Let’s Talk About Race: The Use of Virtual Reality in Improving Higher Education Students’ Understanding of Privilege
DOI:
https://doi.org/10.20343/teachlearninqu.14.33Keywords:
virtual reality, anti-racism, privilege, perspective takingAbstract
The prevalence of virtual reality (VR) is growing in many educational spaces. Yet while explored extensively in medical science research, there is a need for more studies on VR in educational and social science research. The present study explores the use of VR to teach higher education students about anti-racism content, specifically about privilege. Recognizing privilege is central to learning about anti-racism since it helps people understand each other’s social location, intersectionalities, and access to services. We implemented a two-staged mixed-methods research design, with the first stage consisting of a survey design and the second relying on interview data. Participants volunteered either for stage one or for both stages. Twenty-three students participated in stage one, while 11 participated in both stages. The findings reveal that the VR module promoted the participants’: 1) layered understanding of privilege; 2) critical reflection on their privilege; and 3) impetus to engage in more advocacy around the misuse of privilege. The findings point to a need for more strategies that specifically detail how to address the abuse of privilege in order to increase people’s comfort in conducting this type of advocacy. The research contributes to a growing body of studies on VR’s ability to improve participants’ understanding of complex humanistic principles, such as privilege.
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