Augmented reality-based physical activity promotes self–other overlap in Japanese college students

Abstract

Problem statement Empathy is an essential ability that enables understanding of others' emotions and promotes the self–other overlap. Physical activity can increase empathy, particularly when combined with augmented reality (AR) systems, which appear to provide additional advantages. Although empathy promotes self–other overlap, the effects of AR-based physical activity on self–other overlap remain unexplored. Purpose This study investigated the impact of AR-based physical activity on self–other overlap. Approach A total of 36 second-year Japanese college students (26 males, 10 females) from two universities participated in the study. All participants followed the same protocol because the study was integrated into the physiology class within the university curriculum. The study was performed during the 11th to 13th sessions of this class. Participants completed the Japanese version of the Inclusion of Other in the Self Scale (IOSS), which assesses psychological overlap with students from the other university. Assessments were performed after remote lectures delivered via media in the 11th session (pre), the 12th session (post-lecture), and after participation in an AR-based physical activity session during the 13th session (post-AR). Results Participation in AR-based physical activity significantly increased IOSS scores among college students, while the remote classroom lecture delivered via media had no effect on self–other overlap (pre vs. post-lecture: p > 0.9999, pre vs. post-AR: p = 0.0003, post-lecture vs. post- AR: p = 0.0011). Conclusion Engaging in AR-based physical activity improves self–other overlap among college students. These findings highlight the potential of AR-based interventions to promote social interaction.