Exploring Immersive VR-based Emphatic Learning Using Interpersonal Reactivity Index

Abstract

Recent research shows a knowledge gap concerning how VR-based material can be used in higher education, especially students that will work with people with intellectual disabilities and can support empathy skills relating to emotion and attitudes. In this study we explore the use of VR-based material as a tool for facilitating the empathy skill among bachelor students. We conducted a set of systematic experiments of 360-degree immersive materials using head-mounted Virtual Reality devices. Data was gathered from the second semester students through two experiment survey of Interpersonal Reactivity Index (IRI), covering pre- and post-tests before and after using VR. The results suggest some empathy improvement in some empathy subscales of IRI, although the amount of improvement is not so significant. The students show positive and supportive attitudes towards the use of immersive material for improving empathy skills.