The effectiveness of video-based virtual reality in art education for the development of social and emotional intelligence in high school students

Abstract

Curriculum influences the intellectual, social and psychoemotional aspect of personality development. The understanding of the role that one’s age and education have in personality development contributed to the innovative approach of social and emotional learning (SEL). This study compares changes in social and emotional development in older adolescents (15-19 years old) who attended art and art history classes with video-based virtual reality. For this, psychodiagnostic testing, comparative analysis, and statistical research methods were used. Emotional intelligence tests were based on the scientifically proven trait theory known as the Big Five. Johnson’s IPIP-NEO-300 was used as a convenient tool for the quick diagnostics of a large group of respondents. Four groups of senior year students from various high schools were randomly selected to attend the 6-week Art Curriculum Academic Program, specially developed based on the principle of synthesis of arts. Psychodiagnostic testing was conducted at the beginning and at the end of the experiment. The results were compared with those for the control group of senior students, who did not attend art classes. The study found statistically reliable and significant differences across all scales of the Self-Attitude Questionnaire and IPIP-NEO-300 test. It proves the positive, stimulating effect of the SEL Program on personality development, self-esteem and communication skills. The present findings confirm the initial hypothesis that the developed SEL Program affects the emotional intelligence and social skills of students. The findings also demonstrate the importance of social and emotional learning for career guidance, self-determination and self-fulfillment (success drivers).

Key words: academic programs; adolescents; Art Curriculum; learning; social and emotional learning.