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  5. "In the shoes of another": Immersive technology for social and emotional learning
 
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"In the shoes of another": Immersive technology for social and emotional learning

URI
https://hdl.handle.net/10497/23924
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Type
Article
Files
 EIT-2022-109384.pdf (754.13 KB)
Citation
Tan, M. C. C., Chye, S. Y. L., & Teng, K. S. M. (2022). "In the shoes of another": Immersive technology for social and emotional learning. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-022-10938-4
Author
Tan, Marcus Cheng Chye 
•
Chye, Stefanie Yen Leng 
•
Teng, Kylin Shu Min
Abstract
There has been increasing use of interactive technologies in the classroom today and a rising popularity of employing virtual environments as a means to engage students in sensorially rich contexts for more embodied forms of experiential learning. In particular, virtual reality (VR) or immersive virtual environments (IVEs) facilitated by head-mounted displays (HMDs) have been used in the teaching of subject content such as history, geography and science. This article presents the findings of an exploratory study of immersive technology, specifically immersive virtual environments (IVES), for the purpose of social and emotional learning (SEL), in the context of Character and Citizenship lessons in the Singapore classroom. The social and emotional competencies (SECs) examined in this project were specifically empathy and perspective-taking, and responsible decision-making. The study involved a sample of n = 75 students from a cohort of students in a Singapore school, averaged at 15 years of age. Students were randomly divided into three treatment conditions: IVEs, pen-and-paper mental simulation and video-viewing. Each treatment contained a problem scenario, told from a first-person perspective, involving a social and ethical dilemma young people today face. A quasi-experimental, pre-test post-test, non-equivalent group design was employed, and the study adopted a mixed-method approach to data collection. The findings reveal that IVEs are not necessarily more effective than the “pen-and-paper” and video viewing approaches to teaching SECs but they can better facilitate perspective-taking and empathy for a higher percentage of students.
Keywords
  • Immersive virtual env...

  • Immersive technology

  • Social and emotional ...

  • Empathy

  • Perspective-taking

  • Responsible decision-...

Date Issued
2022
Journal
Education and Information Technologies
DOI
10.1007/s10639-022-10938-4
Dataset
https://doi.org/10.25340/R4/ZFO2P4
Project
OER 04/18 MT
Funding Agency
Ministry of Education, Singapore
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