2026-10-14T07:46:54Z https://api.figshare.com/v2/oai

oai:figshare.com:article/34053279 2026-10-02T04:34:27Z category_129 portal_316 item_type_3 month_year_10_2026

Data Sheet 1_Bringing virtual reality-integrated social-emotional learning into schools: a dual-phase validation and feasibility study with adolescents in a collectivist society.pdf Aimi Nur Athira Putri Baharuddin (25161105) Nik Ruzyanei Nik Jaafar (10884662) Normala Ibrahim (4875907) Luke Sy-Cherng Woon (8830406) Rahima Dahlan (14992511) Hajar Mohd Salleh Sahimi (25161108) Azlin Baharudin (25161111) Abdul Rahman Ahmad Badayai (13896768) Nur Husna Ismail (25161114) Mohd Pilus Abdullah (25161117) Education adolescent mental health collectivist education content validity feasibility Malaysia mental health promotion social-emotional learning virtual reality <p>Social-emotional learning (SEL) is increasingly recognised as an important approach to adolescent mental health promotion in school settings. However, evidence regarding culturally adapted and technology-supported SEL interventions in non-Western educational contexts remains limited. This study reports the expert-validation and pilot-feasibility components of the REAL™ (Read Emotion and Learn to Regulate) module, a culturally adapted, virtual reality (VR)-integrated SEL intervention developed for Malaysian lower-secondary students. These developmental phases preceded a subsequently completed and separately reported randomised controlled trial (RCT). A sequential two-phase design was used. In Phase 1, six Malaysian experts from psychiatry, psychology, education, and social-emotional learning completed a three-round Modified Delphi process evaluating 15 module structure and delivery components and 12 activity stations on a 5-point Likert scale. Content validity was assessed using the item-level content validity index (I-CVI), scale-level average content validity index (S-CVI/Ave), and interquartile range (IQR). In Phase 2, a single-session school-based feasibility pilot was conducted with 15 lower-secondary students, four facilitators, and one school administrator to assess practical implementation of one chapter from the initial 12-station module. In Round 1, the S-CVI/Ave across 15 module structure and delivery components was 0.92. In Round 2, five of 12 activity stations did not meet the I-CVI retention criterion of ≥0.83 (S-CVI/Ave = 0.65). Following module revision and reassessment, 11 of 12 stations met the retention criterion in Round 3. Manage Your Emotions VR improved following revision and was retained, whereas The Drama of Life received uniformly unfavourable ratings (I-CVI = 0.00) and was removed because of concerns regarding suitability, feasibility, and potential physical safety in school settings. The final S-CVI/Ave across the 11 retained stations was 0.85. The findings provide developmental evidence that informed refinement and subsequent evaluation of the REAL™ module. Pilot findings should be interpreted cautiously because of the small, teacher-selected, single-site sample and use of a researcher-developed feedback measure without established psychometric properties.</p> 2026-10-02T04:34:27Z Dataset Dataset 10.3389/feduc.2026.1948150.s001 https://figshare.com/articles/dataset/Data_Sheet_1_Bringing_virtual_reality-integrated_social-emotional_learning_into_schools_a_dual-phase_validation_and_feasibility_study_with_adolescents_in_a_collectivist_society_pdf/34053279 CC BY 4.0