Virtual Reality Tours: Exploring Student Perspective-Taking in a 360-Degree Courtroom Tour

Courtney Topić*, Grand Valley State University 
Jacob Fortman, Michigan State University 
Adrian Copeland, Grand Valley State University 
Joshua Sheffer, Grand Valley State University

https://doi.org/10.9743/JEO.2026.23.3.17

Abstract

Scholarship recognizes that virtual reality (VR) simulations offer students authentic learning opportunities that support perspective-taking, but the value of VR tours for perspectival thinking is underexplored. Drawing on inductive qualitative thematic analysis, this study investigates how students alternatively reflect on and embody perspectives in a 360-degree VR courtroom tour. Findings indicate that students adopted enactive or observational perspectives to cultivate a sense of presence and support their understanding of courtroom design, spatial layout, and courtroom roles and practices. These findings underscore the importance of considering student knowledge and prior experience in VR learning design.

Keywords: virtual reality (VR), VR tours, VR learning design, perspective-taking, situated learning, experiential learning, undergraduate legal education

*topicc@gvsu.edu