Table 1.

Similarities and differences between the virtual reality (VR) and computer-based personality project interventions.

Intervention design feature	Virtual reality personality project	Computer-based personality project
Delivery format	Immersive, 360-degree virtual reality environments	Computer-based program delivered via Qualtrics survey
Personalization of intervention content	Characters in program vary in age, gender identity by participant-selected age and gender identity	Static program content; no personalization by user characteristics
Degree of user choice	Participants select when to proceed to subsequent intervention sections; where to focus attention and which characters to speak to in a variety 360-degree environment; how many questions to ask program characters; and whether to engage in each intervention activity	Participants select when to proceed to subsequent intervention sections and whether listen to audio-recordings of written intervention text
Core program content	Lesson on neuroplasticity and the brain; psychoeducation regarding links between thoughts, feelings, and actions; peer and scientist testimonials, “saying-is-believing” activities to solidify learning. Delivered by characters and computerized animations in various VR environments.	Lesson on neuroplasticity and the brain; psychoeducation regarding links between thoughts, feelings, and actions; peer and scientist testimonials, “saying-is-believing” activities to solidify learning. Delivered via written text and accompanying audio-recordings of text.
Structure of “saying-is-believing” activity	Participants witness a program character undergo an in-vivo stressor related to depressive symptoms. Participants (a) describe how they themselves would feel, were they to experience a similar stressor, by speaking out-loud to the VR program guide, and (b) offer advice to help this character cope more effectively with the setback, again by speaking out-loud to the program character. Participants select when to begin and stop speaking.	Participants read about a peer undergoing a stressor related to depressive symptoms. Participants (a) write about how they themselves would feel, were they to experience a similar stressor, and (b) offer written advice to help this peer cope more effectively with the setback (using newly-gleaned knowledge about personality and the brain).