Immersive virtual environments as a tool to improve confidence and role expectancy in prospective social work students: a proof-of-concept study

Paul Best*, Gerry Marshall, Jessica Cushnan, Paul McCafferty, Nichola Booth

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)
62 Downloads (Pure)

Abstract

This paper explores the use of immersive technology in social work education, specifically through a virtual simulation called ‘Branch-VR’ designed for young people taking part in a Widening Participation Programme for entry into social work training. The study involved 24 participants aged 17-18, who interacted with a branching narrative simulation of a social work home visit, making decisions that influenced the outcome. Utilising a mixed methods experimental design, the paper examines participants' attitudes towards using immersive technology as a training tool, its impact on their role expectations when engaging with service users in a home environment, and its influence on their confidence in pursuing a career in social work. The findings suggest that immersive simulations like Branch-VR can bridge the gap between theoretical knowledge and practical application. This approach also boosts learners' confidence (W = 196.000, Z = 2.808, p = .005), providing a safe environment for experiential learning and decision-making. The paper underscores the importance of integrating immersive technology with traditional training methods, emphasising its role as an augmentation to foundational social work education.

Original languageEnglish
Number of pages19
JournalSocial Work Education
Early online date09 Apr 2024
DOIs
Publication statusEarly online date - 09 Apr 2024

Keywords

  • Immersive technology
  • Social Work education

ASJC Scopus subject areas

  • Social Sciences(all)

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