Development of a VR Escape Room for Corporate Compliance Training
Authors
Tsalidis de Zabala, Christian Vasileios ; Naylor, Scott James ; Tóth, Lilla Júlia
Term
4. term
Education
Publication year
2023
Abstract
Dette kandidatspeciale udvikler og evaluerer et VR-escape room som et alternativ til traditionel e-læring i compliance-træning for virksomheder. Projektet tager udgangspunkt i en gennemgang af litteratur om aktiv læring, uddannelses-escape rooms, spilbaseret læring, motivation, immersion og flow, som danner grundlag for designkravene til en VR-prototype. Effektiviteten blev sammenlignet med standard selvstudie e-læring i et kvasi-eksperimentelt design med kontrolgruppe og ikke-sandsynlighedsbaseret bekvemmelighedsprøveudtagning (n=32; 16 pr. gruppe). Deltagerne gennemførte enten VR-træningen eller e-læringen, og engagement, motivation og oplevet læring blev målt med eftertest-spørgeskemaer (User Engagement Scale, Situational Motivational Scale, CAP Perceived Learning) samt direkte observation. Resultaterne viste en markant stigning i affektiv læring hos VR-brugere, men ingen statistisk signifikant forskel i kognitiv læring. VR-gruppen overgik kontrolgruppen på næsten alle motivationsmål (undtagen ekstern regulering) og på de fleste engagementsfacetter (undtagen oplevet brugbarhed). Studiet peger på, at yderligere implementering og finpudsning kan gøre VR-escape room-oplevelsen til et levedygtigt produkt, der øger engagement, motivation og lærbarhed i compliance-træning.
This master's project develops and evaluates a VR escape room as an alternative to traditional e-learning for corporate compliance training. The work begins with a review of theories on active learning, educational escape rooms, game-based learning, motivation, immersion, and flow to inform design requirements for a VR prototype. Its effectiveness was compared to standard self-study e-learning in a quasi-experimental control-group study using non-probabilistic convenience sampling (n=32; 16 per group). Participants completed either the VR training or the e-learning course, and engagement, motivation, and perceived learning were measured via post-test questionnaires (User Engagement Scale, Situational Motivational Scale, CAP Perceived Learning) and direct observation. Results indicate a substantial increase in affective learning among VR users, with no statistically significant difference in cognitive learning. The VR group outperformed the control group on nearly all motivation measures (except external regulation) and most engagement facets (except perceived usability). The findings suggest that, with further refinement, a VR escape room could become a viable product that enhances engagement, motivation, and learnability in compliance training.
[This summary has been generated with the help of AI directly from the project (PDF)]
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