Randomized Control Pilot of Virtual Reality, Empathy, Knowledge, Emotions, and Self-Efficacy among Undergraduate Health Science Students

Abstract

Immersive, embodied virtual reality (VR) combines a head-mounted display with head and motion tracking systems, noise-cancelling headphones for sound, and a three-dimensional interaction scenario. VR can enable social work students to become fully immersed in a simulated realistic world to experience client scenarios. Scant research has been conducted on VR and undergraduate students; this study aimed to answer the research questions: 1) What is the feasibility and acceptability of virtual reality in a large, undergraduate class? and 2) Is virtual learning more effective than an active learning assignment on undergraduate students’ knowledge, empathy, emotions, and self-efficacy? A pilot randomized control pilot study was conducted with undergraduate students (N = 18) in an introductory course. Students were randomized to receive VR (intervention group) or an active learning assignment (control group) to learn about people with Alzheimer’s Disease, vision impairment, or end-of-life. VR was feasible and acceptable among students who commonly reported it as “cool”. The results found that students in the VR group reported more empathy for health conditions and poorer self-efficacy to support clients than the control groups. The reality that immersive VR enables has profound potential for preparing future health professionals to support clients with health conditions.

Inclusion and adaptation beyond disability: Using virtual reality to foster empathy

“…■ Simulating client scenarios: VR can enable social work students to become fully immersed in a simulated realistic world to experience client scenarios, which can help them develop empathy for clients with health conditions [21].…”