Publications
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Steig, Marianne Hovet; Radianti, Jaziar; Safari, Mugula Chris & Wass, Sofie
(2026).
Using 360-Degree Virtual Reality for Ethical Reflection in Undergraduate Social Educator Study Program : Preparing Inclusive Practitioners.
In Mizza, Daria (Eds.),
Adopting Virtual Reality in Inclusive Higher Education: Research-Based Principles for Design and Instruction.
Routledge.
ISSN 9781032699394.
p. 193–217.
doi:
10.4324/9781032699394-9.
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This chapter explores the integration of 360-degree Virtual Reality (VR) immersive content as a tool for facilitating ethical reflection among undergraduate students in the social educator program at University of Agder. The VR-based intervention was integrated into the second-semester course “Practice: Functional Impairment, Environmental Work, Coping, and Welfare Technology” at a critical juncture before the students’ first clinical placement. The three-stage educational intervention comprised: (1) theoretical introduction to ethical challenges, (2) 360-degree immersive video depicting an interaction scenario between a person with intellectual disabilities and a caregiver, and (3) guided group reflection using the Systematic Ethical Reflection Model (SME). A total of 54 students across nine groups participated in the intervention, with 15 students participating in focus group interviews to evaluate their experiences. This formative evaluation reveals mixed results. Students demonstrated strong emotional engagement, empathy development, and recognition of ethical tensions related to autonomy and self-determination. However, students struggled to systematically apply ethical theories without substantial facilitator prompting, and the assessment methods did not adequately capture evidence regarding communication practices or independent use of the SME framework. The chapter identifies both promising outcomes and areas requiring pedagogical refinement, discussing practical implementation challenges (cost, technical issues, preparation needs) and pedagogical limitations (theory application, framework transfer). The chapter concludes with implications for professional education programs and recommendations for integrating VR-based ethical reflection in similar contexts, emphasizing the importance of scaffolded theoretical preparation, structured reflection protocols, and longitudinal assessment of learning transfer to clinical practice.
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Johnsen, Hege Mari; Steig, Marianne Hovet; Ersfjord, Ellen Margrete Iveland; Safari, Mugula Chris; Fone, Anne Marit & Melby, Kristian Leonard
(2026).
Training social care staff in promoting self-determination and nutritional health for people with intellectual disabilities using 360o virtual reality videos and ethical reflection: a qualitative study.
BMC Health Services Research.
26.
doi:
10.1186/s12913-026-14308-5.
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Background: People with intellectual disabilities living in supported housing facilities are vulnerable to developing obesity and malnutrition. It is therefore essential to strengthen staff competence in providing nutrition and dietary support for people with intellectual disabilities, with particular attention to balancing the provision of appropriate health care with the promotion of residents’ autonomy and self-determination. The aim of this study was to explore social care service providers’ experiences with a teaching and learning approach that combines the use of 360° virtual reality videos with structured ethical reflection focusing on self-determination and preventive dietary work for people with intellectual disabilities.
Methods: This study employed an explorative qualitative design that tested a learning intervention consisting of watching a 360o video followed by participating in a structured group reflection. Data were collected through three focus group interviews with a total of 14 participants from two Norwegian municipality-based supported housing facilities for people with intellectual disabilities. The data were analysed using inductive reflexive thematic analysis.
Results: Three main themes with associated subthemes were identified: (a) the opportunity to experience and immerse oneself in a challenging situation, (b) the opportunity to expand perspectives together, and (c) Satisfaction with the teaching and learning approach. The 360o videos demonstrated immersive qualities, such as authenticity, presence and emotional engagement. Our results also showed that the teaching and learning approach heightened self-awareness, ethical sensitivity, reflection and ethical judgement related to the facilitation of self-determination for people with intellectual disabilities.
Conclusions: Our results showed that the teaching and learning approach of combining 360° videos with structured ethical reflection provided an immersive experience and stimulated meaningful reflections, on which the experiential learning process depends. The participants in our study revealed rich perspectives and strong competence related to supporting residents, showing that staff members can be a potential source for increasing ethical awareness and preventing unethical practices in the support of people with intellectual disabilities regarding food and eating.
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Wass, Sofie; Safari, Mugula Chris; Radianti, Jaziar & Steig, Marianne Hovet
(2025).
IMMERSIVE ENVIRONMENTS AND ETHICAL REFLECTION SKILLS–A STUDY IN HIGHER EDUCATION.
Proceedings of European Conference on Information Systems (ECIS).
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This study explores the use of immersive environments to cultivate ethical reflection skills among university students. To better understand the students’ deeper learning, we applied the four-component model of moral behaviour encompassing aspects of ethical sensitivity, judgement, motivation, and action. Our case involved 360-video materials delivered in head-mounted Virtual Reality (VR) devices, combined with guided group reflections, in a bachelor’s program for social educators. Data was collected through four focus group interviews. The findings indicate that the immersive environment facilitated ethical sensitivity and judgment, and when combined with group reflections, further elaborations on ethical judgment as well as motivation. However, lacking interactivity in the immersive environment limited the ability for ethical action. Based on our analysis, we propose a set of mechanisms to cultivate ethical reflection in immersive environments: evoking emotions, incorporating ambiguous actions, maintaining narrative simplicity, and creating a safe reflective space.
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Radianti, Jaziar; Wass, Sofie; Steig, Marianne Hovet & Safari, Mugula Chris
(2024).
Exploring Immersive VR-based Emphatic Learning Using Interpersonal Reactivity Index.
In Bui, Tung X. (Eds.),
Proceedings of the 57th Hawaii International Conference on System Sciences.
The Hawaii International Conference on System Sciences (HICSS).
ISSN 9780998133171.
Full text in Research Archive
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Steig, Marianne Hovet; Nodeland, Siren & Abildsnes, Eirik
(2018).
"Nå har jeg endelig funnet noe jeg liker å gjøre"
En fokusgruppestudie av ungdom som har stått utenfor videregående opplæring.
Tidsskrift for ungdomsforskning.
ISSN 1502-7759.
p. 23–44.
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Steig, Marianne Hovet & Andersen, Ander Johan W.
(2013).
Erfaringer med bruk av kartleggingsskjema for å styrke barneperspektivet i spesialisthelsetjenesten.
Tidsskrift for psykisk helsearbeid.
ISSN 1503-6707.
10(3),
p. 229–238.
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Denne artikkelen tar utgangspunkt i et kartleggingsskjema utviklet ved Kompetansesenter Rus – Region
Sør. Skjemaets formål er å avdekke barns belastning og risiko på et tidlig tidspunkt, der en eller begge foreldre
har rusproblemer. Artikkelen utforsker fagfolks erfaringer med bruk av kartleggingsskjemaet, og
bygger på kvalitative intervjuer med fagpersoner ansatt i spesialisthelsetjenesten og med representanter
for organisasjonen Voksne for Barn. Studien viser at en systematisk kartlegging av barnas situasjon
når en eller begge foreldrene har rusproblemer, kan gjøre pasientene mer oppmerksomme på barnas
behov og styrke et familieperspektiv i tjenestene. Samtidig pekes det på begrensningene og farene ved å
tallfeste barns belastning og risiko, og studien gir også grunn til å stille spørsmål ved om bruk av kartleggingsskjema
nødvendigvis fremmer barnas perspektiv. Artikkelen avsluttes med noen tanker om hva
denne erfaringsbaserte kunnskapen kan bety for arbeidet med å avdekke barns belastning og risiko i
familier med rusproblematikk.
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Steig, Marianne Hovet & Hals-Lydersen, Aleksander
(2026).
Digitale muligheter og praktiske utfordringer i fleksibel vernepleierundervisning.
Full text in Research Archive
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Steig, Marianne Hovet & Safari, Mugula Chris
(2024).
«Det er ikke tvang, men det er likevel ikke greit» En fokusgruppestudie av VR som undervisningsmetode.
Full text in Research Archive
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Steig, Marianne Hovet & Safari, Mugula Chris
(2024).
«Det er ikke tvang, men det er likevel ikke greit»
En fokusgruppestudie av VR som undervisningsmetode.
Full text in Research Archive
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Melby, Kristian Leonard & Steig, Marianne Hovet
(2024).
Intellectual disability, mental health and wellbeing. Awareness and prevention.
Full text in Research Archive
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Steig, Marianne Hovet; Andreassen, Frode Marinius & Farstad, Linn Fjelde
(2023).
Vi må snakke om kropp, seksualitet, vold og grenser.
Fontene. Et tidsskrift for Fellesorganisasjonen (FO).
3,
p. 44–49.
Full text in Research Archive
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Gjedrem, Jorunn & Steig, Marianne Hovet
(2021).
Å lære å samarbeide på tvers av profesjoner under utdanningen.
In Omdal, Heidi & Thorød, Anne Brita (Ed.),
Ulike profesjoner felles mål : Barn og unge i risiko.
Universitetsforlaget.
ISSN 9788215032443.
Full text in Research Archive
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Published
Apr. 16, 2024 11:30 AM
