Virtual Reality and Prevention of Bullying
|ClinicalTrials.gov Identifier: NCT03920592|
Recruitment Status : Completed
First Posted : April 19, 2019
Last Update Posted : April 29, 2019
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|
|Study Type :||Interventional (Clinical Trial)|
|Actual Enrollment :||34 participants|
|Intervention Model:||Single Group Assignment|
|Intervention Model Description:||
Each participant, depending on their sex, watch two minutes of each video content:
|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|
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:
- Self-assessment manikin (SAM) [ Time Frame: Baseline ]Arousal and valence (5-point graphic scale)
- Heart rate (HR) and heart rate variability (HRV) [ Time Frame: Baseline ]An electrocardiogram will be recorded as an indirect indicator of the physiological arousal.
- 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.
- 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.
- Empathy toward victim [ Time Frame: Baseline ]7-item scale to assess empathy towards bullying. Higher scores indicate greater presence of the construct.
- 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:
- I think the video represents a situation of harassment
- I have really felt harassed while looking at the video
- 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
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT03920592
|Corporació Sanitària Parc Taulí|
|Sabadell, Spain, 08208|
|Principal Investigator:||Narcís Cardoner, MD, PhD||Corporacion Parc Tauli|
|Principal Investigator:||Miguel Barreda, PhD||Eurecat, Centre Tecnològic de Catalunya|