Virtual reality for life skills education: Program evaluation

Vogel, Jennifer J.; Bowers, Clint A.; Meehan, Cricket; Hoeft, Raegan M.; Bradley, Kristy A.

doi:10.1179/146431504790560636

Cited by 11 publications

(3 citation statements)

References 5 publications

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“…Compared to K‐12 settings, higher education has experienced more extensive usage of VR technologies, especially in the fields of engineering and health and medicine. Engineering is a subject only offered in higher education curricula, and more topics are covered in health and medicine at university level than at K‐12 level; the latter mainly focuses on safety education, for example, pedestrian safety (McComas et al, 2002; Schwebel et al, 2018; Thomson et al, 2005), fire safety (Çakiroğlua & Gökoğlub, 2019; Padgett et al, 2006), and life skill development (Vogel et al, 2004). Furthermore, within the K‐12 context, VR‐based instruction was more commonly seen in elementary schools than middle or high schools, indicating educational researchers' keenness to explore its potential among younger students, particularly in the subjects of social science and safety education.…”

Section: Resultsmentioning

confidence: 99%

Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019

Luo

Feng

et al. 2021

Computer Assisted Learning

144

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This study is a systematic review of 20 years of research on the usage of virtual reality (VR) in K‐12 and higher education settings, which aims to consolidate, evaluate, and communicate evidence that can inform both the theory and practice of VR‐based instruction. A total of 149 articles were selected from three major academic databases using search strings and manual screening protocols. The literature analysis emphasized four interrelated aspects of VR‐based instruction: instructional context, instructional design, technological affordances, and research findings. The results revealed evolving trends in the VR literature in terms of publication patterns, pedagogical assumptions, equipment usage, and research methodologies, as well as the contextual factors behind VR adoption in education. Additionally, a meta‐analysis was conducted to examine the efficacy of VR‐based instruction, with results indicating an overall medium effect and several moderating factors. Finally, practical implications and a future research agenda for VR‐based instruction are discussed.

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Section: Resultsmentioning

confidence: 99%

Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019

Luo

Feng

et al. 2021

Computer Assisted Learning

144

View full text Add to dashboard Cite

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“…Some studies argue that VR may be a very useful tool for increasing cognitive empathy and self-awareness ( Ventura et al, 2021 ), as well as an excellent platform for developing social skills among people diagnosed with schizophrenia ( Park et al, 2009 ). VR has also been identified as a useful instrument in indicated interventions with victims or perpetrators of violence, helping to identify alert and risk signals ( Vogel et al, 2004 ) and posttraumatic stress among victims of criminal violence ( De la Rosa-Gómez & Cárdenas-López, 2012 ), proving useful in work with child abusers ( Fromberger et al, 2018 ), and enabling professionals to intervene directly with aggressive children ( Alsem, et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Can Virtual Reality be Used for the Prevention of Peer Sexual Harassment in Adolescence? First Evaluation of the Virtual-PRO Program

Sánchez-Jiménez,

Rodríguez-de Arriba,

Ortega-Rivera

et al. 2024

Psychosocial Intervention

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Objective: The present study analyzed the Virtual-PRO program’s efficacy in preventing peer sexual harassment by promoting the bystanders’ active intervention and incorporating a virtual reality (VR) component. The impact of the program on sexist attitudes, moral disengagement, the intention to intervene as bystanders, and the involvement in sexual aggression and victimization was tested. Method: Virtual-PRO is a VR-enhanced sexual harassment curricular prevention program of six one-hour sessions. The evaluation comprised a pre-test, a post-test after the intervention, and a follow-up measure at three months. In the study, 579 Spanish adolescent students aged between 12 and 17 years ( M = 14.76, SD = 0.88; 47.1% boys) were randomly grouped into experimental ( n = 286) and control ( n = 293) conditions. Results: The Virtual-PRO program effectively controlled participants’ levels of sexism and reduced moral disengagement in the experimental group compared to the control group three months after the intervention. The program also showed positive results in changing bystander behavior, increasing the intention to intervene when the victim was not a friend. Finally, visual/verbal and online victimization decreased in the experimental group and increased in the control group. No differences were found for physical sexual victimization and sexual aggression. Conclusions: The first trial of the Virtual-PRO program is promising and highlights the use of VR as a sexual harassment prevention tool. Follow-up measures are essential to determine the impact of interventions accurately.

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“…These advantages, for some users, make online education platforms an attractive alternative to what they see as the insufficiency and flaws of traditional offline education [3,4]. The number of online education platform users in China is expected to reach 296 million by 2020 [5].…”

Section: Introductionmentioning

confidence: 99%

From Traditional to VR-Based Online Education Platforms: A Model of the Mechanism Influencing User Migration

et al. 2020

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VR technology can help create optimal virtual learning spaces. Such spaces offer new visual experiences that break through the limitations of time and space and greatly stimulate people’s imagination and creativity in learning. Currently, the bandwidth required for such spaces limits the large-scale application of virtual reality (VR) technology for this purpose. With the large-scale deployment and application of high-speed networks, however, online education platforms based on VR technology will be better able to meet the diversified and personalized learning needs of learners. To promote the development and popularization of new online education platforms based on VR, the factors influencing the migration of learners from traditional online education platforms to new platforms need to be understood more clearly. A model based on the theory of negative, positive, and anchoring effects can explain learners’ migration behavior in this connection. To this end, a structural equation model based on the PLS variance algorithm was used to analyze data obtained through offline and online questionnaires. It was found that in terms of “negative effects”, the afunction and loyalty associated with traditional online education platforms reduced learners’ willingness to migrate to new platforms based on VR technology. In terms of “positive effects”, the novel interactivity and personalization brought by the new platform increased the willingness of users of traditional platforms to migrate to new platforms. In terms of “anchoring effects”, the system quality and relationship quality of learners’ use of traditional online education platforms, as well as the transfer costs associated with the new platform, generated learners’ risk perception about platform migration. In addition, risk perception not only negatively affects learners’ migration to the new platforms, but also strengthens their cognition of the system quality and relationship quality of the traditional platforms, while reducing their interactive awareness of those platforms. Therefore, by adjusting the psychological component of virtual learning, the online education platforms based on VR technology can create high-quality platforms migrating from traditional platforms.

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Virtual reality for life skills education: Program evaluation

Abstract: A program evaluation was completed for a Virtual Reality (VR) pilot project intended to aid deaf children in learning various

Cited by 11 publications

References 5 publications

Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019

Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019

Can Virtual Reality be Used for the Prevention of Peer Sexual Harassment in Adolescence? First Evaluation of the Virtual-PRO Program

From Traditional to VR-Based Online Education Platforms: A Model of the Mechanism Influencing User Migration

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