Immersive simulation and experimental design in risk and crisis management: Implications for learning

Abstract

Experiments have long been recognized as effective tools in teaching natural sciences and, to a lesser degree, in social sciences. However, understanding the role of immersive simulation experiments in undergraduate degree programmes demands more scholarly attention, given the pace of technological advances and research literacy in immersive simulation. The purpose of this article is to illustrate the potential of integrating immersive simulation laboratory experiments in social science education and specifically in a risk and crisis management undergraduate degree programme. Based on the work of Claire Dunlop, we demonstrate how an experiment with a high degree of experimental realism was a fruitful vehicle for initiating conversations about sensitive subjects in a safe environment and made teaching more inclusive, while high mundane realism made teaching risk and crisis management fun, and, we argue, fostered practical aspects of risk and crisis management.