Both VR and Lego social competence education increased rural elementary children's perceived social support across all three YSSQ domains (Study 1)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2023 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · 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 YSSQ total and all three subscales (subjective sense of social support, objective social support, utilization of social resources) increased significantly from pre- to post-test after Bonferroni correction, with no time-by-group interaction. → Xining Wang 2023
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 YSSQ scores for the 38 elementary children in Study 1. The total time effect was ηp² = .394; subjective sense of social support (p < .001), objective social support (p < .001), and utilization of social resources (p = .001) all increased significantly after correction.
"The results indicated that there was a significant effect of time on the overall score (p < .001). However, there was no interaction between time and group (VR/Lego)."
Discussion¶
Learner Variables¶
- Social Awareness and Relationship Skills — outcome: instruction changes it
- Social Supports — outcome: instruction changes it
Related Claims¶
- 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 — 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
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
vr-and-lego-sce-increase-elementary-social-support |
title |
Both VR and Lego social competence education increased rural elementary children's perceived social support across all three YSSQ domains (Study 1) |
description |
Both VR and Lego social competence education increased rural elementary children's perceived social support across all three YSSQ domains (Study 1) |
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 |
1 — xining-wang-2023 |
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