TArgeting Bullying Using Virtual Reality (TAB-VR): a feasibility study

The present study examined the feasibility of Targeting Bullying Using Virtual Reality (TAB-VR), a new interactive, real-time VR-based intervention designed to address bullying. This intervention allows participants and trainers to interact in real-time within the same immersive environment, enabling adaptable and personalized simulations that represent a novel contribution compared to traditional, static VR approaches. The feasibility of VR intervention was tested across four dimensions: implementation characteristics, observed emotional states, perceived VR immersiveness, and emotional activation. Then, we examined how gender and involvement in different bullying roles (i.e., victimization, bullying, defending, and bystander behavior) affected the four aspects of feasibility. Participants were 465 high school students (41.3% female; M age = 14.56, SD = 0.78) who took part in an individual VR session lasting 30 min. The findings supported the feasibility of using an interactive VR intervention to address bullying behavior in school contexts. Most participants completed the two VR scenarios within a manageable timeframe, and engagement levels were high, with minimal signs of distress or boredom, indicating adequate emotional safety and practical implementability. VR immersiveness was moderate to high, with participants reporting cognitive and emotional engagement, as well as a strong sense of presence. Emotional responses were balanced, with low negative affect and moderate positive affect. Notably, prior experiences of victimization were associated with higher levels of distress and presence. Similarly, defender behavior predicted both stronger engagement and a greater sense of presence during the VR experience. Gender differences also emerged, with males displaying a stronger presence and positive emotional activation. Findings are discussed in terms of their implications for the feasible and safe implementation of interactive, real-time VR-based interventions in educational settings, highlighting their potential integration into school-based bullying prevention programs.