A study of virtual reality and the empathetic experience in Australian secondary students

Emma Phillips, Aaron Jarden, Terence Bowles
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Abstract

Empathy is a key contributor to moral, pro-social behaviour and an important element of socio-emotional learning (SEL). Schools deliver SEL programmes during adolescence to develop a range of skills including empathy. As education becomes increasingly digital, more research is needed to understand the role digital technologies may play in students’ empathy development. Virtual reality (VR) has been touted as a possible way to provide more realistic experiences to enhance empathy. To investigate this, an intervention of an empathy-provoking documentary (Clouds over Sidra) was shown to adolescents aged 13 to 15 years using either virtual reality (n = 63) or 2D projection (n = 53). Participants completed the Adolescent Measure of Empathy and Sympathy (AMES survey) before (time 1), immediately (time 2) and two weeks (time 3) after viewing the documentary. There was no difference in empathy between the 2D and VR conditions. However, for both conditions, there was an increase in empathy immediately after viewing the documentary but not at the two week follow-up. The results suggest that while empathy could temporarily increase when one is exposed to a novel emotive experience, a one-time intervention does not appear to produce a lasting change. This is an important consideration for schools in considering virtual reality technology for use in SEL.

Abstract Image

虚拟现实与澳大利亚中学生的移情体验研究
移情是道德和亲社会行为的关键因素,也是社会情感学习(SEL)的重要内容。学校在青少年时期开展 SEL 课程,培养包括移情在内的一系列技能。随着教育日益数字化,需要开展更多的研究,以了解数字技术在学生移情能力发展中可能发挥的作用。虚拟现实(VR)被认为是提供更逼真体验以增强同理心的一种可能方式。为了研究这一点,我们使用虚拟现实技术(63 人)或二维投影技术(53 人)向 13 至 15 岁的青少年播放了一部引发共鸣的纪录片(《西德拉上空的云》)。参与者在观看纪录片前(时间 1)、观看后立即(时间 2)和两周后(时间 3)完成了青少年移情和同情测量(AMES 调查)。2D 和 VR 条件下的移情没有差异。然而,在观看纪录片后的第一时间,两种情况下的移情都有增加,但在两周后的跟踪调查中却没有增加。研究结果表明,虽然当一个人接触到新奇的情感体验时,移情能力会暂时增强,但一次性的干预似乎不会产生持久的变化。对于考虑将虚拟现实技术用于 SEL 的学校来说,这是一个重要的考虑因素。
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