• Anton Kurapov Kyiv National University named after Taras Shevchenko
  • Oleksii Dubynskyi Kyiv National University named after Taras Shevchenko
  • Oleksandra Balashevych Kyiv National University named after Taras Shevchenko
  • Hanna Tsurikova Kyiv National University named after Taras Shevchenko



cognitive processes; virtual reality; psychophysical response; spatial modeling


Virtual reality gains popularity due to its wide range of applications, starting with entertainment and ending with a whole set of educational programs. It surely has its positive sides and drawbacks. The current study focuses on the evaluation of the psychophysical response to the ability to control and manipulate virtual reality. It also focuses on the impact virtual reality has on the ability to perform spatial modeling. The study’s sample includes 140 participants. The research has form of a classic experiment involving two experimental groups and one control group. While the second experimental group consisted of 40 respondents and could only observe virtual reality without being able to influence their actions in it, the first experimental group consisted of 44 participants who could control their actions in virtual reality (they could move, jump and choose places from which you could look at nature in virtual reality). The control group only passed the proposed tests measuring spatial modeling skills and was not involved in virtual reality. Psychophysical response was measured using a polygraph. The results show that being able to control VR makes the experience more immersive, increasing emotional response and stress, while not being able to control it causes less stress and engagement. The conclusion is that short virtual reality sessions have a positive effect on the ability to perform spatial modeling tasks

Author Biographies

Anton Kurapov, Kyiv National University named after Taras Shevchenko

Assistant Professor of Experimental and Applied Psychology, Faculty of Psychology

Oleksii Dubynskyi, Kyiv National University named after Taras Shevchenko


Oleksandra Balashevych, Kyiv National University named after Taras Shevchenko


Hanna Tsurikova, Kyiv National University named after Taras Shevchenko



Aoyagi, K., Wen, W., An, Q., Hamasaki, S., Yamakawa, H., Tamura, Y., Yamashita, A., Asama, H. (2021). Modified sensory feedback enhances the sense of agency during continuous body movements in virtual reality. Scientific Reports, 11(2553), 1-10.

Benedetti, B., Caponigro, V., Ardini, F. (2020). Experimental design step by step: A practical guide for beginners. Critical Reviews in Analytical Chemistry, 1-14.

Gonzalez-Franco, M., Lanier, J. (2017). Model of illusions and virtual reality. Frontiers in Psychology, 8(1125), 1-8.

Haar, S., Sundar, G., Faisal, A. (2021). Embodied virtual reality for the study of real-world motor learning. PLOS ONE, 16(1), e0245717.

Jahn, F., Skovbye, M., Obenhausen, K., Jespersen, A., Miskowiak, K. (2021). Cognitive training with fully immersive virtual reality in patients with neurological and psychiatric disorders: A systematic review of randomized controlled trials. Psychiatry Research, 300, 113928.

Keshner, E., Lamontagne, A. (2021). The untapped potential of virtual reality in rehabilitation of balance and gait in neurological disorders. Frontiers in Virtual Reality, 2, 1-16.

Kim, J., Lee, J. (2020). Controlling your contents with the breath: Interactive breath interface for VR, games, and animations. PLOS ONE, 15(10), e0241498.

Lavoie, R., Main, K., King, C., King, D. (2021). Virtual experience, real consequences: the potential negative emotional consequences of virtual reality gameplay. Virtual Reality, 25(1), 69-81.

Marín-Morales, J., Higuera-Trujillo, J., Greco, A., Guixeres, J., Llinares, C., Gentili, C. Scilingo, E., Alcaniz, M., Valenza, G. (2019). Real vs. immersive-virtual emotional experience: Analysis of psycho-physiological patterns in a free exploration of an art museum. PLOS ONE, 14(10), e0223881.

Nelson, K., Anggraini, E., Schlüter, A. (2020). Virtual reality as a tool for environmental conservation and fundraising. PLOS ONE, 15(4), e0223631.

Penn, R., Hout, M. (2018). Making reality virtual: How VR “tricks” your brain. Frontiers for Young Minds, 6, 1-8.

Radianti, J., Majchrzak, T., Fromm, J., Wohlgenannt, I. (2019). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers Education, 147, 103778.

Ruggiero, G., Rapuano, M., Cartaud, A., Coello, Y., Iachini, T. (2021). Defensive functions provoke similar psychophysiological reactions in reaching and comfort spaces. Scientific Reports, 11(5170), 1-12.

Schweizer, T., Renner, F., Sun, D., Kleim, B., Holmes, E., Tuschen-Caffier, B. (2018). Psychophysiological reactivity, coping behaviour and intrusive memories upon multisensory Virtual Reality and Script-Driven Imagery analogue trauma: A randomised controlled crossover study. Journal of Anxiety Disorders, 59, 42-52.

Sousa, C., Hwang, J., Cabrera-Perez, R., Fernandez, A., Misawa, A., Newhook, K., Lu, A. (2021). Active video games in fully immersive virtual reality elicit moderate-to-vigorous physical activity and improve cognitive performance in sedentary college students. Journal of Sport and Health Science, 00, 1-8.

Tanjung, K., Nainggolan, F., Siregar, B., Panjaitan, S., Fahmi, F. (2020). The use of virtual reality controllers and comparison between Vive, Leap Motion and Senso Gloves applied in the anatomy learning system. Journal of Physics: Conference Series, 1542, 012026.

Tcha-Tokey, K., Christmann, O., Loup-Escande, E., Loup, G., Richir, S. (2018). Towards a model of user experience in immersive virtual environments. Advances in Human-Computer Interaction, 2018, 1-10.

Wang, D. (2020). Application of polygraph in concealed information test. Oalib, 07(09), 1-8.