Comparison of Standard 2D and Virtual Reality-Based Teaching of Moral Dilemmas: the Case of the Trolley Problem
DOI:
https://doi.org/10.56198/rnrtng25Keywords:
Moral Education, Virtual Reality, 2D Teaching, Trolley Problem, EthicsAbstract
This study investigates the comparative effectiveness of 2D and Virtual Reality (VR) methods for teaching moral dilemmas, using the Trolley Problem as a case study. Twenty participants, divided equally into 2D and VR groups, were assessed pre- and post-intervention using the Moral Foundations Questionnaire (MFQ) and Utilitarian Scale (US). Quantitative results revealed a nuanced impact: the 2D method improved fairness and altruism, while the VR method slightly enhanced utilitarian reasoning but risked distraction from abstract moral principles. Qualitative feedback highlighted VR’s immersive potential to increase engagement but raised concerns about its suitability for abstract moral reasoning and practical limitations such as equipment cost and discomfort for some users. These findings underline the importance of integrating both approaches to balance immersion and structured learning. The study contributes to the discourse on technological advancements in moral education, emphasizing the need for tailored applications.
Downloads
Published
Conference Proceedings Volume
Section
Categories
License
The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
Contact: publications@immersivelrn.org
