The effectiveness of virtual reality (VR)-based anti-school bullying interventions: a systematic review and meta-analysis

Background: With the popularization of virtual reality technology, VR-based interventions for anti-school bullying have gradually attracted attention. However, these interventions' effectiveness remains disputed across different studies. To figure out the effects and influencing factors, this study conducted a systematic review and meta-analysis. We included nine studies (involving 895 participants, Mage = 13.78 years, ranging from 10.58 to 19.74).

Methods: We searched for six databases and utilized machine learning to facilitate the literature screening process. Meta-analysis was conducted using Comprehensive Meta-Analysis 3.3.

Results: We found VR-based anti-school bullying interventions exhibited a medium to large effect compared to the control group (Kstudies = 9, Hedges's g = 0.621, p = 0.024) when prioritizing the role of bystanders. Although the results indicated that participant characteristics and intervention factors did not significantly moderate outcomes, the findings revealed that VR devices (Oculus, HTC) were better than traditional interventions (Z = 2.963/1.163, p = 0.004/0.053). Additionally, our results showed no significant differences between Eastern and Western cultural contexts (Q (1) = 1.823, p = 0.177), but among Eastern participants, the VR group demonstrated marginally significant greater efficacy than control groups (Z = 1.936, p = 0.053).

Conclusion: Bystander-focused VR anti-school bullying interventions are effective, exhibiting greater effectiveness than traditional methods and better effects among Eastern cultural participants, suggesting the need of bystander-focused and culturally tailored future interventions.