 3-D online worlds have become not only a fertile ground for psychologists exploring human behavior (G. Miller, 2007), but they are

also starting to play an emergent role in health services. Why should this be so? Compared with traditional communicating systems (videoconferencing, email, telephone, Web 1.0 applications, etc) and other available technologies (eg, CD or DVD), 3-D virtual worlds provide users with a more immersive and socially interactive experience, as well as a feeling of embodiment that has the potential to facilitate the clinical communication process and to positively influence group interaction and cohesiveness in group-based therapies. Moreover, unlike the available VR software, 3-D virtual worlds, being Internet-based applications, can be used by different people from different places without physical limitations. Although this new medium has the potential to improve the existing e-health applications, there are several challenges that need to be addressed. First, more basic psychological research is needed in order to gain a clearer understanding of psychological, communicative, and interpersonal aspects of avatar-based interactions and of the differences between this and other interaction modes. Second, to date, there are some encouraging qualitative observations (Alcaniz et al., 2003; Fildes, 2007; Goldfield & Boachie, 2003; T. W. Miller, Kraus, Kaak, Sprang, & Burton, 2002; Nelson, Barnard, & Cain, 2003; SecondLife_Live2give), but no experimental or controlled data about the therapeutic effectiveness of on-line virtual worlds in patients with mental health disorders. Third, 3-D on-line virtual worlds were not built with clinical purposes in mind. This means that clinicians and researchers have to create specific and protected environments to meet their clinical needs as well as the needs of patients. Further, as for any kind of e-health system, it is important to define international guidelines for the development of 3-D virtual world–based clinical applications in order to reduce the risk of abuse and to guarantee appropriate levels of privacy. In conclusion, despite a number of controversial issues, we suggest that 3-D virtual worlds, used as an adjunct to face-to-face settings, may

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represent a valid opportunity for the future developments of e-health tools. More, the emerging concept of interreality, bridging virtual and real world, may open a new breed of e-health applications. In fact, by creating a bridge between virtual and real worlds, interreality allows a full-time closed-loop approach actually missing in current e-health approaches: •

•

the assessment is conducted continuously throughout the virtual and real experiences: it enables tracking of the individual’s psychophysiological status over time in the context of a realistic task challenge; the information is constantly used to improve both the appraisal and the coping skills of the patient: it creates a conditioned association between effective performance state and task execution behaviours.

In particular, the free tools developed by Google Inc. - O3D, Android and Google Health – are a clear path towards this vision. Our hope is that the present chapter will stimulate a discussion within the research community about potential, limitations, and risks of virtual reality in the treatment of psychological disorders.

AcKNOWlEdGmENT The present work was supported by The European Union IST Programme (Project “INTREPID – A Virtual Reality Intelligent Multi-sensor Wearable System for Phobias’ Treatment” – IST-2002507464; Project “INTERSTRESS” - Interreality in the management and treatment of stress related disorders - FP7-ICT-247685). A special thanks to Glenn Rotaru (John Alonzo in the real life), who daily helps us to discover the incredible world of Second Life (even if we have never met him personally!)

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