دورية أكاديمية
أعرض في EDS

Investigating social comparison behaviour in an immersive virtual reality classroom based on eye-movement data.

التفاصيل البيبلوغرافية
العنوان: Investigating social comparison behaviour in an immersive virtual reality classroom based on eye-movement data.
المؤلفون: Hasenbein L; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, 72072, Tübingen, Germany. lisa.hasenbein@uni-tuebingen.de., Stark P; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, 72072, Tübingen, Germany., Trautwein U; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, 72072, Tübingen, Germany., Gao H; Human-Centered Technologies for Learning, Technical University of Munich, Arcisstraße 21, 80333, Munich, Germany., Kasneci E; Human-Centered Technologies for Learning, Technical University of Munich, Arcisstraße 21, 80333, Munich, Germany., Göllner R; Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, 72072, Tübingen, Germany. richard.goellner@uni-tuebingen.de.
المصدر: Scientific reports [Sci Rep] 2023 Sep 06; Vol. 13 (1), pp. 14672. Date of Electronic Publication: 2023 Sep 06.
نوع المنشور: Journal Article; Research Support, Non-U.S. Gov't
اللغة: English
بيانات الدورية: Publisher: Nature Publishing Group Country of Publication: England NLM ID: 101563288 Publication Model: Electronic Cited Medium: Internet ISSN: 2045-2322 (Electronic) Linking ISSN: 20452322 NLM ISO Abbreviation: Sci Rep Subsets: MEDLINE
أسماء مطبوعة: Original Publication: London : Nature Publishing Group, copyright 2011-
مواضيع طبية MeSH: Social Comparison* , Virtual Reality*, Animals ; Humans ; Social Behavior ; Interpersonal Relations ; Students
مستخلص: Higher-achieving peers have repeatedly been found to negatively impact students' evaluations of their own academic abilities (i.e., Big-Fish-Little-Pond Effect). Building on social comparison theory, this pattern is assumed to result from students comparing themselves to their classmates; however, based on existing research designs, it remains unclear how exactly students make use of social comparison information in the classroom. To determine the extent to which students (N = 353 sixth graders) actively attend and respond to social comparison information in the form of peers' achievement-related behaviour, we used eye-tracking data from an immersive virtual reality (IVR) classroom. IVR classrooms offer unprecedented opportunities for psychological classroom research as they allow to integrate authentic classroom scenarios with maximum experimental control. In the present study, we experimentally varied virtual classmates' achievement-related behaviour (i.e., their hand-raising in response to the teacher's questions) during instruction, and students' eye and gaze data showed that they actively processed this social comparison information. Students who attended more to social comparison information (as indicated by more frequent and longer gaze durations at peer learners) had less favourable self-evaluations. We discuss implications for the future use of IVR environments to study behaviours in the classroom and beyond.
(© 2023. Springer Nature Limited.)
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تواريخ الأحداث: Date Created: 20230906 Date Completed: 20230908 Latest Revision: 20231123
رمز التحديث: 20231123
مُعرف محوري في PubMed: PMC10483041
DOI: 10.1038/s41598-023-41704-2
PMID: 37673939
قاعدة البيانات: MEDLINE
الوصف
تدمد:2045-2322
DOI:10.1038/s41598-023-41704-2