ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1585137
Development of three vignette types of selected constitutive antinomies of social work: A study of the development and comparison of text, video and VR vignettes
Provisionally accepted
- 1Münster University of Applied Sciences, Münster, Germany
- 2Institute for Health Sciences, University of Luebeck, Luebeck, Germany
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In social work, constitutive antinomies represent permanent tensions in practice that can only be addressed reflexively in teaching. In order to convey these, a direct transfer from theory to practice is necessary, which is presented, among other things, in the form of vignettes (hypothetical situations for teaching and research based on real cases). The present study examines three types of vignettes in order to ascertain the most beneficial teaching approach for social work: 1. Text vignettes are written descriptions of hypothetical situations. 2. Video vignettes offer a standardised perspective on the situation, presented in the format of a film. 3. Virtual reality (VR) vignettes allow viewers to select their own perspective within a 360° video, thereby providing a realistic representation of the situation. The results are compared based on the dispersion of the target and actual states of the vignettes, their practical relevance, explicitness, presence experience and flow experience. Within a randomised control group design (text n = 55, video n = 54, VR n = 53), three main hypotheses on the added value of VR vignettes were investigated in comparison to the comparison group of video vignettes and the control group of text vignettes. The results show that VR vignettes enhance the theory-practice transfer. This is partly because they have better content validity and a higher immersion experience than text and video vignettes.
Keywords: Education1, Virtual Reality2, Social Work3, Vignettes4, Theorie-practice transfer5
Received: 08 Apr 2025; Accepted: 10 Jul 2025.
Copyright: © 2025 Averbeck and Utesch. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Felix Averbeck, Münster University of Applied Sciences, Münster, Germany
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