Investigating the effectiveness of introducing virtual reality to elementary school students' moral education

Abstract

This study was conducted to investigate whether a virtual reality (VR)-based morality education program is effective in cultivating morality among elementary school students. After conducting VR-based activities and classroom discussions, 162 elementary school students in South Korea were surveyed. According to Rest's theory, we measured moral sensitivity and moral judgment for the evaluation of moral development of students. The use of this model resulted in a significant improvement in moral sensitivity but no significant difference in moral judgment. This study revealed that, although moral sensitivity can be improved relatively easily through our educational program with VR, a separate educational effort is required to improve moral judgment. In addition, this study is meaningful in that it sheds light on the potential of VR, which is closely related to the technology used in the metaverse.