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<p>This study explores integrating virtual reality (VR) simulations and applied improvisational theater techniques into criminal justice education to address evolving communication challenges, particularly in the wake of the COVID-19 pandemic. Grounded in a multidisciplinary framework, the pedagogical approach centers on enhancing students’ empathy, adaptability, and interpersonal communication in high-stress, face-to-face scenarios. A case study was conducted involving 34 participants who engaged in two VR-based crisis intervention training modules. The study sought to assess participants’ perceptions of the training’s effectiveness, particularly inclusivity, de-escalation strategy development, and interdepartmental collaboration. While the sample size limits generalizability, preliminary quantitative analyses suggest notable gender differences in perceptions of scenario-based VR learning, with female participants more likely to report gains in professional competency. These findings underscore the promise of immersive, interdisciplinary tools in preparing criminal justice students for complex interpersonal encounters, and they lay the groundwork for broader application and future research with expanded cohorts.</p>

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Empowering criminal justice majors: developing communication skills for a post-COVID era

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月1日

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  • Callie Shaw,
  • Meredith Melville,
  • Joseph Doan,
  • Wendi Pollock,
  • James Ikonomopoulos

摘要

This study explores integrating virtual reality (VR) simulations and applied improvisational theater techniques into criminal justice education to address evolving communication challenges, particularly in the wake of the COVID-19 pandemic. Grounded in a multidisciplinary framework, the pedagogical approach centers on enhancing students’ empathy, adaptability, and interpersonal communication in high-stress, face-to-face scenarios. A case study was conducted involving 34 participants who engaged in two VR-based crisis intervention training modules. The study sought to assess participants’ perceptions of the training’s effectiveness, particularly inclusivity, de-escalation strategy development, and interdepartmental collaboration. While the sample size limits generalizability, preliminary quantitative analyses suggest notable gender differences in perceptions of scenario-based VR learning, with female participants more likely to report gains in professional competency. These findings underscore the promise of immersive, interdisciplinary tools in preparing criminal justice students for complex interpersonal encounters, and they lay the groundwork for broader application and future research with expanded cohorts.