Unpacking the Concerns: HMDs and Younger Age Children

Written by Jason Benitez

As a technology enthusiast and parent, I've been intrigued by the rise of Head-Mounted Displays (HMDs) and their potential impact on younger age children. With the increasing popularity of immersive technologies like zSpace, it's crucial to address the concerns surrounding their use by our little ones. Let's dive into this topic and explore the research, including insights from Stanford's Jeremy Bailenson, to better understand the potential risks and benefits.

The Rise of HMDs and zSpace

HMDs, such as virtual reality (VR) headsets, have become more accessible and popular in recent years. zSpace, a company specializing in augmented and virtual reality technology, offers educational solutions for students, including younger children. While these technologies can provide engaging and interactive learning experiences, they also raise questions about their impact on young minds.

Concerns for Younger Age Children

1. Eye strain and visual health: HMDs can cause eye strain, discomfort, and even myopia in children due to the close proximity of the display to the eyes.
2. Cognitive development: Some researchers suggest that excessive use of HMDs may hinder cognitive development, as children may not engage in other essential activities like reading or socializing.
3. Social and emotional development: Overuse of HMDs may lead to social isolation and a lack of real-world social interactions, which are crucial for children's emotional development.
4. Physical health: Prolonged use of HMDs can lead to sedentary behavior, which may contribute to obesity and other health issues.

Research Insights

Jeremy Bailenson, a professor at Stanford University and the founding director of the Virtual Human Interaction Lab, has conducted extensive research on the effects of VR on children. His work highlights several concerns:

• Bailenson's research suggests that children may be more susceptible to the effects of VR, including motion sickness and disorientation, due to their developing brains and bodies.
• He also notes that children may have a harder time distinguishing between reality and virtual experiences, which could lead to confusion or anxiety.
• Bailenson's work emphasizes the importance of moderation and supervision when it comes to children's use of HMDs.

zSpace and Educational Use

zSpace offers educational solutions that aim to provide engaging and interactive learning experiences for students, including younger children. While these technologies can be beneficial for education, it's essential to consider the potential risks and implement best practices:

• Moderation: Limit the time children spend using HMDs, and encourage a balance between virtual and real-world experiences.
• Supervision: Ensure that children are supervised while using HMDs, and provide guidance to help them understand the difference between reality and virtual experiences.
• Educational value: Choose HMD-based educational experiences that have clear learning objectives and are age-appropriate.

Best Practices for Parents and Educators

1. Set limits: Establish clear guidelines for the amount of time children can spend using HMDs, and ensure they engage in other activities that promote cognitive, social, and physical development.
2. Monitor usage: Keep an eye on how children use HMDs, and intervene if you notice any concerning behaviors or issues.
3. Encourage a balanced approach: Promote a balanced approach to technology use, emphasizing the importance of real-world experiences, social interactions, and physical activity.
4. Stay informed: Keep up-to-date with the latest research and best practices for using HMDs with children, and adjust your approach accordingly.

Conclusion

HMDs like zSpace offer exciting and engaging learning experiences for children, but it's essential to consider the potential risks and implement best practices to ensure their well-being. By staying informed, setting limits, and encouraging a balanced approach to technology use, we can help our children reap the benefits of immersive technologies while minimizing potential risks.

References

1. Bailenson, J. (2018). Experience on Demand: What Virtual Reality Is, How It Works, and What It Can Do. W. W. Norton & Company.
2. Bailenson, J. N., Blascovich, J., Beall, A. C., & Loomis, J. M. (2001). Immersive Virtual Environment Technology as a Methodological Tool for Social Psychological Research on Nonverbal Behavior. *Psychological Inquiry*, 12(4), 234–243. [DOI: 10.1207/S15327965PLI1204_05](https://doi.org/10.1207/S15327965PLI1204_05)
3. Bailenson, J. N., & Yee, N. (2006). The Effects of Avatar Race and Gender on Interpersonal Trust in Virtual Environments. *CyberPsychology & Behavior*, 9(6), 726–731. [DOI: 10.1089/cpb.2006.9.726](https://doi.org/10.1089/cpb.2006.9.726)
4. zSpace. (n.d.). *Education Solutions*. Retrieved from [https://www.zspace.com/education](https://www.zspace.com/education)
5. Bailenson, J. N. (2018, April 12). *Virtual Reality and Kids: What You Need to Know*. Stanford University. Retrieved from [https://vhil.stanford.edu/blog/virtual-reality-and-kids-what-you-need-to-know](https://vhil.stanford.edu/blog/virtual-reality-and-kids-what-you-need-to-know)