Combating school bullying through multi-role experience-based virtual scenario learning model: Assessing empathy, problem-solving, and self-efficacy from a multi-stakeholder perspective.
Heliyon
; 10(10): e31044, 2024 May 30.
Article
en En
| MEDLINE
| ID: mdl-38803906
ABSTRACT
This study explores the applications of virtual scenario learning in addressing the global issue of school bullying through digital educational tools. Previous research suggests that virtual role-playing experiences can reduce bullying incidents; however, experiencing the victim role can evoke negative emotions, while the bystander role may not fully convey the severity of bullying. This study aims to investigate the effects of a multi-role experience-based virtual scenario learning model on learners by integrating the advantages of both roles. This study employed a quasi-experimental research method, which involved grouping 56 fourth-grade elementary school students in Taipei City, Taiwan, into an experimental group and a control group. The experimental group utilized the multi-role experience-based virtual scenario learning model, while the control group utilized a single-role experience-based model. The study compared the differences in academic achievement, empathy, and problem-solving tendencies between the two groups. The findings indicate that the experimental group significantly excelled over the control group in academic achievement, empathy, and problem-solving tendencies. The multi-role experience-based virtual scenario learning model effectively nurtures students' empathy and considerably enhances learners' awareness of campus bullying.
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Idioma:
En
Revista:
Heliyon
Año:
2024
Tipo del documento:
Article
Pais de publicación:
Reino Unido