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https://ah.lib.nccu.edu.tw/handle/140.119/125090| 題名: | 向霸凌說不！探究受害者與旁觀者在沉浸式虛擬實境中的同理表現 No Bullying! Understanding Bystander and Victim Experience on Empathy in Immersive Virtual Reality |
作者: | 林維德 Lin, Wade |
貢獻者: | 林日璇 Lin, Jih-Hsuan Tammy 林維德 Lin, Wade |
關鍵詞: | 沉浸式虛擬實境 旁觀者 受害者 情感同理 認知同理 空間臨場感 社交臨場感 角色代入 同理心 Immersive Virtual Reality bystander victim affective empathy cognitive empathy spatial presence social presence identification |
日期: | 2019 | 上傳時間: | 7-Aug-2019 | 摘要: | 本研究招募140位學生參與2（媒介形式：虛擬實境與電腦）×2（霸凌角色視角：旁觀者與受害者）組間實驗，探索不同媒介形式與不同霸凌角色視角對情感同理與認知同理的影響。本文也討論空間臨場感、社交臨場感與角色代入的中介效果，觀察虛擬實境體驗與電腦觀看上在空間臨場感、社交臨場感與角色代入感上的表現對同理心的影響。\n\n 本研究發現虛擬實境體驗的認知同理表現比電腦觀看高，以霸凌受害者角度體驗的情感同理與認知同理比旁觀者高。空間臨場感會中介不同媒介對情感同理與認知同理的影響，而角色代入僅會中介不同媒介對認知同理的影響。 This study investigated the effect of different types of medium and bullying roles on affective empathy and cognitive empathy. 140 participants were recruited to a 2 (medium types: VR vs. PC) × 2 (Bullying roles: bystander vs. victim) between-subject experiment. The mediation of spatial presence, social presence, and identification are also discussed. Results showed that VR could induce more cognitive empathy than PC, and participants who experienced bullying from the victim’s perspective could have both higher affective empathy and cognitive empathy outcomes. Both spatial presence and identification mediated between media and cognitive empathy while only spatial presence successfully established mediation on affective empathy. |
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(2018). Are children involved in cyberbullying low on empathy? A systematic review and meta-analysis of research on empathy versus different cyberbullying roles. Aggression and Violent Behavior, 45(2019), 83-97.\nZych, I., Ttofi, M. M., & Farrington, D. P. (2019). Empathy and callous–unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, Violence, & Abuse, 20(1), 3-21. | 描述: | 碩士 國立政治大學 傳播學院傳播碩士學位學程 106464003 |
資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0106464003 | 資料類型: | thesis |
| Appears in Collections: | 學位論文 |
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| 400301.pdf | 2.36 MB | Adobe PDF2 | View/Open |
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