All Talk and No Action?

Abstract

Virtual reality (VR) has been proposed as a promising tool to enhance social competences in higher education, especially in resource-constrained counseling seminars. This study investigates the effects of a single-session VR-based training on university students’ counseling competence and self-efficacy. Forty-five students took part in a standardized counseling scenario delivered through a realistic social VR environment, interacting with a trained actor in real time. Pre- and post-training questionnaires assessed changes in self-efficacy and counseling competence, alongside measures of presence, realism, cognitive load, and perspective-taking. Results showed small, non-significant improvements in both outcome variables. Regression analyses revealed that perceived realism significantly predicted counseling competence, while presence and extraneous cognitive load influenced perspective-taking. However, the limited duration of the intervention and the absence of a control group constrain causal inferences. Despite these limitations, the study provides initial empirical support for the integration of VR technologies into counselor education and outlines key factors for effective implementation. Future research should explore adaptive, Artificial Intelligence (AI)-enhanced VR environments that allow for repeated practice and personalized feedback to fully realize the potential of VR in social skills training.