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Article: Virtual reality: a technology to promote active learning of physiology for students across multiple disciplines

TitleVirtual reality: a technology to promote active learning of physiology for students across multiple disciplines
Authors
Keywordsactive learning
curriculum design
medical education
physiology education
virtual reality
Issue Date1-Sep-2023
PublisherAmerican Physiological Society
Citation
Advances in Physiology Education, 2023, v. 47, n. 3, p. 594-603 How to Cite?
Abstract

The usefulness of virtual reality (VR) technology in physiology education is largely unexplored. Although VR has the potential to enrich learning experience by enhancing the spatial awareness of students, it is unclear whether VR contributes to active learning of physiology. In the present study, we used a mixed-method research approach to investigate students’ perceptions of physiology learning based on VR simulations. Quantitative and qualitative data indicate that the implementation of VR learning environments improves the quality of physiology education by promoting active learning in terms of interactive engagement, interest, problem-solving skills, and feedback. In the Technology-Enabled Active Learning Inventory, which consisted of 20 questions to which students responded along a 7-point Likert scale, the majority of students agreed that VR learning of physiology not only stimulated their curiosity (77%; P < 0.001) but also allowed them to obtain knowledge through diverse formats (76%; P < 0.001), participate in thought-provoking dialogue (72%; P < 0.001), and interact better with peers (72%; P < 0.001). Positive responses in the social, cognitive, behavioral, and evaluative domains of active learning were received from students across different disciplines, including medicine, Chinese medicine, biomedical sciences, and biomedical engineering. Their written feedback showed that VR enhanced their interest in physiology and facilitated the visualization of physiological processes to improve their learning. Overall, this study supports that the integration of VR technology into physiology courses can be an effective teaching strategy.

NEW & NOTEWORTHY Virtual reality (VR) improves physiology education by promoting active learning in terms of interactive engagement, interest, problem-solving skills, and feedback. Positive responses toward multiple components of active learning were received from students across different disciplines. The majority of students agreed that VR learning of physiology not only stimulated their curiosity but also allowed them to obtain knowledge through diverse formats, participate in thought-provoking dialogue, and interact better with peers.


Persistent Identifierhttp://hdl.handle.net/10722/330978
ISSN
2023 Impact Factor: 1.7
2023 SCImago Journal Rankings: 0.621
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorMa, CW-
dc.contributor.authorCheng, PS-
dc.contributor.authorChan, YS-
dc.contributor.authorTipoe, GL-
dc.date.accessioned2023-09-21T06:51:43Z-
dc.date.available2023-09-21T06:51:43Z-
dc.date.issued2023-09-01-
dc.identifier.citationAdvances in Physiology Education, 2023, v. 47, n. 3, p. 594-603-
dc.identifier.issn1043-4046-
dc.identifier.urihttp://hdl.handle.net/10722/330978-
dc.description.abstract<p>The usefulness of virtual reality (VR) technology in physiology education is largely unexplored. Although VR has the potential to enrich learning experience by enhancing the spatial awareness of students, it is unclear whether VR contributes to active learning of physiology. In the present study, we used a mixed-method research approach to investigate students’ perceptions of physiology learning based on VR simulations. Quantitative and qualitative data indicate that the implementation of VR learning environments improves the quality of physiology education by promoting active learning in terms of interactive engagement, interest, problem-solving skills, and feedback. In the Technology-Enabled Active Learning Inventory, which consisted of 20 questions to which students responded along a 7-point Likert scale, the majority of students agreed that VR learning of physiology not only stimulated their curiosity (77%; <em>P</em> < 0.001) but also allowed them to obtain knowledge through diverse formats (76%; <em>P</em> < 0.001), participate in thought-provoking dialogue (72%; <em>P</em> < 0.001), and interact better with peers (72%; <em>P</em> < 0.001). Positive responses in the social, cognitive, behavioral, and evaluative domains of active learning were received from students across different disciplines, including medicine, Chinese medicine, biomedical sciences, and biomedical engineering. Their written feedback showed that VR enhanced their interest in physiology and facilitated the visualization of physiological processes to improve their learning. Overall, this study supports that the integration of VR technology into physiology courses can be an effective teaching strategy.</p><p><strong>NEW & NOTEWORTHY</strong> Virtual reality (VR) improves physiology education by promoting active learning in terms of interactive engagement, interest, problem-solving skills, and feedback. Positive responses toward multiple components of active learning were received from students across different disciplines. The majority of students agreed that VR learning of physiology not only stimulated their curiosity but also allowed them to obtain knowledge through diverse formats, participate in thought-provoking dialogue, and interact better with peers.</p>-
dc.languageeng-
dc.publisherAmerican Physiological Society-
dc.relation.ispartofAdvances in Physiology Education-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectactive learning-
dc.subjectcurriculum design-
dc.subjectmedical education-
dc.subjectphysiology education-
dc.subjectvirtual reality-
dc.titleVirtual reality: a technology to promote active learning of physiology for students across multiple disciplines-
dc.typeArticle-
dc.identifier.doi10.1152/advan.00172.2022-
dc.identifier.scopuseid_2-s2.0-85165518319-
dc.identifier.volume47-
dc.identifier.issue3-
dc.identifier.spage594-
dc.identifier.epage603-
dc.identifier.eissn1522-1229-
dc.identifier.isiWOS:001034246500014-
dc.identifier.issnl1043-4046-

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