virtual reality

$1 million U.S. Department of Justice grant will support virtual reality training for domestic violence response

Taylor Thomas — Mon, 13 Apr 2026 14:05:16 +0000

$1 million U.S. Department of Justice grant will support virtual reality training for domestic violence response Taylor Thomas Mon, 04/13/2026 - 10:05

Domestic violence 911 calls often place first responders in the midst of crisis and confusion. The scene may involve conflicting stories, visible injuries, frightened children, and little clarity about what just happened.

At 91��, researchers have secured more than $1 million in federal funding to help frontline professionals prepare for these complex moments. The grant from the U.S. Department of Justice will help fund a novel virtual reality (VR) training program to strengthen interprofessional responses to domestic violence.

Social work professors Denise Hines and Holly Matto will co-lead the one-year project in the College of Public Health, partnering with local law enforcement, domestic violence organizations, and health care providers in Northern Virginia to design and pilot the training. The team also includes social work assistant professors Michelle Hand and Anna Parisi as co-investigators, and Bethany Cieslowski, chief innovation officer for immersive technologies.

The faculty members, as well as College of Public Health Dean Melissa J. Perry, expressed gratitude to U.S. Senators Mark R. Warner and Tim Kaine of Virginia for their support of the congressional funding, and to the Department of Justice for administering the $1,026,029 award through its Byrne Justice Assistance Grants program.

VR headsets in the college's Lab for Immersive Technologies and Simulation.

“We’re thankful for the leadership and support to bring the power of virtual reality to improve health and safety,” Perry said. “Virginia will lead the way in coordinated, prevention-focused responses to domestic violence. Looking ahead, the model developed here can one day help communities across the country.”

Using technology and resources in the College of Public Health’s Lab for Immersive Technologies and Simulation, the project team will build VR case scenarios that reflect the complexities of domestic violence calls. The simulations will allow frontline professionals to practice coordinated responses and experiment with different approaches before facing similar situations in real life.

“The innovation here is bringing together professionals like law enforcement, social workers, and health care providers to co-design new VR cases that are relevant to challenges on the ground,” Matto said.

Domestic violence remains a public health and safety crisis. In Virginia alone, the statewide domestic and sexual violence hotline received more than 70,000 calls in 2023. Family and intimate partner violence accounts for roughly one-third of all homicides in the state annually. And for first responders, these calls can also be among the most volatile and unpredictable situations they encounter.

“Domestic violence calls are some of the toughest calls, but also some of the most common calls that law enforcement will come across,” said Hines, the Elisabeth Shirley Enochs Endowed Professor of Social Work. “They're often coming in at a precarious and dangerous moment.”

Thumbnail photo via Pexels.

Topics

federal funding

grants

Department of Justice

Intimate Partner Violence

Domestic Violence

CPH Faculty

Lab for Immersive Technologies and Simulation

virtual reality

Research

GCI-Grand Challenge Initiative

GCI-Health

In the George

Learn more about George Mason's Grand Challenge Initiative

Key Takeaways:

Domestic violence calls can be complex and dangerous situations for first responders.
George Mason researchers secured more than $1 million from the U.S. Department of Justice to develop a virtual reality training program to improve domestic violence response.
The VR simulations will allow law enforcement, health care providers, and social workers to practice coordinated responses to difficult domestic violence scenarios in a safe training environment.

In This Story

Denise Hines, PhD

Holly Matto, PhD, LCSW-C

Michelle D. Hand, PhD, MSW, LSW

Bethany Cieslowski, DNP

Melissa J. Perry, Sc.D., MHS, MBA

Inside George Mason’s first VR art classroom, students build new worlds

sbrown79 — Wed, 18 Mar 2026 17:38:20 +0000

Inside George Mason’s first VR art classroom, students build new worlds sbrown79 Wed, 03/18/2026 - 13:38

When students step into AVT 496 Intro to VR for the Artist, they're not just walking into another studio course—they're entering entirely new worlds of their own making. 91��'s School of Art launched the course this spring, marking its first-ever deep dive into virtual reality (VR) as an artistic medium.

AVT 496 student presents their virtual reality world. Photo by Ron Aira/Office of University Branding.

Taught by John von Bergen, assistant professor of sculpture and expanded fields, the class meets inside the Mason Innovation Exchange (MIX) and previously held workshops in the visualization and virtual reality lab in Research Hall. For many students, it's their first time creating art in a fully immersive digital space.

Von Bergen designed the course to give artists hands-on experience with emerging tools shaping the future of digital art. His students primarily use Open Brush, a VR painting program that lets them draw, sculpt, and animate in 3D space using a wide range of virtual brushes.

"I imagine that there will be way more job opportunities for students who have the diverse skillset that relates to new media and potentially digital art fabrication," von Bergen said. "Exploring these tools in class helps students see what's possible."

There are 16 students in the course, which builds on the work students completed in his fall Aesthetics class, AVT 307. Five students from AVT 307 volunteered to create a pilot VR project titled "The Real Reality," now displayed in video form on the Digital Wall at Fuse at Mason Square.

Digital Wall at Fuse at Mason Square. Photo by Shayla Brown/Office of University Branding.

The project showcases the students' first experiments with Open Brush—floating landscapes, glowing brushstrokes, and imaginative environments that stretch beyond the limits of traditional studio materials.

For sophomore art and visual technology major Ash Porrata, the course has been transformative. "This course experience has not only made me a better artist, but a better team member," she said. "It was really a group effort making something of this scale. We had to communicate constantly and work with Fuse faculty to keep everything on track."

Porrata, who hopes to become an animation director, said the VR tools opened up new creative possibilities. "Having access to the virtual world and virtual art is really inspiring. Getting to explore another side of visual art will be so helpful in the job market."

Junior transfer student Mason Caporuscio came into the course with no VR experience at all. By the end of the semester, he had built an entire virtual kitchen scene—complete with a fruit basket, a loaf of bread, a bar stool, and a wine glass.

"We each built our own world on the headsets, and the video just rotates through them, kind of like musical chairs," he said. "There was so much variety."

Mason Caporuscio presents his virtual reality world. Photo by Ron Aira/Office of University Branding.

Other students created fantasy forests, amusement park inspired spaces, and surreal environments that could only exist in VR.

Behind the scenes, the course has been supported by several George Mason partners. The Department of Computer Science provided much of the equipment, with faculty member Craig Yu offering guidance. MIX makerspace manager Max Kazemzadeh helped the class set up its own VR lab inside the MIX. Additional funding came from the School of Art, the Research and Teaching Support Fund, and the Office of Student Creative Activities and Research. The course will be offered again in Spring 2027.

"There are a lot of technical aspects that aren't typical for a sculpture class," von Bergen said. "Building good relationships with other colleges has been instrumental."

Topics

In This Story

Lap-Fai (Craig) Yu

Learn about George Mason's Grand Challenge Initiative

Related News

Check out what's happening at The MIX

CPH and local governments partner to employ VR training for crisis management

Taylor Thomas — Tue, 03 Mar 2026 14:48:46 +0000

CPH and local governments partner to employ VR training for crisis management Taylor Thomas Tue, 03/03/2026 - 09:48

A local crisis hotline receives a call about a 17-year-old displaying signs of emotional distress. The county Crisis Response Team is dispatched to the scene. Upon arrival, the team must empathically engage with the teen, assess risk for self-harm, and de-escalate in a supportive way—while simultaneously observing important context like substance use, housing instability, social isolation, and any other immediate health concerns.

This scenario requires situational awareness, adaptability, decisiveness, teamwork, empathy, and a trauma-informed approach. Crisis responders must be thoroughly prepared to enter these emergency situations—and soon students and practitioners will be able to use virtual reality to train for scenarios just like this.

VR headsets in the Lab for Immersive Technologies and Simulation.

Holly Matto, social work professor, and co-PI, Emily Ihara, are teaming up with partners from Fairfax City and Loudoun County to develop an AI-enabled virtual reality training for Crisis Response Teams to manage substance use crises. With support from a Virginia Opioid Abatement Authority grant, they will work with 91��’s College of Public Health and its Lab for Immersive Technologies and Simulation.

“The college’s Immersive Technologies and Simulation Lab provides an experiential learning environment for students and our community partners. This new VR case simulation specific to community crisis response can enhance interprofessional communication and team coordination skills essential to effective crisis outcomes,” said Matto, professor in the Department of Social Work

The project aligns with the Virginia Opioid Abatement Authority’s mission to address the opioid epidemic by funding efforts to assist individuals suffering from opioid use disorders and co-occurring substance use and mental illness. The goal is to enhance crisis response teams’ competency while learning how to maximize each team member’s expertise during a crisis response and post-crisis event.

How it works

Think back to the example of a crisis team responding to a 17-year-old displaying signs of emotional distress. Learning objectives for this VR scenario are:

Identify immediate additional risk screening necessary following an initial assessment.
Demonstrate therapeutic communication techniques (ex., active listening, offering affirmations) to establish trust and rapport with youth experiencing a mental health crisis.
Use evidence-based de-escalation techniques, like strategic change of the immediate sensory experience, such as walking together to a new location.
Maintain the safety, dignity, and autonomy of all using trauma-informed principles.
Collaborate with the crisis response team to coordinate roles and responsibilities during and after, ensuring a unified trauma-informed approach.

“Our newest lab VR technology platform allows for timely customized case development where we can work with our community partners to co-design and test new VR cases most relevant to the conditions seen on-the-ground,” said Matto.

Lesley Abashian, director of human services at the City of Fairfax, is the community partner lead. They are also working with the Atwood Foundation’s peer supports and the Loudoun County Opioid Coordinator.

Thumbnail image via Virginia Opioid Abatement Authority.

In This Story

Holly Matto, PhD, LCSW-C

Emily Ihara, PhD, MSW, FGSA

Key Takeaways:

Social work professors Holly Matto and Emily Ihara, in partnership with Fairfax City and Loudon County, will use a Virginia Opioid Abatement Authority grant to develop VR training for Crisis Response Teams in Northern Virginia to manage substance use crises.
91��’s College of Public Health and its Lab for Immersive Technologies and Simulation will facilitate the training using customized, real-life scenarios of substance use crises, co-developed with the community partner team.
Crisis management teams will engage in interprofessional, trauma-informed case simulations designed to enhance response to problematic opioid use in the community.

Topics

Lab for Immersive Technologies and Simulation

College of Public Health

Social Work Faculty

Research

George Mason-led study highlights how XR is reshaping health care training across the country

Mary Cunningham — Wed, 22 Oct 2025 20:48:17 +0000

George Mason-led study highlights how XR is reshaping health care training across the country Mary Cunningham Wed, 10/22/2025 - 16:48

Extended reality (XR) can give students experiences they might otherwise miss, but its success depends on thoughtful design, accessibility, and support.

Immersive technologies like virtual and augmented reality are no longer experimental. They're redefining how future health professionals learn. A new national study led by 91��'s Bethany Cieslowski offers the first comprehensive look at what's working, what's not, and where the field needs to go next.

"The pace of advancement has been surprising," said Cieslowski. "XR technologies are evolving quickly, and aligning more closely with educational needs. What's most exciting is how ready educators are to embrace the tools and build the evidence to support what we're already seeing in practice."

Nursing students use virtual reality to learn hands-on skills in 91��'s Lab for Immersive Technologies and Simulation. Photo by Office of University Branding

Cieslowski, chief innovation officer for immersive technologies at the College of Public Health, co-authored the Nurse Educator paper with George Mason colleagues Deb Derner, Janine Doran, Andrea Landis, and Corbin Rickerby, as well as collaborators from Johns Hopkins, the University of Central Florida, and other major institutions. The review synthesizes more than 100 studies to gauge how extended reality (XR)—an umbrella term for virtual, augmented, and mixed reality—is changing the ways health care professionals train and learn.

XR lets students step into realistic clinical scenarios: inserting IV lines, communicating with patients, observing changes in the skin, or practicing pediatric triage in a 3-D emergency room. It can also bring rare experiences, like mass-casualty training or interprofessional teamwork, into accessible virtual formats.

But the authors caution that integrating XR into the classroom is far from straightforward. Poorly designed programs can overwhelm students with sensory input, increasing cognitive load. Some learners experience motion sickness or can't comfortably use headsets. Privacy is another concern, as some XR platforms collect detailed user data. Successful use also demands trained faculty, strong technical support, and sustainable funding to keep pace with constant updates.

Beyond those logistical hurdles, the paper highlights a larger issue: the field still lacks long-term data. Early results are promising—showing strong engagement and skill transfer—but few studies have measured how immersive learning translates to real-world outcomes.

The study also maps out the next frontier. Artificial intelligence can tailor simulations on the fly, while new haptic technology lets users feel texture, weight, and resistance. And lighter, more ergonomic headsets will make immersive learning more adaptive, natural, and realistic.

"These technologies are quickly becoming fundamental to the field," said Landis, associate professor of Nursing and Certified Healthcare Simulation Educator. "When they're used with intention—not just for technology's sake—we're seeing them improve knowledge retention, skill development, and collaboration."

The full article, "Extended Reality in Health Care Simulation: Current State, Challenges, and Future Directions," appears in the October 2025 issue of Nurse Educator and is available for free online this month.

Extended Reality (XR)—an umbrella term for virtual, augmented, and mixed reality

'Not Just Entertainment—a Proven Teaching Tool': How Immersive Tech Is Changing Public Health Education

Learn more about how George Mason's College of Public Health uses XR as a teaching tool.

Learn more about George Mason's Lab for Immersive Technologies and Simulation

Topics

Lab for Immersive Technologies and Simulation

virtual reality

Nursing Education

Research

College of Public Health

GCI-Grand Challenge Initiative

Harnessing VR to prevent substance use relapse

Taylor Thomas — Sat, 16 Aug 2025 17:39:05 +0000

Harnessing VR to prevent substance use relapse Taylor Thomas Sat, 08/16/2025 - 13:39

In This Story

Holly Matto, PhD, LCSW-C

Substance use recovery is a lifelong process, but environmental triggers, such as alcohol at social gatherings or pain medication advertisements, can put individuals in recovery at risk of relapse.

Research by 91�� social work professor Holly Matto, with colleagues from the College of Science and College of Engineering and Computing, and their Brightline Interactive Industry partner, examined how positive stimuli, what they call "recovery cues," can counteract drug cravings and lower relapse risk.

The team equipped individuals in recovery with virtual reality (VR) technology to see how relaxing sensory experiences can regulate their emotional and physical reactions to triggers to ultimately improve behavioral decision-making.

Participants were offered customized recovery cues embedded in a variety of VR scenarios aimed at reducing their bodies’ reactions to drug triggers. Comfort and familiarity were key to recovery cues, Matto emphasized.

“If we can identify an individual’s own set of personally meaningful recovery cues, we have the unique opportunity to present these cues to the individual as a real-time personalized intervention at the time of drug cue exposure and at the onset of craving escalation to help the person stabilize back to a regulated state,” she said.

Recovery cues, such as visualizing a beloved pet or audio messaging with inspirational affirmations, reorient the individual onto the recovery path when faced with something that potentially ignites a drug craving. The most important cue for participants seemed to be the “12-step chip and pamphlet” when presented in the VR scenarios. The “12-steps” refer to the milestones that those overcoming addiction aspire to achieve in their recovery journey. This cue was highly effective, likely due to the recognizability it may elicit in the recovery community.

Developing a “digital best self”

Matto and colleagues are now working on two new research projects, building upon the findings of this study. The team is working on simulations that train individuals to implement their recovery cues so they can control their own reactions to drug cues. The goal is to help them develop a “digital best self” that represents the person they aspire to be in recovery.

“Recovery is a process which requires learning opportunities that create change in the ways an individual engages their thoughts and feelings to motivate behavior in environments that present challenges to their recovery. VR offers an immersive space where that learning can occur and where relapse triggers can be presented in ways that require implementation of learned recovery strategies,” said Matto.

Examining the Power of Recovery Cues to Enhance Real-Time Regulation and Manage Substance Craving was published in Families in Society: The Journal of Contemporary Social Services in June 2025.

The George Mason research team includes Professor Padmanabhan Seshaiyer from the College of Science and Associate Professor Nathalia Peixoto from the Volgenau School of Engineering, and Bioengineering PhD candidate Bryce Dunn.

Topics

Substance Use

Recovery

Behavioral Health Recovery

virtual reality

Social Work Research

Social Work Faculty

Artificial Intelligence

Research

Virtual reality adds empathy to dementia care

Mary Cunningham — Fri, 06 Jun 2025 14:52:46 +0000

Virtual reality adds empathy to dementia care Mary Cunningham Fri, 06/06/2025 - 10:52

At a conference on aging two years ago, Li-Mei Chen slipped on a pair of virtual reality (VR) goggles and found herself inside the mind of a person with dementia.

The simulation cast her as an older adult in the grips of delusion: frozen in fear at the end of a hallway, watching the floor disappear beneath rising water. “There was no actual flooding,” Chen recalled, “but I could feel the panic.”

Assistant Professor Li-Mei Chen partnered with fellow social work professor Megumi Inoue to launch a pilot to train certified nursing assistants through virtual reality. Photo provided.

Chen, an assistant professor of social work in the College of Public Health at 91��, specializes in aging and dementia and immediately recognized the technology’s potential for nursing home staff. She imagined caregivers seeing what she saw and walking away with a new kind of understanding and empathy for their dementia patients.

Working with Japanese company Jolly Good Inc. to adapt their VR technology, Chen launched a pilot this spring to train certified nursing assistants (CNAs) at a Northern Virginia nursing home. The three-part program combined immersive VR scenarios with online lessons and group discussions.

Wearing headsets, participants stepped into the disoriented minds of dementia patients—experiencing the confusion, fear, and memory lapses firsthand. In one scene, a woman lies in bed, panicked. She recognizes her pajamas but not the room surrounding her, and wonders aloud, “Where is my husband?”

Chen partnered with fellow social work professor Megumi Inoue to design the educational framework. The VR footage, originally produced in Japan, was updated for English-speaking users through artificial intelligence (AI)-generated voiceovers.

Support for an unsung profession

Beyond improving patient care, the project aims to support caregivers working in a field plagued by high turnover, low wages, and minimal if any formal training. In the United States, nursing homes face an estimated 53% annual turnover rate and ongoing recruitment struggles, even as demand for direct care remains high.

Though they perform some of the toughest jobs in health care, Chen said, nursing home staff are often treated as disposable. “There’s little investment in CNAs, because it’s assumed they’ll just leave—but if nursing homes invested, that would change.”

Eventually, Chen hopes to help create new VR scenes set in American care settings and filmed in English. But even with cultural differences, CNAs in the Northern Virginia pilot—many of whom spoke English as a second language—found the material relatable.

Wearing headsets, participants stepped into the disoriented minds of dementia patients—experiencing the confusion, fear, and memory lapses of dementia firsthand. Photo provided.

“They said, ‘We have seen this. We’ve experienced this scenario in here,’” said Zeynep Senturk Mannix, a George Mason Master of Social Work student who helped Chen facilitate the sessions. “They didn’t even register that the actors were Japanese.”

For many of the CNAs in the program, the experience marked their first exposure to any dementia-specific training. Mannix suggested that the sessions provided a sense of validation. “Their ideas were valuable, and they were able to help shape the future of this study.”

Chen and her team are now analyzing feedback, with plans to present their findings at the American Public Health Association conference in November. They’re also working to refine the VR content and training materials, in hopes of expanding the program in the future to additional care facilities.

Chen sees VR not as a silver bullet, but one tool to support more thoughtful training. Her framework rests upon relationship-centered care, which prioritizes empathy, trust, and human connection.

“It’s about understanding the person, and building a connection that’s beyond client and provider,” she said.

Chen’s project is supported by two grants:

• George Mason College of Public Health Pilot Award (2025-2026): Relationship-Centered Care for Formal and Informal Caregivers of Persons Living with Dementia: VR and Multi-modal Approaches.

• Geriatric Training and Education (GTE) Initiative at the Virginia Center of Aging (2024-2025): Immersive Training: Enhancing Relationship-Centered Care in Nursing Homes through VR

Learn about more research at George Mason

In This Story

Li-Mei Chen, PhD

Megumi Inoue, PhD

College of Public Health awarded prestigious Society for Simulation in Healthcare accreditation

mthomp7 — Tue, 11 Feb 2025 14:32:08 +0000

College of Public Health awarded prestigious Society for Simulation in Healthcare accreditation mthomp7 Tue, 02/11/2025 - 09:32

The Lab for Immersive Technologies and Simulation achieves ground-breaking accreditation.

The College of Public Health is proud to be the nation's first Society for Simulation in Healthcare (SSH)-accredited Lab for Immersive Technologies and Simulation at a public health college. This pioneering facility redefines how health professionals practice and reinforces 91��'s leadership in cutting-edge technology that revolutionizes public health education and workforce development.

The College of Public Health joins an elite group of only 250 organizations in the world to be accredited by SSH - and is the only public health college to be SSH-accredited.

“This prestigious recognition highlights the dedication and excellence of simulation programs that meet rigorous standards and contribute to advancing the field of health care simulation,” said Kristyn Gadlage, the director of accreditation for SSH. SSH-accreditation is an elite achievement, with only 250 institutions worldwide recognized for advancing simulation excellence. Accredited programs set a gold standard for health care education and are more likely to drive improved patient outcomes.

The college’s Lab for Immersive Technologies and Simulation is an interprofessional and transdisciplinary research and instructional center. At 8,000 square feet, the lab encompasses modular spaces replicating practice settings or converts multiple spaces for extended reality (XR). The lab is strategically positioned in Peterson Health Sciences Hall on George Mason's Fairfax Campus.

This central location allows students across all College of Public Health departments and schools access to this state-of-the-art space for innovation. The lab is designed for transdisciplinary immersive learning with human patient simulators and XR—spanning virtual reality (VR), augmented reality (AR), and mixed reality (MR).

The Lab for Immersive Technologies and Simulation achieves ground-breaking accreditation. Photo illustration by Emma Anderson and Karen Smith/CPH

In 2022, Dean Melissa Perry announced a bold vision to expand the lab and make XR and simulation technology available to every student in the college. The lab is led by Chief Innovation Officer Bethany Cieslowski and a dedicated team of Certified Healthcare Simulation Educators who are working to double the lab’s capacity within the next few years, ensuring that every student experiences this transformative learning.

"With this strategic accreditation, we are poised to provide every student in the college the opportunity to extend their learning through immersive technologies and simulation. This interprofessional learning environment offers high-impact skills and critical thinking in a low-risk, safe setting. This level and intensity of training could not be delivered through classroom learning alone," Perry said. "Our approach empowers and prepares graduates for clinical practice by developing skills and confidence that traditional methods simply cannot replicate."

James Casey, director of Virginia Serious Game Institute at George Mason and a leader in immersive technologies, said, "It has been truly inspiring to witness and support the college’s cutting-edge advancements in a transdisciplinary teaching environment. The SSH accreditation is an achievement that solidifies the lab as a true center of extended reality excellence. The potential for revolutionizing public health education is unlimited.”

The integration of immersive technologies in 2020 enabled the college to address workforce needs and expand its reach into social work, nutrition, health administration and policy, and beyond. The lab's mission is clear: harness the power of technology to advance interprofessional education, research, and patient safety through digital innovation. By leveraging ground-breaking technology, the lab advances the college's mission through collaboration, research, and innovation. The college is dedicated to revolutionizing interprofessional education and practice, to ultimately advance public health on a global scale.

Students who step into this innovative space don't just learn—they experience. From mastering complex skills and critical thinking to practicing effective opioid crisis interventions, immersive technologies prepare learners for the challenges of tomorrow. "Extended reality transforms the way we learn," said Cieslowski. "It's not just about creating a virtual environment—it's about creating opportunities for real-world impact, ensuring our students leave George Mason prepared to lead."

Looking ahead, the college plans to extend its reach, aiming to incorporate immersive technologies into all disciplines in the college. With a vision to forge strategic partnerships with corporate leaders and academic organizations, George Mason is driving the future of healthcare simulation.

Visit the Lab for Immersive Technologies and Simulation web page for academic publications and prior coverage about the college's Immersive technologies and simulation capabilities.

For media inquiries, contact Michelle Thompson at mthomp7@gmu.edu.

In This Story

Bethany Cieslowski, DNP

Melissa J. Perry, Sc.D., MHS, MBA

Topics

immersive technologies

Computer scientists are developing research infrastructure to support multi-user, multi-site extended reality

tdonnel — Mon, 13 May 2024 13:20:13 +0000

Computer scientists are developing research infrastructure to support multi-user, multi-site extended reality tdonnel Mon, 05/13/2024 - 09:20

In This Story

Bo Han, a computer science professor in the College of Engineering and Computing at 91��, is working with colleagues Songqing Chen, Parth Pathak, and Craig Yu to create a research infrastructure capable of connecting extended reality experiences across varying distances.

Bo Han

“We want to have a multi-site, multi-user testbed for extended reality,” said Han, whose specialization is computer networks, networked systems, and mobile computing. Extended reality (XR), Han explained, is an umbrella term referring to virtual reality, augmented reality, and mixed reality.

The George Mason computer scientists teamed up with researchers at the University of Maryland (UMD) for their project, “CoMIC: A Collaborative Mobile Immersive Computing Infrastructure for Conducting Multi-User XR Research,” funded by a National Science Foundation grant since April 2023. The project has sites at both George Mason and UMD, and the two will be connected over the public Internet.

Already, the team has published two papers, one on detecting harassment on social virtual reality platforms and the other on assessing the efficacy of online virtual reality education platforms.

While single-user XR systems have been extensively studied, the transition to multi-user, multi-site XR experiences has not been fully considered. Networked XR systems demand more bandwidth than traditional networking and data transmission methods provide.

The team endeavors to connect distant XR users via robust network infrastructure. They intend for their infrastructure to provide researchers with essential tools and datasets for advancing networked XR research, ensuring reproducibility, and fostering collaboration within the broader research community.

Han emphasized the open-source nature of the team’s progress. He envisions widespread adoption and contribution from researchers beyond the team on the grant. By democratizing access to networked XR research infrastructure, the team aims to accelerate advancements in the field and pave the way for a more interconnected XR future.

With a three-year grant spanning until April 2026, the team is poised to continue pushing the boundaries of networked XR, driving innovation, and fostering collaboration in the rapidly evolving field. As the project progresses, Han remains focused on addressing key challenges such as data compression, mobility support, and network optimization, all essential for realizing the full potential of XR experiences.

By pioneering networking support for extended reality, Han and his team are shaping the future of immersive computing, unlocking new possibilities for human interaction and digital experiences.

Topics

Tech Talent Investment Pipeline (TTIP)

Research

Research will aid law enforcement officer decision-making in high-stress situations

ckearney — Tue, 09 Apr 2024 17:54:37 +0000

Research will aid law enforcement officer decision-making in high-stress situations ckearney Tue, 04/09/2024 - 13:54

91�� researchers are using immersive virtual reality to examine ways in which high-stress conditions may influence law enforcement officer decision-making and utilization of equitable policing strategies.

photo by Matt Gush/Getty Images

Mason College of Education and Human Development professor Stephanie Dailey is serving as the principal investigator on the project and working with the U.S. Department of Homeland Security Office of Civil Rights and Civil Liberties, in collaboration with the Homeland Security Systems Engineering and Development Institute, a federally funded research and development center at the MITRE Corporation.

Stephanie Dailey. Photo by Office of University Branding

For this project, Dailey aims to better understand how law enforcement officer support, including training and wellness strategies, can affect officer decision-making and lead to equitable policing outcomes.

This multidisciplinary, multi-year effort includes Sue-Ming Yang in the Department of Criminology, Law, and Society and Justin Ramsdell in the Department of Psychology in Mason’s College of Humanities and Social Sciences.

The study, which uses MITRE’s SIMEX system, involves law enforcement officers who have been participating in a series of experiments where immersive virtual reality is used to simulate a high-stress encounter with a subject—as portrayed by an avatar—exhibiting various social and behavioral characteristics. The SIMEX simulation labs, located McLean, Virginia, offer a special mix of technical and operational capabilities for government agencies that want to try out new ideas by using dedicated, state-of-the-art laboratories.

In the experiments, the subject avatars vary throughout the experiment in dress, skin tone, compliant or noncompliant behaviors, and whether they are armed or unarmed. In response to a rapid sequence of simulated scenarios in which the suspect displays different combinations of these controlled variables, officers volunteering for this study are required to make quick decisions on how to respond to the subject. The simulated scenes mirror real-life situations in which officers could find themselves.

Sue-Ming Yang. Photo by Office of University Branding

In discussing her research, Dailey said that examining an officer’s use of force decision-making allows for a better understanding of the circumstances in which officers use different levels of force. Specifically, circumstances in which officers are more likely to react in a way that is not commensurate with the situation or threat level at hand.

“We all have biases,” said Dailey, who is an assistant professor in the Counseling Program in the School of Education. “Anytime we are navigating the world, we are operating off a series of cognitive shortcuts or mechanisms that support rapid decision-making, such as ‘don’t touch a hot stove!’”

But Dailey added that sometimes the cognitive shortcuts people use are based upon faulty assumptions. “Having officers repeatedly go through different simulated scenarios helps us isolate what factors may influence officer decision-making.”

Dailey provided several examples of how the behavioral cues displayed by the subjects in the simulated experiments are manipulated in isolation or in combination with other characteristics thus giving researchers the opportunity to observe the officer’s reactions under different scenarios. The combination of these variables is randomized and determined by algorithms designed to identify factors that may merit further investigation in subsequent runs of the simulated experiments.

“We look at different combinations of factors and see where there are statistically significant variations in the decisions made by an officer on how to interact with the subject, including use of force decisions,” said Dailey, who watches the simulations in real time.

She added that the officer’s use of force is based upon a continuum and not limited to discharging a service weapon but could include verbal commands, soft hand controls, using a taser, attempts at physical restraint, or other nonlethal actions.

The next phase of the project will center on the impact of training supporting equitable policing. Researchers will survey law enforcement officers who have had this training to investigate if it has positively impacted officer behaviors and well-being in the field.

Dailey emphasized the importance of being proactive in ensuring that law enforcement officers are well-equipped to make good decisions not only when faced with a threat, but to be prepared even before a threat presents itself. This can enhance the protection and safety of both the officer and the community.

“The idea is to provide recommendations for these trainings and to help law enforcement agencies understand what part of equitable policing training is most helpful for officers,” she said. “The primary focus of this training is self-awareness, de-escalation skills, and procedural justice.”

The research team will examine whether there are specific aspects of this training that are especially beneficial in enhancing an officer’s ability to respond to a high-stress situation in a way that protects the safety and well-being of the community.

“If my main goal is to help communities that are impacted by police violence, then the best place to start is with the decision-making of officers,” said Dailey. “As a researcher, I am trying to support safer and more just communities by helping officers make informed decisions.”

This is Dailey’s second time working with MITRE on research using their SIMEX. Previous research sought to determine best practices for school safety during active shooter incidents.

Read more about the project >

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Associate Professor Erin D. Maughan receives VDOE Grant to invigorate the future of school nursing

Taylor Thomas — Fri, 09 Feb 2024 17:53:38 +0000

Associate Professor Erin D. Maughan receives VDOE Grant to invigorate the future of school nursing Taylor Thomas Fri, 02/09/2024 - 12:53

Both regionally and across the country, there is a severe lack of programs dedicated to school nursing administrators (i.e. nurses who lead school nursing and school health programs at the district level). Erin Maughan, an associate professor in College of Public Health’s School of Nursing at 91��, intends to remedy this with a $364,503 grant from the Virginia Department of Education (VDOE). With the funding, Maughan will establish the School Nursing Leadership Academy.

Erin D. Maughan

"There are over 130,000 school nurses across the nation, who are central to the foundation of the health and well-being of children,” Maughan said. "The goal of the academy is to develop leaders in school nursing who have the knowledge and skills needed to successfully oversee school health programs at the district level, as well as state and regional school nursing associations."

The academy, which is expected to be fully developed by June 2024, will be designed to train future leaders in school nursing using TeamSTEPPS, an evidence-based curriculum that prioritizes incorporating effective communication and teamwork into the health care system. The program will take place over one-and-a-half years and will incorporate experiential learning, equestrian activity, and expert-led discussions.

In addition, Mason's Center for Health Workforce is guiding the development of sustainable asynchronous modules for the professional development program, which along with virtual webinars, will provide additional information and mentoring opportunities.

The program kicks off with three days of in–person instruction, during which participants will use virtual reality (VR) modules to practice interprofessional skills and conflict management. Mason's College of Public Health is a leader in integrating VR into the curriculum and training of future health care leaders.

“Participating in the VR will allow gaining experience in a safe, nonthreatening environment where we can talk about how they reacted so they will have confidence and experience when they encounter situations in the real world,” said Maughan.

Maughan was originally approached by the VDOE’s state school nurse consultant Tracy White, who wanted to foster more leadership training and was aware of Maughan’s passion to do so as well. Together, they set into motion plans to create the academy.

Maughan is a leading expert on school nursing and the health of school-age children. Her research expertise is in looking at the role of infrastructure and policy on school nurse staffing and services. In addition, she has expertise in leadership, strategic planning, innovation, and mentoring. Her career is dedicated to children’s health, especially vulnerable populations. She is excited to contribute her skills and knowledge for the success of the academy.

“Having been a school nurse leader and researcher for many years, it has been a dream of mine to create such a program,” said Maughan. "I hope this program will build excitement and create a network of confident school nurse leaders who can transform school nursing in their districts, so that frontline school nurses have the guidance and support they need to work to their full scope of practice.

Maughan emphasizes how this program is not only for school nurses but also for the students they will be serving.

At its core, the School Nursing Leadership Academy is about building capacity to help school nurse leaders build their confidence and skills needed to do well in the position,” said Maughan. “We are confident this initiative will position school nurses and their program leaders to work effectively with school administrators, local health departments, health care providers and families to positively impact student health, and thus improve child health in the commonwealth and the rest of the nation.”