Virtual Embodiment in virtual mirrors and presence: effects on adolescent self-esteem

Background Recent advancements within Virtual Reality (VR) have enabled bodily illusions which provide as sense of Virtual Embodiment. This is achieved through virtual mirrors, which enable the illusion that the body viewed in the mirror is their own. While Virtual Embodiment has been shown to affect self-esteem in adults, its impact on adolescents remains largely unknown. Objective Adolescence is a critical stage of self-esteem development, marked by rapid physical and psychological changes. This study examined whether embodiment in a powerful Virtual Embodiment viewed via a virtual mirror, could enhance adolescents’ self-esteem. It also explored the moderating role of Sense of Presence, on this relationship. Method A total of 160 adolescents were randomly assigned to experimental group or control group. The experimental group were placed in a virtual environment with a virtual mirror, in which they could see themselves as Power VE–a physically powerful Virtual Embodiment. The control group interacted with the same environment but without a mirror or physical actions. All participants completed the Rosenberg Self-Esteem Scale before and after the VR experience, along with measures of Sense of Presence and Virtual Embodiment. Results Both groups demonstrated increases in self-esteem following the VR experience. Participants in the experimental group reported significantly higher levels of Sense of Presence compared to the control group. Although Sense of Presence did not significantly moderate the relationship between group assignment and self-esteem change, higher Sense of Presence was associated with a more immersive embodiment experience. Conclusion The findings suggest that brief exposure in virtual environments may be associated with short-term changes in adolescents’ self-esteem and highlight Sense of Presence as a central experiential component of Virtual Embodiment. These insights underscore the potential of Virtual Embodiment for educational and therapeutic contexts tailored to adolescents’ developmental needs.