Technological developments are influencing the evolution of learning styles from verbal to visual to virtual (Sholihin et al., 2020). This also applies to the resolution of moral dilemmas as a decision-making paradox without unambiguously acceptable or preferable options (Niforatos et al., 2020) in virtual reality (VR).

There are conflicting research results on virtual reality (VR) in the context of learning. On the one hand, the results of several studies show that the use of VR makes learning motivating, interesting and increases learning effectiveness (Makransky, Bonde, et al., 2016; Makransky, Thisgaard, & Gadegaard, 2016; Thisgaard & Makransky, 2017), increases ethical efficacy by improving self-efficacy (Ding et al., 2020), and ultimately influences ethical behaviour (Huang & Lin, 2019; Fischbach, 2015).

The advantages of VR include, firstly, the acquisition of multiple experiences in action, including from another person's perspective, where moral judgements may depend not on the outcome but rather on the action involved in achieving the outcome (Slater et al., 2020). Second, in VR-based learning environments, the learning experience is achieved by providing a virtual environment that is similar to real-life situations (Huang, Rauch, & Liaw, 2010; Yusoff et al., 2011), thus VR allows participants to become an active part/subject of the learning process (Yusoff et al., 2011). Third, in addition to providing an experience, VR can provide operational feedback: using VR, it is possible to model situations with the aim of learning how people might behave in specific circumstances, rather than how they think/predict they might behave in practice, as they would in response to a questionnaire (Skulmovskis et al., 2014). VR may have a positive impact on academic achievement, as research shows that students with VR-based and traditional learning experiences have higher achievement compared to students with only traditional learning experiences (Goetz, 2014).

In addition, learners' emotional reactions to learning can also have a significant impact on academic achievement (Pekrun, 2016), and, when using VR to solve a moral dilemma, study participants showed higher anxiety and stress (Terbeck, 2001) and had an increased heart rate compared to those in the paper-based experiment, possibly indicating greater emotional engagement (Francis et al., 2016).

The importance of moral education at school is widely recognized (OECD, 2021; UNESCO, 2021). One of the objectives of the Latvian Council of Science project "Effectiveness research of an online curriculum for virtue education in Latvian educational institutions (from grades 1 to 12) - eTAP+" is the development, validation, and improvement of a methodology for using a VR solution for discussing moral dilemmas.  In cooperation with a VR company (Vividly) and an upper secondary education school, a moral dilemma for secondary school students on career choice was developed.

This study presents the preliminary results of the piloting of a VR solution for discussing moral dilemmas in upper secondary education level, addressing two research questions:

-What are the benefits and challenges of using VR in the context of moral dilemmas?

-What pedagogical conditions contribute to a successful moral learning experience using VR in the context of moral dilemmas?

The research is based on the theory of the “relational-self-of-virtue” (Fernández González, 2019a, 2019b), which considers four components in the development of a moral self: 1) understanding of character growth; 2) commitment to virtue growth; 3) practical involvement in virtuous behaviour; and 4) personal and social recognition/identity. Those four components were operationalized in the structure of the research addressing the benefits, challenges, and pedagogical conditions of a successful moral learning experience using VR in the context of moral dilemmas.

To answer the research questions, a qualitative research design was chosen for this pilot study. Data collection and analysis is planned in Spring 2023: First, two groups of 6 pupils each (grade 11) will receive jointly a simple introduction to moral dilemma methodology. Then the groups will split: one group will experience the moral dilemma in VR (6 pupils with a VR set each), and simultaneously the second group will solve the same moral dilemma on paper in another room. After that, each group will have a separate focus group discussion of 45 minutes about their experience solving the moral dilemma. This discussion will be used for collecting the data, integrating the questions relevant for the research into the structure of the discussion. The discussion will therefore be structured for both groups identically, in 6 sections, with specific prompts: Introduction (general issues); Discussion on the decision-making process; Discussion on the specific choice; Discussion of the rationale for the choice; Discussion of other possible choices; Reflection on the lesson as a whole. The discussion will be audio taped and analysed with qualitative analysis software AQUAD 7. Based on the four identified criteria for the development of a moral self, a framework of content codes was already developed, which can be completed with emerging codes during the analysis: When analysing the moral understanding aspect, the focus will be on how young people demonstrate and verbalise their understanding of moral aspects of the dilemma resolution, including indicators such as formulation of new insights, argumentation during the discussion, and rationale for their decision. The analysis of the commitment to engage in one's own moral growth will focus on how pupils consider the consequences of the decision they made; and on the importance they give to ethical decision-making and to the desire to become a better person. The criteria “practical involvement in virtuous behaviour” will be analysed in the context of the decision making about career choice; ability of seeking support for facing difficulties; and everyday decision-making experiences. When analysing “moral identity”, the focus will be on how pupils reflect on their own emotions (internal recognition) and how they perceive external recognition regarding the concrete dilemma and in general. The discussion will address also other questions such as students' feelings right after using the VR solution, the methods they use for facing decision-making challenges every day; factors influencing and facilitating decision-making; and lessons learned.

The data of both groups (VR and paper) will be compared for understanding the specific benefits and challenges of using VR for discussing moral dilemmas. Based on the pilot results, we expect to be able to present at the conference: 1) A list of benefits of using VR in the context of moral dilemmas 2) A reflection on the challenges of using VR in the context of moral dilemmas and how to address them 3) A set of practical pedagogical recommendations for enhancing a successful moral learning experience using VR in the context of moral dilemmas? We will be able to recognize better also the limitations of VR as an assessment method for moral education. The project was funded by the Latvian Council of Science project “Effectiveness research of an online curriculum for virtue education in Latvian educational institutions (from grades 1 to 12)”, project no. lzp-2021/1-0385

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