Enhancing clinical law education through immersive virtual reality: A flow experience perspective

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2024-07-30 DOI:10.1016/j.learninstruc.2024.101989

Ezgi Doğan , Ferhan Şahin , Yusuf Levent Şahin , Kadriye Kobak , Muhammet Recep Okur

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Abstract

Background

The existing literature lacks experimental studies that provide a genuine virtual reality experience, particularly within the context of the flow experience, as it relates to clinical legal education.

Aims

This study investigates the impact of immersive Virtual Reality (VR) on clinical law education, with a particular focus on the flow experience.

Sample

Eighty-three law students participated in case practices.

Method

The study adopted an experimental design that included a random post-test control group, two distinct VR environments, immersive VR and desktop VR, were employed to create authentic scenarios mirroring real-life legal cases, and differences between the groups were tested using One-Way Multivariate Analysis of Variance (MANOVA).

Results

The results revealed that immersive VR significantly enhances the flow experience of law students compared to desktop VR. Participants in the immersive VR group demonstrated higher levels of focused attention, telepresence, time distortion, and interaction, indicating a more profound immersion. Surprisingly, there was no significant difference in terms of enjoyment between the two groups, contradicting previous research in this area.

Conclusions

This study is pioneering in its approach, offering a unique contribution to the field of law education. It highlights the potential of immersive VR as a valuable tool for enhancing clinical legal education and creating more engaging learning experiences. Expanding the use of these virtual environments to both practical and theory-based learning methods presents an exciting avenue for further exploration in the field of legal education.

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通过沉浸式虚拟现实加强临床法律教育：流动体验视角

现有文献缺乏提供真正虚拟现实体验的实验研究，尤其是在与临床法律教育相关的流动体验方面。本研究调查了沉浸式虚拟现实（VR）对临床法律教育的影响，尤其关注流动体验。83 名法律专业学生参与了案例实践。研究采用了实验设计，包括随机后测对照组、两种不同的 VR 环境（沉浸式 VR 和桌面式 VR），以创建反映真实法律案例的真实场景，并使用单向多变量方差分析（MANOVA）检验了组间差异。结果显示，与桌面 VR 相比，沉浸式 VR 能显著增强法律专业学生的流程体验。身临其境 VR 组的参与者在集中注意力、远程呈现、时间扭曲和互动方面表现出更高的水平，这表明他们的沉浸感更强。令人惊讶的是，两组参与者在享受方面没有明显差异，这与之前在该领域的研究相矛盾。这项研究在方法上具有开创性，为法律教育领域做出了独特的贡献。它凸显了身临其境的虚拟现实技术的潜力，是加强临床法律教育和创造更有吸引力的学习体验的宝贵工具。将这些虚拟环境的使用扩展到实践和基于理论的学习方法，为法律教育领域的进一步探索提供了令人兴奋的途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.