Manifestations of Higher Mental Functions in Actors in Virtual Reality
Authors: Mashkov V.L. , Nefeld E.E. , Kovalev A.I. , Dolgikh A.G. , Smirnova E.A. , Samuseva M.V. , Strelnikov S.V. , Rogacheva D.A. , Vakhantseva O.V. 
Published: January 2024

Background. The study of the professional activities of actors from the standpoint of modern psychological theories is an urgent task for psychology of art. In particular, the question of whether there is a significant difference in the functioning of cognitive processes in actors as a result of training in acting techniques is considered. The answer can be revealed not only by classical measurements of the development of higher mental functions using standardized methods, but also, to a large extent, by the assessment of cognitive abilities in special conditions of virtual reality. Objectives. The study is aimed at measuring success parameters for actors performing tasks to assess the level of cognitive functioning in virtual reality in comparison with a group of students who are not actors. Methods. During the experiment, the control (students who are not actors) and experimental (novice actors) groups were asked to complete tasks to assess the level of cognitive functioning in two-dimensional and virtual reality formats. In order to do this, the experiment participants first performed two-dimensional tests to assess visual attention and working memory, and then did tasks to assess attention and memory in the HTC Vive Pro virtual reality helmet in a special virtual environment “Upgrade VR”. Sample. Two groups of subjects took part in the experiment. The experimental group consisted of 10 students of the O. Tabakov School (average age 17 years). The control group included 20 subjects (18 women, 2 men, average age 18 years) — students of the Faculty of Psychology at Lomonosov Moscow State University. Results. Comparing the performance of actors before and after immersion in virtual reality on two-dimensional computerized task assessing working memory, no significant differences were found (t = –1.35, df = 9, p = 0.209). Also, no significant differences were found when comparing the results of actors performing tasks to assess attention parameters (t = –0.070, df = 9, p = 0.946). When comparing the results of actors and students in performing tasks in virtual reality, significant differences were revealed in the success of completing a spatial orientation task (t = –4.44, df = 28, p < 0.001) and a task assessing working memory (t = –2.34, df = 28, p = 0.027). In addition, significant differences were identified in the average success rates in completing two-dimensional tasks between actors and students before immersion in VR according to the results of the N-back technique (t = 2.4, df = 28, p < 0.023) and the SART technique (t = –3.95, df = 28, p < 0.001). Conclusions. The study revealed differences in parameters of cognitive functioning between actors and students, especially noticeable when performing tasks in virtual reality related to spatial orientation and working memory. The use of virtual reality allows you to simulate a stage situation and create training conditions for the development of cognitive skills, reactions to unexpected events and emotional expression of actors. The results of the study showed that the use of digital technologies in art opens up new opportunities for the creative process and for the construction of unique artistic images.