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Field
Trial Title
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Before
Ethnoacting in VR for Growth Mindset: Empowering Under-Resourced and Racially Diverse Youth
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After
Ethnoacting in VR: A Growth Mindset Intervention for Under-Resourced and Racially Diverse Youth
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Field
Abstract
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Before
This project brings together researchers and culturally diverse, under-resourced youth to develop a programme that combines virtual reality and live performance to tackle the racial inequalities, discrimination and disadvantage faced by young people in Newham through building their confidence and resilience, including children who are in care. Building on our ongoing collaboration with Newham Council’s Youth Empowerment Service, and having obtained insights from formal pre-trial development work through the Ethnoacting in VR: DIY Soft Skills Development multi-project (see https://cordap.uel.ac.uk/organization/ethnoacting-in-vr-diy-soft-skills-development) we will co-create a Growth Mindset Intervention (GMI) where participants step into VR environments and speak the real words of inspiring role models, from global figures like Nelson Mandela to local residents who have overcome wellbeing challenges. Early pilots show that this approach helps teenagers see failure as part of growth. Funding will let us expand and evaluate the programme, comparing it to traditional approaches, offering a culturally relevant, evidence-based tool for education and wellbeing and contribute to the emerging field of GMIs, which has already shown positive impact in reducing depression and aggressive reactions to social exclusion (Jiang et al. 2024: 251).
Drawing on the recommendations of the most recent systematic review of Growth Mindset Interventions (GIM), our project will answer the following questions to contribute to the existing gap (Jiang 2024: 268):
Impact on young people
1. Growth mindset: Does repeated participation in Ethnoacting in VR increase participants’ growth-mindset scores (e.g., ability to view intelligence and talent as developable)?
2. Resilience and confidence: How does the intervention affect self-reported resilience, confidence in public speaking, and willingness to embrace challenge or failure?
3. Mental-health indicators: Are there measurable changes in wellbeing (e.g., reduced anxiety about failure) after the programme?
Intervention design
4. How do VR immersion and ethnoacting work together to influence motivation and perspective-taking?
5. Which elements (role-model testimony, cultural relevance, interactive VR features) are most critical to engagement and impact?
6. How can the experiential, VR and creative elements complement the typical approach of classroom delivery (which usually involves reading, writing and discussion)?
Cultural relevance and equity
6. Does co-design with racially and culturally diverse youth increase a sense of belonging and identification with role models?
7. How does the intervention support equity in educational and career aspirations for young people from under-resourced communities?
Implementation and scalability
8. What practical factors (facilitation style, session length, technical requirements) affect fidelity, accessibility, and sustainability in youth-service settings?
9. Can the programme be adapted for other UK regions or different age groups while maintaining effectiveness?
These questions allow both quantitative (pre/post surveys, validated scales) and qualitative (focus groups, observational notes) evaluation, creating a robust evidence base for wider adoption.
Impact will be measured with the Implicit Theory of Intelligence Scale, Beliefs About Social Mobility Scale, and the “Kind of Person” Implicit Theory Scale. Quantitative data will be analysed with analysis of variance (ANOVA). Qualitative data from focus groups and participant observation during VR development and after the intervention will be coded and categorised in NVivo. Focus groups (n = 12-13) will ensure every participant has a voice.
The qualitative element extends beyond data collection to a genuine collaboration, centring young people’s creativity and inviting them to become catalysts for improving the lives of their peers. All sessions will be filmed both for observational analysis and to produce a short documentary for dissemination.
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After
This project partners researchers with culturally diverse, under-resourced youth in Newham to co-create a Growth Mindset Intervention (GMI) combining virtual reality and live performance. Building on collaboration with Newham Council’s Youth Empowerment Service and pre-trial development (see https://cordap.uel.ac.uk/organization/ethnoacting-in-vr-diy-soft-skills-development), the programme supports confidence and resilience, including for children in care. Participants step into VR environments to voice the words of role models, from Nelson Mandela to TikTok influencers and local residents, selected by Newham Youth. Evidence shows GMIs help youth embrace failure as growth (see Jiang et al., 2024). Funding enables evaluation against traditional approaches, offering a culturally relevant wellbeing tool.
Drawing on the recommendations of the most recent systematic review of Growth Mindset Interventions (GIM), our project will answer the following questions to contribute to the existing gap (Jiang 2024: 268):
Impact on young people
1. Growth mindset: Does repeated participation in Ethnoacting in VR increase participants’ growth-mindset scores (e.g., ability to view intelligence and talent as developable)?
2. Resilience and confidence: How does the intervention affect self-reported resilience, confidence in public speaking, and willingness to embrace challenge or failure?
3. Mental-health indicators: Are there measurable changes in wellbeing (e.g., reduced anxiety about failure) after the programme?
Intervention design
4. How do VR immersion and ethnoacting work together to influence motivation and perspective-taking?
5. Which elements (role-model testimony, cultural relevance, interactive VR features) are most critical to engagement and impact?
6. How can the experiential, VR and creative elements complement the typical approach of classroom delivery (which usually involves reading, writing and discussion)?
Cultural relevance and equity
6. Does co-design with racially and culturally diverse youth increase a sense of belonging and identification with role models?
7. How does the intervention support equity in educational and career aspirations for young people from under-resourced communities?
Implementation and scalability
8. What practical factors (facilitation style, session length, technical requirements) affect fidelity, accessibility, and sustainability in youth-service settings?
9. Can the programme be adapted for other UK regions or different age groups while maintaining effectiveness?
These questions allow both quantitative (pre/post surveys, validated scales) and qualitative (focus groups, observational notes) evaluation, creating a robust evidence base for wider adoption.
Clinical psychology shows that a growth mindset improves youth outcomes beyond academics, reducing psychological distress and strengthening self-regulation (Burnette et al., 2020; 2023). Growth Mindset Interventions (GMIs) can also narrow poverty-related achievement gaps (Claro et al., 2016). It is therefore crucial to examine how GMIs support social and emotional wellbeing in under-resourced, culturally diverse settings.
Newham, one of the UK’s youngest and diverse and migrant-populated boroughs, illustrates this need. Over 40 % of residents identify as Asian and 18 % as Black, far above national averages, while many neighbourhoods face high deprivation. Culturally relevant, racially diverse interventions match the Nuffield Foundation’s educational aim to improve life chances and address structural disadvantage.
This project will co-develop a GMI with young people at Newham Council’s Youth Empowerment Service, combining virtual reality and performance for the first time. Co-creation empowers participants and fills research gaps by:
1. focusing on challenged populations,
2. integrating youth feedback through mixed methods, and
3. advancing experiential approaches (Jiang 2024).
The work enriches current growth mindset curriculum interventions at the Borough of Newham (2023: 27) with an embodied, digital and participatory component; supports Newham Council’s strategy to enhance youth health and wellbeing (2024); aligns with the National Youth Strategy’s call to strengthen local services (DCMS 2024); and follows the National Youth Agency’s Curriculum Framework (2024), offering scalable practices for racially diverse communities across the UK.
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Last Published
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Before
October 01, 2025 07:47 AM
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After
October 01, 2025 02:00 PM
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Intervention (Public)
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Before
This trial will test the impact of Ethnoacting in VR for Growth Mindset (EthnoVR-GMI) against a traditional classroom-based Growth Mindset Intervention. Both approaches aim to strengthen growth mindset and resilience among culturally diverse, under-resourced youth in Newham.
The project uses an experimental pre-post, follow-up randomised controlled mixed-methods design with 50 participants aged 12–19. Participants will be randomly assigned (1:1) to either the VR intervention or a traditional GMI. Those in the VR group will also help co-create the experience through participatory action research, taking part in the pre-production and production stages of the VR development.
Impact will be measured with the Implicit Theory of Intelligence Scale, Beliefs About Social Mobility Scale, and the “Kind of Person” Implicit Theory Scale. Quantitative data will be analysed with analysis of variance (ANOVA). Qualitative data from focus groups and participant observation during VR development and after the intervention will be coded and categorised in NVivo. Focus groups (n = 12-13) will ensure every participant has a voice.
The qualitative element extends beyond data collection to a genuine collaboration, centring young people’s creativity and inviting them to become catalysts for improving the lives of their peers. All sessions will be filmed both for observational analysis and to produce a short documentary for dissemination.
The Principal Investigator (PI), experienced in participatory action research and VR trials, will guide the participants and lead data collection. The Youth Service Manager from Youth Empowerment Service (YES), will support recruitment, VR co-design, and data collection.
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After
This preliminary study will test the impact of Ethnoacting in VR for Growth Mindset (EthnoVR-GMI) against a traditional classroom-based Growth Mindset Intervention. Both approaches aim to strengthen growth mindset and resilience among culturally diverse, under-resourced youth in Newham.
The project uses an experimental pre-post, follow-up randomised controlled mixed-methods design with 150 participants aged 12–19. Participants will be randomly assigned (1:1) to either the VR intervention or a traditional GMI. The participants will also help co-create the experience through participatory action research, taking part in the pre-production and production stages of the VR development. The study will be run with three different cohorts, or more, until the number of participants is met.
Impact will be measured with the Implicit Theory Intelligence Scale (ITIS) (Dweck & Henderson 1988) but we will also change some questions to tackle certain limitations that were identified (see Ortiz Alvarado et al. 2024), Beliefs About Social Mobility Scale (Browman et al. 2017; https://sparqtools.org/mobility-measure/beliefs-about-social-mobility-scale/#all-survey-questions-teens ), and the “Kind of Person” Implicit Theory Scale (Dweck 2013; https://sparqtools.org/mobility-measure/kind-of-person-implicit-theory-scale/) . Quantitative data will be collected via Qualtrics and analysed with analysis of variance (ANOVA). Qualitative data from focus groups and participant observation during VR development and after the intervention will be coded and categorised in NVivo. Focus groups (n = 12-13) will ensure every participant has a voice.
The qualitative element extends beyond data collection to a genuine collaboration, centring young people’s creativity and inviting them to become catalysts for improving the lives of their peers. All sessions will be filmed both for observational analysis and to produce a short documentary for dissemination.
The Principal Investigator (PI), experienced in participatory action research and VR trials, will lead data collection. The Youth Service Manager from Youth Empowerment Service (YES), will support recruitment, VR co-design, and data collection.
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Primary Outcomes (End Points)
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Before
The study is expected to show significant increases in growth-mindset scores for the intervention group from pre- to post-test, with effects sustained at follow-up. Beyond statistical outcomes, the participatory design will empower local youth, demonstrate the feasibility of performative, digital, immersive interventions, and generate scalable practices for racially diverse, under-resourced communities.
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After
The study is expected to show significant increases in growth-mindset scores for the intervention group from pre- to post-test, with effects sustained at follow-up. Beyond statistical outcomes, the participatory design will empower local youth, demonstrate the feasibility of performative, digital, immersive interventions, and generate scalable practices for racially diverse, under-resourced communities.
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Experimental Design (Public)
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Before
September 2026: Recruitment
Newham youth will be invited through the Youth Empowerment Service (YES). Participants and parents/guardians will receive detailed consent forms. Once returned, participants will be randomly assigned in Excel to either the control or intervention group (≈25 per group) and provided with individual schedules.
October 2026: Introductory Session (2 hours)
Both groups attend together. After completing pre-tests on three validated growth-mindset and wellbeing scales and two short qualitative questions (≈30 min), they receive a 40-minute lecture on growth mindset, academic achievement, wellbeing, and career preparedness. Following a short break, participants give structured feedback on pre-selected figures and themes to guide VR content development (≈40 min). This session is filmed for qualitative analysis and later dissemination.
Nov 2026 – Feb 2027: VR Development
Recordings and participant feedback inform the creation of eight immersive VR role-model experiences. The PI and VR specialist apply an established VR experimentation framework to craft ethnoacted speeches using archival and publicly available narratives.
March 2027 – Intervention Sessions
Control group (≈2.5 h): lecture refresher (20 min); exposure to archival growth-mindset testimonies (20 min); speech-writing and optional delivery (40 min); two 15-min focus groups; post-test questionnaire (20 min).
Intervention group (≈3.5 h): lecture refresher (20 min); immersive VR session with eight role-model experiences (≈80 min with breaks); speech-writing and optional VR delivery (40 min); two 15-min focus groups; post-test questionnaire (20 min).
April–May 2027: Data Analysis
Quantitative data analysed in Excel/Python; qualitative data coded in NVivo.
June–August 2027: Dissemination
Production of an open-access documentary for schools and youth centres, follow-up electronic survey, final statistical analysis, and submission of an open-access paper (e.g., VR Frontiers). Findings shared with Newham Council, YES, schools, and other interested parties and stakeholders, and at academic conferences.
Expected Outcomes
Significant gains in growth-mindset scores are anticipated for the intervention group, sustained at follow-up. The participatory design will empower local youth and demonstrate the scalability of performative, digital, immersive interventions for racially diverse, under-resourced communities.
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After
September 2026 – Recruitment
Newham youth will be informed through YES and provided consent forms (including parental consent). After forms are returned, participants will be randomly allocated in Excel to the control or intervention group and receive their schedules.
October 2026 – Introductory Session x 3 cohorts (50 participants per cohort)
Both groups (25 each) attend a two-hour session. After completing pre-tests on the three scales and two short qualitative questions (30 min), they hear a lecture on growth mindset, academic achievement, wellbeing, and career preparedness (40 min). Following a brief break, they contribute feedback on pre-selected figures and themes that will inspire the VR content (40 min). This session is filmed for qualitative analysis and dissemination.
Nov 2026 – Feb 2027 – VR Design
Participant observation from recordings and feedback guide the PI and VR specialist in finalising eight VR role-model experiences. Using an established VR experimentation model, the team develops ethnoacted speeches drawn from archives and public resources to create immersive VR scenarios.
March 2027 – Intervention Sessions x 3 cohorts (50 participants per cohort)
Each group meets separately.
Control (≈2.5 h)
• 20-min lecture refresher.
• Exposure to growth-mindset testimonies via archival videos and text (20 min).
• Writing a short speech offering growth-mindset advice to younger children (20 min).
• Optional reading aloud (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
Intervention (≈3.5 h)
• 20-min lecture refresher.
• Immersive VR session: participants choose among eight VR experiences, each with ethnoacted role-model speeches (about 10 min per participant, 80 min total with breaks).
• Speech writing (20 min).
• Optional delivery of the speech inside the VR environment (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
April–May 2027 – Data Analysis
Quantitative data analysed in Excel or Python; qualitative data coded in NVivo20.
June 2027 – Documentary
Creation of a short documentary for open-access distribution and school screenings.
July 2027 – Follow-Up
Electronic follow-up survey of all participants. Data analysed and documentary finalised. Dissemination to schools and youth centres invites adoption of the VR model within curricula.
August 2027 – Reporting
Conference presentations, submission of an open-access paper (e.g., VR Frontiers), and reports shared with Newham Council, YES, schools and other relevant parties.
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Planned Number of Clusters
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Before
50 service users-participants from 1 youth service
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After
150 service users-participants from 1 youth service
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Planned Number of Observations
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Before
50 young people ages 12-19
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After
150 young people ages 12-19
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Sample size (or number of clusters) by treatment arms
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Before
25 in the experimental group; 25 in the control
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After
25 in the experimental group; 25 in the control (3 cohorts)
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Intervention (Hidden)
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Before
Timeline and Methods
September 2026: Recruitment
Newham youth will be informed through YES and provided consent forms (including parental consent). After forms are returned, participants will be randomly allocated in Excel to the control or intervention group and receive their schedules.
October 2026: Introductory Session
Both groups (25 each) attend a two-hour session. After completing pre-tests on the three scales and two short qualitative questions (30 min), they hear a lecture on growth mindset, academic achievement, wellbeing, and career preparedness (40 min). Following a brief break, they contribute feedback on pre-selected figures and themes that will inspire the VR content (40 min). This session is filmed for qualitative analysis and dissemination.
Nov 2026 – Feb 2027: VR Design
Participant observation from recordings and feedback guide the PI and VR specialist in finalising eight VR role-model experiences. Using an established VR experimentation model, the team develops ethnoacted speeches drawn from archives and public resources to create immersive VR scenarios.
March 2027: Intervention Sessions
Each group meets separately.
Control (≈2.5 h)
• 20-min lecture refresher.
• Exposure to growth-mindset testimonies via archival videos and text (20 min).
• Writing a short speech offering growth-mindset advice to younger children (20 min).
• Optional reading aloud (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
Intervention (≈3.5 h)
• 20-min lecture refresher.
• Immersive VR session: participants choose among eight VR experiences, each with ethnoacted role-model speeches (about 10 min per participant, 80 min total with breaks).
• Speech writing (20 min).
• Optional delivery of the speech inside the VR environment (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
April–May 2027: Data Analysis
Quantitative data analysed in Excel or Python; qualitative data coded in NVivo.
June 2027: Documentary
Creation of a short documentary and digital package for open-access distribution and school screenings. Planning of showcase to stakeholders.
July 2027: Follow-Up and Dissemination
Electronic follow-up survey of all participants. Data analysed and documentary finalised. Dissemination to schools and youth centres invites adoption of the VR model within curricula. Showcase for stakeholders and interested parties at UEL.
August 2027: Reporting
Conference presentation, submission of an open-access paper (e.g., VR Frontiers), and a report shared with Newham Council and YES.
The study is expected to show significant increases in growth-mindset scores for the intervention group from pre- to post-test, with effects sustained at follow-up. Beyond statistical outcomes, the participatory design will empower local youth, demonstrate the feasibility of performative, digital, immersive interventions, and generate scalable practices for racially diverse, under-resourced communities.
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After
Timeline and Methods
September 2026 – Recruitment
Newham youth will be informed through YES and provided consent forms (including parental consent). After forms are returned, participants will be randomly allocated in Excel to the control or intervention group and receive their schedules.
October 2026 – Introductory Session x 3 cohorts (50 participants per cohort)
Both groups (25 each) attend a two-hour session. After completing pre-tests on the three scales and two short qualitative questions (30 min), they hear a lecture on growth mindset, academic achievement, wellbeing, and career preparedness (40 min). Following a brief break, they contribute feedback on pre-selected figures and themes that will inspire the VR content (40 min). This session is filmed for qualitative analysis and dissemination.
Nov 2026 – Feb 2027 – VR Design
Participant observation from recordings and feedback guide the PI and VR specialist in finalising eight VR role-model experiences. Using an established VR experimentation model, the team develops ethnoacted speeches drawn from archives and public resources to create immersive VR scenarios.
March 2027 – Intervention Sessions x 3 cohorts (50 participants per cohort)
Each group meets separately.
Control (≈2.5 h)
• 20-min lecture refresher.
• Exposure to growth-mindset testimonies via archival videos and text (20 min).
• Writing a short speech offering growth-mindset advice to younger children (20 min).
• Optional reading aloud (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
Intervention (≈3.5 h)
• 20-min lecture refresher.
• Immersive VR session: participants choose among eight VR experiences, each with ethnoacted role-model speeches (about 10 min per participant, 80 min total with breaks).
• Speech writing (20 min).
• Optional delivery of the speech inside the VR environment (20 min).
• Two 15-min focus-group discussions.
• Post-intervention questionnaire (20 min).
April–May 2027 – Data Analysis
Quantitative data analysed in Excel or Python; qualitative data coded in NVivo20.
June 2027 – Documentary
Creation of a short documentary for open-access distribution and school screenings.
July 2027 – Follow-Up
Electronic follow-up survey of all participants. Data analysed and documentary finalised. Dissemination to schools and youth centres invites adoption of the VR model within curricula.
August 2027 – Reporting
Conference presentation, submission of an open-access paper (e.g., VR Frontiers), and a report shared with Newham Council and YES.
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Pi as first author
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Before
No
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After
Yes
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