通过基于多角色经验的虚拟场景学习模型来打击学校欺凌:从多利益相关方的角度评估同情心,问题解决和自我效能
1Department of Mathematics and Information Education, National Taipei University of Education#134, Sec. 2, Heping E. Rd., Da-an District, Taipei City 106, Taiwan (R.O.C.).
Heliyon
|May 28, 2024
概括
使用多角色模式的虚拟场景学习显著提高了小学学生的学术成绩,同情心和解决问题的能力. 这种方法通过整合各种虚拟体验来提高对学校欺凌的认识.
科学领域:
- 教育技术的教育技术
- 心理学 心理学 心理学
- 网络欺凌研究 网络欺凌研究
背景情况:
- 学校欺凌仍然是一个重要的全球问题,需要创新的教育干预措施.
- 虚拟现实 (VR) 和数字工具为反欺凌教育提供了有希望的途径.
- 现有的虚拟角色扮演方法有局限性,例如负面的情绪影响或不完整的严重性描绘.
研究的目的:
- 调查基于多角色经验的虚拟场景学习模型的有效性.
- 为了比较多角色与单角色虚拟学习对学生的影响.
- 评估对学业成绩,同情心和解决问题的倾向的影响.
主要方法:
- 在台湾台北市56名四年级学生的准实验设计.
- 实验小组使用了多角色虚拟场景学习模型.
- 控制组使用了一个单一角色的虚拟场景学习模型.
主要成果:
- 实验组的学业成绩明显高于对照组.
- 实验组的学生表现出显著增强的同理心水平.
- 多角色虚拟学习模型带来了显著改善的问题解决倾向.
结论:
- 基于多角色经验的虚拟场景学习模型有效地提高了对校园欺凌的同情心和意识.
- 这种创新的数字教育工具对学生的关键发展结果产生了积极的影响.
- 虚拟场景学习具有通过沉浸式,多视角的参与来解决学校欺凌的巨大潜力.
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