Evaluating VR crisis training for university housing student staff

Abstract

This study examines the effectiveness of virtual reality (VR)–based training in enhancing resident assistants’ (RAs) learning, confidence, and preparedness within university housing contexts. Grounded in Pine and Gilmore’s (1999) Experience Economy Model, the study explores how the educational, entertainment, escapist, and esthetic realms shape engagement with immersive training. The study uses a VR simulation of a cannabis policy violation scenario, followed by qualitative interviews, to reveal that participants perceived VR training as highly engaging and effective for improving knowledge retention and procedural understanding. The educational and entertainment realms emerged as the most prominent, while esthetics elements were identified as an area for improvement. Participants also emphasized the value of VR as a complement to traditional training methods rather than a replacement. Overall, the study highlights the potential of VR to create interactive, low-risk learning environments that support more effective student staff training practices.