Computers in human behavior reports最新文献_第3页

Adoption of AI tools in Education: Examining influencing factors and their impact on students' critical thinking skills 人工智能工具在教育中的应用：研究影响因素及其对学生批判性思维技能的影响

IF 5.8 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2026-03-01 Epub Date: 2026-03-07 DOI: 10.1016/j.chbr.2026.100990

Norah Basheer Alotaibi

This study is an investigation of the influencing factors of AI tools adoption among university students, particularly in their learning, and it investigates the adoption's relationship to their critical thinking and engagement in learning. The study is underpinned by the Theory of Planned Behavior (TPB) with additional integration of contextual antecedents, namely, accessibility, education and training, ethical awareness, cognitive development, and cultural perspectives, in a framework that explains behavior and cognition. It is an exploratory sequential mixed-method study that combines qualitative interviews involving 30 Saudi university students and a quantitative survey of 728 students. The data obtained was tested using Structural Equation Modeling (Smart PLS 4.0) to validate the proposed study model. Based on the findings of the analysis, the top predictors of students' intention to use AI tools are attitude, subjective norms, and perceived behavioral control, whereas critical-thinking engagement is predicted by the positive effect of intention. The major contextual factors in forming TPB constructs are accessibility, training, and ethical awareness, with cultural perspectives supporting the normative influence of both peers and instructors. The moderation analysis indicates that age does not significantly condition the relationships in the model, while gender shows a limited moderating effect only on the relationship between subjective norms and behavioral intention. Overall, these findings suggest that demographic moderators play a minimal role in shaping AI adoption intentions in this context. Through the findings, TPB was extended through the confirmed relationships between behavioral intention and cognitive outcomes, and the revelation that responsible and reflective AI can improve the critical engagement of students. Furthermore, the study findings also extend theory through the contextualization of TPB with an educational setting that is different from a Western one. The study also contributes to practice by emphasizing the requirement for AI integration initiatives and strategies that are ethical, inclusive, and pedagogical.

本研究调查了大学生采用人工智能工具的影响因素，特别是在他们的学习中，并调查了采用与他们的批判性思维和学习参与度的关系。该研究以计划行为理论（TPB）为基础，并在解释行为和认知的框架中额外整合了情境前因，即可及性、教育和培训、伦理意识、认知发展和文化视角。这是一项探索性顺序混合方法研究，结合了30名沙特大学生的定性访谈和728名学生的定量调查。使用结构方程建模（Smart PLS 4.0）对获得的数据进行测试，以验证所提出的研究模型。根据分析结果，学生使用人工智能工具的意向的最重要预测因素是态度、主观规范和感知行为控制，而批判性思维参与是由意向的积极影响预测的。形成TPB结构的主要背景因素是可达性、培训和道德意识，文化视角支持同伴和教师的规范性影响。调节分析表明，年龄对模型中的关系没有显著的调节作用，而性别仅对主观规范与行为意愿之间的关系有有限的调节作用。总的来说，这些发现表明，在这种情况下，人口统计学调节因素在塑造人工智能采用意图方面发挥的作用微乎其微。通过这些发现，TPB通过确认行为意图和认知结果之间的关系得到扩展，并揭示了负责任和反思的人工智能可以提高学生的批判性参与。此外，研究结果还通过对不同于西方教育环境的TPB情境化来扩展理论。该研究还强调了对道德、包容性和教学性的人工智能集成倡议和战略的要求，从而有助于实践。

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引用次数: 0

Immersive virtual waterscapes and student restoration: Emotional and physiological responses in digital environments 沉浸式虚拟水景与学生复原：数字环境中的情感和生理反应

IF 5.8 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2026-03-01 Epub Date: 2026-02-24 DOI: 10.1016/j.chbr.2026.100983

Rongxu Liu, Chenhui Yu, Voicu Ion Sucala, Martino Luis

Urbanisation and campus life often limit students’ access to natural water features that can reduce stress. Immersive virtual reality (VR) offers a controlled yet realistic way to study how digital nature influences emotional, physiological and restorative outcomes. This study examined how static, dynamic and biotic features of virtual waterscapes affect emotional, physiological and restorative responses in students after a mild stressor. Using a high-fidelity VR simulation of campus waterscapes, nine experimental conditions and one control scene were compared while cardiovascular, electrodermal and mood indicators were measured. Results indicate that all waterscapes offered restorative benefits, with dynamic flow or visible aquatic organisms showing consistently stronger improvements across cardiovascular, autonomic, and affective indicators. These findings highlight the particular value of dynamic and biotic water features for student well-being and demonstrate that immersive virtual waterscapes can promote short-term emotional and physiological restoration through multisensory engagement and presence. The study positions VR not only as an experimental tool but also as an interactive environment for advancing understanding of digital well-being and restorative processes in academic contexts.

城市化和校园生活往往限制了学生接触可以减轻压力的自然水景。沉浸式虚拟现实（VR）为研究数字自然如何影响情感、生理和恢复结果提供了一种可控但现实的方法。本研究考察了虚拟水景的静态、动态和生物特征如何影响学生在轻度应激后的情绪、生理和恢复反应。采用高保真VR模拟校园水景，比较9种实验条件和1种对照场景，同时测量心血管、皮肤电和情绪指标。结果表明，所有的水景都提供了恢复性的好处，动态流动或可见的水生生物在心血管、自主神经和情感指标上表现出持续更强的改善。这些发现强调了动态和生物水景对学生健康的特殊价值，并表明沉浸式虚拟水景可以通过多感官参与和在场来促进短期的情绪和生理恢复。该研究不仅将VR定位为一种实验工具，还将其定位为促进对学术环境中数字福祉和恢复过程的理解的互动环境。

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引用次数: 0

Interrupting resonant amplification: A mechanistic and design framework for human–AI interaction 中断共振放大：人机交互的机制和设计框架

IF 5.8 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2026-03-01 Epub Date: 2026-02-25 DOI: 10.1016/j.chbr.2026.100975

Ryan SangBaek Kim

Relational AI systems (e.g., companion chatbots and persona agents) increasingly shape human–computer interaction, intimacy, and belief formation. We formalize the Resonant Amplification Framework (RAF) as a phase-structured process model in which attachment, parasocial-like co-creation, and internalization can often form an escalation pathway — without assuming a deterministic or necessary causal chain — and translate it into interaction-design levers that can interrupt amplification loops while preserving user autonomy.

RAF targets a specific phenomenon: conviction-like, correction-resistant interpretations that can emerge in one-to-one, adaptive, memoryful dialogue. We show how linguistic reinforcement (mirroring, inclusive pronouns, elaborative restatement, and style accommodation) operationalizes co-creation and can relocate epistemic authority into the dyad. We then outline an auditable research and design program: indices for epistemic vigilance (EVI), parasocial co-creation (PCCI), and internalization resistance (IRM), plus a non-diagnostic psychometric scaffold (EDS). Finally, we propose phase-aligned cognitive circuit breakers (attachment-awareness, parasocial transparency, internal-object scaffolding) and introduce privacy-preserving measurement assets (an illustrative synthetic seed set and a fully synthetic development corpus) to enable marker engineering without exposing users.

关系型人工智能系统（例如，伴侣聊天机器人和角色代理）越来越多地影响人机交互、亲密关系和信仰形成。我们将共振放大框架（RAF）形式化为一个阶段结构的过程模型，在这个模型中，依恋、类副社会的共同创造和内化通常可以形成一个升级途径——无需假设确定性或必要的因果链——并将其转化为可以在保持用户自主权的同时中断放大循环的交互设计杠杆。RAF针对的是一种特定的现象：在一对一、适应性强、记忆性强的对话中，可能出现类似信念的、难以纠正的解释。我们展示了语言强化（镜像、包容性代词、精辟重述和风格调整）是如何运作共同创造的，并可以将认知权威重新安置到二元组合中。然后，我们概述了一个可审计的研究和设计方案：认知警觉性（EVI）、副社会共同创造（PCCI）和内化抵抗（IRM）指标，以及非诊断性心理测量支架（EDS）。最后，我们提出了相位一致的认知断路器（依恋感知、副社会透明度、内部对象脚手架），并引入了保护隐私的测量资产（说说性合成种子集和完全合成的开发语料），以实现不暴露用户的标记工程。

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引用次数: 0

Cultivating iranian EFL learners’ grammatical knowledge through online cumulative group-dynamic assessment 通过在线累积小组动态评估培养伊朗英语学习者的语法知识

IF 5.8 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2026-03-01 Epub Date: 2026-01-05 DOI: 10.1016/j.chbr.2025.100918

Azam Naserpour, Afsheen Rezai

While considerable empirical findings lend support to the efficacy of group-dynamic assessment (G-DA), grounded in Vygotsky's concept of the Zone of Proximal Development (ZPD), in fostering English as a foreign language (EFL) learning in conventional classroom settings, the effectiveness of cumulative G-DA, (a version of G-DA) in online contexts has largely remained underexplored. To address this lacuna, this study investigated the effects of online cumulative G-DA on cultivating pre-intermediate EFL learners' grammatical knowledge (GK) among Iranian EFL learners. A cohort of 75 EF L learners, initially homogenized using a key English test (KET), were selected and randomly assigned to either an experimental group (n = 22) or a control group (n = 25). They went through a structured procedure including a pre-test, a treatment phase lasting 16 1-h sessions, a post-test, and a delayed post-test. The results of a repeated-measures ANCOVA revealed that the experimental group outperformed the control group on the post-test in terms of gains in GK. Furthermore, the results demonstrated a statistically significant difference between the two groups in terms of GK gains on the delayed post-test. The findings indicate that online cumulative G-DA can be considered an efficient alternative teaching practice for promoting EFL learners' GK. The study concludes by offering a range of theoretical and pedagogical implications for different stakeholders in EFL education.

基于维果茨基最近发展区（ZPD）概念的大量实证研究结果支持群体动态评估（G-DA）在传统课堂环境中促进英语作为外语（EFL）学习的有效性，但累积G-DA （G-DA的一个版本）在在线环境中的有效性在很大程度上仍未得到充分探索。为了解决这一空白，本研究调查了在线累积G-DA对伊朗英语学习者培养中级前英语学习者语法知识的影响。75名英语学习者被随机分为实验组（n = 22）和对照组（n = 25），这些学习者最初使用关键英语测试（KET）进行同质化。他们经历了一个结构化的程序，包括一个预测试，一个持续16个1小时的治疗阶段，一个后测试和一个延迟的后测试。重复测量的ANCOVA结果显示，实验组在GK的增益方面优于对照组。此外，结果显示两组在延迟后测的GK增益方面具有统计学显著差异。研究结果表明，在线累积G-DA可以被认为是一种有效的促进英语学习者GK的替代教学实践。最后，本研究为英语教育中的不同利益相关者提供了一系列理论和教学启示。

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引用次数: 0

Early childhood screen use and sleep: Evaluating the strength of the evidence 儿童早期屏幕使用和睡眠：评估证据的强度

IF 5.8 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2026-03-01 Epub Date: 2025-12-24 DOI: 10.1016/j.chbr.2025.100921

Neele Hermesch , Carolin Konrad , Rachel Barr , Jane S. Herbert , Sabine Seehagen

Screen media use and its consequences for early development is a topic of ongoing discussion. In particular, the potential impact of screen media use on sleep has received increasing attention in recent research. However, the causal nature of this association in children under 5 years of age is unclear. This review draws on the decision rules proposed by Kraemer et al. (1997) to elucidate the relationship between potential risk factors and predefined outcomes. We evaluated empirical evidence of the association between screen exposure and different sleep parameters in infants and children from 0-to 5-years. We found ample correlational research and a few longitudinal studies that support the conclusion that screen exposure is a variable disruptive factor for sleep duration. Moreover, screen exposure was correlated with infants' and young children's sleep schedules. Although evidence of associations with sleep quality was generally less conclusive, three out of four randomized controlled studies demonstrated that screen media interventions targeting content, duration, or timing of screen exposure significantly reduced caregiver-reported or objectively measured sleep quality, preliminarily justifying the term causal disruptive factor. Based on our review, we encourage researchers to target screen exposure in experimental and intervention studies to reveal the causal effects on sleep duration and quality. We also advocate for more precise definitions and objective assessments of sleep behavior and screen exposure. A strong empirical base is required to inform far-reaching recommendations on early screen media use by bodies such as the World Health Organization.

屏幕媒体的使用及其对早期发育的影响是一个持续讨论的话题。特别是，屏幕媒体使用对睡眠的潜在影响在最近的研究中受到越来越多的关注。然而，这种关联在5岁以下儿童中的因果性质尚不清楚。本文借鉴了Kraemer等人（1997）提出的决策规则，阐明了潜在风险因素与预定义结果之间的关系。我们评估了0- 5岁婴儿和儿童的屏幕暴露与不同睡眠参数之间关系的经验证据。我们发现了大量的相关研究和一些纵向研究，这些研究都支持屏幕暴露是影响睡眠持续时间的可变干扰因素这一结论。此外，屏幕暴露与婴儿和幼儿的睡眠时间有关。尽管与睡眠质量相关的证据通常不那么确凿，但四分之三的随机对照研究表明，针对屏幕暴露内容、持续时间或时间的屏幕媒体干预显著降低了护理人员报告的或客观测量的睡眠质量，初步证明了“因果破坏性因素”这一术语的真实性。基于我们的回顾，我们鼓励研究人员在实验和干预研究中以屏幕暴露为目标，揭示对睡眠时间和质量的因果影响。我们还提倡对睡眠行为和屏幕暴露进行更精确的定义和客观的评估。世界卫生组织等机构就早期使用屏幕媒体提出影响深远的建议，需要强有力的经验基础。

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引用次数: 0

The sound of fairness: An integrative framework for embedding fairness into voice interaction design 公平之声：将公平嵌入语音交互设计的综合框架

IF 5.8 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2026-03-01 Epub Date: 2025-12-26 DOI: 10.1016/j.chbr.2025.100915

Seyyed Mohammad Mahdi Bahadornia , Julian Fisler , Christian Matt

Voice assistants (VAs) substantially affect the manner in which users interact with technology by offering convenient, hands-free user interfaces. However, owing to inherent limitations in conveying and visualising information, voice interactions are characterised by brief outputs that may, justifiably or not, trigger perceptions of unfairness among users. Although studies have developed general voice user interface (VUI) design guidelines to optimise VA-user interactions, they lack a focus on fairness. Neglecting fairness considerations can result in user dissatisfaction, a loss of trust, and lower service quality. To address this issue, we first assessed fairness in VUI design through 15 semi-structured expert interviews, linking four established fairness dimensions to VUI design guidelines and decomposing each dimension into VUI-specific fairness rules. Second, using a systematic literature review, we identified the VUI fairness design characteristics to operationalise the VUI fairness rules. Our systematic multimethod approach yields an integrative framework for fair VUIs that contextualises established fairness dimensions for VUI design, reconciles usability and fairness in voice interaction design, and explicitly equips practitioners with design characteristics to influence VA fairness.

语音助手（VAs）通过提供方便、免提的用户界面，极大地影响了用户与技术交互的方式。然而，由于信息传达和可视化的固有局限性，语音交互的特点是输出简短，无论是否合理，都可能引发用户对不公平的看法。尽管研究已经开发了通用的语音用户界面（VUI）设计指南来优化语音用户交互，但它们缺乏对公平性的关注。忽视公平性会导致用户不满，失去信任，降低服务质量。为了解决这个问题，我们首先通过15个半结构化的专家访谈评估了VUI设计中的公平性，将四个既定的公平性维度与VUI设计准则联系起来，并将每个维度分解为特定于VUI的公平性规则。其次，通过系统的文献综述，我们确定了VUI公平性设计特征，以实现VUI公平性规则。我们系统的多方法方法为公平的用户界面提供了一个综合框架，该框架将用户界面设计的既定公平维度置于语境中，协调语音交互设计中的可用性和公平性，并明确地为从业者提供影响用户界面公平性的设计特征。

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引用次数: 0

AI-driven versus human evaluations of psychotherapeutic communication performance: The impact of procedural prompting on assessment reliability and validity 人工智能对心理治疗沟通表现的评估：程序提示对评估信度和效度的影响

IF 5.8 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2026-03-01 Epub Date: 2025-12-18 DOI: 10.1016/j.chbr.2025.100910

Dirk Lubbe, Nadine Wedderhoff, Carolyn Nelles

This study examines whether large language models (LLMs) can reliably assess psychotherapeutic communication competencies. Specifically, it compares assessments of psychotherapeutic professional with two LLM-based rating approaches, a segment-based utterance-by-utterance evaluation of psychotherapeutic interactions and a holistic assessment of the conversations as a whole. Drawing on performance recordings of 37 psychology students from an examination involving two interaction scenarios with simulation patients, the investigation compared reliability and validity of assessments of empathy and communication structure among the LLM-based (using ChatGPT 1o) and human assessments. Results revealed that the segment-based approach attained reliability and validity levels comparable to those of trained psychotherapeutic assessors, particularly in empathy ratings, whereas the holistic approach consistently underperformed. These findings underscore the promise of integrating LLM-driven tools into psychotherapeutic training and performance assessments, suggesting that carefully calibrated prompt engineering may serve as a cost-effective adjunct to human judgment in high-stakes educational contexts.

本研究探讨大型语言模型（LLMs）能否可靠地评估心理治疗沟通能力。具体来说，它比较了两种基于法学硕士的评估方法对心理治疗专业人员的评估，一种是基于话语的心理治疗互动评估，另一种是对整个对话的整体评估。根据37名心理学专业学生的表现记录，他们参加了一场涉及两种与模拟患者互动场景的考试，该调查比较了基于法学硕士（使用ChatGPT 10）和真人评估的共情和沟通结构评估的信度和效度。结果显示，基于片段的方法达到了与训练有素的心理治疗评估者相当的信度和效度水平，特别是在共情评级方面，而整体方法一直表现不佳。这些发现强调了将法学硕士驱动的工具整合到心理治疗培训和绩效评估中的前景，表明精心校准的提示工程可以作为高风险教育环境中人类判断的经济有效的辅助手段。

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引用次数: 0

Stability through human perception: Technology acceptance models’ robustness across various interaction perspectives and comparable technologies 通过人类感知的稳定性：技术接受模型在各种交互视角和可比较技术中的稳健性

IF 5.8 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2026-03-01 Epub Date: 2026-01-08 DOI: 10.1016/j.chbr.2026.100930

Marvin Schittko , Patrick Planing , Patrick Müller

Technology acceptance research has traditionally focused on system design and interaction experience integrated into established frameworks like the Technology Acceptance Model (TAM; Davis, 1985) and the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh et al., 2003). While these models are widely applied to investigate the interaction between humans and technology, critiques have highlighted limitations concerning their generalizability, robustness, and conceptual clarity. This study addresses these challenges by examining the structural strength of TAM and UTAUT across comparable complex technologies and user interaction perspectives: between an active and a passive vignette. Furthermore, it introduces a model integrating Usage Perception (UP), incorporating the broader user perception of system usage, as a possible solution to the emerging vulnerability of traditional technology acceptance frameworks.

A controlled laboratory experiment was conducted in a simulated online environment, featuring two functionally developed AI agents that varied in interaction type and user autonomy. This design allowed direct comparison between active and passive interaction user perspectives and comparable complex technologies across a broad and diverse sample of 311 participants.

The results confirm that while some core predictors remained robust, traditional TAM and UTAUT structures showed inconsistency when disaggregated by interaction perspective and technology use case. In contrast, UP-integrated modelling showed greater path stability, theoretical coherence, and consistent predictive power. This paper offers a refined framework to holistically explain technology acceptance in complex AI systems—by integrating the human perception of system usage.

技术接受研究传统上侧重于将系统设计和交互体验整合到既定框架中，如技术接受模型（TAM; Davis, 1985）和技术接受和使用统一理论（UTAUT; Venkatesh et al., 2003）。虽然这些模型被广泛应用于研究人类与技术之间的相互作用，但批评人士强调了它们在通用性、稳健性和概念清晰度方面的局限性。本研究通过检查TAM和UTAUT在可比复杂技术和用户交互方面的结构强度来解决这些挑战：在主动和被动小场景之间。此外，它引入了一个集成使用感知（UP）的模型，结合了更广泛的用户对系统使用的感知，作为传统技术接受框架中新出现的漏洞的可能解决方案。在一个模拟的在线环境中进行了一项受控实验室实验，实验采用了两个功能成熟的人工智能代理，它们在交互类型和用户自主权方面各不相同。该设计允许直接比较主动和被动交互的用户视角，以及311个广泛而多样的参与者的可比复杂技术。结果证实，虽然一些核心预测仍然是健壮的，但传统的TAM和UTAUT结构在按交互视角和技术用例分解时显示出不一致。相比之下，up集成模型显示出更高的路径稳定性、理论一致性和一致的预测能力。本文提供了一个完善的框架，通过整合人类对系统使用的感知，从整体上解释复杂人工智能系统中的技术接受。

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引用次数: 0

Receiving human and android facial mimicry induces empathic experiences and oxytocin release 接受人类和机器人的面部模仿会诱导移情体验和催产素的释放

IF 5.8 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2026-03-01 Epub Date: 2025-12-01 DOI: 10.1016/j.chbr.2025.100895

Chun-Ting Hsu , Takashi Minato , Koh Shimokawa , Wataru Sato

Receiving facial mimicry enhances subjective empathic experiences; however, few studies have investigated its effect on hormonal responses. Likewise, few studies on facial mimicry by robots that could induce subjective and hormonal responses have been conducted. We hypothesized that individuals' perceptions of facial mimicry by humans and androids could induce empathic experiences and oxytocin release. We conducted two experiments, in which participants performed various scenarios facing one and then the other of two judges: only one mimicked participants’ facial expressions in most trials. In Experiment 1, 62 female participants were tested with female human confederates. In Experiment 2, 56 female participants were tested with female android judges. The mimicking human and android judges were rated more empathetic and personable than those that were non-mimicking, and the salivary oxytocin levels increased when mimicking was in play. Partial correlation analysis revealed that the extent of human likeness of an android judge uniquely predicted an increase in the salivary oxytocin level during human–android interaction. These data suggested that receiving human mimicry facilitated both subjective and hormonal empathic responses. Furthermore, even android mimicry elicited comparative responses, with the implication that android mimicry, which conveys empathy, could effectively enhance social bonding with users and improve the quality of interactions.

接受面部模仿可以增强主观共情体验；然而，很少有研究调查其对激素反应的影响。同样，对机器人面部模仿的研究也很少，这种模仿可以引起主观和激素的反应。我们假设，个体对人类和机器人面部模仿的感知可以诱导移情体验和催产素的释放。我们进行了两个实验，在实验中，参与者分别面对两名法官中的一名和另一名，执行不同的场景：在大多数试验中，只有一名法官模仿参与者的面部表情。在实验1中，62名女性参与者与女性人类同伙进行了测试。在实验2中，56名女性参与者接受了女性机器人裁判的测试。模仿人类和机器人的评委被认为比不模仿的评委更有同情心和风度，而且在模仿时唾液中的催产素水平也会增加。偏相关分析显示，机器人法官与人类相似的程度独特地预测了人类与机器人互动时唾液催产素水平的增加。这些数据表明，接受人类模仿促进了主观和激素的共情反应。此外，即使是机器人模仿也会引起比较反应，这意味着机器人模仿可以有效地增强与用户的社会联系，提高交互质量。

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引用次数: 0

Exploring user experience and emotional response to immersive 360° videos of bullying: opportunities for psychoeducational trainings 探索沉浸式360°欺凌视频的用户体验和情感反应：心理教育培训的机会

IF 5.8 Q1 PSYCHOLOGY, EXPERIMENTAL

Computers in human behavior reports

Pub Date : 2026-03-01 Epub Date: 2026-02-07 DOI: 10.1016/j.chbr.2026.100962

Claudia Carissoli , Anna Flavia Di Natale , Simona Carla Silvia Caravita , Daniela Villani

Bullying remains a pervasive issue in educational settings, where bystanders play a critical role in either mitigating or perpetuating its impact. As a result, there is a growing need for effective training tools that can elicit emotional engagement and support motivation to intervene in bullying situations. Immersive virtual reality (IVR) has emerged as a promising medium for anti-bullying interventions, enabling experiential learning and heightened emotional involvement.

The present study evaluates a newly developed 360° IVR-based tool designed to support anti-bullying interventions targeting prospective educators who may act as bystanders in future bullying situations. To assess the added value of immersion, the IVR experience was compared to a traditional 2D video. Using a within-subjects experimental design, 38 young adults, primarily prospective educators, were exposed to both presentation modalities. User experience (engagement and social presence), emotional responses, and willingness to intervene were assessed using self-report measures and physiological indicators (heart rate).

Results showed that the IVR-based tool significantly enhanced engagement and social presence relative to the 2D video condition. IVR also elicited stronger emotional responses, reflected in higher self-reported guilt and shame and increased heart rate. However, willingness to intervene did not significantly differ between conditions.

These findings suggest that IVR is an effective tool for intensifying emotional and experiential aspects of anti-bullying training for prospective bystanders. While heightened emotional engagement alone may not be sufficient to immediately translate into behavioural intentions, IVR shows potential as a component of broader, longitudinal anti-bullying programs aimed at educators in their role as future bystanders.

在教育环境中，欺凌仍然是一个普遍存在的问题，旁观者在减轻或延续其影响方面发挥着关键作用。因此，越来越需要有效的培训工具，这些工具可以引发情感参与并支持干预欺凌情况的动机。沉浸式虚拟现实（IVR）已经成为反欺凌干预的一种有前途的媒介，可以实现体验式学习和增强情感参与。本研究评估了一种新开发的基于360°ivr的工具，该工具旨在支持针对可能在未来欺凌情境中充当旁观者的未来教育工作者的反欺凌干预。为了评估沉浸感的附加价值，将IVR体验与传统的2D视频进行了比较。采用主题内实验设计，38名年轻人，主要是未来的教育工作者，暴露于两种呈现方式。使用自我报告测量和生理指标（心率）评估用户体验（参与度和社交存在）、情绪反应和干预意愿。结果显示，与2D视频条件相比，基于ivr的工具显着提高了参与度和社会存在感。IVR也引发了更强烈的情绪反应，反映在更高的自我报告的内疚和羞耻以及心跳加快。然而，干预意愿在不同条件下没有显著差异。这些发现表明，IVR是一种有效的工具，可以加强对潜在旁观者的反欺凌培训的情感和经验方面。虽然仅仅提高情感投入可能不足以立即转化为行为意图，但IVR显示出作为更广泛的纵向反欺凌计划的组成部分的潜力，这些计划旨在教育工作者作为未来旁观者的角色。

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引用次数: 0