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)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–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¶

q3 i3 The time-by-group interaction on general social competence was significant (p = .002, ηp² = .240), with social knowledge, verbal conversation skills, and nonverbal sending skills also showing significant interactions. → Xining Wang 2023 q3 i? Post hoc Tukey tests showed the VR group improved significantly more than the TC group in general social competence (p = .005) and nonverbal sending skills (p = .048). → 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 · r1

Mixed ANOVA (Study 2) of 50 middle school children randomized to VR (n = 10), Lego (n = 10), or traditional classroom (n = 30); the MSCS total interaction had ηp² = .240, described as a "significant interaction effect over time by group (VR, Lego, and TC)".

"Moreover, there was also a significant interaction effect over time by group (VR, Lego, and TC) on general social competence (p = .002) and social knowledge (p = .004), verbal conversation skills (p = .004), and nonverbal sending skills (p = .003) (Table 4)."

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

Post hoc comparisons in Study 2 (reported in the results as Tukey tests; the methods name a post hoc Bonferroni test) found "the VR group improved significantly more than the TC group in general social competence (p = .005)"; the VR group also exceeded the TC group in nonverbal sending skills (p = .048), whose time-by-group interaction was p = .003.

"The Post hoc Tukey test results showed that the VR group improved significantly more than the TC group in general social competence (p = .005)."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — 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 — related
• 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
• Both VR and Lego social competence education increased rural elementary children's perceived social support across all three YSSQ domains (Study 1) — related
• MPathic-VR training produces a significant advantage on the OSCE nonverbal communication scale, suggesting particular value for acquiring nonverbal skills — related