Developing simulations in multi‐user virtual environments to enhance healthcare education

Abstract

Luke Rogers is a PhD student with the Virtual Reality and Simulation Laboratory, University of Ballarat. His research interests focus on the optimisation of virtual reality learning environments. Rogers' honours thesis explored the benefits and issues of using a three-dimensional multi-user virtual environment as a simulation tool for undergraduate nursing students and he is currently continuing this research by investigating how multi user simulations can be engineered to enhance learning. AbstractComputer-based clinical simulations are a powerful teaching and learning tool because of their ability to expand healthcare students' clinical experience by providing practicebased learning. Despite the benefits of traditional computer-based clinical simulations, there are significant issues that arise when incorporating them into a flexible, co-operative and collaborative learning environment. Unlike traditional technologies; immersive multi-user virtual environments such as Second Life can incorporate comprehensive learning materials with effective learning strategies, allowing healthcare students to obtain a simulated clinical experience in an immersive social environment. The purpose of this research was to investigate how a simulation could be optimised in Second Life to encourage teamwork and collaborative problem solving based on the habits, experiences and perceptions of nursing students towards Second Life as a simulation platform. The research was conducted by placing groups of nursing students in separate locations and exposing them to a series of clinical simulation developed in Second Life. The simulation involved a series of problem-based scenarios, which incorporated concepts of technical skills, patient interaction, teamwork and situational awareness. Using qualitative feedback from a series of evaluative case studies, the study determined good practices and issues involved with a virtual computer-based clinical simulation. A common theme which emerged from this research, which is discussed in this paper, was the student's ability to work in an artificial social structure where they could actively co-construct mental models of technical and interpersonal skills through experiencing human interaction in a computer-based simulated environment.

Unpacking frames of reference to inform the design of virtual world learning in higher education

“…In this respect, our work reinforces the findings of other published studies (e.g. in relation to problem solving in clinical simulations, Rogers, 2011;language learning, Wang, Song, Stone & Yan, 2009; see also Hew & Cheung, 2010).…”

The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

“…Moreover, several studies conclude that in order to facilitate transfer, authentic-like tasks are necessary to promote effective learning and workplace relevance (Koenig et al, 2013;Muir, Allen, Rayner, & Cleland, 2013;Rackaway & Goertzen, 2008). When used as an instructional method, Rogers (2011) contends that computer simulation bridges the gap between reality and abstract knowledge. Eskrootchi and Oskrochi (2010) believe that computer simulations provide connections to real-world contexts that positively impact student learning.…”

Supporting eLearners by increasing Digital Literacy Skills in Healthcare Educators

“…Not surprisingly, therefore, these sessions have been demonstrated to boost both student confidence and competence (Cant and Cooper, 2010;Cook et al, 2011;Motola et al, 2013). However, such constraints do not prevent the use of technology to support practical skills training, as is evidenced by the increasingly popular use of videos, gaming and virtual reality computer simulations such as second-life  (Rogers, 2011). The challenge for teachers is to decide which course elements should remain face-to-face and which aspects would be more successfully achieved online, ultimately allowing all elements to be seamlessly blended together into a logical and coherent course design.…”