时间：2026年10月29日（周四）中午 12:00
地点：清华大学吕大龙楼11层1100
报告主题：Repeated Virtual Reality Experiences Strengthen Children’s Own-Gender Competence Beliefs in Middle Childhood
报告人：博士研究生戴逸清
内 容：
As advances in artificial intelligence and immersive technologies transform digital experiences, their long-term implications for children's development remain poorly understood. Children develop beliefs about what girls and boys are capable of from an early age, and these beliefs can shape their interests and aspirations. We examined whether repeated virtual reality (VR) experiences could produce lasting changes in children's beliefs about what people of their own gender can achieve.
In an eight-month, seven-wave study, 285 Chinese students in Grades 3 and 8 were assigned to VR, content-matched 2D, or control conditions. The VR and 2D groups completed four sessions involving problem solving, scientific exploration, and leadership.
Repeated VR experiences strengthened Grade 3 children's beliefs in the capabilities of their own gender group, with gains persisting five months after the final session. Neither the 2D nor control condition showed comparable changes, and no similar lasting effects emerged in Grade 8. Technology interest also increased in the Grade 3 VR group. Within this group, higher-than-usual interest predicted stronger beliefs at the next assessment, whereas the reverse association was not supported. In exploratory analyses, recalled sense of agency was more strongly associated with Grade 3 children's beliefs in VR than in 2D.
These findings suggest that growing technology interest may help shape, rather than simply reflect, children's beliefs about what people of their own gender can achieve. More broadly, they highlight the potential of immersive environments not only to engage children in the moment, but also to shape their social beliefs over time.
来源：伍珍课题组
排版：杨蓝瑜
责编：牛政旸
审核：伍珍
