Comparison of Standard 2D and Virtual Reality-based Teaching of Moral Dilemmas: The Case of the Trolley Problem
Abstract
compares ordinary 2D video teaching with a VR version. Twenty participants (6 men, 14 women; mean age 23.65) were assigned at random to
a 2D or a VR group. All completed the Moral Foundations Questionnaire and the Utilitarianism Scale before and after the session, and joined
short interviews; the two methods together tracked changes in moral judgement, immersion, and the learning experience. The results showed
no clear difference between formats, yet some patterns emerged. The 2D condition tended to raise fairness and altruism, while VR nudged
utilitarian thinking slightly upward. Interviewees valued 2D's clear structure and VR's engagement, though a few said VR drew attention away
from the moral point. The two approaches are useful in different ways and each has its own limits.
Keywords
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DOI: http://dx.doi.org/10.70711/neet.v4i10.10306
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