Bibliographic Details
| Title: |
The Effects of Immersive Virtual Reality–Assisted Experiential Learning on Enhancing Empathy in Undergraduate Health Care Students Toward Older Adults With Cognitive Impairment: Multiple-Methods Study |
| Authors: |
Justina Yat Wa Liu, Pui Ying Mak, Kitty Chan, Daphne Sze Ki Cheung, Kin Cheung, Kenneth N K Fong, Patrick Pui Kin Kor, Timothy Kam Hung Lai, Tulio Maximo |
| Source: |
JMIR Medical Education, Vol 10, p e48566 (2024) |
| Publisher Information: |
JMIR Publications, 2024. |
| Publication Year: |
2024 |
| Collection: |
LCC:Special aspects of education
LCC:Medicine (General) |
| Subject Terms: |
Special aspects of education, LC8-6691, Medicine (General), R5-920 |
| More Details: |
BackgroundImmersive virtual reality (IVR)–assisted experiential learning has the potential to foster empathy among undergraduate health care students toward older adults with cognitive impairment by facilitating a sense of embodiment. However, the extent of its effectiveness, including enhancing students’ learning experiences and achieving intended learning outcomes, remains underexplored. ObjectiveThis study aims to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment as the primary outcome (objective 1) and on their learning experience (objective 2) and their attainment of learning outcomes as the secondary outcomes (objective 3). MethodsA multiple-methods design was used, which included surveys, focus groups, and a review of the students’ group assignments. Survey data were summarized using descriptive statistics, whereas paired 2-tailed t tests were used to evaluate differences in empathy scores before and after the 2-hour IVR tutorial (objective 1). Focus groups were conducted to evaluate the impacts of IVR-assisted experiential learning on the empathy of undergraduate health care students toward older people with cognitive impairment (objective 1). Descriptive statistics obtained from surveys and thematic analyses of focus groups were used to explore the students’ learning experiences (objective 2). Thematic analysis of group assignments was conducted to identify learning outcomes (objective 3). ResultsA total of 367 undergraduate nursing and occupational therapy students were recruited via convenience sampling. There was a significant increase in the students’ empathy scores, measured using the Kiersma-Chen Empathy Scale, from 78.06 (SD 7.72) before to 81.17 (SD 8.93) after (P |
| Document Type: |
article |
| File Description: |
electronic resource |
| Language: |
English |
| ISSN: |
2369-3762 |
| Relation: |
https://mededu.jmir.org/2024/1/e48566; https://doaj.org/toc/2369-3762 |
| DOI: |
10.2196/48566 |
| Access URL: |
https://doaj.org/article/1b213e2bd6d6496db096b0d713723f94 |
| Accession Number: |
edsdoj.1b213e2bd6d6496db096b0d713723f94 |
| Database: |
Directory of Open Access Journals |
