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Virtual Reality and Prevention of Bullying

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details.
 
ClinicalTrials.gov Identifier: NCT03920592
Recruitment Status : Completed
First Posted : April 19, 2019
Last Update Posted : April 29, 2019
Sponsor:
Collaborators:
Fundació Eurecat
Recercaixa
Escola Parc del Guinardó
Fundació FC Barcelona
Information provided by (Responsible Party):
Narcis Cardoner, MD, PhD, Corporacion Parc Tauli

Brief Summary:

The lack of empathy towards victims of bullying is thought to play a main role in this extended and pernicious peer victimization behaviour. Thus, promoting empathy in school programs might be a promising approach for bullying prevention. Virtual reality (VR) allows creating an environment very similar to the real world and has proved to promote empathy.

Therefore, by employing VR, pupils may better understand and feel the experience of being bullied. As there is no evidence of the efficiency of VR in bullying prevention, the first step is to validate the content of the environments created.

In this line, the current study aims to investigate if 360º-videos produce a truthful experience of being bullied superior than the observed in traditional computer screens. The effect of all, 360º-videos and 2D computer screens will be assessed through objective (electrodermal activity -EDA- and heart rate -HR-) and subjective (self-administered tests) measures.


Condition or disease Intervention/treatment Phase
Bullying of Child Behavioral: Virtual Reality of Bullying Not Applicable

Show Show detailed description

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Study Type : Interventional  (Clinical Trial)
Actual Enrollment : 34 participants
Allocation: N/A
Intervention Model: Single Group Assignment
Intervention Model Description:

Each participant, depending on their sex, watch two minutes of each video content:

  1. Bullying content in virtual reality
  2. Bullying content in a regular 2D screen
  3. Pupils playing without bullying content in virtual reality
  4. Pupils playing without bullying content in a regular 2D screen
Masking: None (Open Label)
Masking Description: Participants are unaware of which condition is being tested
Primary Purpose: Basic Science
Official Title: Effect of Bullying Content Presented in Immersive 360º-video on Pupil's Cognitive and Psychophysiological Responses
Actual Study Start Date : April 10, 2019
Actual Primary Completion Date : April 12, 2019
Actual Study Completion Date : April 12, 2019

Arm Intervention/treatment
Experimental: Video watching

All participants will watch 4 videos of potential everyday school situations, adapted for boys and girls.

Videos contain different levels of bullying (presence/absence) and virtual reality (presence/absence).

Every pupil will watch the 4 types of video content randomly.

Behavioral: Virtual Reality of Bullying

Immersive videos (360º) filmed by 12-14 year old pupils who, guided by professional actors, represented the subjective experience of bullying.

Eight different potential situations designed depending on the sex of the pupil were filmed:

Girls:

  1. Classmates steal her personal diary
  2. Classmates tear her clothing
  3. Classmates insult her and steal her belongings
  4. Classmates deliberately exclude her in class

Boys:

  1. Classmates exclude him while playing with a ball
  2. Classmates bother him in the dining room
  3. Classmates insult and steal him in class
  4. Classmates insult him and steal his belongings




Primary Outcome Measures :
  1. Self-assessment manikin (SAM) [ Time Frame: Baseline ]
    Arousal and valence (5-point graphic scale)

  2. Heart rate (HR) and heart rate variability (HRV) [ Time Frame: Baseline ]
    An electrocardiogram will be recorded as an indirect indicator of the physiological arousal.

  3. Electrodermal activity (EDA) [ Time Frame: Baseline ]
    The skin conductance will be registered as an indirect indicator of the physiological arousal. Tonic and phasic measures will be registered.


Secondary Outcome Measures :
  1. The Inventory of Callous-Unemotional Traits (ICU) in Children [ Time Frame: Baseline ]

    The self-report version of the ICU assesses uncaring, unemotional, and callousness traits.

    Te scale has 24-items, ranked on a 4-point Likert scale, from 0 (not at all true) to 3 (definitely true). Possible scores ranges from 0-72, where higher scores indicate greater presence of the construct.


  2. Empathy toward victim [ Time Frame: Baseline ]
    7-item scale to assess empathy towards bullying. Higher scores indicate greater presence of the construct.

  3. Ad-hoc items regarding bullying [ Time Frame: Baseline ]

    Two ad-hoc items on how much the video presents a situation of "bullying", and to which extent the participant feel "been bullied" while watching the video. 5-point Likert scale in which 0 means "none" and 5 "absolutely". The items were:

    1. I think the video represents a situation of harassment
    2. I have really felt harassed while looking at the video

  4. Ad-hoc item on "presence" [ Time Frame: Baseline ]

    Feeling of being involved in the virtual environment. 5-point Likert scale in which 0 means "none" and 5 "absolutely". The item was:

    3. I felt that I was "there" in the video scene




Information from the National Library of Medicine

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Ages Eligible for Study:   9 Years to 12 Years   (Child)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria:

  • All pupils assisting 5th and 6th grade of primary school (Spain education system) of the "Escola Parc del Guinardó" school
  • Pupils whos parents have read, understand and approved the informed consent of the study.

Exclusion Criteria:

  • Pupils whose parents have not approved their inclusion in the study.

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT03920592


Locations
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Spain
Corporació Sanitària Parc Taulí
Sabadell, Spain, 08208
Sponsors and Collaborators
Narcis Cardoner, MD, PhD
Fundació Eurecat
Recercaixa
Escola Parc del Guinardó
Fundació FC Barcelona
Investigators
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Principal Investigator: Narcís Cardoner, MD, PhD Corporacion Parc Tauli
Principal Investigator: Miguel Barreda, PhD Eurecat, Centre Tecnològic de Catalunya
Publications:
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Responsible Party: Narcis Cardoner, MD, PhD, Psychiatrist, Director Depression and Anxiety Program & OSAMCAT, Corporacion Parc Tauli
ClinicalTrials.gov Identifier: NCT03920592    
Other Study ID Numbers: CSMPT_NC_2019_1
First Posted: April 19, 2019    Key Record Dates
Last Update Posted: April 29, 2019
Last Verified: April 2019
Individual Participant Data (IPD) Sharing Statement:
Plan to Share IPD: No

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Studies a U.S. FDA-regulated Drug Product: No
Studies a U.S. FDA-regulated Device Product: No
Keywords provided by Narcis Cardoner, MD, PhD, Corporacion Parc Tauli:
Virtual reality
Psychophysiology
Empathy
Additional relevant MeSH terms:
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Bullying
Aggression
Behavioral Symptoms