A Virtual Reality Prototype as a Tool Against Verbal Abuse in

Classrooms: A Multidisciplinary Approach

Irene Fondon

, Mar Elena

Irene J. Lagares

and Susana P. Gaytan

Departamento de Teoría de la Señal y Comunicaciones, Universidad de Sevilla,

Camino de los Descubrimientos, Seville, Spain

Departamento Ingeniería Electrónica, Universidad de Sevilla, Camino de los Descubrimientos, Seville, Spain

Departamento Psicología Evolutiva y de la Educación, Universidad de Sevilla, Camilo José Cela, Seville, Spain

Departamento Fisiología, Universidad de Sevilla, Avenida Reina Mercedes, Seville, Spain

Keywords: Virtual Reality, Bullying, Verbal Abuse, Depression, Anxiety.

Abstract: The exploration of affective response and its vegetative correlate to verbal abuse (VA) is a relevant research

area to prevent bullying at schools. Taking advantage of the possibilities that virtual reality offers regarding

to immersion in non-real environments inducing feelings in the users, this paper presents a virtual reality

application focused on the study of VA in a school context. The versatility of the proposed project is directly

related to its applicability. It has been designed under the premises of the psycho-neural effect of VA. The

tool is intended to be used under professional and parental supervision, to perform experiments regarding

bulling awareness. In this first stage, the authors propose a prototype that will be optimized and upgraded in

future versions.

1 INTRODUCTION

There is no doubt that the school environment can

provide favourable scenarios for the development of

verbal abuse (VA) on vulnerable people.

Maltreatment-related childhood adversity is the

leading preventable risk factor for mental illness and

substance abuse. Indeed, emerging evidence suggests

that maltreatment alters trajectories of brain

development to affect sensory systems, network

architecture and circuits involved in threat detection,

emotional regulation and reward anticipation

(Teicher et al. 2010; 2016). Emotional abuse during

childhood can cause significant harm to the child’s

development and exert a deleterious effect on adult

life. Among various types of emotional abuse, VA is

highly prevalent during childhood and adolescence.

Victims of VA during childhood have been

associated with increased psychiatric symptoms such

as depression, anxiety, or suicidal ideation. Having

tools available in safe and controlled environments is

https://orcid.org/0000-0002-8955-7109

https://orcid.org/0000-0001-5935-8224

https://orcid.org/0000-0002-2070-3745

https://orcid.org/0000-0002-8166-6095

crucial to explore toxic effects of early-life stress, the

relationship between psychopathology and brain

changes, and the distinction between resilience,

susceptibility, and compensation in the behaviour of

children.

1.1 Psychological and Behavioural

Aspects of Verbal Abuse

It is well-known that VA is a form of psychological

or emotional abuse in which an individual uses

spoken or written words to harm, manipulate, or

control another person. It involves the use of language

to belittle, demean, intimidate, or threaten someone

(https://dictionary.apa.org/verbal-abuse). For that

reason, it is very important to remember that VA can

take various forms, including: Name-calling

(insulting, demeaning, or using derogatory names to

belittle the victim); Shouting or yelling (raising one's

voice aggressively to intimidate or control the other

person); Blaming (holding the victim responsible for

Fondon, I., Elena, M., Lagares, I. and Gaytan, S.

A Virtual Reality Prototype as a Tool Against Verbal Abuse in Classrooms: A Multidisciplinary Approach.

DOI: 10.5220/0012454000003660

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 19th International Joint Conference on Computer Vision, Imaging and Computer Graphics Theory and Applications (VISIGRAPP 2024) - Volume 1: GRAPP, HUCAPP

and IVAPP, pages 313-320

ISBN: 978-989-758-679-8; ISSN: 2184-4321

313

the abuser's actions or problems); etc. VA can have

serious emotional and psychological consequences

for the victim, including low self-esteem, anxiety,

depression, and even post-traumatic stress disorder

(Straus and Field; 2003; Vissing et al. 1991; Iram-

Rizvi and Najam 2014).

VA can make individuals constantly alert for

potential threats, which can lead to chronic stress and

an overactive stress response. This constant state of

vigilance or hypervigilance can wear down the brain

and body. Finally, all these situations could have

health consequences: The stress caused by VA can

lead to physical problems such as, for example,

cardiovascular issues or a compromised immune

system (Teicher et al. 2010;2016; Jae Hyun Yoo, et

al. 2023; J-W Chun et al. 2015; Choi J, et al. 2008).

1.2 Neuro-Physiological Aspects of

Verbal Abuse

There is evidence of the effects on the brain of people

who suffer VA. For that reason, it is important the

design a multidisciplinary approach that allows

evaluating in safe conditions the possible psycho-

neural damages that are expected to be studied with

the virtual reality tool. All the effects observed must

be based on changes in neural structure, because

chronic stress from VA can lead to structural changes

in the brain, particularly in areas related to the

emotional response. Indeed, VA can impact with

diverse areas of the brain related to emotional

processing, stress response, and cognitive functions.

In some cases, VA can lead to changes in the reward

system, potentially affecting self-esteem and the

ability to experience joy. For example, an abusive

relationship may lead to dependency on the abuser for

emotional validation, as the brain's reward system

may be activated when the abuser is temporarily kind

or supportive (Teicher et al. 2010;2016; Jae Hyun

Yoo, etl al. 2023; J-W Chun et al. 2015; Choi J, et al.

2008).

Regarding the present work, virtual reality

previous studies have shown that exposure to peer

VA is related with the incidence on anxiety,

depression, anger-hostility, dissociation, "limbic

irritability," and drug use. Peer and parental VA were

essentially equivalent in effect and exposure to peer

VA is an aversive stimulus associated with greater

symptom ratings and meaningful alterations in brain

structure. The evidence of the risk of suffering VA

including imaging studies that have provided a

remarkable view of the potential effects on brain

structures previously mentioned. However, the

vulnerability of brain structures to the effects of early

experience may be moderated to a considerable

degree by genetics. In this way, in genetically

susceptible individuals, maltreatment-induced

epigenetic modifications that alter trajectories of

brain development may, in many cases, represent the

beginning of a crucial chain of events leading to

psychopathology and risk of substance abuse, for

example (Yoo et al. 2023). In this way, according to

a neurocircuitry model of emotion processing,

recruitment of cortical regions could downregulate

amygdala activity (the structure that is responsible of

emotional responses, including fear or ignite

behavioural responses) modulating the negative

affective response. For example, a hyper-responsive

amygdala and hypo-responsive ventromedial

prefrontal cortex in response to traumatic scripts was

associated with failures in negative emotional

regulation in subjects having post-traumatic stress

disorder. Interestingly, a recent functional magnetic

resonance spectroscopy study with a visual

perception task demonstrates a dissociation of

neurovascular and neurometabolic responses (Jae

Hyun Yoo, 23). These effects could be explored

through stimuli induced with virtual reality tools such

as those proposed in this project. In parallel with these

findings, a putative mechanism for this abnormal

brain development is an increased response of the

hypothalamic-pituitary-adrenal axis to emotional

stress (Jae Hyun Yoo, 23).

1.3 Research Hypothesis

The use of the virtual reality technology in classroom

immerses students in interactive and practical

learning, while enhancing their commitment and

interest in the subjects. The premise is as simple as it

is didactically perfect: learning in interactive

environments that seem real, where mistakes can be

made without suffering their consequences and that

manage to enhance the effectiveness of learning

(Garcia et al. 2023; Harris et al. 2020. Piccione et al.

2019).

In the context of the VA in classroom, virtual

reality offers immersive experiences in three

dimensional environments that allow the student to

experience each situation from different points of

view, analyse the consequences of their decisions and

even realize the time it takes them to respond to each

situation.

This technology also saves time for trainers, who

are not forced to repeat the same workshop

repeatedly. The content is available at any time at any

place improving the user's empathy and emotional

GRAPP 2024 - 19th International Conference on Computer Graphics Theory and Applications

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intelligence (Garcia et al. 2023; Harris et al. 2020;

Piccione et al. 2019).

The present prototype addresses the task of

learning soft skills such as communication, conflict

resolution or social and emotional intelligence like a

response to VA. The environments provide a video

game aesthetic immersing the user in a highly

realistic scenario in which they are the active

protagonist of a learning story (Garcia et al. 2023;

Harris et al. 2020; Piccione et al. 2019).

1.4 Objective and Multidisciplinary

Nature of the Virtual Reality Tool

The aim of the present work is implementing a virtual

reality tool that will be used in the research of the

affective and emotional response and its vegetative

correlate to VA in children under professional and

parental supervision. Moreover, this tool could be

used for harassment prevention, concretely, in the

way of VA in early educational stage.

The proposed tool constitutes the initial version

developed by this multidisciplinary collaboration and

highlights the need of pooling individual knowledge

to achieve a useful and scientifically designed

application.

The tool has been developed by a

multidisciplinary group of researchers with

knowledge in several fields such as Neurobiology,

Psychology or Engineering.

2 MATERIALS AND METHODS

This section shows the description of the design

carried out on the platform, the scenarios carried out,

the parameterization possibilities, as well as the

hardware and software components that allow the

creation of the presented prototype.

2.1 Virtual Reality Design

The virtual reality glasses used in this prototype are

the Meta quest 2 (Reality Labs, USA), which can be

used in children from 10 years old, as indicated by the

manufacturer's instructions, as well as Spanish

legislation, always under the supervision of

professionals and through parental control

mechanisms.

The prototype designed used the cross-platform

game engine Unity@ 2022.3.7f1 (Grant Educational

License), and the most relevant packages:

• Autodesk FBX Sdk

• AiçI Navigation 1.1.5

• FBX exporter

• AR Foundation

• Google AR Core XR Plug in

• Open XR Plug in

• Shader Graph

• TextMeshPro

• Universal Render Pipeline (URP)

• Visual Studio

• XR Interaction toolkit

Additional applications used to complete the

content and audio effects of the stage are: 3ds Max

2024@ (Autodesk Education Plan), Audacity and

Gimp (Open Source) to create sound effects, and

materials respectively.

To achieve a high level of sense of presence, each

scene has been carefully designed to provide a high

sensation of realism and interactivity while avoiding

cyber sickness. We have added global volumes,

realistic materials, personalized illumination with

light and reflection probes, lighting profiles that are

automatically loaded through script, etc. Hoover

effects have been added as well to indicate the user

whether an area or object is interactable or not.

Oculus hands models have been selected to represent

both controllers, improving the sense of presence

when the user sees his or her own hands in the virtual

reality world.

To address the cybersickness issue, we have

integrated room-scale, controller-based, and

teleportation-based systems. The incorporation of

room-scale allows the application to capitalize on its

heightened sense of presence, enabling users to

navigate within the predefined guardian space

established during the configuration of the Head-

Mounted Display (HMD). To address the limitations

associated with open-world experiences, we have

introduced a teleportation system. This feature

empowers users to teleport to locations beyond the

guardian zone, overcoming spatial constraints and

contributing to the application's resilience against

cybersickness. To facilitate interaction with objects or

enable slight movements, we have also implemented

a controller-based system. Collectively, we have

seamlessly integrated three cutting-edge locomotion

methods. Each method is strategically employed to

leverage its unique strengths, with the inclusion of

others serving to offset individual weaknesses.

Moreover, users can opt for either continuous or snap

turn and activate a vignette effect, also known as a

tunnel vision effect, in both turning modes. Opting for

a snap turn with a vignette is widely regarded as the

optimal choice to mitigate the risk of cybersickness.

A Virtual Reality Prototype as a Tool Against Verbal Abuse in Classrooms: A Multidisciplinary Approach

315

2.2 Virtual Reality Scenario

Following description of the patterns shows the user

experience.

2.2.1 Main Menu

The main menu includes the possibilities for the user

to configure the characteristics of the experience. In

it, you can adjust the volume of the music (free use),

as well as the effects of the audios that are included.

Turn and vignette settings can be configured in this

UI menu. The values set on this first screen are

maintained throughout the game, in case it is not

changed, there is a default setting.

2.2.2 Training Stage

First, the user is immersed in a training scenario: a

school multi-sport gym (Figure 1). There the subject

can interact with different objects (such as balls

rackets) or climb several wall bars.

The objective in this phase of the experience, to

make the player comfortable with the virtual reality

environment. The user can therefore get used to the

different actions triggered by the controllers and

different types of movements. Once again, in other to

avoid cybersickness, we have added the option of

continuous movement or teleport. The user can freely

move and interact in this 3D space changing position

and field of view with the subsequent feeling of

immersion.

The user must remain in this scene for three

minutes to ensure that the training is effective. The

remaining time is showed in two UI menus.

2.2.3 Gaming Stage

After this training period (that ensures that the player

does not suffer any type of discomfort related to the

use of the application), the subject moves on to the

second scenario that represents a classroom with

individual tables for the students (Figure 2). The

player enters the class and is free to move in the class

interacting with different objects getting familiar with

the new environment. However, after one minute, the

player is "attacked" by intelligent words that

approach and even chase him/her.

Several postprocessing effects, such as chromatic

aberration, are launched to make the user conscious

of the change of mood in the scene. These words

include terms that constitute authentic VA to which,

in the present prototype, the player can only be a

passive spectator.

Figure 1: Training Stage a multi-sport-gym, with objects to facilitate the user immersion.

GRAPP 2024 - 19th International Conference on Computer Graphics Theory and Applications

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Figure 2: Gaming Stage, a classroom to interact with objects during the first minute of playing.

Words are identified as enemies and are spawned in

random positions of the navmesh with a fixed delay.

These words can select the way to the player

automatically avoiding the obstacles in the scene.

Additionally, the words are provided with an audio

source configure to work in 3D. perceives the insult

coming from the place where the word is located.

This allows the experience to be even more authentic.

When a word reach a location closer than a

threshold of two to the player an impact occur and a

epical damage effect is perceived. When the number

of impacts is above a threshold, the user is supposed

to lose the game and is directed to a final scene where

he or she can restart the experience or quit it.

Figure 3:

An insult reaching the player.

Figure 3: An insult reaching the player.

2.2.4 Insults

There are multiple forms of VA, among them, insult

is the most common way to belittle a classmate. In

this application, words are chosen by the research

team for each player, according to the personal

situation. In this first technical approach, the insults

have been distributed into three categories:

• General insults: Geek, weird, foolish, Imbecile,

Asshole, Subnormal/delayed (incorrect, but

usual).

• Specific insults (not implemented in this first

prototype, to be considered in new versions):

Homophobic slurs or racist/xenophobic insults.

• Expressions contempt/exclusion: It's disgusting,

You smell bad, Get the out of here (these

expressions used as a first-person plural are

especially relevant, as they are not personal

characteristic, but try to reflect that it is the entire

group that is manifesting that contempt).

3 DISCUSSIONS

The evidence on the neural effects of exposure to VA

comes from various scenarios (virtual environment,

social networks, etc.). However, they all came

together in similar results. For instance, VA is very

frequently experienced via the Internet. In this way,

although the Internet is an important tool in our daily

life, is necessary to control its use and prevent

subsequent difficult problems. There is evidence

showing the cognitive control of affective events in

A Virtual Reality Prototype as a Tool Against Verbal Abuse in Classrooms: A Multidisciplinary Approach

317

Internet gaming disorder (IGD) and the influence of

IGD on neural activities regarding swear words (as a

sign of VA) in young adolescents. Indeed, there are

differences between adolescents with IGD and

healthy control adolescents with respect to swear,

negative and neutral word conditions. Indeed, there is

neurophysiological data that shown that, swear words

as a VA, induced more activation in regions related to

social interaction and emotional processing such as

the superior temporal sulcus, right temporoparietal

junction and orbitofrontal cortex when compared

with negative words. Adolescents with IGD exhibited

reduced activation in the right orbitofrontal cortex,

related to cognitive control and in the dorsal anterior

cingulate cortex, related to social rejection during the

swear word condition. In addition, adolescents with

IGD were negatively correlated with activity in the

right amygdala toward swear words, indicating the

important role of the amygdala in the control of

aggression in adolescents with IGD (J-W Chun et al

20159). All these results indicate the importance of

exploring the effects on the nervous system of VA in

controlled environments.

In the present study a virtual reality tool for VA

awareness has been proposed. As virtual reality is an

immersive technology that can create a sense of

presence and realism, blurring the lines between the

virtual and physical worlds, the assumption of this

technique being useful in the research of VA and its

phycological and neurobiological consequences is

not unreasonable. Therefore, the proposed prototype

could potentially simulate or even amplify the

emotional impact of VA in the users.VA in virtual

reality could lead to emotional distress, anxiety, and

other psychological effects, just like in the physical

world. Moreover, the age that the tool is intended for

is a period of life when is fundamental the

establishment of appropriate social interactions. In

this sense, virtual reality gives the possibility of

developing this kind of social interactions in game

like environments. Finally, a prolonged exposure to

VA in virtual reality could negatively impact mental

health and well-being. It may contribute to feelings of

isolation, depression, and a decline in overall mental

health.

4 FUTURE CHALLENGES AND

CONCLUSIONS

This article presents a new virtual reality tool to both

aid in the research field of VA and prevent it in

classrooms. This approach addresses the creation of

virtual environments that enable analysis, prevention,

and intervention in situations of verbal bullying in the

school environment.

The experience consist on short scenes (2-3

minutes), designed to be used in the school with

students in the last year of primary education (10–12-

year-old) under professional supervision and parental

control. Currently the user is able to participate in

situations of verbal harassment from victim point of

view. However, we are currently working in adding

functionalities to the software tool. For instance, in

future versions, the user will be able to adopt different

roles: victim, aggressor and spectator in a multiplayer

experience. This version would make possible to

analyse the impact of verbal violence from the

perspective of all participants, the influence of

relevant contextual variables, the most common

associated behaviours, the interaction between

participants and the skills involved in coping. In

addition to the usual psychological self-report

measures, the design will allow obtaining

physiological measures of response to the situations

presented.

The current version of the application however is

already useful in the study of VA. The level of

emotion induction on virtual reality inmersion is

under test while studying the victim's reactions and

to exposing the victimizers to the effects of

their harassment. The design principles show

robustness, feasibility and in real-time intervention.

The prototype is prepared to be optimized and

upgraded to future versions with impairments, and is

totally customizable. For instance, the virtual reality

controllers are able to be used in any type of device,

scenes can be added as new modules to the

experiences, etc. This prototype prioritizes the user

privacy by implementing measures to protect user

data and ensure a safe online environment.

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APPENDIX

Copy Rights: The list of resources used in

programming the prototype is included below.

A Virtual Reality Prototype as a Tool Against Verbal Abuse in Classrooms: A Multidisciplinary Approach

319

• Unity Asset Store

Standard Unity Asset Store EULA

ame Autho

Lin

FREE Casual

Game SFX Pac

Dustyroom

https://assetstore.unity.com/packages/audio/sound-fx/free-casual-

ame-sfx-

-54116

AllSky Free - 10

/Sk

box Set

rpgwhitelock https://assetstore.unity.com/publishers/3830

Free Sports Kit Sports-Actions

https://assetstore.unity.com/packages/3d/characters/free-sports-

-239377

• Sketchfab: Creative Commons Attribution (http://creativecommons.org/licenses/by/4.0/ )

ame Autho

Lin

“SELF Labs School G

m” Mirror Ima

e Studios is licensed under https://skfb.l

/ozXtC

“Basic Classroom” Kibele https://skfb.l

/ovnsE

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