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The purpose of this paper is to review the research on the use of technology in mental health and addiction treatment, focusing on the use of technology-assisted treatment. Although initial research investigating technology-assisted treatment for substance use has demonstrated promising results, this paper highlights the need for treatment to address co-occurring substance use and intimate partner violence (IPV). This paper defines the benefits associated with the use of behavioral health avatar coaches in mental health treatment targeting substance use and IPV as well as providing preliminary research results regarding the use of avatar coaches in clinical settings.

A literature review of the research relating to the use of technology in mental health and addiction treatment is provided. Additionally, a preliminary study aimed to develop an interactive therapy platform that utilizes virtual avatars as therapy coaches to help clients with substance abuse and IPV is presented. In this preliminary study, male participants were shown videos of various technology-based coaches matched on length, gestures and content. Researchers investigated whether patients preferred a virtual reality health coach, a cartoon health coach or a human health coach; as well as patient satisfaction and preference between two versions of the avatar.

A review of the relevant literature suggests that a majority of research has focused on using technology to replace face-to-face therapy with little research focusing on technology-assisted or augmented mental health and addiction treatment. Although initial research investigating avatar-assisted treatment for substance use has demonstrated promising results, research suggests a high prevalence of co-occurring substance use and IPV, suggesting the need for treatment to address co-occurring substance use and IPV. A preliminary research study was conducted to obtain patient feedback for personalizing avatar development into behavioral health interventions that target addiction and IPV.

Although results of the preliminary study combined with previous research on avatar-assisted treatment for substance use has demonstrated promising results, theory-based research needs to be expanded to focus on randomized controlled trials of avatar-assisted treatment for co-occurring substance use and IPV.

This paper provides an overview of the use of technology-assisted treatment for co-occurring substance use and IPV. The preliminary results regarding patient satisfaction led to the development of additional avatars for use in interactive therapy.

This paper is one of the first to explore the use of avatar-assisted treatment for male offenders with co-morbid substance use and IPV.

The purpose of this paper is to highlight some initial efforts within Her Majesty’s Prison and Probation Service (HMPPS) to develop digitally enabled services supporting the rehabilitation of service users. It is not designed to set out either HMPPS policy on digital rehabilitative services or the position of HMPPS Interventions Services on this subject. Rather, it is a short exposition of the authors’ views on the potential of digitally enabled strategies to enhance interventions in forensic settings. In this context, the authors will also describe the development of the first digitally enabled rehabilitation service accessed via HMPPS in-room computer terminals.

The authors have reviewed current literature and outlined how the authors have and are aiming to add to this area of work.

This general review outlines the authors’ views on the potential of digitally enabled strategies for improving interventions in forensic settings.

This paper is a short exposition of the authors’ views on the potential of digitally enabled strategies to enhance interventions in forensic settings. In this context, the authors will also describe the development of the first digitally enabled rehabilitation service accessed via HMPPS in-room computer terminals.

Virtual reality (VR) is a novel technology that could be used in the assessment and/or treatment of deliberate firesetting. This study aims to develop an understanding of clinicians’ views of VR for deliberate firesetting, to identify areas where VR could potentially add value to current practice and any particular barriers to using VR in this context.

Through an online survey, 73 clinicians rated their agreement with nine potential benefits of using VR for firesetting and 11 potential barriers to using it. They also provided free text responses detailing the greatest perceived potential benefit and the greatest perceived barrier. Factors related to intent to use VR for firesetting in the future were explored.

Clinicians perceived the ability to safely expose clients to fire-related stimuli to be highly beneficial. However, clinicians were concerned about the possibility of re-traumatisation and logistic barriers. Previous experience of using VR with individuals who have set fires was significantly related to using it in the future.

Further research establishing the feasibility and effectiveness of using VR with individuals who have set fires may help alleviate clinicians’ concerns. Increasing opportunities for clinicians to experience a firesetting VR programme may widen the implementation of firesetting VR.

Previous research has only focused on clinicians’ perceptions of VR in the general field of forensic mental health and has failed to consider offence-specific applications.

This study aims to build on Gee’s (2003) earlier question exploring specifically the learning processes associated with broadening cultural empathy and exploring personal bias through gameplay in the role-playing game, Oblivion.

Methodology for this case study (Stake, 1995) was informed by narrative (Reissman, 2001) methods that focused on collecting descriptions of the unique experiences of participants while being engaged in gameplay and their personal reflections synthesizing game-based engagement and course content. “Narrative research offers the possibility of exploring nuances and interrelationships among aspects of experience that the reader might better understand other related situations” (Josselson, p. 239). Our study focused on using narrative research methods to examine embodiment within the fictional world of the game as an experiential participatory-learning experience.

All participants indicated that the most salient learning experiences of the course was playing the game. The process participants underwent the experience of an event in the game and linked this gaming experience to their personal real-life reaction combined with emotions and thoughts. They then self-reflected on those reactions, which cumulatively contributed to self-reported increased self-awareness in the areas of personal bias, stereotypes, attitudes, values, beliefs and privilege. Three themes were identified from the data, namely, increase or variance in levels of self-awareness, navigating unfamiliar cultural systems and increased understanding and cognitive empathy for others. In addition, a fourth additional theme of embodiment and the value of embodiment were identified.

Lacking in the findings were reports by participants regarding application of skills to different cultural populations. Future research will focus on how integration of application of skills can be facilitated using similar pedagogical practices. Because this study included a small number of participants who were counseling students in a master’s program, the applicability of the findings to other student populations is limited. Further research would need to determine whether or not the findings could be replicated with other types of students.

Embedding the intervention within the structure of a course appeared to provide a supportive and safe space for experiencing embodied selves, it also provided a mode for performing their future selves for and with colleagues experiencing similar situations. In this way, they were able to venture with and among their colleagues toward a fuller understanding of self, and particularly in conjunction to diverse populations. These features of the intervention appeared to work in concert together holistically affording a space where they could be vulnerable enough, open enough, to begin questioning their central thoughts and beliefs and increase their empathy for others who are different.

Using the game of Oblivion allowed our students to have an embodied experience in a virtual space where they got to experience being in a completely different culture and experience culture shock. They had to make decisions that forced them to review their belief systems, go against their belief systems, or explore options that were against their belief systems in a safe way with no real-life repercussions. This embodied experience allowed our participants to engage in behaviors that none would dare to do in their real world and provided a comfort zone to explore taboo subjects.

Embedding the game within the curriculum encouraged participants to experience feelings of embodied empathy (Gee, 2010). Oblivion assisted in this process by providing participants the opportunity to gain entry into a unique designed world, a realistic but pseudo-cultural world replete with social and institutional structures both familiar and foreign to their real life. This appeared to provide a realistic manifestation of self, positioning participants toward experiencing embodied empathy for the designed scenarios in the game.

Through the lens of self-perception theory, this paper investigates how avatar design (i.e. avatar user similarity) affects users' self-awareness and shapes their task engagement and performance in the Metaverse.

The authors conducted a 2 (avatar user similarity: high vs low) × 2 (task type: procedural vs creative) lab experiment and collected data from questionnaires, the recording of users' behavior during tasks and their actual task performance.

The results show that higher avatar user similarity leads to higher task engagement in general. Furthermore, while a similar avatar promotes users to regulate their behaviors and achieve better performance in a procedural task, high similarity also inhibits users' creativity by invoking habitual thinking, resulting in worse performance in generating original ideas in a creative task.

This study is expected to contribute to the information systems literature by revealing the value of avatar design and providing new perspectives on improving users' experiences in the Metaverse.

The main objective of this article is to contribute to the field of accessibility in the teaching of sign language in the international panorama, examining its applicability, evaluation methods as well as the assistive technologies used to improve teaching experiences and the creation of new materials, proposing a theoretical framework that relates the teaching of sign language at different academic levels, the training of teachers, as well as parents, and the use of technology to achieve educational inclusion. It follows that the adoption of hybrid technology approaches, following universal design principles, can help to integrate access to education and sign language literacy.

The working method used to carry out this work consists of a systematic review of the scientific literature. This is a research project based on the recapitulation of information about sign language in the international panorama and the improvements used for its instruction. For this purpose, the well-known PRISMA (Moher et al., 2009) is used to synthesize the search carried out. A systematic review of the articles published in scientific journals about pedagogy in the teaching of sign language in the international field and technological innovation for sign language teaching has been carried out, incorporating different approaches and personal assessments. The first phase of the method consists of identifying and analyzing the articles published in scientific journals on the teaching of sign language on the international scene and the importance of new educational models with the incorporation of various didactic adaptations, evaluating the selected articles over a period of time from 2009 to 2021. Six steps were used in the systematic review study (Figure 1). First, Steps 1–4 were conducted in 2020 and 2021 as part of a doctoral research. A schematic summary of Steps 1–4 is presented below, followed by Steps 5 and 6, added later to the study after completion of Step 4. In the case of the first four steps they were conducted by two researchers: the thesis tutor and the doctoral student, and Steps 5 and 6 were conducted by the Ph.

To carry out the analysis of the results, the codification of the variables was carried out. The selected studies are characterized by their international context with a final selection of 39 studies have found several variables that affect the relationship between the teaching of sign language in the international arena and the use of technological innovations to adapt their teaching to students (Figure 4). In this section we present the technology grouped variables included in each factor and the possibilities of standardization and applicability of sign language teaching in the international panorama. Within these articles, the importance of defining training programs in sign language for teachers and the need to evaluate teaching programs is identified, with a focus on actions to improve school curricula to achieve linguistic standardization and inclusion in the academic environment, as well as their use at all levels of education. Therefore, professional practices and cooperation between institutions such as: associations of families of deaf students and educational institutions must be improved, making it possible to give a quality education. Within the exclusion criteria, the articles that do not use sign language teaching tools (n = 45) were subsequently discarded, followed by the articles that do not indicate any intervention in students with disabilities (n = 48), concluding with the articles that nonsign language disability education (n = 44). Subsequently, among those selected, the technology articles that do not speak about sign language were discarded (n = 32), as well as the studies that protect indigenous language but not sign language (n = 33) and, to conclude, the linguistic normalization articles but do not cite sign language (n = 37).

Communication is the element by which the authors can understand each other with the rest of the people around us, in the diversity of language, within non-verbal language, the authors find sign language, the language of deaf and mute people, of families, as a professional employee and nowadays, learned by many non-deaf and mute people to achieve a more inclusive and integrated society with all people. Every country has the right to have its own sign language, especially one that claims its culture and customs, through non-verbal communication with which to express multiple meanings, emotions and intentions. It is essential to know and apply the technological advances that are being developed, promoting the right to autonomy and the defense of the indigenous language as a cultural element of the intangible heritage of each country. The use of technology allows the democratization of culture and access to information regardless of where one lives in the world, in an increasingly globalized society in which communication plays a fundamental role. In the case of the global pandemic, it has forced us to the advancement of home education and the use of efficient digital tools to achieve it such as videoconferencing, in the field of disability there are still many limitations on this use by the various companies that develop them. Within the inclusive educational research the authors must emphasize the need for equality of tools and content for all types of students, especially in sign language. Large digital gaps have been generated in families with and without resources at international level, which also have a member with a disability, this is pointed out in the research mentioning the current situation of the American continent, as well as the search for improvement of the tools and platforms in which they are developed.

The authors conducted an action research study with the aim of understanding current commercial offerings in modular designs in virtual environments and to explore modularity development based on consumer input for the purpose of personalizing three-dimensional (3D) virtual fashion stores.

Through five phases of diagnosing, action planning, action taking, evaluating and specifying learning, the authors attempted to diagnose the current commercial offerings of modular designs in virtual spaces and to identify the right type and the number of modules and modular options for personalizing 3D virtual stores based on consumers' actual designs and focus group input. The authors then further conceptualized modules to serve as an example for developing modularity in 3D virtual reality (VR) stores.

In the diagnosing phase, the authors investigated the modularity structure of cocreating a retail store in two popular virtual worlds: Second Life and The Sims 4. In the evaluation phase, the authors identified modules and modular options for personalizing 3D virtual stores based on a content analysis of consumers' post-design focus group discussions. In the last phase (specifying learning), the authors conceptualized a total of nine modules and 38 modular options for personalizing 3D virtual stores, including style, price point, product category, color, presence of avatar, virtual product try-on, music, product recommendation and product customization.

The significance of this study lies in the pioneering methodological work of identifying, creating and visualizing 3D VR modular store options based on consumer input and in improving the authors’ understanding of current commercial offerings. This study also enriches design theories on cocreation systems. The authors’ suggested modules for personalizing 3D virtual stores could inspire future evidence-based designs to be readily used by VR retailers as well extend the application of mass customization theory from the realm of product development to retail environments.

This study aims to explore and conceptualize metaverse adoption using a systematic literature review (SLR). It also aims to propose a conceptual model that identifies significant factors affecting metaverse adoption in the entertainment, education, tourism and health sectors.

A SLR was conducted using the “preferred reporting items for systematic reviews and meta-analyses” report protocol and the “theory, context, characteristics, methods” framework to include all relevant articles published up to March 2023, which were sourced from the Scopus and Web of Science databases.

The reviewed literature revealed that the countries with the highest publications in the field of metaverse were China and the USA. It was also found that the technology acceptance model was the most used theoretical framework. Survey-based research using purposive and convenience sampling techniques emerged as the predominant method for data collection, and partial least square-structural equation modeling was the most used analytical technique. The review also identified the top six journals and the variables that help to develop a proposed model.

This review presents a novel contribution to the literature on metaverse adoption by forming a conceptual model that incorporates the most used variables in the entertainment, education, tourism and health sectors. The possible directions for future research with identified research gaps were also discussed.

Our central thesis is that the dynamic, immersive and agile nature of extended reality (XR) both provides an unusually fertile ground for the development of alternative forms of governance and essentially necessitates this development by contrast with relatively inagile institutions of public governance.

I take an epistemologically aware, systems-theoretic perspective in my analysis to properly tease out the relevant micro-, meso- and macro-structures; their direct interactions; and their entanglements.

The challenges presented by rapidly advancing XR may require much more agile forms of governance than are available from public institutions, even under widespread algorithmic governance. Social entrepreneurship in blockchain solutions may very well be able to meet some of these challenges, as we show.

There are very few systems-aware, epistemological analyses of social entrepreneurship utilizing algorithms versus public algorithmic governance and none that focus on how these two channels of social action interact with developments in XR.

The purpose of this paper is twofold. First, this study applies social presence theory to explore the influences of public self-awareness on consumers’ choice inconsistency and post-choice satisfaction. Second, the authors investigate how time pressure moderates the effects of self-awareness on choice inconsistency and post-choice satisfaction so that online sellers can better align their marketing strategies.

This research consists of two studies. Study 1 conducted a 3 (self-awareness: public/private/control) × 2 (time pressure: high/none) experiment, and 311 online participants were recruited to explore the influence of public self-awareness and time pressure. Study 2 used a 3 (self-awareness: public/private/control) × 2 (time pressure: high/no) × 2 (self-consciousness: high/low) quasi-experiments, and the authors used 652 online participants to examine the effect of self-awareness, time pressure and public self-consciousness on choice inconsistency and post-choice satisfaction.

The results indicate that publicly self-aware consumers under high time pressure show greater inconsistency than those under no time pressure. Also, people with higher public self-consciousness exhibited higher choice inconsistency and post-choice satisfaction in public self-awareness situations than those in private self-awareness and control conditions.

To generalize the results, this study should be replicated using more heterogeneous populations in diverse regions and cultures, as well as other product categories.

This study explores the implications of evoking self-awareness during online consumption and the online purchase process by observing the moderating effect of self-consciousness and time pressure. The findings provide insights to marketing practitioners who seek to increase their companies’ competitive advantage and profits through effective online manipulations of consumers’ self-awareness.

Extant research does not address how time pressure affects the relationships among public self-awareness, choice inconsistency and post-choice satisfaction. In addition, prior research only focused on public self-awareness in customer consumption. This study bridges these gaps and has implications for e-commerce, consumer behavior and relationship marketing research fields.