Co-creative Virtual Reality Content Development in Healthcare; Evaluation Methods and Curricular Integration
DOI:
https://doi.org/10.56198/A6PFYK690Keywords:
Virtual Reality, Evaluation, Healthcare, Education, Curricular integrationAbstract
Virtual Reality (VR) has evolved prolifically in healthcare education. Through participatory design methods, an iterative design process can cater to highly complex bespoke themes and learning objectives. However, another key challenge for VR in healthcare education remains open and this panel session aims to explore. Higher education institutions (HEIs) are reluctant to integrate VR and other immersive media in their curricula. Vocational education and continuous professional development actors in healthcare are using these resources but only experimentally. Individuals usually consider these educational resources novel but also, at times, something of a novelty. Two are the core challenges in the acceptance and curricular integration of these immersive learning resources. The first and primary, is the establishment of a valid, uniform, pedagogically sound evaluation framework for all dimensions of VR resource utilization in healthcare education.
The second challenge, tied to the first, is the accreditation of educational episodes that contain VR resources as core instrument of instruction. These challenges, their theoretical underpinnings and a glimpse on emerging trends are going to be tackled in this panel. Taking cues from the considerations of real-world anatomy resources developed for the ENTICE project, experts in the fields of medical education, immersive resource evaluation and healthcare policy-making will explore these themes. Short introductory opening statements from the panel will serve as jumping – off points for practitioners in healthcare education, technologists and learners to exchange views and synthesize a collaborative position regarding these important challenges for immersive healthcare resources.
References
Antoniou, P. E., et al. (2020). Biosensor Real-Time Affective Analytics in Virtual and Mixed Reality Medical Education Serious Games: Cohort Study. JMIR Serious Games, 8(3), e17823. https://dx.doi.org/10.2196/17823
Antoniou P., et al. (2020) Real-Time Affective Measurements in Medical Education, Using Virtual and Mixed Reality. In: Frasson C., Bamidis P., Vlamos P. (eds) Brain Function Assessment in Learning. BFAL 2020. Lecture Notes in Computer Science, vol 12462. Springer, Cham. https://doi.org/10.1007/978-3-030-60735-7_9
Dolianiti F., et al. (2020) Chatbots in Healthcare Curricula: The Case of a Conversational Virtual Patient. In: Frasson C., Bamidis P., Vlamos P. (eds) Brain Function Assessment in Learning.BFAL 2020. Lecture Notes in Computer Science, vol 12462. Springer, Cham. https://doi.org/10.1007/978-3-030-60735-7_15
Kyriakidou MR., Antoniou P., Arfaras G., Bamidis P. (2020) The Role of Medical Error and the Emotions it Induces in Learning – A Study Using Virtual Patients. In: Frasson C., Bamidis P., Vlamos P. (eds) Brain Function Assessment in Learning. BFAL 2020. Lecture Notes in Computer Science, vol 12462. Springer, Cham. https://doi.org/10.1007/978-3-030-60735-7_1
M. Dunleavy, C. Dede, and R. Mitchell, “Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning,” J. Sci. Educ. Technol., Feb. 2009, vol. 18, no. 1, pp. 7–22.
H.-K. Wu, S. Wen, -Yu Lee, H.-Y. Chang, and J.-C. Liang, “Current status, opportunities and challenges of augmented reality in education,” 2013.
“Virtual Reality (VR) in Healthcare Market Size, Share & COVID-19 Impact Analysis, By Component (Hardware, Software, and Content), By Application (Pain Management, Education & Training, Surgery, Patient Care Management, Rehabilitation & Therapy Procedures, and Post- Traumatic Stress Disorder (PTSD)), and Regional Forecast, 2021-2028” [Online]. Available: https://www.fortunebusinessinsights.com/industry- reports/virtual-reality-vr-in-healthcare-market-101679 [Accessed: 14- Mar-2022]
Farra, S. L., Gneuhs, M., Hodgson, E., Kawosa, B., Miller, E. T., Simon, A., ... & Hausfeld, J. (2019). Comparative cost of virtual reality training and live exercises for training hospital workers for evacuation. Computers, informatics, nursing: CIN, 37(9),446.
Antoniou, P. E., Bamidis, P. D., (2018). Devising a Co-creative digital content development pipeline for Experiential Healthcare Education (2018). CC-TEL/TACKLE@EC-TEL Leeds September 2018
K. Schwaber, AGILE Project Management with SCRUM, Microsoft, 2004.
”Scrum Alliance Certification” SCRUM [Online]. Available https://www.scrumalliance.org [Accessed: 15-Feb-2021]
Antoniou, P. E., Chondrokostas, E., Bratsas, C., Filippidis, P. M., & Bamidis, P. D.(2021, May). A Medical Ontology Informed User Experience Taxonomy to SupportCo-creative Workflows for Authoring Mixed Reality Medical Education Spaces. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN) (pp. 1- 9). IEEE.
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2023 The Immersive Learning Reseach Network
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright ©2022 by the Immersive Learning Research Network. All rights reserved.
Copyright and Reprint Permission
Abstracting is permitted with credit to the source. This work is published under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License (CC BY-NC-SA 4.0)
The terms are defined at https://creativecommons.org/licenses/by-nc-sa/4.0/
The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
Immersive Learning Research Network
E-mail: publications@immersivelrn.org