The CAVE experience is an immersive virtual reality (IVR) environment employing high-resolution, 3D video and audio technology. Using the CAVE, researchers at University College London designed an IVR scenario intended to echo the logical structure of a traditional ‘trolley scenario’ problem, and deployed this activity within an undergraduate Law and Ethics Course. In this chapter we explore how the use of virtual reality can offer students an unparalleled opportunity to reflect on the dissonance between the behaviour they adopt when faced with an ethical dilemma, and the theoretical stance they propose during class discussion. We explore how this personalisation gives rise to sustained student engagement borne out of a desire to understand the discrepancy between principle and practice. Our chapter considers the potential of IVR technology when teaching ethics to future and current professionals. We conclude by considering how such technology can offer more dynamic opportunities for student reflection and how IVR might be sensibly integrated into a broader legal ethics curriculum.

Hitherto, hypothetical legal cases in legal education, otherwise known as ‘problem questions’, have been predominantly presented in written form. Lecturers provide students with a set of written facts and, through the exercise of skills such as research and argumentation, require students to advise a fictitious client. Whilst problem questions are easily accessible and provide useful training in issue identification and legal research, they can be enhanced through the use of novel methods. This chapter explores one such enhancement, brought about by rendering the very same facts within a computer game. It is argued that this environment is important practically and pedagogically as it imports an authenticity that adds to the careful analysis of facts, and expands the environment of traditional problem questions and opportunities for questioning and deduction. This chapter demonstrates the benefits of rendering traditional, written problem-based scenarios into computer game environments (including those using virtual reality) by drawing on work conducted at the University of Westminster.