The benefits and barriers of using virtual worlds to engage healthcare professionals on distance learning programmes

Abstract

Using the delivery of a large postgraduate distance learning module in bioethics to health professionals as an illustrative example, the type of learning activity that could be enhanced through delivery in an immersive virtual world (IVW) was explored. Several activities were repurposed from the "traditional" virtual learning environment into the IVW, providing insight into the pedagogical affordances of each environment. Voluntary classes, which were held each week over the 12-week module, were designed to provide deeper understanding of ethical theory and how it informs professional healthcare practice. Virtual classes included problem-based learning, flipped lectures, and role play. Following the introduction of the virtual classes, the module failure rate was less than 5%, compared with ∼11% in the previous two cohorts. However, the introduction of any new technology presents challenges to both staff and students; therefore, the barriers to using virtual worlds are also explored.

The Use of Metaverse in Nursing Education

“…None of the included reviews were scored as a level 4 outcome27; thus, it was difficult to determine whether the learning outcomes were attributable to the training or institutional performance over time. Concerning facilitators and barriers to metaverse use, the former included instructor ability and technical competency, as well as participant engagement,29,34,38 whereas the latter included lack of student comfort, technological limitations, and inconsistency in implementation,20,30,31 which correlate with challenges to VW use reported by Hack 12…”

Validating learner-based e-learning barriers: developing an instrument to aid e-learning implementation management and leadership

“…17. Work Commitment (WC) -Students with work commitment far more likely to dropout (Hack, 2016). Literature has reported that students often miss classes and deadlines due to their work commitments (Trede, Markauskaite, McEwen, & Macfarlane, 2019).…”

“…(15) Cost of using technology (CUT) -CUT, similar to barrier 13, can hinder adoption of e-learning system (Gupta and Jain, 2014) (Hack, 2016). The literature has reported that students often miss classes and deadlines due to their work commitments (Trede et al, 2019).…”

“…Many studies reported, however, that many students eventually stop studying due to these commitments (Valencia-Forrester et al , 2019). Work commitment (WC) – Students with work commitment far more likely to dropout (Hack, 2016). The literature has reported that students often miss classes and deadlines due to their work commitments (Trede et al , 2019).…”

Students’ Perceptions Concerning Emergency Remote Teaching During COVID-19

“…While there are many advantages and opportunities in the paradigm of online education, it should be noted that online education is not free of challenges and shortcomings. Undoubtedly, the existing channels of student engagement (Fuchs 2020b), ability to meet learning outcomes (Hack 2016), and participation of low-performing students (de Oliveira et al 2018) were just a few of the challenges that earlier studies identified. However, based on the nature of the significant changes that emergency remote teaching (ERT) could bear, there was potentially a new set of challenges that yet needed to be identified.…”