An evaluation of virtual reality role-play experiences for helping-profession courses
Document Type
Journal Article
Publication Title
Teaching of Psychology
Publisher
SAGE
School
School of Arts and Humanities
RAS ID
32625
Abstract
Background:
Providing students with virtual role-play experiences has the potential to bring counseling role-plays into large undergraduate courses.
Objective:
The purpose of this study was to trial a virtual reality role-play experience where students played the role of a student counsellor.
Method:
Seventy-three undergraduate psychology students played the role of a student counsellor interacting with a virtual client in two role-plays, one via desktop and one via head mounted display (HMD). Students provided feedback on their experience.
Results:
70% of the students found the experiences very interesting, engaging and immersive, with 82% preferring the HMD mode of presentation. The virtual characters were believable as distressed clients with 96% of students perceiving greater negative than positive emotion expressed by the characters. Most of the students (64%) mood improved from the beginning of the experience to the end, however 14% experienced a decline in mood. The students agreed (95%) that the experiences would be a valuable experience to a psychology course.
Conclusion:
Our results provide evidence that the virtual role-play experiences are well-liked by students. Teaching Implications: The approach presented in this paper represents a practical method to provide virtual role-play experiences to both on-campus and online undergraduate students.
DOI
10.1177/0098628320983231
Access Rights
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Comments
Rogers, S. L., Hollett, R., Li, Y. R., & Speelman, C. P. (2022). An evaluation of virtual reality role-play experiences for helping-profession courses. Teaching of Psychology, 49(1), 78-84.
https://doi.org/10.1177/0098628320983231