Comparison of standard 2D and Virtual Reality-based teaching of moral dilemmas: the case of the Trolley Problem

Moral education plays a vital role in helping students develop ethical reasoning and sound moral decision-making skills. This study compared the effectiveness of traditional 2D teaching methods with immersive Virtual Reality (VR) in presenting moral dilemmas. It aimed to evaluate changes in moral judgment using the Moral Foundations Questionnaire (MFQ) and the Utilitarianism Scale (US), explore differences in emotional involvement and immersion between the two formats, and analyse qualitative feedback on learners’ experiences. Data from 20 participants revealed that the 2D group showed improvements in fairness and altruism, suggesting traditional methods may better support the development of empathy. In contrast, the VR group exhibited a modest increase in utilitarian thinking, indicating greater awareness of the consequences of moral decisions. Qualitative feedback highlighted that while 2D presentations helped clarify abstract moral concepts, the immersive nature of VR significantly enhanced emotional engagement, although it sometimes distracted from deeper reflection. Overall, the findings suggest that both 2D and VR approaches offer distinct advantages and limitations in the context of moral education.