Universities frequently provide employability training, such as interview techniques, within classroom settings. However, limited engagement from both students and staff has prompted exploration of alternative content and delivery methods. Three-dimensional Virtual Reality (VR) and two-dimensional desktop simulations have previously been identified as effective and engaging learning environments. This study investigates whether using a VR application could enhance undergraduate students’ learning of interview skills compared to a desktop application or a video-focused lecture presentation. Students were exposed to one environment, and staff engaged with three different learning environments (VR application, desktop application and video lecture). Employability skills development, user experience and immersive presence were assessed. University staff rated the VR learning environment as more effective for employability skills training, immersive presence and enjoyment compared to the desktop condition. They also found the VR environment more enjoyable than the lecture condition, although lectures were significantly more preferred than the desktop environment. In contrast, no significant differences were found between the conditions across any of the measures in the student sample. These findings suggest that VR systems offer a promising alternative for employability training, particularly in enhancing engagement and perceived effectiveness among staff.

Universities often teach students employability skills, such as interview techniques, in a classroom environment. However, due to a lack of engagement in these sessions from both students and staff, alternative content and delivery methods are being explored. Three-dimensional Virtual Reality (3D, VR) and two-dimensional (2D) desktop computer simulations have previously been found to provide both an effective and engaging alternative learning environment. This paper explores whether using a 3D VR application could enhance undergraduate students' learning of interview skills compared to a 2D desktop application or a video focused lecture presentation. Students and staff took part two studies: in either one or all three different learning environments (3D VR application, 2D desktop application and video lecture presentation). Participants' employability skills, user experience and immersive presence were assessed. University staff rated the 3D VR learning environment more effective for employability skills training, immersive presence and user experience compared to the 2D desktop and video focused lecture conditions. Students found the 3D VR environment to be a more enjoyable experience compared to the other two learning environments. These findings support the integration of 3D VR systems as an alternative for employability training.

Humans like symmetry. We call the general attraction to symmetry ‘symmetryphilia’. However, art experts may cultivate a taste for asymmetry. This study measured explicit symmetryphilia, implicit symmetryphilia and art engagement in first year undergraduate psychology students. We obtained large sample of 790 students across two studies. As expected, most students preferred symmetry, both explicitly and implicitly. However, there was no consistent correlation between explicit and implicit symmetryphilia. This suggests different cognitive processes mediate different kinds of symmetryphilia. We expected a negative correlation between art engagement and explicit symmetryphilia. This expected correlation was significant when combining data from both studies, but it was extremely weak (r = −0.074). We conclude that art experts may lose symmetryphilia, however this barely registers in psychology students who engage with art. This helps clarify the scope of recently reported art expertise effects.