Virtual reality as a learning tool for improving infection control procedures

Omori, Keitaro; Shigemoto, Norifumi; Kitagawa, Hirohisa; Nomura, Toshihito; Kaiki, Yuki; Miyaji, Kentaro; Akita, Tomoyuki; Kobayashi, Toshio; Hattori, Minoru; Hasunuma, Naoko; Tanaka, Junko; Ohge, Hiroki

doi:10.1016/j.ajic.2022.05.023

Cited by 16 publications

(14 citation statements)

References 16 publications

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“…Keying is applied to the background of the learning video so that the background on the video can be changed as desired so that the learning video can be more interesting and can place other objects, such as writing animation. The resulting learning videos are published on one of the video-sharing sites, namely YouTube [13], [31], [32]. So that it can be accessed by every student and allows interaction through the comment feature.…”

Section: Resultsmentioning

confidence: 99%

“…The use of learning media also has a main function, namely as a means of communication between the communicator (educator) and the recipient (student), where the recipient can understand the contents of the message contained in the media used during learning. Learning media can also help students improve understanding, present data interestingly and reliably, facilitate interpretation of data, and condense information [13], [14].…”

Section: Introductionmentioning

confidence: 99%

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Development of Virtual Learning using Problem-Based Learning Models for Vocational Education Students

Yanto

Kabatiah²,

Zaswita³

et al. 2023

ELINVO

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This study discusses efforts to improve the implementation of remote learning that is not optimal through the development of Virtual Learning using the Problem-Based Learning Model for vocational education students in the learning process of Electrical Lighting Installation at Vocational High School (SMKN) 2 Lubuk Basung, Sumatera Barat Province. The emergence of the Covid-19 pandemic demands a rapid change in the implementation of learning from face-to-face learning in the classroom to remote learning. This change requires innovations in implementing learning such as media and learning models to ensure optimal learning implementation even though it is carried out remotely. The 4-D development model (Four-D) is applied in this study as a research product development model consisting of 4 stages: Define, Design, Develop, and Disseminate. The instrument used for data collection in the study is a questionnaire for the validity and practicality assessment instrument. The results showed that the virtual learning developed using the Problem-Based Learning Model was valid to be applied in the learning process. After being tested in the learning process, the Virtual Learning developed has been practically used in the learning process to optimize the implementation of learning and improve student learning outcomes. It can be concluded that the Virtual Learning developed with the Problem-Based Learning Model is valid and practical to use in the learning process to optimize the implementation of electric lighting installation learning for vocational education students.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of Virtual Learning using Problem-Based Learning Models for Vocational Education Students

Yanto

Kabatiah²,

Zaswita³

et al. 2023

ELINVO

View full text Add to dashboard Cite

show abstract

“…The course interventions in the aforementioned studies [17,18,31] differed substantially between the experimental and control groups, but in our course interventions, the same video was employed; the only difference was the immersion and interactivity provided by VR in the experimental group [5]. Therefore, our study more effectively demonstrates the learning bene ts of VR immersion and interactivity.…”

Section: Primary Outcomesmentioning

confidence: 99%

“…Although this result is new in the eld of AT, similar results have been obtained in other elds. One study [31] investigated medical students' use of VR and attendance of traditional lectures to learn skills related to infection control and identi ed that both methods improved the students' skills but that the overall skill level achieved was higher in the VR group. This result suggests that VR is equally or more effective than traditional lectures for teaching skills related to infection control.…”

Section: Primary Outcomesmentioning

confidence: 99%

Virtual Reality Experiential Learning Improved Undergraduate Students’ Knowledge and Evaluation Skills Relating to Assistive Technology for Older Adults and Individuals with Disabilities

Chen,

Ho,

Chen

et al. 2023

Preprint

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Background: The aging population has caused assistive technology (AT) to receive attention. Thus, ensuring accurate user comprehension of AT has become increasingly crucial, and more specialized education for students in relevant fields is necessary. On the basis of the success of virtual reality (VR) education in multiple areas, this experiment investigated the impact of using head-mounted display–immersive virtual reality (HMD-IVR)technology to teach AT-related knowledge and evaluation skills to undergraduate students on the basis of experiential learning theory. Methods: A parallel-group design was used. Sixty third-year university students studying gerontology and long-term-care-related subjects in Taiwan were enrolled, with the experimental (VR) and control (two-dimensional [2D] video) groups each comprising 30 participants.Both groups received the same 15-minute lecture. Subsequently, the experimental group received experiential learning through a VR intervention, whereas the control group watched a 2D video to learn. The students’ knowledge of AT was assessed using a pretest and posttest. Additionally, their skills in evaluation of residential environments were assessed using the Residential Environment Assessment (REA) Form for Older Adults. All data analyses were performed with SPSS version 22. Results: In the posttest conducted after the intervention, the experimental group exhibited a significant 20.67 point improvement (p < 0.05), whereas the control group only exhibited improvement of 3.67 points (p= 0.317). Furthermore, the experimental group demonstrated a significantly higher score (+2.17 points) on the REA Form for Older Adults than did the control group (p < 0.05). Conclusion: The use of VR experiential learning can significantly improve undergraduate students’ knowledge and evaluation skills in relation to AT for older adults and individuals with disabilities.

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“…Recently, in an effort to overcome the limitations of traditional face-to-face programs, a variety of immersive experience-based educational approaches have been developed. These approaches are founded on the innovative utilization of virtual reality (VR), and they encompass fields such as education about childbirth, 15 Nasogastric (NG) tube feeding, 16 and infection control 17 in nursing. Virtual reality–based education led to higher learning motivation and learning satisfaction than traditional learning methods 15 .…”

mentioning

confidence: 99%

Virtual Reality–Based Education Program for Managing Behavioral and Psychological Symptoms of Dementia

Cheon,

Song,

Kim

et al. 2023

CIN: Computers, Informatics, Nursing

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This study aims to develop a virtual reality–based education program for managing behavioral and psychological symptoms of dementia for family carers of persons living with dementia and investigate the feasibility for users. The program was developed through literature review, interviews with family carers, surveys, and expert content validity assessment. User feasibility was evaluated quantitatively through a questionnaire on usefulness, ease of use, and satisfaction, and qualitatively through participant interviews. The program was produced in two parts, Type 1 and Type 2, consisting of three and six episodes, respectively. Participants showed a high level of satisfaction with overall program scores of 4.28 ± 0.66 and 4.34 ± 0.41 for the two evaluations. Participants also expressed that both programs were helpful, Type 1 for achieving changes in attitude associated with more understanding of persons living with dementia and Type 2 for acquiring coping methods through communication training. Use of the virtual reality device was not inconvenient and was identified as helpful due to the high immersion experience. Results of this study confirmed that family carers had no resistance to education using new technologies such as virtual reality devices and that virtual reality–based education could be effective for training family carers.

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Virtual reality as a learning tool for improving infection control procedures

Cited by 16 publications

References 16 publications

Development of Virtual Learning using Problem-Based Learning Models for Vocational Education Students

Development of Virtual Learning using Problem-Based Learning Models for Vocational Education Students

Virtual Reality Experiential Learning Improved Undergraduate Students’ Knowledge and Evaluation Skills Relating to Assistive Technology for Older Adults and Individuals with Disabilities

Virtual Reality–Based Education Program for Managing Behavioral and Psychological Symptoms of Dementia

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