Exploring the Effectiveness of Virtual Reality Role-Playing in Debating Repatriation of Artworks in Active Learning Art History Classes

Abstract

The calls for the repatriation of looted or stolen artworks to host countries continues to grow. With the return of the Benin Bronzes in 2022, renewed calls for the return of the Elgin Marbles from the British Museum have amplified. At the same time, the death of Queen Elizabeth II raises further debate over repatriation and the lingering effects of colonialization. Nevertheless, effectively facilitating such a debate in class has increased in challenge with the lingering effects of the pandemic, the resistance of Gen Z to groupwork and interaction, and elevated levels of anxiety reported among college-age students. One approach that has seen success in face-to-face classes with regards to successful facilitating of debates is the active learning strategy of role playing. Role playing games (RPGs) have the ability to allow students to take on the persona of another to avoid directly confronting the thoughts and opinions of others. At the same time, this approach has been limited only to synchronous activities. This study seeks to investigate the applicability of role-playing within a virtual learning environment (VLE) and whether the control over individual student appearance with avatars and being immersed in a relevant historical environment improves student engagement, immersion, presence, and learning outcomes. Results demonstrate a positive correlation between the activities and understanding diverse perspectives, the ethics involved in cultural repatriation, and lowered anxiety and improved comfort in engaging in groupwork.