Can virtual reality training help improve socio-emotional functioning in teens?

Scientists have started to examine whether virtual reality can help teenagers with developmental language disorders improve their social skills and emotional understanding. In a recent study published in Clinical Child Psychology and Psychiatry, his innovative approach, trialed in the Netherlands, demonstrated high levels of participant engagement and appreciation, though the results varied among individuals.

The motivation for this research stemmed from the unique challenges faced by adolescents with developmental language disorders. These individuals often struggle with socio-emotional problems, such as increased levels of shyness, fewer positive peer relations, and a greater risk of social isolation and depression. Traditional methods for improving socio-emotional functioning, which typically involve reflecting on hypothetical scenarios, have proven less effective for these adolescents due to their heavy reliance on language skills.

Recognizing the gap in effective training methods, the researchers turned to virtual reality technology as a potential solution. Virtual reality, with its immersive and interactive capabilities, offers a more behaviorally focused approach, potentially bypassing the linguistic barriers inherent in traditional methods.

“We were interested in this topic because adolescents with developmental language experience many challenges with socio-emotional functioning. However, practicing these skills seems difficult to achieve within practical and ethical boundaries (i.e. history of bullying and social isolation). Virtual reality appears to be a suitable method to practice socio-emotional functioning in a safe, controllable and realistic context,” said study author Elke Arts of the the Behavioural Science Institute at Radboud University.

The study involved nine adolescents, recruited from two secondary schools in the Netherlands specializing in education for children with communication problems. To be included in the study, participants had to meet specific criteria, such as being between 12 and 18 years old, having a confirmed diagnosis of developmental language disorder, and not having a history of epilepsy.

Each participant underwent a comprehensive diagnostic process to confirm their developmental language disorder, involving several language tests to assess different aspects like speech, grammar, and vocabulary. The actual study spanned over six weeks, with each participant attending a 50-minute session once a week. These sessions were divided into completing questionnaires, discussing and practicing skills, and participating in the InterAction virtual reality training.

The VR training itself, named InterAction, was conducted in a structured manner. It included activities like discussing target skills, watching and analyzing role-play videos, practicing skills verbally, and finally, engaging in the virtual reality environment to apply these skills. Different virtual environments, such as schoolyards and parks, were used to provide varied social scenarios. The experimenter, who was trained in VR technology, facilitated the sessions and controlled the virtual peers that the participants interacted with.

The virtual reality training was found to be feasible and suitable in a school setting. Although minor technical issues were encountered, these were easily resolved, and no negative effects of VR on the participants were reported. Participants showed high levels of appreciation for the VR training. Almost all adolescents rated their enjoyment and anticipation for future sessions highly. They also rated the virtual reality world as realistic, indicating a high sense of presence and engagement during the training.

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“The pilot study has demonstrated that adolescents find virtual reality to be an immensely enjoyable way to practice socio-emotional functioning,” Arts told PsyPost.

The results, however, were not uniform across all participants. While some showed clear improvement in certain socio-emotional skills, others displayed less convincing progress. This variability was seen both between different participants and within the same participant across different sessions.

“The pilot study utilized a Single Case Design (SCD), where adolescents self-assessed their progress to the trained skills once a week during the training period. To our surprise, not all adolescents reported improvement in the trained skills,” Arts said. “Some adolescents rated themselves lower to the trained skill at the end of the training, compared to the start of the training.

“However, upon inquiry, it was revealed that these adolescents had initially overestimated their abilities at the start. They became aware of this overestimation during the training, when they experienced more difficulty performing the skills than previously expected. This situation emphasizes the importance of an adequate baseline period (when using a SCD) to improve the adolescent’s reflective capacity.”

While the results are promising, the study was focused on exploring the feasibility of virtual reality for adolescents with developmental language disorders. In other words, the research primarily aimed to determine whether virtual reality could be a practical and effective tool in a real-world educational setting for this specific group. The study was not designed to definitively prove the efficacy of VR training in improving socio-emotional skills, but rather to assess whether such an approach is suitable and well-received by its intended audience.

The small sample size and the absence of a control group limit the generalizability of the findings. To better assess effectiveness, future research in this area could involve larger participant groups, include control conditions, and use a mix of self-reported and observational measures to provide a more comprehensive understanding of the VR training’s effectiveness.

“This small-sample study was not designed to examine statistical significance of changes over time,” Arts said. “Because of this, no statistical tests were conducted. Currently, we are conducting the VR training with a larger group of adolescents (approximately 30) to assess whether the VR training can significantly improve the socio-emotional functioning of these adolescents.”

The study, “Interactive virtual reality training to improve socio-emotional functioning in adolescents with developmental language disorders: A feasibility study“, was authored by Elke Arts, Bram O De Castro, Ellen Luteijn, Ben Elsendoorn, and Constance TWM Vissers.