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This quasi-experimental study examined the effects of a virtual reality (VR) intervention on the empathy and learning of university students studying Law and Administration, using a random sample of 300 students, divided into an experimental group and a control group of 150 students each. The research was based on the potential of VR as an immersive educational tool. The students were randomly selected, and detailed demographic and academic information was collected from them. The experimental group participated in VR activities designed to promote empathy through experiential learning. Empathy was measured using the Interpersonal Reactivity Index (IRI), and academic performance was assessed through structured questionnaires before and after the intervention. The quantitative results revealed a significant increase in empathy levels and academic performance in the experimental group compared to the control group. Qualitative interviews and surveys confirmed these findings, highlighting a greater understanding and empathy towards others among participants in the VR activities. The VR intervention proved effective in enhancing empathy and learning, suggesting that integrating immersive technologies into the academic curriculum can offer significant benefits for the personal and academic development of students. Future research is recommended to explore the application of VR in other educational contexts and disciplines.
Aguirre-Calan et al. (Wed,) studied this question.