Virtual Reality-Based Training
for Sexual Harassment Awareness & Bystander Intervention
Designing a VR-based training intervention for college students in Pakistan.
Role
Primary & Secondary Research, Findings Analysis, Usability Testing of Prototype, Paper Writing
Team
Noverah Khan, Hira Eiraj, Eman Khalid, Talalah Khan, Dr. Suleman Shahid
Tools
Unity, Unreal Engine 4, Procreate
Timeline
6 Months
Overview
Sexual harassment (SH) is a significant global issue impacting both men and women, with severe psychological, social, and legal consequences. University campuses, as microcosms of society, provide an ideal setting to educate students on SH and encourage bystander intervention. This study evaluates the effectiveness of Virtual Reality (VR) training in raising SH awareness and improving bystander intervention among university students in Pakistan. The goal was to design an informational and effective VR tool to educate students on SH and enhance their ability to respond appropriately in harassment situations. This study aims to address the limitations of current SH education tools, which are often disengaging, by offering an immersive, interactive learning experience that complements existing methods.
Methods
A mixed-methods approach was adopted, consisting of qualitative interviews, focus groups, and experimental VR training sessions with 30 participants (aged 18-25). The participants included undergraduate and master’s students, as well as recent graduates, selected to reflect a diverse range of backgrounds and experiences. We aimed to explore the impact of different SH education methods (in-person vs. online) and the role of cultural factors in bystander intervention. Participants were familiarized with VR technology through an introductory session before the study. Participants were interviewed individually or in focus groups to gather insights into their perceptions of SH and the role of bystanders. They were asked about their experiences with SH, familiarity with institutional SH education, and their views on effective intervention strategies. These discussions aimed to identify cultural and contextual barriers to intervention.
Drawing from insights gained during interviews, a VR training program was designed with three components:
Lecture: Provides an overview of SH definitions, university policies, and reporting procedures.
Immersive Scenarios: Presents various SH scenarios, illustrating how bystanders can intervene.
VR Simulation: Allows participants to engage as bystanders in SH scenarios and practice appropriate responses in a controlled, interactive environment.
After the VR simulation session, participants reflected on the training experience, its effectiveness, and its impact on their perceptions of SH and intervention strategies.
Results
Our results suggest that VR-based training significantly improves students' awareness of SH and enhances their confidence in intervening as bystanders. Several key outcomes emerged from the data:
Increased Awareness: Participants reported that VR provided an engaging and immersive experience that helped them understand the dynamics of SH incidents from a bystander's perspective. The interactive nature of the VR scenarios allowed them to experience potential harassment situations in a safe, controlled environment, which increased their awareness of the issue and the importance of intervention.
Improved Confidence in Intervention: Repeated exposure to VR scenarios enabled participants to practice intervention strategies, increasing their confidence in responding to SH incidents. Most participants felt better prepared to act in real-life situations, an outcome not typically achieved through traditional lecture-based methods.
Cultural Sensitivity: The study revealed the importance of culturally relevant training. In Pakistan, cultural and social factors significantly influence how individuals perceive SH [4, 5, 6]. Many participants initially struggled to recognize non-physical forms of harassment, such as verbal or non-verbal misconduct. The VR training addressed these issues by simulating culturally specific scenarios that aligned with local norms, ensuring the training resonated with the students' lived experiences.
Barriers to Intervention: Despite the positive feedback, participants identified several barriers to bystander intervention, including fear of social repercussions, uncertainty about whether an incident qualifies as harassment, and a lack of time to react. These barriers align with previous research and suggest that while VR training can enhance awareness, real-world challenges must also be addressed through broader institutional efforts.
Future Work:
Future research will focus on developing a complete VR prototype for university orientations, followed by a longitudinal study to assess long-term impact. Feedback from administrators and faculty will refine the tool for expansion to staff training programs. The goal is to create a scalable, adaptable tool for universities worldwide, fostering safer, more supportive campus environments.
Publication
Noverah Khan, Hira Eiraj Daud, Eman Khalid, Talalah Khan, and Suleman Shahid. 2025. Virtual Reality-Based Training for Sexual Harassment Awareness and Bystander Intervention at University Campuses in Pakistan. In the proceedings of The 27th International Conference on Human-Computer Interaction (HCII 2025) , June 22–27, 2025, Gothenburg, Sweden. Springer Nature Switzerland.