Development and experimental validation of a dataset of 360°-videos for facilitating school-based bullying prevention programs
| Autor: | M. Serra-Blasco, Montserrat Pàmias, Alexandre Pereda-Baños, Esther Trepat, Diego Palao, Ximena Goldberg, Miguel Barreda-Ángeles, Narcís Cardoner |
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| Přispěvatelé: | Communication Science, Network Institute, Communication Choices, Content and Consequences (CCCC) |
| Rok vydání: | 2021 |
| Předmět: |
General Computer Science
media_common.quotation_subject 05 social sciences Applied psychology Perspective (graphical) 050109 social psychology Empathy Experimental validation Virtual reality Education Presentation bullying virtual reality 0501 psychology and cognitive sciences School based Set (psychology) Empirical evidence Psychology 360°-video 050104 developmental & child psychology media_common |
| Zdroj: | Barreda Angeles, M, Serra-Blasco, M, Trepat, E, Pereda-Baños, A, Pàmias, M, Palao, D, Goldberg, X & Cardoner, N 2021, ' Development and experimental validation of a dataset of 360°-videos for facilitating school-based bullying prevention programs ', Computers and Education, vol. 161, 104065 . https://doi.org/10.1016/j.compedu.2020.104065 Computers and Education, 161:104065. Elsevier Limited |
| ISSN: | 0360-1315 |
| DOI: | 10.1016/j.compedu.2020.104065 |
| Popis: | Virtual Reality (VR) is considered an effective way to boost empathy by adopting the perspective of others, thus having clear potential for improving anti-bullying programs. However, this potential benefit of VR is limited by both the lack of adequate content and the lack of empirical evidence of its effectiveness. In this article, we present the process of co-creation of a set of 360°-videos representing the experience of victims of bullying from a first-person perspective, involving secondary school students (N = 89). The impact of bullying content and VR presentation in terms of emotional response was later assessed in an experiment (N = 35) in which we collected both participants’ self-reported and psychophysiological measures of emotional state during the viewing. The results support the effectiveness of VR in producing realistic emotional responses to the acts of bullying, although differences between self-reported and psychophysiological measures were observed. Lessons learned, limitations, and implications for the use of VR for bullying prevention are discussed. |
| Databáze: | OpenAIRE |
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