ArticleResearch on child and adolescent psychopathology2022
Interactive Virtual Reality versus Vignette-Based Assessment of Children's Aggressive Social Information Processing.
Article in Research on child and adolescent psychopathology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Children's Responses to Peer Conflict Scenarios: Feasibility and Initial Psychometric Properties of an Interactive Virtual Reality Assessment in a Clinical and Non-Clinical Sample.Research on child and adolescent psychopathology · 2026Article
- Virtual Triggers Real Reactions - Using VR To Assess Youth Violence.Research on child and adolescent psychopathology · 2025Article
- Virtual Reality as a Window into Sibling Aggression.Research on child and adolescent psychopathology · 2025Article
- You say it's not me: the influence of offering external explanations of rejection and acceptance behavior on the perception of benevolence in borderline personality disorder.Borderline personality disorder and emotion dysregulation · 2024Article
- Executive function in children with disruptive mood dysregulation disorder compared to attention-deficit/hyperactivity disorder and oppositional defiant disorder, and in children with different irritability levels.European child & adolescent psychiatry · 2024Article
- Virtual Reality Applications for Children and Adolescents in Mental Health: A Scoping Review of Assessment and Intervention in Clinical Practice.Clinical psychology & psychotherapyArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
This study examined whether interactive Virtual Reality (VR) provides a more ecologically valid assessment of children's aggressive social information processing (SIP) and aggressive responses than a standard vignette-based assessment. We developed a virtual classroom where children could meet and play games with virtual peers. Participants were boys (N = 184; ages 7-13) from regular education and special education for children with disruptive behavior problems. They reported on their SIP in four scenarios (i.e., two instrumental gain and two provocation scenarios) presented through both interactive VR and vignettes. Teachers reported on children's real-life aggressive behavior and reactive and proactive motives for aggression. Results demonstrated that children found the interactive VR assessment more emotionally engaging and immersive than the vignette-based assessment. Moreover, compared to vignettes, the interactive VR assessment evoked higher levels of aggressive SIP and responses in provocation scenarios only. Results supported the enhanced predictive validity of the interactive VR assessment of children's aggressive SIP and responses, which predicted children's real-life aggression above and beyond the vignette-based assessment with 2 to 12% additional explained variance. Similar results were found for children's real-life reactive and proactive motives for aggression, with 3 to 12% additional variance explained by interactive VR above and beyond vignettes. Interactive VR did not, however, evoke larger individual differences (i.e., variances) in children's aggressive SIP and responses than vignettes. Together, these findings suggest that interactive VR provides a more ecologically valid method to assess children's aggressive SIP and responses than hypothetical vignettes.
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