Ignite Creation Date:
2024-05-06 @ 1:04 PM
Last Modification Date:
2024-10-26 @ 1:08 PM
Study NCT ID:
NCT03920592
Status:
COMPLETED
Last Update Posted:
2019-04-29
First Post:
2019-04-09
Brief Title:
Virtual Reality and Prevention of Bullying
Sponsor:
Narcis Cardoner MD PhD
Organization:
Corporacion Parc Tauli
Study Overview
Official Title:
Effect of Bullying Content Presented in Immersive 360º-video on Pupils Cognitive and Psychophysiological Responses
Status:
COMPLETED
Status Verified Date:
2019-04
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The lack of empathy towards victims of bullying is thought to play a main role in this extended and pernicious peer victimization behaviour Thus promoting empathy in school programs might be a promising approach for bullying prevention Virtual reality VR allows creating an environment very similar to the real world and has proved to promote empathy
Therefore by employing VR pupils may better understand and feel the experience of being bullied As there is no evidence of the efficiency of VR in bullying prevention the first step is to validate the content of the environments created
In this line the current study aims to investigate if 360º-videos produce a truthful experience of being bullied superior than the observed in traditional computer screens The effect of all 360º-videos and 2D computer screens will be assessed through objective electrodermal activity -EDA- and heart rate -HR- and subjective self-administered tests measures
Therefore by employing VR pupils may better understand and feel the experience of being bullied As there is no evidence of the efficiency of VR in bullying prevention the first step is to validate the content of the environments created
In this line the current study aims to investigate if 360º-videos produce a truthful experience of being bullied superior than the observed in traditional computer screens The effect of all 360º-videos and 2D computer screens will be assessed through objective electrodermal activity -EDA- and heart rate -HR- and subjective self-administered tests measures
Detailed Description:
Introduction and Rationale Previous research suggests that working on the development of cognitive-emotional skills and particularly on empathy toward victims of bullying may be a central component for the success of school bullying prevention programs On the other hand virtual reality VR technology allows adopting the perspective of the world of others and thus has been claimed to be a powerful tool for eliciting empathy in different domains cf Slater Sánchez-Vives 2016 Therefore VR might play a role in bullying prevention programs by helping pupils to understand how it feels to be bullied as a way to increase empathy towards victims of bullying However currently empirical evidence of the effectiveness of VR in this context is lacking A key step in the validation of this use of VR is to understand how the immersive presentation of bullying scenes shot from a first-person perspective is experienced by children compared to the same scenes presented in less immersive displays In particular in order to demonstrate the potential of VR technology in this regard it is necessary to examine the advantages that VR technology and more specifically in this case immersive presentation of 360º-video presents over more common devices a computer screen
Study goals and Hypotheses The overall goal of this study is to examine whether 360º-videos representing situations of bullying from a first-person perspective produce a realistic experience of being bullied and that the presentation of such contents in an immersive mode using a VR headset elicit a more realistic and arousing experience than the same contents in a less immersive format a traditional computer screen
This is the first step in a wider research project in subsequent steps the investigators will assess the effects of these type of videos on empathy towards victims of bullying and eventually on prevalence of bullying behaviour
The central hypotheses to be tested will be
Hypothesis 1 H1 Contents representing situations of bullying from a first person perspective will elicit on participants realistic feelings of being bullied compared to contents representing other high-school daily situations not involving physical or verbal violence
Hypothesis 2 H2 Immersive presentation ie 360º-video contents watched in a VR headset will elicit higher arousal and higher perceived realism of the scene than the same contents presented in a less immersive display a computer screen
In order to test these hypotheses the investigators will collect measures of psychophysiological measures of arousal electrodermal activity -EDA- and heart rate -HR- and emotional regulation heart rate variability -HRV- self-reported emotional arousal and valence as well as three self-reported measures of the realism of the experience of being bullied including 1 participants perception on to which degree the represented situation can be considered bullying 2 participants feelings of actually being in the represented scene presence and 3 participants feeling of actually being bullied while watching the content
The investigators expect that compared to watching videos representing other high-school daily situations not involving physical or verbal violence watching videos representing situations of bullying participants EDA HR HRV and self-reported arousal will be higher H1a H1b H1c and H1d respectively self-reported valence will be more negative H1e scores of feelings of being bullying and actually being in the scene will be higher H1f and H1g respectively and the perception of the scene as bullying will also be enhanced H1h
It is also expected that compared to the videos presented in a screen while watching the videos in a VR headset participants EDA HR HRV and self-reported arousal will be higher H2a H2b H2c and H2d respectively self-reported valence will be more negative H2e scores of feelings of being bullying and actually being in the scene will be higher H2f and H2g respectively and the perception of the scene as bullying will also be enhanced H2h
In addition it will be explored whether the experienced arousal and perception of realism is associated with personality traits such as being uncaring unemotional and callousness The investigators believe that pupils with higher scores on the mentioned traits will experience less arousal subjective and psychophysiological when watching the videos with bullying content
Experimental design The study adopts a within-subject design in which each participant will watch four videos containing the four possible combinations of two independent variables Level of immersion VR headset computer screen and Type of content Bullying no-bullying content
The materials to be used in the experiment will be eight videos representing different scenes from the perspective of a girl to be watched by female participants and four videos representing different scenes from the perspective of a boy to be watched by male participants Among each group of eight videos there are four pairs The two videos of each pair involve the same location point-of-view and actors but in one of them there is a bullying situation and in the other there is a daily situation not involving any form of violence eg children chatting about the last weekend
Each participant will watch four scenes two containing bullying scenes and the other containing daily non-violent scenes Also two of them will be presented in a VR headset while the rest be presented in a computer screen The level of immersion and type of content in which each scene is presented will vary among participants following a Latin-square design in a way such for the whole sample of participants all the scenes will be presented across the two levels of immersion and the two types of content The order of the presentation of the four conditions will be randomised for each participant
Study goals and Hypotheses The overall goal of this study is to examine whether 360º-videos representing situations of bullying from a first-person perspective produce a realistic experience of being bullied and that the presentation of such contents in an immersive mode using a VR headset elicit a more realistic and arousing experience than the same contents in a less immersive format a traditional computer screen
This is the first step in a wider research project in subsequent steps the investigators will assess the effects of these type of videos on empathy towards victims of bullying and eventually on prevalence of bullying behaviour
The central hypotheses to be tested will be
Hypothesis 1 H1 Contents representing situations of bullying from a first person perspective will elicit on participants realistic feelings of being bullied compared to contents representing other high-school daily situations not involving physical or verbal violence
Hypothesis 2 H2 Immersive presentation ie 360º-video contents watched in a VR headset will elicit higher arousal and higher perceived realism of the scene than the same contents presented in a less immersive display a computer screen
In order to test these hypotheses the investigators will collect measures of psychophysiological measures of arousal electrodermal activity -EDA- and heart rate -HR- and emotional regulation heart rate variability -HRV- self-reported emotional arousal and valence as well as three self-reported measures of the realism of the experience of being bullied including 1 participants perception on to which degree the represented situation can be considered bullying 2 participants feelings of actually being in the represented scene presence and 3 participants feeling of actually being bullied while watching the content
The investigators expect that compared to watching videos representing other high-school daily situations not involving physical or verbal violence watching videos representing situations of bullying participants EDA HR HRV and self-reported arousal will be higher H1a H1b H1c and H1d respectively self-reported valence will be more negative H1e scores of feelings of being bullying and actually being in the scene will be higher H1f and H1g respectively and the perception of the scene as bullying will also be enhanced H1h
It is also expected that compared to the videos presented in a screen while watching the videos in a VR headset participants EDA HR HRV and self-reported arousal will be higher H2a H2b H2c and H2d respectively self-reported valence will be more negative H2e scores of feelings of being bullying and actually being in the scene will be higher H2f and H2g respectively and the perception of the scene as bullying will also be enhanced H2h
In addition it will be explored whether the experienced arousal and perception of realism is associated with personality traits such as being uncaring unemotional and callousness The investigators believe that pupils with higher scores on the mentioned traits will experience less arousal subjective and psychophysiological when watching the videos with bullying content
Experimental design The study adopts a within-subject design in which each participant will watch four videos containing the four possible combinations of two independent variables Level of immersion VR headset computer screen and Type of content Bullying no-bullying content
The materials to be used in the experiment will be eight videos representing different scenes from the perspective of a girl to be watched by female participants and four videos representing different scenes from the perspective of a boy to be watched by male participants Among each group of eight videos there are four pairs The two videos of each pair involve the same location point-of-view and actors but in one of them there is a bullying situation and in the other there is a daily situation not involving any form of violence eg children chatting about the last weekend
Each participant will watch four scenes two containing bullying scenes and the other containing daily non-violent scenes Also two of them will be presented in a VR headset while the rest be presented in a computer screen The level of immersion and type of content in which each scene is presented will vary among participants following a Latin-square design in a way such for the whole sample of participants all the scenes will be presented across the two levels of immersion and the two types of content The order of the presentation of the four conditions will be randomised for each participant
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None