NCT03920592|Completed
Virtual Reality and Prevention of Bullying
Effect of Bullying Content Presented in Immersive 360º-video on Pupil's Cognitive and Psychophysiological Responses
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Effect of Bullying Content Presented in Immersive 360º-video on Pupil's Cognitive and Psychophysiological Responses
Sponsor study identifier
interventional
34
1 country
1
Study Start
April 10, 2019
Actual (reported)Primary Completion
April 12, 2019
Actual (reported)Study Completion
April 12, 2019
Actual (reported)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.
Registry-reported information. Elapsed time and enrollment totals alone do not measure study progress or recruitment pace.
April 12, 2019
Actual (reported)Click on a node to explore related trials.
Some registry-reported names shown below are not yet linked in this graph.
Dates and qualifiers reported by the registry. Estimated dates do not confirm that a milestone has occurred.
April 9, 2019
Actual (reported)April 10, 2019
Actual (reported)April 12, 2019
Actual (reported)April 12, 2019
Actual (reported)April 19, 2019
Actual (reported)Self-assessment manikin (SAM)
Arousal and valence (5-point graphic scale)
Baseline
Heart rate (HR) and heart rate variability (HRV)
An electrocardiogram will be recorded as an indirect indicator of the physiological arousal.
Baseline
Electrodermal activity (EDA)
The skin conductance will be registered as an indirect indicator of the physiological arousal. Tonic and phasic measures will be registered.
Baseline
The Inventory of Callous-Unemotional Traits (ICU) in Children
Baseline
Empathy toward victim
Baseline
Ad-hoc items regarding bullying
Baseline
Ad-hoc item on "presence"
Baseline
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.
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
Registry-reported names are shown in full. Names without a link have not yet been matched to a Syfrah profile.
Contact the study team to confirm eligibility.
Corporació Sanitària Parc Taulí
Sabadell, 08208, Spain
Fanti, K. A., & Kimonis, E. R. (2012). Bullying and Victimization: The Role of Conduct Problems and Psychopathic Traits. Journal of Research on Adolescence, 22(4), 617-631.
Moore AA, Carney D, Moroney E, Machlin L, Towbin KE, Brotman MA, Pine DS, Leibenluft E, Roberson-Nay R, Hettema JM. The Inventory of Callous-Unemotional Traits (ICU) in Children: Reliability and Heritability. Behav Genet. 2017 Mar;47(2):141-151. doi: 10.1007/s10519-016-9831-1. Epub 2016 Dec 1.
Nickerson AB, Mele D, Princiotta D. Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions. J Sch Psychol. 2008 Dec;46(6):687-703. doi: 10.1016/j.jsp.2008.06.002. Epub 2008 Jul 15.
Narcís Cardoner, MD, PhD
Corporacion Parc Tauli
Miguel Barreda, PhD
Eurecat, Centre Tecnològic de Catalunya
34 participants (actual enrollment reported by the registry).
First Submitted
April 9, 2019
First Posted
April 19, 2019
Munoz LC, Qualter P, Padgett G. Empathy and bullying: exploring the influence of callous-unemotional traits. Child Psychiatry Hum Dev. 2011 Apr;42(2):183-96. doi: 10.1007/s10578-010-0206-1.
Study Start
April 10, 2019
Actual (reported)Primary Completion
April 12, 2019
Actual (reported)Study Completion
April 12, 2019
Actual (reported)Last Updated
April 29, 2019
Record last verified: 2019-04
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