The Effect of Privacy Education With Virtual Reality Application on Children's Privacy Awareness and Saying No Skills

Yuzuncu Yil University97 enrolled

Overview

This study was conducted to evaluate the effect of virtual reality (VR)-based privacy education on 4th grade students' privacy awareness (PA) and ability to say no (SN) levels. The study was conducted in a primary school affiliated to the Ministry of National Education in a province in the Eastern Anatolia Region between November 2024 and May 2025 with a pretest/posttest control group. The population of the study consists of 4th grade students studying in primary schools in the province. The school where the data were collected was determined by lottery method among the schools that met the sample size.In the G\*Power analysis, it was calculated that 88 students would be sufficient, but the study was completed by including 97 students. The experimental (S=46) and control groups (S=51) were determined by lottery. Students in the experimental group were given privacy training using Peeq SC-AI05 virtual reality (VR) goggles. Child Descriptive Information Form, Privacy Awareness Scale for Primary School Students (PAS) and Ability to Say No Scale for Children (NS) were used as data collection tools.Data were analyzed with SPSS V26 program. Ethical principles were adhered to during the research process.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

NONE

Enrollment

Conditions

Privacy Education

Interventions

virtual reality supported privacy educationOTHER

The experimental group was shown a video with virtual reality application for 15 minutes in an empty classroom environment determined in the primary school at a time and in a way that would not disrupt the lessons. Then, verbal expression, question-answer and feedback were given for 10 minutes. After this training session, the experimental group was repeated twice with virtual reality goggles at two-week intervals and their questions were answered. No intervention was made to the students in the control group. At the end of the sixth week, the researcher administered post-tests to each student in the experimental and control groups.

Eligibility

Sex: ALLMin age: 8 YearsMax age: 12 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria:The student verbally expresses his/her willingness to participate, * Parent's approval of the informed consent form, * Being in the fourth grade at primary school level, * The inclusion criteria were that the student was open to communication and did not have any psychological or chronic health problems. Exclusion Criteria:Those who do not want to participate in the research and those who want to withdraw during the research process \- Incomplete completion of the scale or questionnaire

Outcomes

Primary Outcomes

Privacy Consciousness Scale for Elementary School Students

The scale consists of 16 items and 4 factors. These factors are named as "Personal Security ", "Sharing Personal Information", "Social Media Privacy" and "Parental Control". Students were asked to answer the statements in the items with a 3-point Likert scale as "disagree", 'undecided' and "agree". The scale will be scored as 1 point for each disagree response, 2 points for an undecided response and 3 points for an agree response. The score that can be obtained from the scale varies between 16 and 48 points. Higher scores indicate higher privacy awareness. There are 2 reverse items in the scale. The Cronbach's alpha internal consistency coefficient of the Privacy Consciousness Scale for Elementary School Students was reported to be .86.

Time frame: 20weeks

Secondary Outcomes

The Ability to Say "No" Scale for Children

The scale aims to measure the ability of 4th grade primary school students to say "no". This scale consists of the refusal subscale and the resistance subscale. The refusal and resistance sub-dimensions of the scale consist of 6 items each. refusal subscale includes items to measure whether students can say "no" in the face of demands, reactions and behaviors that they do not like or find unreliable. On the other hand, the resistance subscale includes items to determine whether students step back in the face of the motivational efforts they may encounter with the emotions they experience after saying "no". The students were asked to answer the statements contained in the items on a 5-point Likert scale as "never", "rarely", 'sometimes', "most of the time" and "always". In the evaluation of the scores obtained from the SN, the coding for the refusal dimension is scored as it is, while the coding for the resistance dimension is scored in reverse.