This text explores how virtual reality (VR) can be used as a medium to convey experiences, particularly in the context of work-integrated learning (WIL). The author argues that VR, combined with semiotics and narrative theory, offers a powerful platform for creating dynamic and meaningful ”story worlds.” These worlds can help users explore, create, and understand complex information in a more engaging and effective way than traditional teaching methods. 

The primary research objective is to investigate how VR can be used to convey the experience of being in a specific situation. The text specifically examines how semiotics can be used to design and analyse VR environments, and how narrative structures can promote storyfication among users. 

Semiotic principles are employed to analyse and design VR environments. Semiotics, the study of signs and symbols, provides a framework for understanding how meaning is created and conveyed through various elements in the virtual environment. By carefully selecting and placing signs, designers can create specific meanings and experiences for users.

The text emphasises the power of storytelling as a fundamental cognitive tool for structuring and understanding experiences. Narrative structures, such as plot, characters, and conflicts, can be woven into VR environments to create engaging and meaningful experiences. 

Two VR prototypes were developed and evaluated during the project. Both prototypes simulated a situation in palliative care, where the user’s task was to interact with a patient and their relatives. The design processs for the prototypes was iterative and involved steps of initial research, semiotic analysis, prototype development and evaluation. The VR environments were constructed based on the semiotic analysis, focusing on integrating signs identified in the previous steps in a meaningful way. User tests were conducted to evaluate the effectiveness of the prototypes. Users’ behaviour in the VR environment was observed, and interviews were conducted to gather feedback on their experiences and interpretations.

The studies showed that VR can effectively convey the experience of being in a specific situation. Users reported a strong sense of presence and engagement in the virtual environments. The analysis of users’ behaviour and interviews showed that the VR environments successfully triggered storyfication leading to meaningful reflections and discussions about palliative care. Important factors in the environments included content that introduced cognitive chafing and required participants to fill in the blanks to make sense of the situation. 

The text argues that VR, combined with semiotics and narrative theory, has the potential to contribute to WIL by offering a platform for experiential and narrative learning. By creating dynamic and engaging storyworlds, VR can help students develop important skills, increase their empathetic abilities, and prepare for real-life situations.