Emotion regulation, utilization of social resources and objective social support showed no significant improvement under any pedagogy, and Lego did not differ significantly from other approaches, in middle school children¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2023 · checked against its sources 2026-10-29 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? In Study 1, nonverbal sending skills and emotion regulation did not improve significantly; in Study 2, emotion regulation again showed no improvement. → Xining Wang 2023 q3 i? In Study 2, neither utilization of social resources (time effect p = .275) nor objective social support (p = .033, above the Bonferroni threshold of .017) improved significantly under any of the three pedagogies, which with 50 children does not show they had no effect; Lego did not differ significantly from the other groups, which the authors attribute possibly to the small sample. → Xining Wang 2023 (2)

Evidence¶

Xining Wang 2023¶

Xining Wang, Gareth W. Young, Adéla Plechatá, Conor Mc Guckin, Guido Makransky. (2023). Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104815

q3 · i? · causal · r2

Study 1 mixed ANOVA results: the ER subscale time effect was p = .347 and NSS p = .071, so "Domains of nonverbal sending skills, and emotion regulation did not improve significantly"; the authors note the sample had no emotion-regulation difficulties.

"Domains of nonverbal sending skills, and emotion regulation did not improve significantly from pre-to post-test."

Xining Wang 2023 (2)¶

Xining Wang, Gareth W. Young, Adéla Plechatá, Conor Mc Guckin, Guido Makransky. (2023). Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104815

q3 · i? · causal · r2

Study 2 YSSQ results (50 children; Bonferroni α = .017): utilization of social resources time effect p = .275; objective social support rose numerically in all three groups, p = .033, significant only before correction, which the authors describe as "close to having a positive influence". The authors state existing family and school support is unlikely to change without environmental change, and short-term SCE teaching cannot greatly raise perceived social support for left-behind youth.

"Nevertheless, children's utilization of social resources and objective social support were not improved by any of the pedagogies in Study 2."

Discussion¶

Learner Variables¶

• Emotional Intelligence — outcome: instruction changes it
• Social Awareness and Relationship Skills — outcome: instruction changes it
• Social Supports — outcome: instruction changes it

Related Claims¶

• In middle school children, VR-assisted SCE produced significantly greater gains than traditional classroom learning in general social competence and nonverbal sending skills (Study 2) — related
• Both VR and Lego social competence education increased rural elementary children's perceived social support across all three YSSQ domains (Study 1) — reports the opposite
• VR-assisted and Lego social competence education both increased rural elementary children's social competence over eight sessions (Study 1), with no significant difference between the two approaches — related
• VR-assisted SCE increased middle school children's subjective sense of social support significantly more than traditional classroom learning (Study 2) — related
• A serious virtual world class does not produce statistically significant differences in learning effectiveness compared with a traditional class of identical learning objectives and contents — related