A Comparison of 2D and Virtual Reality-based teaching of moral dilemmas: The Trolley Problem

This study qualitatively compared learner engagement with moral dilemmas presented through immersive Virtual Reality (VR) and interactive 2D multimedia. Using the Trolley Problem as a central scenario, it explored how each instructional format influenced behavioural, emotional, and cognitive engagement, drawing on Fredricks et al.’s (2004) multidimensional engagement framework. Ten university students were randomly assigned to either a VR or 2D condition and participated in a simulated moral dilemma, followed by semi-structured interviews. Thematic analysis, conducted using Braun and Clarke’s (2006) approach, revealed that VR elicited stronger behavioural and affective engagement, with participants reporting heightened attentional focus, emotional involvement, and experiences of stress, guilt, and shock. These immersive experiences often led to more reflective moral reasoning. However, the novelty of VR occasionally impeded deeper cognitive engagement, as some participants became more focused on the virtual environment than on the moral implications of the task. In contrast, participants in the 2D condition demonstrated more passive and surface-level engagement, with limited challenge to their existing moral frameworks. This study contributes to the growing body of research on immersive learning by offering qualitative insights into how VR shapes moral engagement.