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๐Ÿฅฝ EAST LONDON HEROES (pilot study): Newham Youth Applies Ethnoacting in VR for Growth Mindset

๐Ÿฅฝ EAST LONDON HEROES (Pilot Study): Newham Youth Applies Ethnoacting in VR for Growth Mindset

SUMMARY OF FINDINGS TO BE USED FOR FUTURE DEVELOPMENT (pre-registered trial here: https://www.socialscienceregistry.org/trials/16898)

A. IMPLICIT THEORY OF INTELLIGENCE SCALE

Quantitative analysis of pre- and post-intervention data revealed no statistically significant change, likely due to the small sample size (N=12) and the relatively high average participant age (15.6 years). Previous research shows that Growth Mindset Interventions (GMIs) have the strongest effects at ages 12โ€“13 (Jiang et al., 2024). Notably, the only 13-year-old participant demonstrated a statistically significant improvement, indicating that future testing with a larger sample closer to this age range is warranted.

B. GOAL ACHIEVEMENT QUESTIONNAIRE

No statistical significance was observed, with a slight post-intervention decline. Upon reflection, this measure may not have been well-suited to evaluating the Ethnoacting in VR approach, as it frames growth in terms of competition with peers. In contrast, Ethnoacting in VR promotes self-reflection and self-development, encouraging participants to reach their own potential rather than outperform others.

C. QUALITATIVE ANALYSIS

Reflexive Thematic Analysis (see visuals in the resources section below: Hierarchy of Themes, Thematic Map, and Word Frequency) offered deep insight into processes of mindset transformation during GMIs, addressing a key gap in the existing literature, which has been dominated by quantitative studies (Jiang et al., 2024).

D. EMBODIED ACTIVATION OF COGNITIVE SUBSYSTEMS

Word frequency analysis across all four themes revealed the dominance of โ€œfeelโ€ and โ€œfelt,โ€ indicating that the combination of VR immersion and ethnoacting activated cognitive subsystems that are often under-engaged in traditional GMIs, particularly the body state, implicational, and propositional subsystems. Through embodied experience and emotional resonance, participants integrated abstract beliefs (โ€œfailure leads to growthโ€) with sensory and affective awareness (โ€œI feel what that meansโ€). This embodied exchange between subsystems suggests that Ethnoacting in VR facilitated a deeper, more sustainable internalisation of growth mindset, moving beyond rational understanding toward lived cognition.

E. CO-CREATION AS META-COGNITIVE LEARNING

The co-creative nature of the pilot itself functioned as a meta-cognitive learning process. Youth participants actively reflected on and optimised the workshop design, increasing engagement, ownership, and relevance to their lived experience.

Jiang, X., Mueller, C.E. and Paley, N. (2024) โ€˜A Systematic Review of Growth Mindset Interventions Targeting Youth Socialโ€“Emotional Outcomesโ€™, School Psychology Review, 53(3), pp. 251โ€“272. Available at: https://doi.org/10.1080/2372966X.2022.2151321.

ABOUT THE PILOT (see photo from the workshop in the resources section)

In partnership with Newham Councilโ€™s Youth Empowerment Service (YES), the East London Heroes pilot adapted Ethnoacting in VR for Growth Mindset to engage young people in Newham through immersive storytelling, virtual reality, and real-life role models. The project aimed to build confidence, resilience, and self-belief among youth aged 14โ€“21, particularly those from under-resourced and racially diverse communities, including children in care.

๐Ÿ” PROJECT COMPONENTS

A. Ethnoacting in VR Workshop

A dynamic 3-hour session where 12 young participants: Immersed themselves in a virtual public-speaking scenario Reproduced testimonies from inspirational overachievers Explored resilience and growth mindset through embodied performance

B. Focus Group Discussions

Participants: Evaluated the interventionโ€™s accessibility and relatability Co-designed the next version of the workshop Identified role models for future VR storytelling

C. Surveys & Data Analysis

Pre- and post-intervention surveys were conducted using the Implicit Theory of Intelligence Scale (ITIS) and Achievement Goal Questionnaire, complemented by qualitative analysis of focus group data to guide further development.

๐ŸŒ Who Was Involved

Young people aged 14โ€“21 from Newham, especially those engaged through the Youth Empowerment Zone @ The Source, took part in the project.

The initiative supported underrepresented youth, promoting wellbeing, personal development, and resilience through creative and technological engagement.

๐Ÿ“… Project Timeline

DATE ACTIVITY April 2025 Planning with YES; Data Management Plan (DMP) submitted May 2025 Ethics approval and participant recruitment July 2025 Workshop delivery, VR sessions, focus groups, and role model selection August 2025 Data analysis (quantitative & qualitative) and preliminary findings September 2025 Article preparation for VR Frontiers October 2025 Nuffield Foundation funding application for expanded study

๐Ÿ“ Workshop Date & Location: 10 July 2025, The Source, Stratford Square, Newham

๐Ÿ‘ฅ Research Team

Dr. Evi Stamatiou โ€“ Principal Investigator (MWP, ACI) Prof. Volker Thoma โ€“ Cognitive Psychology & Data Analysis (Childhood & Social Care) Oluwatosin Sanni (PhD) โ€“ VR Development & Technical Support (Media, ACI) With the support of the Institute of Connected Communities at UEL and the Civic Engagement team

๐Ÿ“ˆ Pathways to Impact

Strengthened ways of teaching Growth Mindset principles in schools and youth programmes by embedding creative and digital methods into learning. Reinforced mental health and emotional resilience among youth through innovative VR and performance-based methods. Empowered communities via co-production and youth-led narratives. Advanced equity by demonstrating scalable, evidence-based tools for education and employability.

๐ŸŽฏ Strategic Alignment

Newham Councilโ€™s Health & Wellbeing Strategy National Youth Agencyโ€™s Digital Youth Work Network

๐Ÿ“ฃ Dissemination

Findings are being prepared for publication in VR Frontiers and will be shared across academic, education, youth engagement, and public health networks.

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