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

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2023 · checked against its sources 2026-10-29 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i3 Social competence (MSCS total) increased significantly from pre- to post-test across VR and Lego groups (ηp² = .478), with no significant time-by-group interaction. → Xining Wang 2023 q3 i? Social motivation, social inferencing, social knowledge, and verbal conversation skills each increased significantly after Bonferroni correction; demonstrating empathic concern was significant only before correction. → 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 · i3 · causal · r2

Mixed ANOVA of pre/post MSCS scores for elementary children: 40 were randomly assigned (20 per group) and two withdrew from the VR group, leaving 38 analysed (VR n = 18, Lego n = 20) after eight weekly sessions; the MSCS total time effect was significant (ηp² = .478) with "no significant interaction over time by group (VR/Lego)".

"The results indicate that there was a significant effect over time (p < .001). However, there was no significant interaction over time by group (VR/Lego)."

Xining Wang 2023 (2)¶

q3 · i? · causal · r2

Subscale mixed ANOVA in Study 1 (Bonferroni α = .007) found four MSCS dimensions rose significantly; demonstrating empathic concern (p = .014) was "significant only before" correction, which the authors attribute to low power.

"Specifically, social motivation (p < .001), social inferencing (p < .001), social knowledge, (p < .001), and verbal conversation skills (p = .001) increased significantly following the educational sessions after Bonferroni correction."

Discussion¶

Learner Variables¶

Social Awareness and Relationship Skills — outcome: instruction changes it

Page metadata

Field	Value
`type`	`claim`
`id`	`vr-and-lego-sce-increase-elementary-social-competence`
`title`	`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`
`description`	`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`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2023`
`source_checked`	`2026-10-29`
`generated`	by `process:wiki-ingest` on `2026-10-29`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `xining-wang-2023`, `xining-wang-2023-2`

Frontmatter is the page's machine-readable record — see the Schema & Guide.

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¶