(PS8-80) Mindfulness based virtual reality as a facilitator of improved heart rate variability and self-reported socioemotional regulation for exceptional learners

Abstract Text: Extant literature highlights how self-regulation, which subsumes forethought, action, and self-reflection involved in regulating emotions can be measured using heart rate variability (HRV), and commonly used self-report/qualitative methodologies. HRV, which measures successive time difference between each heartbeat in milliseconds is an index of the body’s stress coping capacity. Increased HRV is associated with healthier social interactions and reduced incidence of internalized adolescent psychopathology.

Biofeedback breathing techniques can strengthen HRV and stress coping. However, the mind-body link in emotional regulation has been sparingly measured; more so with exceptional learners. In the information age, where emotional dysregulation is a common byproduct of screen use, creating adaptive technology mediated educational scenarios incorporating aspects of socioemotional learning and foster adaptive mindsets about online interactions in a digitized era.

This pilot study showcases how a virtual reality (VR) based mindfulness technology, aloeVR, facilitated heightened HRV biomarkers and improved perceptions of self-reported socioemotional regulation for 11 exceptional learners post-exposure. Our decision to utilize aloeVR was based on the rich body of research showing that VR can be used to heighten the social skills, self-advocacy, and adaptive internal thinking of LD students.

aloeVR requires the use of a VR headset (e.g., a Meta Quest 2), and features one-on-one mini-games and breathing simulations delivered by animal instructors in digital ambient outdoor 3D environments. In this study, we understand whether supplementing school counseling practices and checkins for middle school students diagnosed with LD like Autism Spectrum Disorder, ADHD, specific learning disability, other health impairments, and their comorbidities, with VR instruction produces improvements in HRV, and in self-perceptions of socioemotional regulation. Twelve consenting participants whose parents approved participation (83.33% Caucasian, 16.67% Hispanic , 41.6% Male, 33.33% Female, 16.67% Trans Male, 8.4% Non-Binary, Average Age= 12.8 years) took part in four weeks of business as usual counselor checkins, followed by four weeks of VR-assisted checkins and reflection tasks. An iPhone was used to measure HRV post each session, and students took end-week surveys reporting internal and externally mediated socioemotional regulation.

Two linear mixed models were implemented to analyze HRV and survey data. The first showed the effect of treatment (VR) and time on HRV was significantly positive. While emotion regulation survey responses were higher during VR days, there was no upward trend in student self-perceptions that matched increases in biomarkers seen in the second mixed model. Findings from this study suggest the need to supplement aloeVR and counseling practices with explicit socioemotional learning curricula teaching self and social management.