Immersive virtual environments as a tool to improve confidence and role expectancy in prospective social work students: a proof-of-concept study

Abstract

ABSTRACT This paper explores the use of immersive technology in social work education, specifically through a virtual simulation called ‘Branch-VR’ designed for young people taking part in a Widening Participation Programme for entry into social work training. The study involved 24 participants aged 17–18, who interacted with a branching narrative simulation of a social work home visit, making decisions that influenced the outcome. Utilising a mixed-methods quasi-experimental design, the paper examines participants’ attitudes toward using immersive technology as a training tool, its impact on their role expectations when engaging with service users in a home environment, and its influence on their confidence in pursuing a career in social work. The findings suggest that immersive simulations like Branch-VR can bridge the gap between theoretical knowledge and practical application. This approach also boosts learners’ confidence (W = 196.000, Z = 2.808, p = .005), providing a safe environment for experiential learning and decision-making. The paper underscores the importance of integrating immersive technology with traditional training methods, emphasizing its role as an augmentation to foundational social work education.