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| Citation | VR description | Vicarious learning | Performance accomplishments | Verbal persuasion |
|
| | | ✓: full or partial self-representation or avatar or virtual teacher (modeling) | ✓: graduated learning | ✓: instructions or encouragements during/after the game |
|
| Jaffe et al., 2004 [28] | VR-based treadmill: step over 10 identical virtual obstacles while walking on a treadmill. Subjects could see the lateral view of their legs in the VE. | ✓
Partial self-representation | ✓
Subjects were progressed to step over obstacles with larger height and length (harder task) as they improved in the previous session. | x
Unclear if gaming system provided any feedback. |
|
| You et al., 2005 [29] | IREX VR: the user itself is placed in the VE where they can interact with virtual objects. | ✓
Full self-representation | ✓
Subjects progressed to challenging tasks (speeding up the games or increasing the resistive force) as they improved. | x
Unclear if gaming system provided any feedback. |
|
| Yang, et al., 2008 [30] | VR treadmill: virtual scenarios at a typical community, including lane walking, street crossing, obstacles striding across, and park stroll. The treadmill's incline and speed alter in conjunction with scenery changes. | x
No self-representation or avatar or virtual teacher | ✓
The difficulty of the exercise was progressively increased by increasing the speed of the treadmill, the variety in obstacle heights and surface slopes, and decision making opportunities to avoid collisions. | x
Unclear if gaming system provided any feedback. |
|
| Kim et al., 2009 [31] | IREX VR: the user itself is placed in the VE where they can interact with virtual objects. | ✓
Full self-representation | ✓
The games progressively became more challenging (speeding up the games or increasing the resistive force) as the subject improved. | x
Unclear if gaming system provided any feedback. |
|
| Mirelman et al., 2009 [32] | Rutgers Ankle Rehabilitation System: subjects navigated a boat/plane and avoided making contact with a series of targets by moving their foot in different directions. | x
No self-representation or avatar or virtual teacher | ✓
Training intensity was based on and progressed according to subject's performance. | ✓
Encouragement was given by the VR after each target was successfully navigated. |
|
| Mirelman et al., 2010 [33] | Rutgers Ankle Rehabilitation System: subjects navigated a boat/plane and avoided making contact with a series of targets by moving their foot in different directions. | x
No self-representation or avatar or virtual teacher | ✓
Training intensity was based on and progressed according to subject's performance. | ✓
Encouragement was given after each target was successfully navigated. |
|
| Yang et al., 2011 [34] | VR treadmill training: virtual walking in a park along a pathway with right/left turns and home activities (turning a light on/off and opening the door). | x
No self-representation or avatar or virtual teacher | x
Unclear whether graduated learning was involved. | x
Unclear if gaming system provided any feedback. |
|
| Cho et al., 2012 [35] | Nintendo Wii Fit: subjects stood on a balance board and participated in VEs. | ✓
Subject’s avatar | ✓
Subjects were encouraged to increase the difficulty of the games as they improved. | ✓
Encouragement was provided by the VR system after successful score. |
|
| Jung et al., 2012 [36] | VR treadmill which immersed subjects in a virtual park stroll. | x
Unclear if self-representation or avatar or virtual teacher | ✓
Difficulty gradually increased (increasing the speed of treadmill) as subjects improved. | x
Unclear if gaming system provided any feedback. |
|
| Cho and Lee, 2013 [37] | VR treadmill using real-world video recording. | x
Unclear if self-representation or avatar or virtual teacher | ✓
Difficulty gradually increased (increasing the speed of treadmill) as subjects improved. | ✓
Auditory feedback was provided. Unclear if encouragement was given. |
|
| Fritz et al., 2013 [38] | Nintendo Wii Sports and Wii Fit and EyeToy Play 2 and Kinect. | ✓
Subject’s avatar and virtual teacher | ✓
Difficulty gradually increased (increasing the speed of treadmill) as subjects improved. | ✓
Encouragements and instructions were provided by the VR system. |
|
|
Total number of ✓ | 5 | 10 | 5 |
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