Virtual reality for gender microaggression training: A qualitative exploration of higher education students’ immersive learning experiences

Gender-based microaggressions remain a pervasive challenge for women, compromising their success in academia and the workplace. Despite increased awareness of overt sexism, these subtle forms of bias often go unaddressed, highlighting the need for innovative training approaches that equip individuals with the skills needed to counteract such behaviors. Virtual Reality (VR) has emerged as a promising medium for Diversity, Equity, and Inclusion (DEI) training, offering immersive simulations of real-world scenarios that allow learners to engage in complex social interactions within a computer-controlled environment. This study qualitatively explores higher education students’ experiences with VR DEI training through a gender inclusion module focused on navigating microaggressions. Using semi-structured interviews and reflexive thematic analysis, four key themes were developed: (a) immersion and engagement afforded by the VR medium, (b) perceived realism and contextual fidelity of the scenario, (c) perceived learning outcomes, and (d) the practical and technical factors that influenced training delivery. These findings highlight the potential of VR as a pedagogical tool for DEI training, particularly its ability to provide experiential learning opportunities. However, these findings also reveal areas for improvement, including the need for dynamic and adaptive interactions, greater contextual fidelity, and personalized learning tailored to individual learner needs. By addressing these challenges, VR can serve as a practical and impactful training tool for fostering inclusive environments.