Virtual reality and character education: Learning opportunities and risks

ABSTRACT

Virtual reality (VR) is an increasingly popular artificially mediated, immersive experience that is accessed through a headset. Recent research is starting to provide evidence about the positive impact that virtual reality technology can have on teaching and learning. This research, to date, has been primarily undertaken in higher education and in disciplines related to the health sciences. In this article, the possibilities, and problematics of using virtual reality in taught character education approaches are explored. The article proposes that VR can bring four learning opportunities for character educators that would not be possible in the traditional classroom. These expansive, immersive, embodied and autonomous learning opportunities can be harnessed to educate six components of virtue. In the article, the risks of VR use for character education are also investigated. The aim of the article is to get ahead of the EdTech developers and provide theoretical, conceptual and practical insights that will help ensure that the promise of VR to enhance character education can be realised.

KEYWORDS:

• Virtual reality
• character
• virtue ethics
• education
• learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Zuckerberg made this claim in October 2021 where he said ‘We believe the metaverse will be the successor of the mobile internet’ as reported in the Guardian https://www.theguardian.com/technology/2021/oct/28/facebook-name-change-rebrand-meta

2. See, for example, projected market growth of VR / AR and MR here https://www.statista.com/statistics/591181/global-augmented-virtual-reality-market-size/

3. Much of the following argument bears on the contribution that VR might make to moral education more generally. However, I have decided to focus on its potential impact on character education, more specifically, because the arguments I make focus on its potential to educate some of the components of virtue.

4. Data from https://www.zippia.com/advice/virtual-reality-statistics/#:~:text=Here%20are%20the%20key%20statistics,171%20million%20VR%20users%20worldwide

5. Data from https://www.great.gov.uk/international/content/investment/sectors/ar-and-vr/

6. This is likely to be due to the relative novelty of the technology, the challenges associated with measuring moral concerns in the virtual world and the lack of longitudinal studies that might reveal its impact.

7. See https://alltechishuman.org

8. See https://www.humanetech.com

9. Although the arguments I make mainly draw in virtue ethical theory this is not to make the claim that more deontological and / or utilitarian perspectives would not have lots to contribute to the argument. I have focussed on virtue ethics in the article in interest of bringing clarity and coherence. I would suggest that going forward further research should consider how the arguments I make might be enhanced through a consideration of alternative theoretical lenses individually and in combination.

10. This Framework been selected as it is widely used, highly rated (having just won the QS Global Education Award) and provides a useful basis for the arguments I make in the article—particularly as the Framework has a clear focus on character education practice.

11. The definitions of character caught, taught and sought are taken from the Jubilee Centre Framework for Character Education which can be accessed here: https://www.jubileecentre.ac.uk/527/character-education/framework

12. Much character education takes place outside of the classroom where character can also be ‘taught’. I have used this narrower definition for this paper as it deals primarily with school-based classroom practice.

13. This may be because of the culture of the game (character nurtured) or because of the kinds of people who are attracted to take part in such games in the first instance.

14. See https://vrnotbullies.eu

15. See https://www.templetonworldcharity.org/projects-database/0505

Additional information

Notes on contributors

Tom Harrison

Tom Harrison is the Deputy Pro Vice Chancellor for Education Innovation at the University of Birmingham. He is also the Deputy Director of the Jubilee Centre for Character and Virtues. Tom is a HEA Principal Fellow and National Teaching Fellow and Secretary and Trustee for the Society for Educational Studies (SES). Tom Harrison’s specialist interests are innovation in education, character education, graduate attributes and digital-wisdom. Tom researches, publishes and gives presentations in the UK and Internationally on these topics as well as developing resources and training programmes for schools, voluntary sector and other organisations. His most recent book, Thrive – how to cultivate character so your children can flourish online, won the IFFD Global Award.