Interactive Virtual Reality versus Vignette-Based Assessment of Children’s Aggressive Social Information Processing

Abstract

This study examined whether interactive Virtual Reality (VR) provides a more ecologically valid assessment of children’s aggressive social information processing (SIP) and aggressive responses than a standard vignette-based assessment. We developed a virtual classroom where children could meet and play games with virtual peers. Participants were boys (N = 184; ages 7–13) from regular education and special education for children with disruptive behavior problems. They reported on their SIP in four scenarios (i.e., two instrumental gain and two provocation scenarios) presented through both interactive VR and vignettes. Teachers reported on children’s real-life aggressive behavior and reactive and proactive motives for aggression. Results demonstrated that children found the interactive VR assessment more emotionally engaging and immersive than the vignette-based assessment. Moreover, compared to vignettes, the interactive VR assessment evoked higher levels of aggressive SIP and responses in provocation scenarios only. Results supported the enhanced predictive validity of the interactive VR assessment of children’s aggressive SIP and responses, which predicted children’s real-life aggression above and beyond the vignette-based assessment with 2 to 12% additional explained variance. Similar results were found for children’s real-life reactive and proactive motives for aggression, with 3 to 12% additional variance explained by interactive VR above and beyond vignettes. Interactive VR did not, however, evoke larger individual differences (i.e., variances) in children’s aggressive SIP and responses than vignettes. Together, these findings suggest that interactive VR provides a more ecologically valid method to assess children’s aggressive SIP and responses than hypothetical vignettes.

Executive function in children with disruptive mood dysregulation disorder compared to attention-deficit/hyperactivity disorder and oppositional defiant disorder, and in children with different irritability levels

“…Proactive aggression refers to calculated aggressive behavior intended to achieve a desired outcome [ 50 ]. In line with theories and data distinguishing these types of aggression [ 47 – 49 , 53 , 54 ], the aggressive behavior of children with DMDD might therefore be less intentional as compared to the aggressive behavior of those with ODD (i.e., the defiant type). From a psychological perspective, observing the aggressive behavior of children with DMDD versus ODD in different socioemotional situations might give insights to such (u)intentional differences.…”

“…From a psychological perspective, observing the aggressive behavior of children with DMDD versus ODD in different socioemotional situations might give insights to such (u)intentional differences. Also their interpretations of these situations (e.g., hostile intent attribution) and their response evaluations (e.g., to what extent they approve their aggressive behavior) may support this assumption (see for example the interactive virtual-reality procedure in [ 54 ]).…”

“…An essential opportunity for future research on DMDD and irritability is to clarify the relationship between situational content and the individual’s experience and expression of irritability and anger. This seems possible by children reporting their interpretations and intentions in socioemotional situations constructed for eliciting anger, including observation of their behavior in these situations [e.g., 54 ]. In treatment, intact EFs in structured situations could be understood as a meaningful resource by enabling exploration of more convenient understandings of their internal states and situations in which the child tends to get emotionally overwhelmed, including how they can react differently and thereby increasing their emotional control and cognitive flexibility.…”

Are (pre)adolescents differentially susceptible to experimentally manipulated peer acceptance and rejection? A vignette-based experiment

“…However, (pre)adolescents' responses to hypothetical situations may not necessarily correspond with their responses to real-life interactions with peers. Future research could try and enhance ecological and external validity, for example by exposing (pre)adolescents to peer experiences in a Virtual Reality context (Verhoef et al, 2022) or by creating a social media platform to manipulate social feedback by alleged peers (Lee et al, 2020). Such replication is important, since it may also help minimize the possibility that (pre)adolescents in our study were aware of our expectations for their mood to change.…”

Treating children's aggressive behavior problems using cognitive behavior therapy with virtual reality: A multicenter randomized controlled trial

“…It may be more immersive and engaging than roleplay exercises currently used in CBT, as children do not have to rely on their memory or imagination (Park et al, 2011). Supporting this idea, research found that a virtual reality assessment of aggressive behavior better predicted children's real‐life aggressive behavior than an imagery‐based assessment using hypothetical stories (Verhoef, Verhulp, et al, 2021).…”