@article{ref1,
title="Combating school bullying through multi-role experience-based virtual scenario learning model: assessing empathy, problem-solving, and self-efficacy from a multi-stakeholder perspective",
journal="Heliyon",
year="2024",
author="Yang, Kai-Hsiang and Lu, Yi",
volume="10",
number="10",
pages="e31044-e31044",
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.<p /> <p>Language: en</p>",
language="en",
issn="2405-8440",
doi="10.1016/j.heliyon.2024.e31044",
url="http://dx.doi.org/10.1016/j.heliyon.2024.e31044"
}