Utilizing VR technology to explore the moral courage process and bystander behaviors: An experimental trial

Abstract

This study utilizes VR technology to explore the influences of the number of bystanders and gender on the moral courage process (i.e., emotions, perceived personal responsibility, perceived self-efficacy in intervention, and cost-benefit analysis of taking action) and bystander behaviors among junior high schools in Taiwan. Employing a 2 (gender: boys vs. girls) x 3 (number of bystanders: 0 vs.2 vs. 4) experimental design, 209 middle school students from midwestern Taiwan experienced VR bullying scenarios and completed questionnaires. MANCOVAs and ANCOVAs results indicated no significant effect of the number of bystanders on the moral courage process and bystander behaviors. However, gender effects were observed, with girls considering more cost evaluation and displaying more defending behaviors, while boys showed more pro-bullying behaviors. Regression analysis revealed gender differences in the mechanisms underlying bystander behaviors. For boys, guilt, defender self-efficacy, and perceived personal responsibility positively predicted defending behaviors. For girls, empathy and defender self-efficacy positively predicted defending behaviors. Boys' empathy negatively predicted outsider behaviors, but cost evaluation showed the positive effect. Girls’ guilt and defender self-efficacy negatively predicted outsider behaviors, while a greater number of bystanders and perceived personal responsibility negatively predicted their pro-bullying behaviors. Quality data reveal that some students declared their intention to intervene based on personal ethics or obligations regardless of the presences of other bystanders, while others reported being more willing to intervene when more bystanders were present. Findings partially support moral courage model. This study demonstrates the potential of VR as an educational tool for developing bystander intervention skills among high school students.