부산대학교 도서관

This paper provides a realist evaluation of the Open Justice virtual reality (VR) smartphone app, designed to develop presentation skills for students on an undergraduate legal education module. This work addresses two research questions: what proportion of students engaged with the Open Justice app, and what worked for whom in what circumstances and why? Questionnaire and interviews were conducted and analysed using a realist evaluation approach. This approach is particularly pertinent to the evaluation of how emerging educational technologies are used, as it can point to the potential affordances of a technological intervention, in addition to assessing its current use. In keeping with the realist evaluation approach, data analysis was completed using the context–mechanism–outcome framework. The findings suggest that more than half of students did not engage with the app during their studies, but this was not surprising as it was a pilot project into using VR with our students and such innovations can be difficult to manage in distance education contexts. Those who did engage with it recognised the potential of immersive VR to contribute to legal skills development, but they found the application of the technology, in this context, to be of limited use. By utilising a realist evaluation framework, this study contributes to the emerging field of programme theory‐based evaluations of educational technology, which might form the basis of further research. Practitioner NotesWhat is already known about this topic Smartphone‐based virtual reality technology has developed exponentially and is now widely and cheaply available.Smartphone‐based virtual reality technology has the potential to develop professional skills, and thereby provide a useful addition to experiential learning pedagogies. This is of particular relevance to the development of professional legal skills in the context of clinical legal education.Realist evaluation methodology is increasingly common in health literature to evaluate the impact of education programmes.What this paper adds This is the first empirical study of the use of VR technology to develop professional skills in a distance learning setting.This is the first paper to use realist methodology to evaluate virtual reality technology in legal education.It provides a granular analysis of particular contexts and user responses that can facilitate or inhibit learner engagement with VR technology.Implications for practice and/or policy It provides an analysis of VR used to support teaching and learning, where the students are distance learners—this highlights issues and challenges to be overcome.It provides an evidence base to inform the development of, and further research into, smartphone‐based virtual reality for legal education settings.It provides a detailed example of how realist methodology can be utilised to evaluate educational technology in real‐world settings. [ABSTRACT FROM AUTHOR]