How VR and AI could help the next generation grow kinder and more connected

Empathy is not just a soft skill of “good”-this is the basis of how children and adults regulate emotions, build friendly relations and learn from each other.

At the age of 6 to 9 years, children begin to move from selfish to the replacement of emotions and prospects of others. This makes early childhood one of the most important periods of development of empathy and others Socio-emotional skills.

Traditionally, a feigned game was a natural way to practice sympathy. Many adults can remember how they played scenes as a doctor and a patient, or used sticks and leaves as an imaginary currency. These playful moments were not only entertainment – these were early lessons in empathy and shot someone else's perspective.

But since children spend more time with technology and less in a mock game, these opportunities are reduced. Some teachers are worried that the technology interferes with social emotional learningField and yet research in the field of affective calculations –Digital systems This recognizes emotions, imitate them either by both older people, which technology can also become part of the solution.

In particular, virtual reality can create an immersive environment in which children interact with characters who demonstrate emotions as brightly as real people. I A scientist-imposition of man Who studies socio-emotional training in the context of how people use technologies. Thoughtfully, a combination of virtual reality and artificial intelligence can help change the practice of social emotional learning and serve as a new type of “class of empathy” or “simulator of emotional regulation”.

The game of emotions

As part of my doctoral research at the University of Florida in 2017, I began to develop a virtual game of empathy, which combines information about the psychology of development, affective computing computers and the design of participation with children. IN Human computer laboratory At the University of Maryland, I worked with their Kidsteam program, where children 7-11 children served as design partners, helping us to imagine what a virtual game that focused on empathy should feel.

In 2018, 15 master students Florida Interactive entertainment Academy at the University of Central Florida and I created The first game is prototypeIN Why Baba Yaga took my brother? This game is based on a Russian folk tale and represents four characters, each of which represents the main emotion: Baba Yaga embodies anger, goose represents fear, the older sister shows happiness, and the younger sister expresses sadness.

Unlike most games, he does not reward players with glasses or badges. Instead, children can Progress in the game Only recognizing the characters, listening to their stories and practicing empathic actions. For example, they can look at the world of the game through the characters' glasses, return to their memories or even hug Baba Yaga to console her. This choice of design reflects the main idea of ​​socio-emotional learning: empathy is not external awards, but about suspension, reflection and response to the needs of others.

My colleagues and I have since improved the game and used it to study children and empathy.

Different ways to empathy

We checked the game with Primary school children Individually. Having asked general questions and conducting an empathy survey, we invited the children to play the game. We observed their behavior While they played and discussed their experience later.

Our most important discovery was that children interacted with the characters of VR Following the main empathic models People usually follow, interacting with each other. Some children showed Cognitive empathyThat is, they had an understanding of the emotional states of the characters. They thoughtfully listened to the characters, knocked on their shoulders to attract their attention, and tried to help them. At the same time, they were not completely absorbed in the feelings of the characters VR.

Others are expressed Emotional infectionDirectly reflecting the emotions of the characters, sometimes so upset by fear or sadness that made them stop the game. In addition, several other children did not communicate with the characters at all, concentrating mainly on the study of the virtual environment. All three behavior can occur in real life, when children interact with their peers.

These conclusions emphasize both a promise and a challenge. VR can really cause powerful empathic answers, but it also raises questions about how to develop experience that support children with various temperaments – some need more stimulation, and others need a softer rhythm.

Ay eye on emotions

The current big question for us is how to effectively include this type of empathy game in everyday life. In class, VR will not replace real conversations or a traditional role -playing game, but it can enrich them. The teacher can use a short scenario of virtual reality to cause a discussion, encouraging students to think about what they felt and how it is connected with their real friendship. Thus, VR is a springboard for dialogue, not an autonomous tool.

We also study adaptive virtual systems that respond to the emotional state of the child in real time. The headset can detect whether the child is bothering or scared – through facial expressions, heart rate Or take a look – and adjust the experience by reducing the expressiveness of the characters or offering supporting tips. Such a responsive “cool empathy room” can give children safe opportunities for gradual strengthening their skills of emotional regulation.

Here II becomes important. AI systems can make sense of data collected in VR headsets, such as eye views, facial expressionsheart rate or body movements and use it for adjust the experience In real time. For example, if a child looks anxious or avoids visual contact with a sad character, AI can carefully slow down the story, provide encouraging tips or reduce the emotional intensity of the scene. On the other hand, if the child looks calm and busy, AI can introduce a more complex scenario to deepen their training.

In our current study, we Exploring how AI can measure sympathy Sami-pulling the moment emotional reaction during the gameplay, to give teachers the best idea of ​​how empathy develops.

Future work and cooperation

No matter how promising, I believe that this work, it raises big questions. Should the characters VR express emotions with complete intensity, or should we soften them for sensitive children? If children relate to the characters of virtual reality as real, how can we make sure that these lessons carry on a playground or a dining table? And taking into account the headsets, it is still expensive, how do we guarantee that the technology of empathy does not expand digital parting?

These are not just the puzzles of the study, but ethical responsibilities. This vision requires cooperation among teachers, researchers, designers, parents and children. Computer scientists are developing technology, psychologists guarantee that experience is emotionally healthy, teachers adapt them to the curriculum, and children together create games to make them attractive and significant.

Together we can form technologies that not only entertains, but also educate sympathyEmotional regulation and deeper connection in the next generation.

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