The impact of Virtual Reality on the awareness of teenagers to social and emotional experiences of immigrant classmates

Abstract

The current study examined the use of VR (Virtual Reality) and its affect on the degree of awareness of 178 seventh and eighth graders to the emotional and social experiences of a new immigrant during his or her first months in the adoptive country. Students native to the adoptive country were divided into two groups: an experimental group, which tried out VR worlds designed to simulate the emotional and social feelings and experiences of a new immigrant teen, and a control group which viewed a movie on the same subject. In addition, we have examined another group of teen immigrants who provided us with a benchmark of the degree of awareness to be measured. Their responses were compared to those of native teenagers of the adoptive country. All the subjects responded to an awareness questionnaire before and after the experiment (Sever 1977), and had a personal interview before and after the experiment as well. The results indicate that the experience of a VR simulated emotional and social experiences of a recent immigrant teen has intensified the emotional and social awareness of the experiment group while the movie intensified the social feelings only in the control group.

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

“…The most noticeable change was the fading popularity of inquiry‐based pedagogy for VR learning environments. In the first decade, about 62% of published VR interventions claimed to be inquiry‐based, albeit using different names such as ‘problem‐based learning’, ‘case‐based learning’, or ‘game‐based learning’ (e.g., Cai et al, 2006; Kim, 2006; Passig et al, 2007; Poland et al, 2003). However, the percentage of inquiry‐based VR interventions decreased to a mere 30% in the second decade, despite the enhanced functionality of VR technologies.…”

Did Mobile-Based Virtual Reality Improve L2 Students' Oral Proficiency?

“…The field has seen a rise of research studies about VR tools recently. Due to the versatile nature of the technology, VR has been used as training tools (Desai, Desai, Ajmera, & Mehta, 2014;Le, Pedro, & park, 2015), a treatment tool for learning in affective domains, such as empathy, public-speaking anxiety, and posttraumatic stress disorder (Ahn et al, 2016;Anderson, Zimand, Hodges, & Rothbaum, 2005;Parsons, & Rizzo, 2008;Passig, Eden, & Heled, 2007;Rizzo et al, 2010), and on a number of science and engineering subjects (Bassanino et al, 2010;Lisichenko, 2015;Merchant et al, 2012).…”

The Impact of Virtual Reality on Self-Actualization of Teenagers: Anthropological Dimension

“…В той час, інтелектуальний дискурс постра-дянського простору коливається між вкрай по-лярними оцінками впливу віртуальної реаль-ності на розвиток соціуму, й зокрема молодих людей, світове наукове товариство або ж зосе-реджує свою увагу на перевагах, що несе з со-бою впровадження нових комп'ютерних техно-логій [17], або ж пропонує вкрай зважені оцінки цього процесу. Зокрема, досить часто дослідники приділяють увагу вивченню пер-спектив віртуальної взаємодії людей [11], або ж змінам, що відбуватимуться в соціумі в резуль-таті розвитку ІТ комунікацій та інтернету, пси-хологічного досвіду людини та, відповідно, соціуму [22].…”