An Educational Intervention for Theory of Mind Skills in Children Using a Virtual Reality Application: A Pilot Study
This study explores the effectiveness of a virtual reality (VR) application designed to teach Theory of Mind (ToM) skills to children aged 5-6, addressing the gap in research on the use of VR for typically developing children.
ToM is a critical skill for social interaction and understanding others’ perspectives. Despite the potential of VR to simulate real-life scenarios for ToM development, prior research has primarily focused on clinical populations. This study aims to investigate its application in neurotypical children.
A pilot study was conducted with seven children from private educational institutions, divided into experimental and control conditions. ToM skills were assessed pre- and post-intervention using validated tests. The VR intervention involved interactive scenarios designed to enhance perspective-taking and understanding intentions.
This paper demonstrates the feasibility and efficacy of using immersive VR technology to improve ToM skills in typically developing children, bridging the gap in the existing literature while also highlighting the novelty of applying VR beyond therapeutic contexts to educational settings.
Children in the experimental condition exhibited improvements in ToM assessments compared to the control group. These results highlight the potential of VR as an engaging and effective tool for teaching social cognitive skills. While the small sample size warrants cautious interpretation, the findings provide promising preliminary evidence supporting the effectiveness of VR-based interventions.
Educators and psychologists can incorporate VR-based interventions to foster ToM development in early childhood, leveraging its immersive nature to simulate complex social scenarios.
Future research should replicate these findings with larger samples and explore the long-term impact of VR-based ToM training on real-life social interactions and relationships.
Enhancing ToM skills in children could improve classroom dynamics, peer relationships, and overall social adaptation, contributing to healthier social environments in educational settings.
Further studies should focus on evaluating the transfer of VR-acquired ToM skills to everyday social contexts and assessing their effectiveness across diverse populations and age groups.
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