Effective consent education requires more than theoretical discussion; it demands practical, relatable scenarios that resonate with young people. Recognizing this, researchers at Queen’s University Belfast (QUB) in the UK have developed a groundbreaking tool to address this challenge. The project, an immersive virtual reality (VR) drama titled ‘The Afters’, is designed to provide a powerful, first-person perspective on the complexities of sexual consent.
Understanding the ‘The Afters’ VR Experience
‘The Afters’ is a first-of-its-kind VR narrative that places users directly into the lives of two 17-year-olds. The experience is structured as two interrelated dramas, told from the alternating perspectives of a young man and a young woman. This dual-narrative approach is central to its educational strategy, allowing users to witness the same intimate situation from two vastly different viewpoints. By stepping into the characters’ shoes, participants are encouraged to move beyond a simple ‘yes’ or ‘no’ understanding of consent and explore the nuanced verbal and non-verbal cues that define interpersonal communication.
A Research-Driven Approach to Consent Education
The VR drama is the flagship output of the ‘Informing Consent’ research project, led by Lucy Baxter, a Lecturer in Film Practice at QUB’s School of Arts, English and Languages and the founder of the creative studio Sensalience. The project’s methodology was deeply collaborative, involving extensive work with young people to ensure the narrative felt authentic and relatable. This focus on genuine experience is what makes the tool so impactful. As Baxter explains, “VR allows the user to deeply empathise with the internal experience of characters and can explore grey areas to tease out important discussions around consent.”
The Role of Immersive Technology in Modern Education
The choice of virtual reality as the medium for this project is deliberate. Unlike traditional educational materials, VR creates a sense of presence and immersion that is difficult to replicate. Gavin Peden, the VR Creative Director for ‘The Afters’, highlights this unique capability: “We are delighted that with The Afters we were able to use the possibilities of filmic storytelling, alongside the personal immersive experience of VR to create a piece that provokes conversation around such a timely and pressing topic.”
This immersive quality helps bridge the gap between abstract concepts and real-world application. For educators and community leaders, this technology offers a new pathway to engage students in conversations that can be difficult to initiate. The project is currently being trialed with organizations like Politics in Action and Phoenix Education Centre, demonstrating its practical application in educational settings across Northern Ireland.
Fostering Empathy and Open Dialogue
The ultimate goal of ‘The Afters’ is not just to inform but to transform how young people approach intimate relationships. Dr Thérèse Cullen, Project Manager at Politics in Action, emphasizes the tool’s power to build empathy: “When young people step into these immersive stories, they don’t just hear about consent — they feel it. It’s an incredible tool for opening up honest conversations, helping young people see the power of communication, respect, and body language.”
By making the internal experiences of characters tangible, the VR drama encourages participants to consider perspectives they may have never encountered before. This fosters a deeper understanding of respect and communication, which are foundational to healthy relationships.
Implications for the Future of Consent Education
The work being done at Queen’s University Belfast represents a significant step forward for consent education in the UK and beyond. It showcases how academic research, when combined with innovative technology and creative storytelling, can produce tools with real-world impact. The ‘Informing Consent’ project provides a compelling model for how educational institutions can lead the way in developing solutions to complex social issues.
As this research continues and its findings are disseminated, it has the potential to influence educational policy and practice, encouraging a wider adoption of immersive technologies in curricula focused on relationships and sex education.
Learn More About Educational Innovation at Queen’s University Belfast
The development of ‘The Afters’ underscores Queen’s University Belfast’s commitment to pioneering research that addresses pressing societal needs. The project highlights the university’s expertise in both the arts and technology, demonstrating a forward-thinking approach to education.
If you are interested in learning more about this research or exploring educational programs in film, digital media, or social sciences, you can find detailed information on the official QUB website. Visit the Queen’s University Belfast homepage to discover their latest research initiatives and academic offerings.
Connecting with Academic and Research Opportunities
For prospective students, academics, or collaborators interested in fields where technology and social impact intersect, Queen’s University Belfast offers a dynamic environment. The ‘Informing Consent’ project is a prime example of the innovative work being conducted within its schools. Explore the full spectrum of research themes and opportunities at Queen’s University Belfast.
Conclusion: A New Dimension in Understanding Consent
‘The Afters’ is more than just a VR drama; it is a sophisticated educational tool born from rigorous academic research. By leveraging the immersive power of virtual reality, Queen’s University Belfast has created a resource that has the potential to make a lasting difference in how young people understand and practice consent. This initiative provides a clear and actionable example of how modern technology can be harnessed to build a more empathetic and respectful society.
To stay updated on this and other pioneering research from Queen’s University Belfast, keep an eye on their official news channel.
