Immersive Learning and Participatory Engagement

MedEdPublish

As a consequence of the COVID-19 pandemic health professions education, the world is living a major disruptive change and technology is being used abruptly to maintain teaching and learning. Face to face sessions have been replaced by virtual online lectures, the same occurred to small group tutorials, which have been replaced by interactive webinars. It is of paramount importance to acknowledge the role of technology and the presence of various applications and programs which facilitate this paradigm shift from face to face to virtual learning. The main challenges which face medical and other health colleges are the needs to train faculty members to heavily use technology in education and converting their materials to suite various online platforms. In addition, there is a great need to enhance students engagement in online learning to overcome the imposed physical barriers, which is not the case in face to face learning. The aim of this opinion piece is to draw light on the new needs for faculty development associated with digital transformation and the need for enhancing students engagement on a virtual platform.

International Journal of Instruction, 2023

This study aims to produce and assess the feasibility of historical virtual reality video products developed to create contextual learning and implement developmental instructional media in online learning to improve student outcomes and participation during the pandemic. This research is a research and development (R&D) with a non-equivalent control group quasi-experimental technique to obtain data. The respondents of this study were 88 students of grade X senior high school in Yogyakarta, Indonesia. The results of product development were validated by historical material experts, teachers, and learning media experts to assess the quality and feasibility of the media. Analysis of quantitative data showed a significant effect on improving learning outcomes in the experimental class compared to the control group (sig < .05). Virtual reality instructional media users in the experimental class showed a good increase in participation. Based on the results of this study, VR has proven to be feasible and effective as a contextual learning instructional media because it can present conditions such as real situations and provide experiences for students to be able to improve learning outcomes and learn participation without having to come to a place.

Journal of Creative Industry and Sustainable Culture

During the global pandemic, we now live and work differently, forcing government decision-makers to find innovative, new ways to learn and train that will still be feasible during the pandemic. As we move slowly away from the Covid-19 shadow, upskilling and reskilling students are crucial for learning and professional development. Consequently, the pandemic has highlighted the necessity for transforming distance learning and opened new opportunities for immersive virtual exchanges. Nowadays, virtual reality (VR) has a significant role in fighting the Covid-19 pandemic. This paper proposes the potential of integrating VR technology in learning and training perspectives as an effective strategy or approach used to complete students experiences. The purpose of this study is to develop and design a virtual environment (VE) that guides students through the educational process at high levels of performance. The focus of this study was to evaluate the effectiveness of a VR simulation for s...

International Medical Education

Immersive technology is a growing field in healthcare education—attracting educationalists to evaluate its utility. There has been a trend of increasing research in this field; however, a lack of quality assurance surrounding the literature prompted the narrative review. Web Of Science database searches were undertaken from 2002 to the beginning of 2022. The studies were divided into three mixed reality groups: virtual reality (VR), augmented reality (AR), 360 videos, and learning theory subgroups. Appraising 246 studies with the Medical Education Research Study Quality Instrument (MERSQI) indicated a gap in the validation of measures used to evaluate the technology. Although, those conducted in VR or those detailing learning theories scored higher according to MERSQI. There is an educational benefit to immersive technology in the healthcare setting. However, there needs to be caution in how the findings are interpreted for application beyond the initial study and a greater emphasis...

IJVLMS, 2020

Background: This study aimed to investigate the intrinsic and extrinsic factors affecting faculty engagement in virtual learning environments at Shiraz University of Medical Sciences (SUMS) in Shiraz, Iran. Methods: In this comparative study, 112 eligible faculty members at SUMS were enrolled in 2018-2019 academic year. The sample was surveyed by a researcher-made questionnaire consisting of 28 items, including 17 questions on intrinsic factors (familiarity with e-learning, faculty attitudes and human resources) and 11 on extrinsic factors (financial resources, inherent barriers, infrastructural factors and institutional support). The reliability of the research instrument, as measured by internal consistency and Cronbach’s alpha, stood at 0.92. It was measured at 0.87 and 0.92 for extrinsic and intrinsic factors respectively. The CVR and CVI values were found to be 0.6 and 0.8 respectively. One-sample t-test was applied to compare the mean scores of the intrinsic and extrinsic fact...

BMC Medical Education, 2016

Background: Student engagement is an important domain for medical education, however, it is difficult to quantify. The goal of this study was to investigate the utility of virtual patient simulations (VPS) for increasing medical student engagement. Our aims were specifically to investigate how and to what extent the VPS foster student engagement. This study took place at A.T. Still University School of Osteopathic Medicine in Arizona (ATSU-SOMA), in the USA. Methods: First year medical students (n = 108) worked in teams to complete a series of four in-class virtual patient case studies. Student engagement was measured, defined as flow, interest, and relevance. These dimensions were measured using four data collection instruments: researcher observations, classroom photographs, tutor feedback, and an electronic exit survey. Qualitative data were analyzed using a grounded theory approach.

2013

This proposal for research sets out the purported generational and technological issues that might influence engagement with education in virtual reality. It examines the pedagogical questions that might emerge in the course of this research with particular reference to that of communal constructivist theory and information and communications technology pedagogy in online learning. The chosen route for this study is that of ethnography, as involvement in virtual reality research requires participation, observation and immersion in the scenarios to fully comprehend the potential educational advantages and shortcomings of the environment.

International Anesthesiology Clinics, 2010

Old forms of education are slowly crumbling under the weight of rapidly advancing computer and communication technologies along with the demands of learners who have grown up digital. 1,2 These advances necessitate new thinking about the ways we educate and assess our healthcare workforce.

Pakistan Journal of Medical and Health Sciences

Objectives: Multiple challenges have raised in medical education after the pandemic due to transition from face-to-face to online learning. One of the major issues faced is related to student engagement. This study aimed to understand the challenges of student engagement in online learning for a health professions education program. Study design: Qualitative explorative study. Place & duration: The study was conducted in the medical education department, institute of health professions education and research, Khyber medical university, Peshawar, Pakistan. For the purpose of data collection, three institutes were involved: Khyber Medical University (KMU), Riphah International University (RIU) and University College of Medicine & Dentistry (UCMD). All three institutes were conducting Masters program in Health Professions Education (MHPE). The study was conducted from 28/02/2021 to 31/08/2021. Methodology: A total of 12 students and six faculty members were recruited from three differe...

Taḥqīqāt-i kiyfī dar ̒ulūm-i salāmat, 2024

Background: The emergence of the Internet and its development led to the expansion of virtual education. The development of virtual education in recent years has had a tremendous impact on the improvement of education and the establishment of educational justice in different parts of the world. Despite its advantages, virtual education is also associated with some challenges. The present study aimed to investigate para medicine students' experiences of virtual education. Methods: This qualitative study was conducted using conventional content analysis. The participants were 25 students in various fields of para medicine who were selected using purposive sampling. The study took place at universities in the north of Iran. The data were collected using semi-structured in-depth interviews and focus groups from January to April 2022. The collected data were analyzed using Graneheim and Lundman's qualitative content analysis method. Results: The core category identified in this study was from helplessness to interaction which was divided into three main categories (challenges and desperation, deprivation of mutual interaction and learning, and resilience and adaptation) and fourteen subcategories. Conclusion: The main theme extracted from the interviews with the participants was from helplessness to interaction. When a person has numerous failures, cannot control environmental conditions, and feels the ineffectiveness of their activity and response, they will experience a sense of vulnerability. Thus, the person has to accept the conditions and interact with them. In other words, interaction is a skill that improves the ability to quickly learn new skills and behaviors in response to the conditions. Thus, identifying challenges and realizing the weaknesses, strengths, opportunities, and threats governing the existing virtual education environment can help to turn many threats into opportunities, promote virtual education, and support teachers and students to improve the quality and quantity of the teaching-learning process in the COVID-19 and post-COVID-19 era.