Development of an Immersive Virtual Reality Learning Environment: Integrating Trauma-Informed Principles into Human Service Agency Settings

Abstract

This article details the creation of a Virtual Reality Learning Environment (VRLE) designed to educate students on how trauma-informed (TI) principles can be integrated into the physical environments of human service agencies. Virtual Reality (VR) technologies and characteristics that have the potential to improve student learning outcomes are reviewed. The integration of VR into a social work doctoral program is described, and the theoretical and pedagogical considerations that informed the creation of the TI VRLE are explored. Details of the process of developing and assessing the TI VRLE are discussed, together with lessons learned and directions for future research.

Keywords:

• Virtual reality
• social work
• instructional design
• pedagogy
• trauma informed

Acknowledgements

The authors wish to thank the University at Buffalo School of Social Work for supporting this project, Workinman Interactive LLC. for their design expertise, and the students of the University at Buffalo School of Social Work DSW Class of 2022 for their feedback and evaluation of the simulation.

Additional information

Funding

The authors have received no external funding for this project.

Notes on contributors

Steven Sturman

Steven Sturman is an Instructional Designer at the University at Buffalo School of Social Work. He specializes in online education and the integration of technology into teaching. His practice interests include the use of VR for educational purposes and the integration of mobile apps into instruction.

Mickey Sperlich

Mickey Sperlich is Assistant Professor at the University at Buffalo School of Social Work. She is also a midwife whose research includes developing interventions to address effects of past trauma during childbearing and early parenting, and examining intergenerational implications of trauma and trauma-informed care across systems.

Louanne Bakk

Louanne Bakk is a Clinical Associate Professor at the University at Buffalo School of Social Work. Her pedagogical focus is on implementation science, research and program evaluation, online learning, macro practice and aging public policy. Her research interests are in the use of enhanced technologies (i.e., virtual reality) to support learning; aging; disparities in later life; and community-based intervention programs and services.

Samantha Koury

Samantha Koury is the Project Manager at the Institute on Trauma and Trauma-Informed Care. Her work focuses on increasing awareness of trauma, re-traumatization and trauma-informed practices, and actively collaborating with organizations and systems to plan for, implement and sustain trauma-informed culture change.