A Pilot Study of Virtual Reality Learning Environments for Criminal Justice Education, Engagement, Learning, and Motivation

Kelly C. Dreger

doi:10.63385/ipt.v1i2.82

Abstract

Stakeholders in education demand more student retention and graduation. A mixed methods pilot study was conducted that utilized observations, a single-group teaching intervention, and a survey to determine if the Virtual Reality Learning Environment (VRLE) could address motivation and learning needs of criminal justice students. University students participated in a variety of simulations pertaining to use of force, de-escalation, workplace stressors, cognitive behavioral treatments, family social support networks, and reentry services. Observations and surveys were used to collect data about the experience. Results showed that the students gained a better understanding of the topics covered, and they were more engaged in learning overall. There was increased class engagement with the intervention. Most students reported moderate and significant gains in learning, but a meaningful experience was not guaranteed for everyone. The experiences they had with VR could address a variety of real-life situations and contexts within the justice system, to the point that the real-life experiences were more relatable on a personal level. The findings indicate that experiential learning environments found within the VRLE can address engagement issues and motivation needs within this context. This, in turn, increases student learning in ways where they are more likely to effectively complete tasks in a way that adequately satisfies curricular requirements in higher education. The learning satisfaction experienced by students helps in retaining students over time.

Innovations in Pedagogy and Technology

A Pilot Study of Virtual Reality Learning Environments for Criminal Justice Education, Engagement, Learning, and Motivation

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