THE ROLE OF EMOTIONAL INTELLIGENCE IN MULTITASKING COGNITIVE TRAINING USING VIRTUAL REALITY IN PRACTICALLY HEALTHY INDIVIDUALS

Highlights

For the first time, the role of emotional intelligence (EI) in the effectiveness of multitasking cognitive training using virtual reality technology (VR) has been studied and it has been shown that a higher level of empathy is associated with improved memory and attention during training.

Aim. Cognitive training programs that use virtual reality technology (VRT) are becoming more and more popular. However, when designing and implementing such programs, it is essential to consider the emotional well-being of participants, as negative feelings resulting from an unsuccessful training experience may lead to a discontinuation of classes. In this regard, aim of the study was to clarify the role of emotional intelligence (EI) in the effectiveness of multitasking cognitive training using VRT in a group of practically healthy individuals.

Methods. The study involved 26 healthy individuals aged 24.2 ± 2.1 years (10 men and 16 women). Cognitive status was assessed before and after multitask training using the psychophysiological complex “Status PF”. Single session of multitasking training was conducted for 15–20 minutes, depending on the individual response of the subjects. Wilcoxon's test was used to compare indicators of cognitive function before and after training. Spearman's rank correlation was used to assess the relationship between components of EI and cognitive status.

Results. There was a significant improvement in reaction time after training, as demonstrated by the results of both the functional mobility test and assessment of brain performance. In these tests, the number of errors made increased, while the number of missed signals during the functional mobility test decreased. Additionally, there was an increase in the efficiency of the Bourdon and clock rotation tasks. An increase in the relationship between the CS and EI indicators was found, including with self-assessment of empathy, indicating an improvement in memory and attention when performing the Bourdon test with a higher EI.

Conclusion. The use of the developed multitasking training program using TVR in a group of young, practically healthy subjects helps to improve spatial skills and attention when performing the Bourdon test, as well as increase the functional mobility of nervous processes and brain performance, but with an accompanying increase in the number of errors. The increase in the relationship between cognitive status and emotional intelligence indicators discovered after the training indicates a significant contribution of emotional regulation to the formation of cognitive reserves to reduce the risk of postoperative cognitive deficit.

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