Industry projections suggest the commercial usage of virtual reality (VR) headsets will increase steadily over the next five years, with more immersive, stand-alone headsets representing the bulk of purchases by consumers (Bolkan, 2018; Taylor, 2017; Lamkin, 2017; Orland, 2017). Whether individuals are watching 3608 videos on smartphone-based headsets or using standalone head-mounted displays (HMDs), virtual reality is becoming more widespread in healthcare, education, business, entertainment, and industry (CB Insights, 2017; Mujber, Szecsi, & Hashmi, 2004; Pantelidis, 2009; Psotka, 2013; Rizzo et al., 2013; Rizzo, Rizzo, Schultheis, Kerns, & Mateer, 2004). Increasingly, concerns have been brought up about the ethical usage of VR, both with vulnerable groups as well as the general population (Madary & Metzinger, 2016; Southgate, Smith, & Scevak, 2017). It is clear that the adolescent brain has unique features including heightened neuroplasticity, increased emotional intensity and reactivity, and increased ability to learn (Casey, Jones, & Hare, 2008; Jensen & Nutt, 2015; Southgate et al., 2017; Steinberg, 2014). Though age recommendations are given by all manufacturers of VR hardware, they vary from child-appropriate to those recommended for age 13 years or above due to concerns about effects on ocular development and maturity of content (Gent, 2016); yet at the same time, VR headsets are being marketed as educational tools for children. Often, users disregard the warnings and allow younger children to engage with content and hardware that may not be recommended for their age group. We believe there is a gap in understanding between the potential psychological, physiological, and emotional impact of virtual reality hardware on children and adolescents, and what research actually makes its way to developers, users, parents, and guardians. Through four years of applied research on learning and VR, VR focus groups with adolescents, and experimental work with adults, we have observed thousands of people using and interacting with commercial content in VR, often in everyday settings such as schools or clubs. In our work with virtual reality, particularly with adolescents, we have observed some interesting disconnects between the expected outcome of particular pieces of content versus the actual experience of the adolescent user in VR. VR presents a number of innovative elements that provide rich opportunities for the medium to be an effective learning tool including simulations, exposure to novel situations, and engagement with learners in ways not allowed for by traditional mediums (Castaneda, Cechony, Bautista, & Pacampara, 2017). At the same time, our data also suggest that research done in applied settings may usefully supplement laboratory findings by revealing validation of experimental findings, or inconsistencies which can recommend further areas for investigation in real-world environments.

中文翻译：

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现实世界与虚拟现实世界之间的脱节：与青少年一起使用 VR 的挑战

行业预测表明，虚拟现实 (VR) 耳机的商业用途将在未来五年内稳步增长，更具沉浸感的独立耳机代表了消费者购买的大部分（Bolkan，2018 年；Taylor，2017 年；Lamkin，2017 年；奥兰，2017）。无论个人是在基于智能手机的耳机上观看 3608 视频，还是使用独立的头戴式显示器 (HMD)，虚拟现实在医疗保健、教育、商业、娱乐和工业中变得越来越普遍（CB Insights，2017 年；Mujber、Szecsi 和Hashmi，2004；Pantelidis，2009；Psotka，2013；Rizzo 等人，2013；Rizzo、Rizzo、Schultheis、Kerns 和 Mateer，2004）。越来越多的人担心 VR 的道德使用，无论是弱势群体还是普通人群（Madary & Metzinger, 2016; Southgate, Smith, & Scevak，2017）。很明显，青少年大脑具有独特的特征，包括增强的神经可塑性、增强的情绪强度和反应性以及增强的学习能力（Casey, Jones, & Hare, 2008; Jensen & Nutt, 2015; Southgate et al., 2017; Steinberg, 2014）。尽管所有 VR 硬件制造商都给出了年龄建议，但由于担心对眼睛发育和内容成熟度的影响，它们从适合儿童到建议 13 岁或以上的年龄有所不同（Gent，2016 年）；但与此同时，VR 头戴式耳机正作为儿童教育工具进行销售。通常，用户会无视警告并允许年幼的孩子参与可能不适合其年龄组的内容和硬件。我们认为潜在的心理、虚拟现实硬件对儿童和青少年的生理和情感影响，以及哪些研究实际上对开发人员、用户、父母和监护人产生了影响。通过四年的学习和 VR 应用研究、针对青少年的 VR 焦点小组以及针对成年人的实验工作，我们观察到成千上万的人使用 VR 中的商业内容并与之互动，通常是在学校或俱乐部等日常环境中。在我们与虚拟现实（尤其是青少年）的合作中，我们观察到特定内容的预期结果与青少年用户在 VR 中的实际体验之间存在一些有趣的脱节。VR 呈现了许多创新元素，为媒体成为有效的学习工具提供了丰富的机会，包括模拟、接触新情况、以传统媒体不允许的方式与学习者互动（Castaneda、Cechony、Bautista 和 Pacampara，2017 年）。同时，我们的数据还表明，在应用环境中进行的研究可能会通过揭示实验结果的验证或不一致之处来有效地补充实验室结果，从而推荐在现实世界环境中进行进一步研究的领域。