Work-in-Progress—Virtual Reality: A Tool to
Develop Social Work Practice Skills of Engagement
and Assessment
Nicholas Lanzieri Jonathan Bowen
Clinical Associate Professor, Teaching and Learning with
Silver School of Social Work Technology, NYU IT
New York University New York University
New York City, U.S.A New York City, U.S.A.
nl240@nyu.edu jb6221@nyu.edu
Elizabeth McAlpin
Director of Research, Teaching
& Learning with Technology,
NYU IT New York University
New York City, U.S.A.
em341@nyu.edu
Abstract—Virtual reality (VR) can provide students ancillary
ways to develop social work practice skills. It is incumbent for
schools of social work to critically examine the lessons learned in
producing previous VR simulations by carefully integrating
principles of pedagogy and by utilizing research methods to chart
the path forward for effective teaching and learning. This work-
in-progress paper aims to briefly describe the steps taken to create
one VR tool for a school of social work that was developed by
heeding lessons from the past, while being responsive to developing
students’ skills for a productive future in clinical engagement.
Index Terms—virtual reality, social work, engagement,
assessment
I. INTRODUCTION
The use of virtual simulations has steadily increased within
social work masters-level education and its benefits have been
noted. Generally, simulation based learning has been shown to
be effective for adult students because it is problem-focused,
self-directed and it has relevant applicability to real settings [1].
Virtual simulations allow for greater diversity and variability in
Field settings and in patient demographics that may not be found
in “real” Field placement outlets. It also provides students with
“immediate” feedback and knowledge from their interactions
within an assortment of settings and with diverse clients. Virtual
simulations may be designed to be accessible throughout the day
and will therefore be able to accommodate multiple student
connections at one time. Virtual environments grant students
“safe spaces” to make mistakes and to hone in on skill sets that
they may not ordinarily be processing in “real” settings [2].
Research has indicated that students feel more comfortable and
less pressure to perform in virtual settings as opposed to working
with face-to-face role plays, a more traditional method of
simulation [3]. Within the safety of the virtual simulation,
students have the ability to rehearse and reflect upon the methods
to use for the presented issues, without jeopardizing the
978-1-7348995-0-4/20/$31.00 ©2020 Immersive Learning Research Network
6th International Conference of the Immersive Learning Research Network (iLRN 2020)
Online, June 21-25, 2020.
Authorized licensed use limited to: Middlesex University. Downloaded on October 27,2020 at 16:54:53 UTC from IEEE Xplore. Restrictions apply.
David Lasala Henry Samelson
Teaching and Learning with Associate Director, Educational
Technology, NYU IT Technology,
New York University Silver School of Social Work
New York City, U.S.A. New York University
dl137@nyu.edu New York City, U.S.A.
hs86@nyu.edu
protective standards of practice and client safety [4]. The use of
simulation training, particularly when incorporating
standardized patient information, can in fact be utilized to
measure and assess a student’s proficiency levels in the areas of
engagement, assessment, intervention, and critical thinking [4]
[5], both prior- and post-to the Field placement experience.
This paper aims to describe the development of virtual
simulations at New York University’s Silver School of Social
Work (SSSW). The VR tool incorporates the lessons learned
from previous experiences, while still being innovative and
educational. It allows social work students to have an immersive
experience of conducting a home visit to assess a client and it
operationalizes critical thinking and social work competencies
[5]. Once research confirms its learning efficacy, the SSSW will
endeavor to integrate the VR module within courses to prepare
students to hone social work practice skills, particularly related
to client engagement and assessment.
II. VIRTUAL ENGAGEMENT UTILITY
By 2030, there are projected to be 80 million older persons,
over twice the number living in 2000 [6]. Yet many social work
students are reticent to work with this population, which is often
based on fear, bias, and ageist beliefs. Research has repeatedly
noted that consistent exposure to the population and its nuances
is the strongest predictor for future gerontological work
[7]. Working toward this objective, a VR tool was created to
provide students an opportunity to practice with an avatar so
that they might gain some understanding of how to engage and
assess an older adult in their home. Such exposure might induce
them to work with the population within their Field internships.
SSSW partnered with its University’s Teaching and
Learning with Technology group (TLT) to pilot an in-
development virtual reality framework known as the Virtual
Engagement Utility (VEU). The client visit scenario built with
267
VEU is multi-layered and contains 11 different stages of
interactions. As will be described, development was quite
detailed and it was one of the first collaborative VR related
exercises undertaken. The social work scenario collaboration
was based on the SSSW’s expressed interest in VR
development and TLT’s willingness to expand its experiential
services to accommodate faculty initiatives. Using the VEU
framework reduced the overhead of developing a custom VR
experience from scratch. Working with small teams in an
academic environment requires smart use of tools that are
flexible and reusable, providing greater returns with less effort.
Lessons learned during the script development stage will also
contribute to economizing workflows and shortening future
development time.
A. Script Development and Pedagogy
The client composite and the main artery of the script
guiding the VR were based on the Field notes received from
social work students who were currently interning within
agencies that primarily worked with older adults in the context
of their homes. Once developed, the script was placed in
storyboard and branching sequences were added to further
enrich the interaction between student and avatar (see Fig.
1). This specific step was based on the branching sequences
that were constructed when developing earlier simulations
tools. The branching assists with organization, fluidity and
action flow.
Concurrent with script authoring, members of the TLT
group created a branching narrative template. Template creation
was an iterative process with input from faculty who informed
TLT on its clarity and ease of use. This template was used as a
tool to both visualize and organize the complexity of a
branching narrative, including interactions with the virtual
environment, feedback on performance, and animation and
audio cues for voice actors and software
developers.
Fig. 1. Branching narrative template.
978-1-7348995-0-4/20/$31.00 ©2020 Immersive Learning Research Network
6th International Conference of the Immersive Learning Research Network (iLRN 2020)
Online, June 21-25, 2020.
Authorized licensed use limited to: Middlesex University. Downloaded on October 27,2020 at 16:54:53 UTC from IEEE Xplore. Restrictions apply.
Previous script template development for 360 video
simulations set the stage for integration of more user-friendly,
script formats into subsequent simulation projects, including the
VEU, which would enable both developers and third-party
script reviewers to better follow the branching narratives and
decision cues.
As is noted in Fig. 3, the dialogue evolves between the
patient (avatar) and the user (student) who is responding to
solicited prompts. Each prompt offers options that the student
may select from. For example, to initiate the “home visit” the
student will knock on the client’s door. The client will respond
with “Who’s there?” The student user will have three options
to select from: (Option 1) Good morning, Ms. Roland (client’s
name). I’m a social work intern from Wellness First. We have
a scheduled appointment today at 11 am. I confirmed the
appointment with you yesterday over the phone; (Option 2) Hi,
I’m from Wellness First. May I come in?; and (Option 3) Hi,
Ms. Roland. Can I come in? I’ve been sent to check-in on you.
Fig. 1 illustrates how each of the prompts elicits a branch to
another set of questions and options.
Interleaved with the prompts and options are tasks and goals
(see Fig. 1), which are based on learning objectives stipulated
within the social work graduate curriculum. A value is assigned
to each option, and the value of each can be weighted for greater
control over the performance evaluation. This data is
anonymized. Students can choose to de-anonymize the data by
providing their unique ID assigned when first activating the
VEU tool. The evaluation will be assessed by faculty and then
reviewed with the student. Faculty receive an email with the
score for each learning sequence as well as the individual
choices made. A reflective exercise post-VEU will also be
assigned to better understand the student’s experience and to
obtain knowledge on how to further support their learning.
Studies note the educational value of interleaving multi-modal
approaches to similar content [8], reinforcing prior knowledge,
and contextualizing learning experiences within larger
conceptual frameworks [9].
B. Framework Development
VEU was developed in Unity, a cross-platform game
engine. Virtual reality experiences created in the VEU
framework are deployable to Google Cardboard and Google
Daydream compatible devices, both smartphone-based VR
platforms. These platforms require VR viewers, which are
available from both Google and a variety of third-party vendors.
As a framework, VEU provides modular features to enable
branching dialogue, interactive environments, evaluation and
reporting, and other tools that are useful in an academic
environment. Designing a scenario within the specifications of
this feature set allows for quicker turn around on projects and a
more uniform user experience for instructors and students. VEU
scenarios can also be deployed as a traditional interactive
experience to PC and Mac platforms using a mouse and
keyboard for interaction. Previous experiences with VR
informed us that students range in their comfort level, access
options and experience with VR related technology. By creating
a multi-platform framework that works in traditional desktop
268
environments VEU can be a more inclusive experience. VEU
allows student users to interact with virtual characters and their
environment, complete tasks, save their progress, view
feedback on their performance, and share their progress with
faculty.
C. Simulation Assests
Under guidance from faculty and their content consultant,
members of the TLT media group created both a virtual
environment and client avatar. Environmental 3D models were
modelled using Autodesk Maya. Textures were created using
Adobe Photoshop. The apartment layout and appearance went
through several iterations informed by reference images from
the content expert and feedback from faculty within the SSSW.
Based on the work of previous VR projects, we understood the
importance of having input from content experts that would
lend more verisimilitude to the nuances of the setting. We also
understood that the aesthetics would add to the overall visual
appeal of the simulation tool. Professional social workers with
years of experience in making home visits were consulted to
authenticate the internal environment.
Fig. 2. Interior image of VEU apartment.
The client avatar was created with Autodesk Character
Generator and further customized in Maya. The script was
recorded by a voice actor as individual responses while the
actor’s face was captured using a basic HD webcam. The raw
audio and video were processed using Adobe Premiere to
remove background noise and normalize audio levels. Faceware
Analyzer was used to map the actor’s facial expressions to the
face of the avatar. Body animation and generic responses such
as frustration, smiling, or nodding yes and no, were manually
animated in Maya. These assets were imported into Unity,
creating the environment and avatar that students interact with.
Fig. 3. VEU interior living room area with client seated.
978-1-7348995-0-4/20/$31.00 ©2020 Immersive Learning Research Network
6th International Conference of the Immersive Learning Research Network (iLRN 2020)
Online, June 21-25, 2020.
Authorized licensed use limited to: Middlesex University. Downloaded on October 27,2020 at 16:54:53 UTC from IEEE Xplore. Restrictions apply.
D. Framework Customization and Functionality
Once assets were imported into Unity, the VEU framework
was used to create an interactive experience. Dialogue between
the student and virtual client was inputted into a node based
dialogue tree. When a student clicks on the avatar using a pointer
in VR, or the mouse on a PC, they are presented with a dialogue
bubble and multiple options to respond, guiding the
conversation. Most choices provide some form of feedback.
Optimal decisions allow the conversation to move forward. Less
appropriate responses provide feedback, then return to the
previous choice, allowing students to try again. Students choices
can be weighted and evaluated like a multiple-choice test.
Students can also be prompted to observe and interact with their
environment, identifying objects relevant to the client visitation.
Locomotion is predefined and occurs at set points through the
experience, starting with the user greeting the client at their door,
and ending up with them sitting together in the living room.
Users are teleported to each position as this method of movement
was found to be the most accessible and approachable on the
various VR platforms VEU supports. While locomotion is
limited, students are free to look around in any direction. At any
time the client file can be accessed so students can refer back to
their visitation goals and client background information. Access
to controls such as saving or sharing assessment results was also
customized to appear as a smartphone. These customizations
serve to provide a more immersive experience.
III. FUTURE DEVELOPMENT
Before the VEU tool is purposely infused within the social
work curricula it will be studied in a pre- and post-test research
design in the coming months for its pedagogical value and
whether students are comfortable navigating the VR tool. Also,
social work faculty with Practice expertise will be asked to
review the simulation and respond to questions related to
learning objectives, subjectivity, content and overall quality.
Results will inform the development of the current VR
simulations as they pertain to content, structure, and design.
In addition, several steps will be taken to further improve
the VEU simulation’s design and internal evaluative
mechanism. Metrics can be reported such as tracking time
spent in the experience or on particular questions, and whether
the scenario was completed in one session or several. Metrics
are important for faculty to gauge student learning. While the
current iteration of the VEU has some measures, faculty have
assessed that future iterations should contain specific metrics
related to identifying factors of risks and safety as they relate to
the environment. Engagement could be measured by checking
if students skip the voice overs of the avatar or if they completed
optional assessments. These metrics could then be reported
alongside the multiple-choice performance, giving faculty
deeper insight into the behaviors and learning styles of their
students.
A variety of software and hardware was used to capture the
voice and acting performance. Workflows were developed to
speed up and organize the process in future projects. By
incorporating motion capture using iPhone or Vive trackers the
workload for animators should be reduced. Using technology
269
like machine learning enhanced text-to-speech and automated
lip syncing can enable the creation of virtual actors. While
reducing the realism of the actor it can speed up the process and
allow changes to the performance when an experience needs to
be updated. Users also have a tendency to speak to characters
in VR, so optional voice recognition can create a more intuitive
learning experience. These streamlined and enhanced processes
will make future projects more flexible and quicker to develop.
The VEU framework will be adapted to the Oculus Quest
headset. In the process it will gain six degrees of freedom hand
tracking, so students can reach out and interact with the
environment in an intuitive manner. The Quest is also capable
of room-scale tracking, which will allow students to walk
around the apartment so they may perform closer inspections of
the environment. Faculty can then integrate questions related to
hazards and safety, while also integrating the assessment within
the internal evaluative mechanism. Additional modes of
interaction with the virtual client are also being explored, such
as a “flow mode” where feedback is limited and the
conversation proceeds naturally and with less interruptions.
These features will hopefully lead to a more immersive and
approachable learning experience for the student.
ACKNOWLEDGMENT
A special thank you to New York University IT
leadership and Provost for their support to not only enhance
teaching and learning with pedagogically effective uses of
technology and media but also to support these efforts with
research to validate them.
978-1-7348995-0-4/20/$31.00 ©2020 Immersive Learning Research Network
6th International Conference of the Immersive Learning Research Network (iLRN 2020)
Online, June 21-25, 2020.
Authorized licensed use limited to: Middlesex University. Downloaded on October 27,2020 at 16:54:53 UTC from IEEE Xplore. Restrictions apply.
REFERENCES
[1] M. Washburn, P. Bordnick, and A. Rizzo, "A pilot feasibility study of
virtual patient simulation to enhance social work students’ brief mental
health assessment skills," Social Work in Health Care, vol. 55, no. 9,
pp. 675-693. Aug. 2016, doi: 10.1080/00981389.2016.1210715
[2] M. N. K. Boulos, L. Hetherington, and S. Wheeler, "Second Life: an
overview of the potential of 3 D virtual worlds in medical and health
education," Health Information & Libraries J. vol. 24, no. 4, pp. 233-245,
Nov. 2007, doi: 10.1111/j.1471-1842.2007.00733.x
[3] D. Fitch, S. Cary, and R. Freese, "Facilitating social work role plays in
online courses: The use of video conferencing," Advances in Social Work
vol. 17, no. 1, pp. 78-92, Jan. 2016, doi: https://doi.org/10.18060/20874
[4] M. D. Olson, M. Lewis, P. Rappe, and S. Hartley, "Innovations in Social
Work Training: A Pilot Study of Interprofessional Collaboration Using
Standardized Clients," Int. J. of Teaching and Learning in Higher
Education, vol. 27, no. 1, pp. 14-24, Jan. 2015. [Online]. Available:
https://files.eric.ed.gov/fulltest/EJ1069787.pdf.
[5] Council on Social Work Education (CSWE)-2015 EPAS“2015
Educational Policy and Accreditation Standards.”. [Online]. Available:
https://cswe.org/Accreditation/Standards-and-Policies/2015-EPAS.
[6] L. Sun,, “Elder Care-Giving: Will You Be Ready for the Challenge?” July
2019. [Online]. Available: https://www.lowellsun.com/2015/08/09/elder-
care-giving-will-you-be-ready-for-the-challenge/.
[7] D. Wang and J. Chonody. "Social workers’ attitudes toward older adults:
A review of the literature," J. of Social Work Education, vol. 49, no. 1,
pp.150-172, Jan. 2013, doi:
https://doi.org/10.1080/10437797.3013.755104,
[8] M. S. Birnbaum, N. Kornell, E. Ligon Bjork and R. A. Bjork, "Why
Interleaving Enhances Indicutive Learning: The Roles of Discromination
and Retrieval, Memory and Cognition,” vol. 41, pp. 392-401, Nov. 2012.
doi:10.3758/s13421-012-0272-7
[9] L. E. Richland, R. A. Bjork, J. R. Finley, and M. C. Linn, "Linking
Cognitive Science to Education: Generation and Interleaving Effects,"
Proceedings of the 27th Annual Conf., of the Cogntive Science Society,
2005. [Online]. Available:
http://learninglab.uchicago.edu/Publications_files/5-
CogsciIddeas2005.pdf
270