Cognitive Skills, Virtual Reality and Brain Computer Interface Lab
The Virtual Reality Laboratory at Bar-Ilan University, headed by Prof. David Passig, is a pioneering research hub dedicated to the intersection of future methodologies, technological interfaces, and cognitive enhancement. Located within the Faculty of Education, the lab focuses on investigating how advanced technologies, particularly 3D Immersive Virtual Reality (IVR) and Brain-Computer Interfaces (BCI), can be harnessed to improve human intelligence and learning processes. The lab's core philosophy is grounded in Systems Theory and Future Studies, aiming to not only predict technological trends but to actively shape educational and social futures through empirical research and innovative interface design.
The lab's primary research activity revolves around the impact of immersive environments on cognitive modifiability. Prof. Passig and his team have conducted extensive studies demonstrating that practicing cognitive skills within 3D-IVR environments significantly improves cognitive achievements compared to traditional 2D or non-computerized methods. Key achievements include:
- Cognitive Enhancement: Developing protocols to improve abstract analogical reasoning in high-functioning children with ASD using BCI and VR.
- Future Methodologies: The development of the "Imen-Delphi" (ID) procedure, a variant of the Delphi forecasting technique designed to facilitate group decision-making and future imagery.
- Cyber Defense: A current major project involves developing 3D Immersive VR tools to help Cyber Security Defenders (CSDs) identify visual patterns and anomalies in real-time, addressing the complexity of modern cyber threats.
- Taxonomy of Future Skills: The lab has established a taxonomy of future higher-order thinking skills, which is taught globally in teacher colleges and MBA programs.
The lab's primary research activity revolves around the impact of immersive environments on cognitive modifiability. Prof. Passig and his team have conducted extensive studies demonstrating that practicing cognitive skills within 3D-IVR environments significantly improves cognitive achievements compared to traditional 2D or non-computerized methods. Key achievements include:
- Cognitive Enhancement: Developing protocols to improve abstract analogical reasoning in high-functioning children with ASD using BCI and VR.
- Future Methodologies: The development of the "Imen-Delphi" (ID) procedure, a variant of the Delphi forecasting technique designed to facilitate group decision-making and future imagery.
- Cyber Defense: A current major project involves developing 3D Immersive VR tools to help Cyber Security Defenders (CSDs) identify visual patterns and anomalies in real-time, addressing the complexity of modern cyber threats.
- Taxonomy of Future Skills: The lab has established a taxonomy of future higher-order thinking skills, which is taught globally in teacher colleges and MBA programs.
The lab's influence extends beyond Israel through active participation in global research initiatives and conferences. Prof. Passig has consulted for organizations in Asia, Europe, and North America. Notable international activities include participation in the IEA’s Second Information Technology in Education Study (SITES), which examined how ICT affects learning globally. Prof. Passig frequently delivers keynote addresses at international forums, such as the Global LiFi Congress in Paris, and serves as a guest editor for international journals like the Journal for Cognitive Education and Psychology.
Core Research: Enhancing Cognitive Skills with VR and BCI
Cognitive Modifiability and Abstract Thinking (VR) These studies challenge the limits of cognitive modifiability, demonstrating that IVR can significantly accelerate the acquisition of abstract thinking skills compared to traditional methods.
- Passig, D., Tzuriel, D., & Eshel-Kedmi, G. (2016). Improving children's cognitive modifiability by dynamic assessment in 3D immersive VR environments. Computers & Education, 95, 296–308.
- Passig, D. (2015). Revisiting the Flynn Effect through 3D Immersive Virtual Reality (IVR). Computers & Education, 88, 327–342.
- Passig, D., & Miler, T. (2014). Solving conceptual and perceptual analogies with virtual reality among kindergarten children of emigrant families. Teachers College Record, 116(3), 1–32.
Special Populations: Deaf/HoH and Intellectual Disabilities (VR) A significant portion of the lab's work focuses on using VR to bypass sensory or cognitive deficits, enhancing induction, spatial rotation, and time perception in special populations.
- Passig, D. (2009). Improving the sequential time perception of teenagers with mild to moderate mental retardation with 3D Immersive Virtual Reality (IVR). Journal of Educational Computing Research, 40(3), 263–280.
- Passig, D., & Eden, S. (2010). Enhancing time-connectives with 3D Immersive Virtual Reality (IVR). Journal of Educational Computing Research, 42(3), 307–325.
- Passig, D., & Eden, S. (2003). Cognitive intervention through virtual environments among deaf and hard-of-hearing children. European Journal of Special Needs Education, 18(2), 173–182.
- Passig, D., & Eden, S. (2000). Enhancing the induction skill of deaf and hard-of-hearing children with virtual reality technology. Journal of Deaf Studies and Deaf Education, 5(3), 277–285.
Cyber Defense and Visual Pattern Recognition (VR) Recent research applies these cognitive principles to high-pressure professional environments, specifically training cyber defenders to detect novel anomalies.
- Passig, D., Sion, G., & Hochman, R. (2025). Enhancing the efficacy of identifying visual patterns and novel anomalies of cyber-defenders with 3D immersive VR. SN Computer Science, 6(7), 862.
Neurofeedback and Brain-Computer Interfaces (BCI) This emerging line of research investigates the direct training of brain waves to improve high-level cognitive functions such as analogical reasoning in children with ASD.
- Passig, D., & Naim, I. (2023). Training high-functioning children with ASD in solving conceptual analogies with a neurofeedback-based protocol. Research Square. https://doi.org/10.21203/rs.3.rs-3202484/v1
The research output of the lab is the result of collaborative efforts between Prof. Passig and a dedicated team of researchers and graduate students. Up to date about 70 students conducted their Masters and PhD thesis research in the lab. Key collaborators and co-authors on major papers include Prof. Sigal Eden, with whom extensive research on VR and special education (e.g., for deaf and hard-of-hearing children) has been published, as well as Dr. Ofer Morgenstern, Dr. Israel Naim, Dr. Reut Hochman, Dr, Ganit Eshel Kedmy, Dr. Iris Pinto, Dr. Lior Zoref, Dr, Orly Rubin, Dr. Yael Zuri, and more. The lab also serves as a training ground for M.A. and Ph.D. students who conduct thesis research on advanced interface designs and future educational methodologies.
This sample of studies empirically demonstrate the enhancement of various cognitive skills using 3D Immersive Virtual Reality (IVR) and Brain-Computer Interfaces (BCI).
Researcher - Prof. David Passig – david.passig@biu.ac.il
Last Updated Date : 04/12/2025
