‘I haven’t worked with this much focus before’: Teaching public administration with virtual reality scenarios

Abstract

Virtual reality (VR) offers immersive, interactive environments for experience-based learning, yet its role in public administration (PA) education is understudied. We analysed data from a project that developed and tested three VR scenarios with students in information technology, PA, and media informatics. Overall, VR was rated more positively than a text-based e-learning module, largely because it strengthened learners’ focus and satisfaction. PA students reported lower prior digital experience and weaker initial interest, and VR did not consistently increase topic interest among initially disengaged learners. Voluntary uptake of VR stations and apps also remained low. The findings suggest that VR for PA requires practice-relevant instructional design, improved accessibility (including home-compatible options), and tighter curricular integration. Future research should assess long-term learning effects and strategies to foster sustained adoption.