Virtual Reality for Training Diagnostic Skills in Anorexia Nervosa: A Usability Assessment

Gutiérrez‐Maldonado, José; Andrés-Pueyo, Antônio; Jarne, Adolfo; Talarn, Antoni; Ferrer, Montserrat; Achótegui, Joseba

doi:10.1007/978-3-319-57987-0_19

Cited by 10 publications

(31 citation statements)

References 16 publications

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“…The amount of evidence supporting the transfer of user surgical skill from simulation (da Vinci Surgery) applications to real-world settings has sometimes been found to be insufficient (Moglia et al, 2016). In matters of affordability, the incorporation of immersive VR into post-secondary educational systems was initially limited by the cost of the equipment used, yet commercialization of consumer headsets have brought down costs considerably (Gutierrez-Maldonado et al, 2017). Mobile phone technology has reached a level where immersive VR can be readily adapted into HMD format, simply by using low-cost Google Cardboard or Samsung Gear VR headsets (Hussein and Nätterdal, 2015).…”

Section: Criticisms Of Immersive Vr In Post-secondary Educationmentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

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Background: This review focused on how immersive head-mounted display virtual reality (VR) was used in post-secondary level education and skill training, with the aim to better understand its state of the art as found from the literature. While numerous studies describe the use of immersive VR within a specific educational setting, they are often standalone events not fully detailed regarding their curricular integration. This review aims to analyse these events, with a focus on immersive VR's incorporation into post-secondary education.Objectives: (O1) Review the existing literature on the use of immersive VR in post-secondary settings, determining where and how it has been used within each educational discipline. This criterion focused on literature featuring the use of immersive VR, due to its influence on a user's perceived levels of presence and imagination. (O2) Identify favorable outcomes from the use of immersive VR when it is compared to other learning methods. (O3) Determine the conceptual rationale (purpose) for each implementation of immersive VR as found throughout the literature. (O4) Identify learning theories and recommendations for the utilization of immersive VR in post-secondary education.Methods: A literature review was undertaken with searches of Education Research Complete, ERIC, MEDLINE, EMBASE, IEEE Xplore, Scopus, and Web of Science: Core Collection to locate reports on the use of immersive VR in post-secondary curricula.Results: One hundred and nineteen articles were identified, featuring disciplines across Arts and Humanities, Health Sciences, Military and Aerospace, Science and Technology. Thirty five out of 38 experiments reported to have found a positive outcome for immersive VR, after being compared with a non-immersive platform. Each simulation's purpose included one or more of the following designations: skill training, convenience, engagement, safety, highlighting, interactivity, team building, and suggestion. Recommendations for immersive VR in post-secondary education emphasize experiential learning and social constructivist approaches, including student-created virtual environments that are mainly led by the students themselves under team collaboration.Concannon et al. Immersive VR in Post-secondary EducationConclusion: Immersive VR brings convenient, engaging, and interactive alternatives to traditional classroom settings as well as offers additional capability over traditional methods. There is a diverse assortment of educational disciplines that have each attempted to harness the power of this technological medium.

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Section: Criticisms Of Immersive Vr In Post-secondary Educationmentioning

confidence: 99%

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

2019

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“…After screening the titles and abstracts, 72.6% (463/638) of the articles were excluded, leaving 175 to be retrieved for a full-text screening. Following the full-text screening, a further 90.9% (159/175) of the articles were excluded, leaving 17 articles [ 25 - 41 ]. Of the 17 articles, 2 (12%) [ 31 , 32 ] were from the same study.…”

Section: Resultsmentioning

confidence: 99%

“…The 16 studies were conducted between 2007 and 2021. An RCT design was adopted in 75% (12/16) of the studies [ 25 , 26 , 28 - 30 , 32 - 34 , 36 - 38 , 40 ], and a quasi-experimental design was adopted in 25% (4/16) of the studies [ 27 , 35 , 39 , 41 ]. All 12 RCTs were 2-armed, among which were 8% (1/12) [ 26 ] that had a crossover design.…”

Section: Resultsmentioning

confidence: 99%

“…In total, 44% (7/16) of the studies involved sample sizes of <60. Female students accounted for 71.73%, with 25% (4/16) of the studies [ 25 , 32 , 35 , 39 ] not disclosing the sex distribution. The participants ranged in age from 19 to 35 years, whereas the age distribution was not discussed in 25% (4/16) of the studies [ 25 , 29 , 32 , 39 ].…”

Section: Resultsmentioning

confidence: 99%

“…Female students accounted for 71.73%, with 25% (4/16) of the studies [ 25 , 32 , 35 , 39 ] not disclosing the sex distribution. The participants ranged in age from 19 to 35 years, whereas the age distribution was not discussed in 25% (4/16) of the studies [ 25 , 29 , 32 , 39 ]. The types of participants included undergraduate students majoring in medicine, nursing, rehabilitation, pharmacy, biomedicine, radiography, audiology, or stomatology.…”

Section: Resultsmentioning

confidence: 99%

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The Effects of Immersive Virtual Reality Applications on Enhancing the Learning Outcomes of Undergraduate Health Care Students: Systematic Review With Meta-synthesis

Liu¹,

Yin²,

Kor³

et al. 2023

J Med Internet Res

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Background Immersive virtual reality (IVR) applications are gaining popularity in health care education. They provide an uninterrupted, scaled environment capable of simulating the full magnitude of sensory stimuli present in busy health care settings and increase students’ competence and confidence by providing them with accessible and repeatable learning opportunities in a fail-safe environment. Objective This systematic review aimed to evaluate the effects of IVR teaching on the learning outcomes and experiences of undergraduate health care students compared with other teaching methods. Methods MEDLINE, Embase, PubMed, and Scopus were searched (last search on May 2022) for randomized controlled trials (RCTs) or quasi-experimental studies published in English between January 2000 and March 2022. The inclusion criteria were studies involving undergraduate students majoring in health care, IVR teaching, and evaluations of students’ learning outcomes and experiences. The methodological validity of the studies was examined using the Joanna Briggs Institute standard critical appraisal instruments for RCTs or quasi-experimental studies. The findings were synthesized without a meta-analysis using vote counting as the synthesis metric. A binomial test with P<.05 was used to test for statistical significance using SPSS (version 28; IBM Corp). The overall quality of evidence was evaluated using the Grading of Recommendations Assessment, Development, and Evaluation tool. Results A total of 17 articles from 16 studies totaling 1787 participants conducted between 2007 and 2021 were included. The undergraduate students in the studies majored in medicine, nursing, rehabilitation, pharmacy, biomedicine, radiography, audiology, or stomatology. The IVR teaching domains included procedural training (13/16, 81%), anatomical knowledge (2/16, 12%), and orientation to the operating room setting (1/16, 6%). The quality of the 75% (12/16) of RCT studies was poor, with unclear descriptions of randomization, allocation concealment, and outcome assessor blinding procedures. The overall risk of bias was relatively low in the 25% (4/16) of quasi-experimental studies. A vote count showed that 60% (9/15; 95% CI 16.3%-67.7%; P=.61) of the studies identified similar learning outcomes between IVR teaching and other teaching approaches regardless of teaching domains. The vote count showed that 62% (8/13) of the studies favored using IVR as a teaching medium. The results of the binomial test (95% CI 34.9%-90%; P=.59) did not show a statistically significant difference. Low-level evidence was identified based on the Grading of Recommendations Assessment, Development, and Evaluation tool. Conclusions This review found that undergraduate students had positive learning outcomes and experiences after engaging with IVR teaching, although the effects may be similar to those of other forms of virtual reality or conventional teaching methods. Given the identification of risk of bias and low level of the overall evidence, more studies with a larger sample size and robust study design are required to evaluate the effects of IVR teaching. Trial Registration International prospective register of systematic reviews (PROSPERO) CRD42022313706; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=313706

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Everyday Virtual Reality

Garner,

Powell,

Powell

2024

Encyclopedia of Computer Graphics and Games

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Virtual Reality for Training Diagnostic Skills in Anorexia Nervosa: A Usability Assessment

Cited by 10 publications

References 16 publications

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

Head-Mounted Display Virtual Reality in Post-secondary Education and Skill Training

The Effects of Immersive Virtual Reality Applications on Enhancing the Learning Outcomes of Undergraduate Health Care Students: Systematic Review With Meta-synthesis

Everyday Virtual Reality

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