Can virtual reality improve social-emotional learning among adolescents? An experimental study

Abstract

The potential of virtual reality (VR) to support social-emotional learning (SEL) has been widely acknowledged, but design precedents for VR-based SEL interventions are still lacking in the literature. The effectiveness of such interventions also remains uncertain due to insufficient empirical evidence. To bridge this research gap, the present study adopted a between-subjects design to explore the impact of a VR-based intervention on enhancing SEL and learning experience. A total of 297 seventh-grade students in China were randomly assigned to one of three conditions: VR (n = 101), face-to-face (n = 107), and control (n = 89). Participants in both the VR and face-to-face conditions engaged in collaborative tasks designed to promote SEL, while the control condition received no such intervention. The findings revealed significant improvement in overall social-emotional competencies in the VR condition, especially in the subscales of task performance, collaboration, and engagement with others. The VR intervention also promoted a stronger sense of group cohesion and enriched social experiences. These findings offer practical implications for the design and implementation of VR-based SEL interventions in formal education settings.