The Effects of Immersive Virtual Reality–Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study
BackgroundImmersive virtual reality (IVR)–assisted experiential learning has the potential to foster empathy among undergraduate health care students toward older adults with cognitive impairment by facilitating a sense of embodiment. However, the extent of its effectiveness,...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
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JMIR Publications
2024-02-01
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| Series: | JMIR Medical Education |
| Online Access: | https://mededu.jmir.org/2024/1/e48566 |
| _version_ | 1797305410639626240 |
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| author | Justina Yat Wa Liu Pui Ying Mak Kitty Chan Daphne Sze Ki Cheung Kin Cheung Kenneth N K Fong Patrick Pui Kin Kor Timothy Kam Hung Lai Tulio Maximo |
| author_facet | Justina Yat Wa Liu Pui Ying Mak Kitty Chan Daphne Sze Ki Cheung Kin Cheung Kenneth N K Fong Patrick Pui Kin Kor Timothy Kam Hung Lai Tulio Maximo |
| author_sort | Justina Yat Wa Liu |
| collection | DOAJ |
| description |
BackgroundImmersive virtual reality (IVR)–assisted experiential learning has the potential to foster empathy among undergraduate health care students toward older adults with cognitive impairment by facilitating a sense of embodiment. However, the extent of its effectiveness, including enhancing students’ learning experiences and achieving intended learning outcomes, remains underexplored.
ObjectiveThis study aims to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment as the primary outcome (objective 1) and on their learning experience (objective 2) and their attainment of learning outcomes as the secondary outcomes (objective 3).
MethodsA multiple-methods design was used, which included surveys, focus groups, and a review of the students’ group assignments. Survey data were summarized using descriptive statistics, whereas paired 2-tailed t tests were used to evaluate differences in empathy scores before and after the 2-hour IVR tutorial (objective 1). Focus groups were conducted to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment (objective 1). Descriptive statistics obtained from surveys and thematic analyses of focus groups were used to explore the students’ learning experiences (objective 2). Thematic analysis of group assignments was conducted to identify learning outcomes (objective 3).
ResultsA total of 367 undergraduate nursing and occupational therapy students were recruited via convenience sampling. There was a significant increase in the students’ empathy scores, measured using the Kiersma-Chen Empathy Scale, from 78.06 (SD 7.72) before to 81.17 (SD 8.93) after (P<.001). Students expressed high satisfaction with the IVR learning innovation, with a high satisfaction mean score of 20.68 (SD 2.55) and a high self-confidence mean score of 32.04 (SD 3.52) on the Student Satisfaction and Self-Confidence scale. Students exhibited a good sense of presence in the IVR learning environment, as reflected in the scores for adaptation (41.30, SD 6.03), interface quality (11.36, SD 3.70), involvement (62.00, SD 9.47), and sensory fidelity (31.47, SD 5.23) on the Presence Questionnaire version 2.0. In total, 3 major themes were identified from the focus groups, which involved 23 nursing students: enhanced sympathy toward older adults with cognitive impairment, improved engagement in IVR learning, and confidence in understanding the key concepts through the learning process. These themes supplement and align with the survey results. The analysis of the written assignments revealed that students attained the learning outcomes of understanding the challenges faced by older adults with cognitive impairment, the importance of providing person-centered care, and the need for an age-friendly society.
ConclusionsIVR-assisted experiential learning enhances students’ knowledge and empathy in caring for older adults with cognitive impairment. These findings suggest that IVR can be a valuable tool in professional health care education. |
| first_indexed | 2024-03-08T00:26:30Z |
| format | Article |
| id | doaj.art-1b213e2bd6d6496db096b0d713723f94 |
| institution | Directory Open Access Journal |
| issn | 2369-3762 |
| language | English |
| last_indexed | 2024-03-08T00:26:30Z |
| publishDate | 2024-02-01 |
| publisher | JMIR Publications |
| record_format | Article |
| series | JMIR Medical Education |
| spelling | doaj.art-1b213e2bd6d6496db096b0d713723f942024-02-15T15:31:07ZengJMIR PublicationsJMIR Medical Education2369-37622024-02-0110e4856610.2196/48566The Effects of Immersive Virtual Reality–Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods StudyJustina Yat Wa Liuhttps://orcid.org/0000-0003-1931-0159Pui Ying Makhttps://orcid.org/0009-0009-1408-4309Kitty Chanhttps://orcid.org/0000-0002-2684-117XDaphne Sze Ki Cheunghttps://orcid.org/0000-0001-5651-9352Kin Cheunghttps://orcid.org/0000-0002-8419-4847Kenneth N K Fonghttps://orcid.org/0000-0001-5909-4847Patrick Pui Kin Korhttps://orcid.org/0000-0002-9785-973XTimothy Kam Hung Laihttps://orcid.org/0000-0002-6769-7338Tulio Maximohttps://orcid.org/0000-0001-5703-885X BackgroundImmersive virtual reality (IVR)–assisted experiential learning has the potential to foster empathy among undergraduate health care students toward older adults with cognitive impairment by facilitating a sense of embodiment. However, the extent of its effectiveness, including enhancing students’ learning experiences and achieving intended learning outcomes, remains underexplored. ObjectiveThis study aims to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment as the primary outcome (objective 1) and on their learning experience (objective 2) and their attainment of learning outcomes as the secondary outcomes (objective 3). MethodsA multiple-methods design was used, which included surveys, focus groups, and a review of the students’ group assignments. Survey data were summarized using descriptive statistics, whereas paired 2-tailed t tests were used to evaluate differences in empathy scores before and after the 2-hour IVR tutorial (objective 1). Focus groups were conducted to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment (objective 1). Descriptive statistics obtained from surveys and thematic analyses of focus groups were used to explore the students’ learning experiences (objective 2). Thematic analysis of group assignments was conducted to identify learning outcomes (objective 3). ResultsA total of 367 undergraduate nursing and occupational therapy students were recruited via convenience sampling. There was a significant increase in the students’ empathy scores, measured using the Kiersma-Chen Empathy Scale, from 78.06 (SD 7.72) before to 81.17 (SD 8.93) after (P<.001). Students expressed high satisfaction with the IVR learning innovation, with a high satisfaction mean score of 20.68 (SD 2.55) and a high self-confidence mean score of 32.04 (SD 3.52) on the Student Satisfaction and Self-Confidence scale. Students exhibited a good sense of presence in the IVR learning environment, as reflected in the scores for adaptation (41.30, SD 6.03), interface quality (11.36, SD 3.70), involvement (62.00, SD 9.47), and sensory fidelity (31.47, SD 5.23) on the Presence Questionnaire version 2.0. In total, 3 major themes were identified from the focus groups, which involved 23 nursing students: enhanced sympathy toward older adults with cognitive impairment, improved engagement in IVR learning, and confidence in understanding the key concepts through the learning process. These themes supplement and align with the survey results. The analysis of the written assignments revealed that students attained the learning outcomes of understanding the challenges faced by older adults with cognitive impairment, the importance of providing person-centered care, and the need for an age-friendly society. ConclusionsIVR-assisted experiential learning enhances students’ knowledge and empathy in caring for older adults with cognitive impairment. These findings suggest that IVR can be a valuable tool in professional health care education.https://mededu.jmir.org/2024/1/e48566 |
| spellingShingle | Justina Yat Wa Liu Pui Ying Mak Kitty Chan Daphne Sze Ki Cheung Kin Cheung Kenneth N K Fong Patrick Pui Kin Kor Timothy Kam Hung Lai Tulio Maximo The Effects of Immersive Virtual Reality–Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study JMIR Medical Education |
| title | The Effects of Immersive Virtual Reality–Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study |
| title_full | The Effects of Immersive Virtual Reality–Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study |
| title_fullStr | The Effects of Immersive Virtual Reality–Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study |
| title_full_unstemmed | The Effects of Immersive Virtual Reality–Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study |
| title_short | The Effects of Immersive Virtual Reality–Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study |
| title_sort | effects of immersive virtual reality assisted experiential learning on enhancing empathy in undergraduate health care students toward older adults with cognitive impairment multiple methods study |
| url | https://mededu.jmir.org/2024/1/e48566 |
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