Can Virtual Reality Simulations be used as a Research Tool to Study Empathy, Problems Solving and Perspective Taking of Educators? Theory, Method and Application Sharon Tettegah* 1 Kona Taylor 1 Eun Won Whang 1 Simon Meistninkas 2 Robert Chamot 2 University of Illinois at Urbana-Champaign Department of Curriculum and Instruction 1 , Department of Computer Science 2 Primary contact: stettega@uiuc.edu Abstract Simulations in virtual environments are becoming an important research tool for educators. These simulations can be used in a variety of areas from the study of emotions and psychological disorders to more effective training. The current study uses animated narrative vignette simulation technology to observe a classroom situation depicting a low level aggressive peer-to-peer victim dyad. Participants were asked to respond to this situation as if they were the teacher, and these responses were then coded and analyzed. Consistent with other literature, the pre-service teachers expressed very little empathic concern, problem-solving or management of the situation with the victim. Future direction and educational implications are presented. Keywords: simulation, education, animation, web based applications, peer victimization. 1 INTRODUCTION The World-Wide Web and digital multimedia such as simulations can be a powerful means of assessing behavioral constructs such as pre-service teacher’s empathy related to perceptions of peer victimization. Integrating Web technology with the aim of improving our ability to understand, model and analyze social behaviors of complex systems can be extremely useful as we explore pre-service teacher’s cognitions and intended behaviors. This research demonstrates one way vignette simulations, that are situated in web based virtual environments, can be used to help identify and assess pre-service teacher’s empathic responses, cognitions, understanding, and problem solving methods involving conflictive classroom interactions by using Animated Narrative Vignette (ANV) simulations developed from a real-life narrative (Author, 2005). Yet, it is important to keep in mind that virtual reality simulations aid both subject and researcher. Bowman et al. (1999) states it most clearly argues, The goal of virtual environment (VE) research is not to produce more realistic environments, faster 3-D graphics, better sensory cues, or low latency. Rather, all of these are only the means by which we hope to achieve the actual end: useful applications that will benefit people. (p. 317) In this paper, we will provide a review of research on the benefits of virtual environments, then a review of relevant empathy literature, followed by methods, analysis and finally a discussion and conclusions. Virtual environments (VE’s) are most useful when they are believable to the user. The environment should allow individuals to immerse themselves in an experience that is both functional and easy to relate too. Bowman, Hodges, Allison, and Wineman (1999) state that in order for a virtual environment to be effective, it must tightly couple both experiential and abstract information into one package. Experience gained from the VE is only one aspect to virtual reality, there must also be some type of abstract information given so that the user is able to link what they have seen and known to what is to be learned from the simulation. Virtual reality simulations depend heavily on the environment they create therefore researchers that choose this method must be able to accurately depict scenarios that give test subjects the stimulus to produce accurate data for their research. Using this type of virtual reality environment, Waterworth, Haggkvist, Jalkanen, Olsson, Waterworth, & Wimelius (2003) discuss the “great potential in evoking both feelings and emotions in users” (p. 190). There are several examples of how virtual environments have allowed researchers and their subjects to overcome barriers that would have otherwise hindered true progress. The range of research that has been done using virtual reality simulations will be discussed further, but most important are the implications for its use as a research tool that may become indispensable to the study of empathy. 2 Prior Research in Social Simulations and Virtual Reality Previous research has shown that virtual reality can be used to treat a variety of phobias and psychological disorders. Some of these include social phobias (Klinger, Bouchard, Legeron, Roy, Lauer, Chemin, & Nugues, 2005), panic disorders and agoraphobia (Botella, Villa, Garcia-Palacios, Banos, & Perpina, 2004; Vincelli, Anolli, Bouchard, Wiederhold, Zurloni, & Riva, 2003), nicotine cravings (Lee, Lim, Graham, Kim, Wiederhold, Wiederhold, Kim, & Kim, 2004). Additionally, Rothbaum and Hodges (1999) reviewed additional uses of virtual reality environments for such anxiety disorders as fear of heights and flying, as well as potential uses for post traumatic stress disorder. Rothbaum and Hodges conclude that, “VRE has the advantage of conducting time-consuming exposure therapy without leaving the therapists office, with more control over exposure stimuli, and less exposure of the patients to possible harm or embarrassment” (p. 522-523). Thus, the uses for simulated virtual reality environments are vast, and a main component is their use as a research tool for