by Meryem Yilmaz Soylu
Research Scientist, College of Lifetime Learning

Academics have long known that virtual reality (VR), augmented reality, mixed reality, and AI-driven simulations embedded within them, collectively known as extended reality (XR), are not only for gaming but also tools for building what researchers call affective engagement: the emotional connection that turns passive awareness into active decision-making. As someone who designs and studies these experiences, I believe they hold real promise for helping people make informed decisions by allowing them to practice consequences before facing them.

The 2026 Earth Day theme, "Our Power, Our Planet," reminds us that the daily actions of individuals, communities, and organizations sustain progress. So, how can we help them take that first step? Even when information is available and trusted, it is not always enough. People often have the knowledge but lack the disposition to act. Immersive technologies could play an important role in helping them take that first step.

One example is a well-known VR simulation of ocean acidification that takes users underwater to witness coral reefs dissolving as carbon dioxide levels rise. Research found it produced greater empathy than a comparable video, an effect attributed to embodied cognition, the way the body's actions shape the mind's understanding (Markowitz et al., 2018). Other researchers have pushed this further: a VR game called Oblivion explored how VR’s temporal and spatial dimensions can help users perceive and feel the pace of environmental change, making visible what is otherwise invisible (Jang et al., 2022). Across these studies, users not only gained knowledge; they also reported feeling the weight of ecological threats in ways researchers consider meaningful precursors to action: heightened empathy, a sense of presence, and a sense of urgency (Markowitz et al., 2018; Jang et al., 2022).

My own research in the College of Lifetime Learning on VR leadership simulations points in the same direction. Grounded in shared leadership theory, my work with graduate students on real-world analytics projects places learners in VR to practice some of the most challenging interpersonal moments in professional life, such as convincing a manager to approve a project, navigating conflict with a colleague, and receiving critical feedback from an advisor. Students who tried the simulation found it especially valuable because it revealed something rarely taught directly: the gap between how we think we communicate and how we actually do. Seeing that gap is the first step toward closing it.

XR creates opportunities for people everywhere to learn in a safe environment and practice sustainable decision-making in the “real world.” The goal is to build awareness and create spaces where participants develop the judgment, perspective, and confidence needed to address ecological threats, promote sustainability, and foster innovation beyond policy changes. Because our power to act is not built on knowledge alone, it deepens through practice.

-------------------------------

Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., & Bailenson, J. N. (2018). Immersive virtual reality field trips facilitate learning about climate change. Frontiers in Psychology, 9, 2364. https://doi.org/10.3389/fpsyg.2018.02364

Jang, S., Park, J., & Hong, H. (2022). In visible climate change: Exploring immersive data visualisation to promote climate change awareness in a VR game. In Extended Abstracts of the Annual Symposium on Computer-Human Interaction in Play (CHI PLAY '22 EA), November 2–5, 2022, Bremen, Germany. ACM. https://doi.org/10.1145/3505270.3558335