Can Virtual Reality Simulations be used as a Research Tool to Study

Empathy, Problems Solving and Perspective Taking of Educators?

Theory, Method and Application

Sharon Tettegah*1 Kona Taylor1 Eun Won Whang1 Simon Meistninkas2 Robert Chamot2
University of Illinois at Urbana-Champaign
Department of Curriculum and Instruction1, Department of Computer Science2
Primary contact: [email protected]

Abstract

Simulations in virtual environments are becoming an important

research tool for educators. These simulations can be used in a Virtual environments (VE’s) are most useful when they
variety of areas from the study of emotions and psychological are believable to the user. The environment should allow
disorders to more effective training. The current study uses individuals to immerse themselves in an experience that is both
animated narrative vignette simulation technology to observe a functional and easy to relate too. Bowman, Hodges, Allison, and
classroom situation depicting a low level aggressive peer-to-peer Wineman (1999) state that in order for a virtual environment to be
victim dyad. Participants were asked to respond to this situation effective, it must tightly couple both experiential and abstract
as if they were the teacher, and these responses were then coded information into one package. Experience gained from the VE is
and analyzed. Consistent with other literature, the pre-service only one aspect to virtual reality, there must also be some type of
teachers expressed very little empathic concern, problem-solving abstract information given so that the user is able to link what
or management of the situation with the victim. Future direction they have seen and known to what is to be learned from the
and educational implications are presented. simulation. Virtual reality simulations depend heavily on the
environment they create therefore researchers that choose this
Keywords: simulation, education, animation, web based method must be able to accurately depict scenarios that give test
applications, peer victimization. subjects the stimulus to produce accurate data for their research.
Using this type of virtual reality environment, Waterworth,
1 INTRODUCTION Haggkvist, Jalkanen, Olsson, Waterworth, & Wimelius (2003)
discuss the “great potential in evoking both feelings and emotions
The World-Wide Web and digital multimedia such as simulations in users” (p. 190).
can be a powerful means of assessing behavioral constructs such There are several examples of how virtual environments
as pre-service teacher’s empathy related to perceptions of peer have allowed researchers and their subjects to overcome barriers
victimization. Integrating Web technology with the aim of that would have otherwise hindered true progress. The range of
improving our ability to understand, model and analyze social research that has been done using virtual reality simulations will
behaviors of complex systems can be extremely useful as we be discussed further, but most important are the implications for
explore pre-service teacher’s cognitions and intended behaviors. its use as a research tool that may become indispensable to the
This research demonstrates one way vignette simulations, that are study of empathy.
situated in web based virtual environments, can be used to help
identify and assess pre-service teacher’s empathic responses, 2 Prior Research in Social Simulations and Virtual
cognitions, understanding, and problem solving methods Reality
involving conflictive classroom interactions by using Animated
Narrative Vignette (ANV) simulations developed from a real-life Previous research has shown that virtual reality can be used to
narrative (Author, 2005). treat a variety of phobias and psychological disorders. Some of
Yet, it is important to keep in mind that virtual reality simulations these include social phobias (Klinger, Bouchard, Legeron, Roy,
aid both subject and researcher. Bowman et al. (1999) states it Lauer, Chemin, & Nugues, 2005), panic disorders and
most clearly argues, agoraphobia (Botella, Villa, Garcia-Palacios, Banos, & Perpina,
2004; Vincelli, Anolli, Bouchard, Wiederhold, Zurloni, & Riva,
The goal of virtual environment (VE) research 2003), nicotine cravings (Lee, Lim, Graham, Kim, Wiederhold,
is not to produce more realistic environments, Wiederhold, Kim, & Kim, 2004). Additionally, Rothbaum and
faster 3-D graphics, better sensory cues, or Hodges (1999) reviewed additional uses of virtual reality
low latency. Rather, all of these are only the environments for such anxiety disorders as fear of heights and
means by which we hope to achieve the actual flying, as well as potential uses for post traumatic stress disorder.
end: useful applications that will benefit Rothbaum and Hodges conclude that, “VRE has the advantage of
people. (p. 317) conducting time-consuming exposure therapy without leaving the
therapists office, with more control over exposure stimuli, and
In this paper, we will provide a review of research on less exposure of the patients to possible harm or embarrassment”
the benefits of virtual environments, then a review of relevant (p. 522-523).
empathy literature, followed by methods, analysis and finally a Thus, the uses for simulated virtual reality environments
discussion and conclusions. are vast, and a main component is their use as a research tool for
 Virtual Reality 2
further understanding of human behavior. Rizzo, Klimchuk, find improved performance in medical students who had trained
Mitura, Bowerly, Buckwalter, et al. (2005) note: using a surgery simulator. Yet, there was a significant correlation
VR offers the potential to create systematic human between the experimental student’s performance during their
testing, training and treatment environments that allow training and their measured surgical performance. Students who
for the precise control of complex, immersive, dynamic performed well on one also performed equally as well on the
3D stimulus presentations, within which sophisticated other.
interactions, behavioral tracking and performance While these results do not add evidence towards using
recording is possible. Much like an aircraft simulator simulator training to improve performance, they do seem to be a
serves to test and train piloting ability, virtual good predictor of future outcomes in performance. Also, while
environments (VE’s) can be developed to present performance on a specific task might not be improved, behavioral
stimulations that assess and rehabilitate human outcomes may be affected, including empathy and problem
functional performance under a range of stimulus solving. Parsons and Mitchell (2002) found “role-play within
conditions that are not easily deliverable and virtual environments could promote the mental simulation of
controllable in the real world. (¶ 1) social events, potentially allowing greater insight into the minds”
of participants who are engaged in the virtual reality environment
Accordingly, simulations can be utilized across a range of (p. 430). Additionally, the “practice of behaviors, both within and
different circumstances, where it might normally be impossible or across contexts, could also encourage a more flexible approach to
very difficult methodologically to create a certain environment or problem solving” (Parsons & Mitchell, p. 430).
situation for research purposes.
Recent research has attempted to recreate the experience 3 Why Simulations in VRE?
of schizophrenia in a virtual reality environment. Tichon, Banks,
and Yellowlees (2003) researched the psychological and physical Virtual reality environments (VRE) are an important new research
feelings of a schizophrenic episode. In this study, the authors tool that can be used to expand the learning of both the
worked with one patient to develop a replication of some of the participants and researchers in multiple ways. Aylett and Louchart
symptoms experienced during a psychotic episode within a virtual (2003) examined virtual reality (VR) as a narrative form. They
reality environment. Some of these symptoms within the compared 4 aspects of classical narrative forms (cinema,
environment included the instances of ‘hearing voices’ and traditional theater, and literature) to VR narratives: interactivity,
various hallucinations. This type of study has many practical physical reality, presentation of imagery, and sense of time and
benefits including patient therapy and to help professionals and space. VR emerged as an excellent narrative form due to the
family members better empathize and understand persons possibility of real-time story telling and interaction while
suffering from this disorder. providing an immersive stage unlike any classical narrative forms
Other uses of simulations to study empathy include can provide. Virtual reality environments “allow students to
work done by Pavia, Dias, Sobral, Aylett, Woods, et al. (2005), visualize abstract concepts, and to visit environments and interact
who looked at teachers and students empathic feelings towards with events that distance, time, or safety factors make
animated students using a simulated classroom bullying event. unavailable” (Youngblut, 1998, p.11).
Pavia et al. found “significantly more children (80%) expressed In the current study, participants were able to observe
feeling sorry for the characters compared to teachers and experts another event in someone’s lived experience, which without the
(70%)” (p. 262). Also, “significantly more children (71%) use of the virtual environment would have been impossible. This
expressed cognitive empathy towards characters compared to allowed them the opportunity to see into the life of another person
experts (47%) and teachers (28%)” (p. 262). These results using media and the web. The current study investigates (1)
illustrate some of the possible research uses for virtual reality students perceptions of two victims, (2) level of empathy for the
environments. victim, (3) the strategies of action suggested by the respondents,
Consequently, another use for virtual reality simulations and (4) the type of behavioral change focused on by the
is for assessment and training purposes, especially within an participants using a multimedia simulations delivered through the
educational setting. Rizzo et al. (2005) noted, World Wide Web.

“VR offers the option to produce and 4 METHODOLOGY

distribute identical ‘standard’ environments.
Within such digital assessment and This study employed a two-part methodology involving
rehabilitation scenarios, normative data can be qualitative and quantitative analyses. The qualitative data analysis
accumulated for performance comparisons occurred in three phases, by coding open-ended responses to a
needed for assessment, diagnosis and for web-based animated narrative vignette (ANV) before using the
training purposes” (¶ 3). categories (Phase 1, 2, 3). An iterative process was involved in the
first set of data analysis. The objective of the quantitative phase
Thus, virtual reality simulations are also important for was to test for any differences between various participant
training, and fits ideally as an appropriate research tool for this subgroups, including gender, race, and major.
work. Participants: Three hundred and fifty-nine students (310
Janda, Matthews, Nattestad, Wagner, Nebel, et al. women, 46 men, & 3 missing) from a Midwestern university
(2004) found that the dental students who were trained using a participated in this study. The participants consisted of pre-
virtual patient not only asked more relevant questions and took service teachers (38%), psychology majors (32%), and various
more time discussing patient issues, but also seemed to show other undergraduate majors (30%). The mean age of the
more empathy for their patients than the students who hadn’t participants was 21.61 (SD = 3.04). Most of the participants were
trained on the virtual patient. Other research by Ahlbert, white (78%), while the other 22% consisted of African
Heikkinen, Iselius, Leijonmarck, Rutqvist, et al. (2002) did not Americans, Asian, Hispanic, and Native American. The location
 Virtual Reality 3
the students either lived or taught in was made up of 31% from Kappa’s agreement coefficients were calculated on the variables
rural, 47% from suburban, and 22% from urban areas. The derived from the codes with a range of 0.76-0.93.
participants were recruited from the Education Department
subject pool as well as several teacher education programs from
different disciples on campus. Participants received extra credit
for their participation.
Procedure: Participants were randomly assigned to different
computer labs to complete the vignette. One lab was a Personal
Computer lab and the other a Macintosh computer lab. They
completed an online demographic questionnaire and were
required to register on a website and establish a pseudonym. The
participants were instructed to use their same pseudonym for both
their vignette and survey responses. After viewing the vignette,
the participants typed a response to a vignette, or completed the
survey. The participants clicked on a submit button to finalize
their responses to the vignette. The process of submission sent the
data to a secure database. The participants were informed that
their responses were anonymous, and tracked only by their
pseudonym.
Figure 2. Peers reporting victimization with teacher interaction
4.1 Materials
4.2 Vignette Coding
Demographic questionnaire: A 16-item survey was designed
to gather information about each participant’s age, sex, location of Phase 1: The methodology for this research employed a
residency and location of teaching position, years taught, if any, grounded theory approach by organizing, coding, generating
and subject area interest or experience. categories, testing emerging categories, and searching for
Vignette: An animated narrative vignette was used to gather data hypotheses and explanations from the vignette responses
from participants through the World Wide Web. The duration of (Marshall & Rossman, 1989, 1999). Participants’ responses were
the animated narrative vignette was two minutes. This simulation subjected to a “line-by-line” content analysis (Charmaz, 1995,
contained one vignette that depicted an interaction in the 2003; Marshall & Rossman, 1989). This involved the research
classroom between two children (Maria, a 10-year old Latina, & team, consisting of the principal investigator and one research
Kristen, 10-year old White American girl), and one teacher (Ms. assistant, examining each line of the 359 vignette responses. Each
Green). During the vignette, Maria and Kristen are on the vignette response was different. Some had 3 paragraphs, while
playground jumping rope. Maria and Kristen engage in an some had 5 lines.
argument about whose turn it is (see Figure 1). Upon examination of the responses, we noticed that
many of the responses did not include any reference to the victim.
As a result, a coding schema was generated consisting of four
distinct response categories. After reviewing the data, the
following four factors emerged, using a grounded theory
approach, to measure empathy: concern for the victim, problem
solving with the victim, mention the victim and management of
the situation with the victim. Based from these categories, the
investigator, in particular, sought to answer the following
questions: (1) Do pre-service teachers express empathy for the
main characters in the ANV, if so with whom? (2) For whom is
the respondent expressing concern?; (4) What are the strategies of
action suggested by the respondents?; and (5) What type of
behavioral change and management are utilized by pre-service
teachers? Additionally, the researcher sought to examine any
gender and race differences in the responses.
Phase 2: Four experienced graduate students served as
Figure 1. Peer victimization simulation: Playground.
independent raters. They raters were divided into two pairs. The
first pair was required to allocate randomly ordered statements
The argument ends with the girls using derogatory comments
derived from the sample of 359 pre-service teacher responses to
towards one another and going to the teacher to tell on each other.
the four response categories derived in Phase 1. The raters were
The teacher then talks to the girls about how it is wrong to call
also asked to provide feedback regarding the clarity of the
each other names (See Figure 2).
category labels, and the categories were adjusted as necessary.
After viewing the vignette, participants were asked,
These refined categories and their randomly ordered statements
“What would you do if you were the teacher in this situation?”
were then sent to the second pair of raters and this process was
The question was asked to elicit responses from the pre-service
repeated. This provided a measure of reliability for the process of
teacher’s perspective and role-taking. Participants were instructed
coding participants’ responses.
to type their response in a textbox and were given unlimited time
and space to respond to the question (see Figure 1). Cohen Phase 3: Two additional graduate students served as
independent raters for Phase 3. These raters were advised to use
 Virtual Reality 4
the coding schema derived in Phases 1 and 2 to score all of the Qualitative: Examples of some of these expressions of empathy
responses. The raters were instructed to score the responses as and strategies suggested for managing and problem solving were
follows: if a statement or sentence within the responses was revealed by responses from some of the following participants:
applicable to a category, the number 1 was to be placed in the Response 1. I would continue to talk to the girls about
respective box according to the nature of that statement. For how it hurt their feelings no matter who called a name
example, if a participant stated, “if I had been in the position of first. If they don't like being called a name, then they
Ms. Green, I would have been a little more considerate of the girls shouldn't call others names. They need to remember
problems,” the rater would place a 1 in the category indicating that what hurts them hurts others too. It would be
that there was concern, and a 3 in the category indicating that the important for me to make sure that both girls understand
concern was for both of the girls . If the response included that it isn't okay to call names even if someone else
statements such as the following, “in addition, I would talk to called them a name, because it is just a vicious circle.
Maria, and ask her how she felt in the situation,” the rater would
allocate a score of 1 in the category indicating empathy, and a 1 Response 2. I would sit down with both of the girls and
for indicating empathy for Maria. Raters were instructed to ask them what provoked the disagreement in the first
allocate a statement to multiple categories if applicable. The place. When I discovered that this had to do with
following is an example of a response that focused on managing sharing, I would tell the girls to take turns in the future.
the behavior with Maria and Kristen, “If I were the teacher, I Then I would talk to them about the name calling issue.
would have sat down with both girls. I would have asked Maria to I would first explain the significant impact words can
tell Kristen how he made her feel.” have upon a person. I would ask each of them how they
Analysis of responses included the following response felt about themselves now. Then I would explain that
categories or themes: Recognition (i.e., did the participant the words that the other one had said to them had really
mention either girl?); 2) Expression of empathic concern (i.e., did hurt the other one. I would then tell them to remember
the participant express concern for either girl?); 3) Managing the how much it hurts to be called a name. I would explain
situation (i.e., did the participant respond to how they would other more positive ways of dealing with disagreements
manage the situation with the girls versus others in the situation?); such as compromising.
4) Problem-solving strategies (i.e., in what ways did the
participants indicate that they would address the problem?). Four Response 3. This is an all too common occurrence in
options within this category included strategies that focused on schools. Name calling is a reality amongst both
either or both girls, on the class as a whole, and/or on the families children and adults. I think the key to resolving this
of the girls. problem is helping students feel a certain level of
empathy for those who are victimized. There is a game
6 RESULTS that deals with labels. I would love to play this game
with my students. You make a host of labels and you
Quantitative: Most of the participants mentioned (93%) the tape them to the backs of the students. Before you
victims, either referring to both girls (91%) or Kristen alone (1%). begin you start off with letting them know that you will
Similarly, 92% of the participants managed the situation with treat the person according to their label. They will not
either both girls (90%) or Kristen (2%). However, 71% of the know what their label is but you will. But remember
participants did not exhibit any empathy, and for the participants everyone has one. This will help them see what it is
who did empathize with the victims, 25% empathized with both like to be mistreated.
victims, while 1% empathized with Kristen and 1% with Maria
respectively. For manage the victim, 92% of the participants Response 4. If I were the teacher, I would talk to the
indicated that they would manage the situation, while 90% two girls together. I would explain that name-calling is
indicated managing both girls, while 2% managed with Kristen not polite and it hurts others' feelings. I would point out
only. Slightly more than half of the participants problem solved to the first girl that it must have hurt when the other
in the scenario (58%), yet of the participants who problem solved called her fat, but she did not need to respond by calling
only 57% problem solved with both girls, while 1% problem her a name too. She could have come to me first
solved just for Kristen. Only 5% and 3% of the participants without responding to her insult, or she could have just
problem solved with the class or the girls families respectively. walked away from the situation. I might ask the girls to
When the data was looked at statistically, a significant each say something nice about the other girl and
relationship was found between gender and problem solving with apologize for calling each other names. I would give
the class, χ2(1, N = 356) = 10.68, p < 0.01. Male participants each of the girls an equal chance to use the jump rope or
were more likely than expected to problem solve with the family, encourage one of them to play another game. I would
while female participants were slightly less likely than expected. say all of this because it is important that children
Using gender, race, and major as the independent variables there understand that name-calling hurts others, and it is
were no other relationships found for the other dependent important to be kind and respectful to others, even if
variables. Yet, the participants’ responses were also looked at to they are not kind to us first.
see if any interesting existed between Education, Psychology, and
other majors. Education majors did indicate slightly higher Response 5. If I were the teacher, I would talk to the
percentages of mentioning, managing, and problem solving with two girls together like the teacher did in this example. I
the victim. However, psychology majors were slightly more would explain that name-calling is not polite and it hurts
likely to manage with the family, and other majors indicated others' feelings. I would point out to the first girl that it
higher levels of empathy and problem solving with the class. must have hurt when the other called her fat, but she did
not need to respond by calling her a name too. She
could have come to me first without responding to her
 Virtual Reality 5
insult, or she could have just walked away from the someone told her she didn't speak well? I would ask the
situation. I might ask the girls to each say something girls to think about these questions, and next time they
nice about the other girl and apologize for calling each argued to please come see the teacher if they need help
other names. I would give each of the girls an equal resolving a problem.
chance to use the jumprope or encourage one of them to
play another game. I would say all of this because it is It is interesting that some participants who mentioned Maria by
important that children understand that name-calling name, mentioned Kristen not by name but by a physical
hurts others, and it is important to be kind and respectful characteristic. No one mentioned Maria as the dark haired girl, so
to others, even if they are not kind to us first. why did people mention Kristin as the blond girl?
Additionally, for the participants who only referred to
Response 6. I would explain to the girls that name one of the girls in their response (1%), all mentioned only Kristen,
calling is not nice. I would then ask them how they but never by name. Examples of this are illustrated in the
would feel if they were called fat or if their native following responses.
language was made fun of. People come in all shapes, Response 10. I would explain to the blonde-haired girl
sizes, colors, and speaking different languages. This that it does not matter who started the name-calling.
does not make one person better than the other one...it From the perspective of the adult, each child was
just means that we are all individuals, and have unique involved in name-calling, and thus should be held
qualities in abilities. I would help them to understand equally accountable.
that they should appreciate each others' differences, and
not to criticize or make fun of them. Response 11. I think that what the teacher did was
correct. She addressed the situation and told both of
The previous responses are examples of how the respondents them they were wrong to call each other names. When
expressed empathy for both girls having their feelings hurt, as the blond girl said "She called me a name first" I would
well as different problem solving strategies for helping to stop this tell her that two wrongs don't make a right. You need to
situation from happening again. It is also important to note that in treat others the way you would like to be treated, even
these responses Kristen and Maria are mostly referred to as “the though it can be hard sometimes.
girls” (91%) or not mentioned at all (8%), which was a very
common occurrence in general for the responses. Response 12. If I were one of the children who was
In regards to differentiating between the girls and their called fat, I would probably walk away, cry, and sulk by
experience, overall, 92% of the participants did not differentiate myself because the comment would really press on my
between the girls at all when writing up their response to the insecurities. I would not retaliate because I would be
vignette, but just referred to them as, “the girls” instead of by too embarrassed.
individual name. For the 8% of participants who did differentiate
between the girls, most referred to both girls by name as 8 CONCLUSIONS
illustrated below in the following responses.
Response 7. If I were the teacher in this situation I As illustrated above, the participants who mentioned only Kristen
would do exactly what the teacher did and tell both of never mentioned her by name, only referred to her as the blond
the girls that name calling is not nice. When Kristin girl or the girl who was called fat. These findings as well as
responds that Maria called her a name first I would tell previous findings have interesting implications on why
Kristin that instead of calling Maria a name back she participants singled Kristen out instead of Maria. What was it that
should have instead come right to me because this way the participants identified with, possibly being made fun of
the situation doesn't get any worse and I could have because of her weight or was it that she was white and blond
dealt with Maria alone. I would also tell the girls that if haired? Regardless, all of these issues have serious implications
either of them called anyone else a mean name in the on the empathy expressed for the students.
future they would have to go speak to the principal and Discussion
maybe have a call home to their parents. Simulations, based on personal experiences that engage
pre-service and in-service teachers in interpreting and problem
Response 8. I would have dealt with this situation in a solving can help to facilitate an understanding of how educators
similar way that this teacher did. I would explain that it think about school interactions of students. Responses to
is rude to name call and that nobody likes to be called simulations can be used to engage educators in using and sharing
names because Maria and Kristen need to learn that they their responses to others in developing an awareness of student
should always respect their classmates by never saying who have been victimized. Understanding how pre-service
anything rude about them. I would remind them both teachers perceive peer victimization and relational aggression
how it feels to be called a name and that neither of them using animated narrative simulations can be very informative for
should retaliate to being called a name with name teaching and learning environments.
calling because it doesn't help the situation.
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