Virtual Reality to Promote Socio-Emotional Well-Being in High-Needs Urban Schools

• In Event: Instructional Technology SIG Poster Session 1: Instructional Technology in K–12 Settings

Abstract

Virtual reality (VR) to build wellbeing for students with latent trauma is being examined in multiple contexts. The purpose of this study was to compare modalities associated with a DBT approach in a school-based socio-emotion wellbeing curriculum. Modalities of were VR enhanced DBT approach, face-to-face approach without VR, and waitlist time-delayed control in a high-needs urban classroom. Participants were 69 students from a high-needs urban school. Observations, researcher assessments, and paper and pencil instrument scores, were analyzed via mixture modeling. Results across the main effect of modality illustrates a statistically significant difference between virtual reality enhanced Dialectical Behavior Therapy base curriculum and each of the other modalities. These results suggest approaches using VR enhanced DBT promotes greater socio-emotional skill acquisition.

Authors

• Richard Lamb, East Carolina University

• Allison Crowe, East Carolina University

• Len Annetta, East Carolina University

• Denise Bressler, East Carolina University

• Tosha L Owens, East Carolina University

• Alana M. Zambone, East Carolina University