Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23924
Title: 
Authors: 
Keywords: 
Immersive virtual environment
Immersive technology
Social and emotional learning
Empathy
Perspective-taking
Responsible decision-making
Issue Date: 
2022
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
Journal: 
Education and Information Technologies
Dataset: 
https://doi.org/10.25340/R4/ZFO2P4
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.
URI: 
ISSN: 
1360-2357 (print)
1573-7608 (online)
DOI: 
Project number: 
OER 04/18 MT
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Embargo_20230401
File Availability: 
With file
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