AI and VR integration for enhancing ethical decision-making skills and competency of learners in higher education

Guardado en:

Detalles Bibliográficos
Publicado en:	International Journal of STEM Education vol. 12, no. 1 (Dec 2025), p. 52
Autor principal:	Tobias, Roberto Gomez
Otros Autores:	Lozano, Javier Armando Gonzalez, Torres, Martha Lorena Martínez, Ramírez, Jorge Alvarez, Baldini, Giovanni Maria, Okoye, Kingsley
Publicado:	Springer Nature B.V.
Materias:	Feedback Training Computer applications Virtual reality Decision making Education Alternatives Artificial intelligence Homogeneity Ethics Social impact Long-term effects Decision theory Helmet mounted displays Learning Reasoning Computer Simulation Critical Thinking Literature Reviews Experiential Learning Pattern Recognition Decision Making Skills Evaluative Thinking Educational Assessment Formative Evaluation Language Processing Engineering Education Cognitive Ability Learner Engagement Social Undergraduate Students Competence Guidance Ethical Instruction Influence of Technology Conventional Instruction Moral Development Learning Processes Learning Theories Data Processing Higher Education
Acceso en línea:	Citation/Abstract Full Text Full Text - PDF
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Descripción
Resumen:	BackgroundEthical decision-making is at the core of higher education, yet case-based ethics training often lacks depth and practical judgment. This study investigates whether integrating Artificial Intelligence (AI) and Virtual Reality (VR) enhances ethical reasoning compared with conventional training. Sixty undergraduates in business and engineering were randomly assigned to a control group (traditional case-based role-play) or an experimental group (immersive training with Meta Quest 3 head-mounted displays using the VirtualSpeech platform). The research methodology was grounded on the Descriptive Decision Theory and Learning-Oriented Assessment (LOA) framework, emphasizing formative, feedback-rich learning aligned with Cognitive Load Theory, Experiential and Constructivist Learning, Dual-Process Theory, and AI-driven adaptive guidance.ResultsEthical competence was assessed pre- and post-intervention across seven dimensions: dilemma recognition, evaluation of alternatives, justification, consequence analysis, contextualization, application of principles, and stakeholder/social impact. Both groups improved significantly, but the AI/VR group showed consistently larger gains and improvement. Paired and Independent t-tests, with effect-size estimates (Cohen’s d and Hedges’ g), revealed large effects favoring immersive learning. The highest post-test advantages for the AI/VR group were observed in consequence analysis (t = −96.90, Δ = 23.30, p < 0.001), evaluation of alternatives (t = −90.03, Δ = 20.20, p < 0.001), and application of ethical principles (t = −80.57, Δ = 20.83, p < .001). Minor within-group dispersion and sample homogeneity supported internal consistency and robustness of the outcomes under immersive conditions.ConclusionsImmersive, feedback-rich AI/VR training significantly outperformed traditional methods in strengthening ethical reasoning. The findings support integrating AI- and VR-based simulations into ethics curricula to enhance consequence analysis, principled reasoning, and stakeholder awareness. Future research should explore long-term effects, hybrid delivery, and broader applicability across disciplines and professional settings.
ISSN:	2196-7822
DOI:	10.1186/s40594-025-00575-x
Fuente:	Agriculture Science Database