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Using computer-based MUVES to develop social skills in elementary children: An exploratory study

, Regent University, United States

Regent University . Awarded


Studies have shown that children, adolescents, and emerging adults in this generation have displayed an increased exposure to and an increased familiarity with technologies that enhance social interactions. Studies have also demonstrated the importance of social and emotional curricular materials that are designed to improve the prosocial behaviors of children and youth. In this study, these two threads of background literature are weaved together to create an exploratory study which examines the use of virtual environment technology as a tool to teach elementary-school children social skills. Through a quasi-experimental methodology, small group interventions were assessed to determine how the participants were measurably different on seven different dependent variables: problem behaviors, academic competence, cooperation, assertiveness, responsibility, empathy, and self-control. By measuring change scores between pretest and posttest conditions, it was discovered that the use of the virtual environment technology created measurable positive changes on 4 of the 7 dependent variables, including problem behaviors, cooperation, responsibility, and self-control. Qualitatively, participants in the study were assessed to determine to what degree they perceived a change in social skills and to what degree they found excitement in the intervention. The findings are interpreted with regard to the current literature. Finally, limitations of the study and suggestions for future research efforts are included.


Baker, J.B. Using computer-based MUVES to develop social skills in elementary children: An exploratory study. Ph.D. thesis, Regent University. Retrieved February 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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