Lerner Dieter, Mohr Stefan, Schild Jonas, Göring Martin, Luiz Thomas
Fraunhofer Institute for Experimental Software Engineering, Research Program Digital Healthcare, Kaiserslautern, Germany.
University Hospital Heidelberg, Clinic of Anesthesiology, Heidelberg, Germany.
JMIR Serious Games. 2020 Jul 31;8(3):e18822. doi: 10.2196/18822.
Virtual reality (VR) is increasingly used as simulation technology in emergency medicine education and training, in particular for training nontechnical skills. Experimental studies comparing teaching and learning in VR with traditional training media often demonstrate the equivalence or even superiority regarding particular variables of learning or training effectiveness.
In the EPICSAVE (Enhanced Paramedic Vocational Training with Serious Games and Virtual Environments) project, a highly immersive room-scaled multi-user 3-dimensional VR simulation environment was developed. In this feasibility study, we wanted to gain initial insights into the training effectiveness and media use factors influencing learning and training in VR.
The virtual emergency scenario was anaphylaxis grade III with shock, swelling of the upper and lower respiratory tract, as well as skin symptoms in a 5-year-old girl (virtual patient) visiting an indoor family amusement park with her grandfather (virtual agent). A cross-sectional, one-group pretest and posttest design was used to evaluate the training effectiveness and quality of the training execution. The sample included 18 active emergency physicians.
The 18 participants rated the VR simulation training positive in terms of training effectiveness and quality of the training execution. A strong, significant correlation (r=.53, P=.01) between experiencing presence and assessing training effectiveness was observed. Perceived limitations in usability and a relatively high extraneous cognitive load reduced this positive effect.
The training within the virtual simulation environment was rated as an effective educational approach. Specific media use factors appear to modulate training effectiveness (ie, improvement through "experience of presence" or reduction through perceived limitations in usability). These factors should be specific targets in the further development of this VR simulation training.
虚拟现实（VR）越来越多地被用作急诊医学教育和培训中的模拟技术，特别是用于非技术技能的培训。将VR教学与传统培训媒介进行比较的实验研究通常表明，在学习或培训效果的特定变量方面，两者相当甚至更具优势。
在EPICSAVE（利用严肃游戏和虚拟环境加强护理人员职业培训）项目中，开发了一种高度沉浸式的房间规模多用户三维VR模拟环境。在这项可行性研究中，我们希望初步了解影响VR学习和培训的培训效果及媒介使用因素。
虚拟急救场景是一名5岁女孩（虚拟患者）与其祖父（虚拟代理）在室内家庭游乐园游玩时发生的III级过敏性休克，伴有上、下呼吸道肿胀以及皮肤症状。采用横断面单组前测和后测设计来评估培训效果和培训执行质量。样本包括18名在职急诊医生。
18名参与者对VR模拟培训的培训效果和培训执行质量给予了积极评价。观察到临场感与评估培训效果之间存在强显著相关性（r = 0.53，P = 0.01）。可用性方面的感知限制和相对较高的额外认知负荷降低了这种积极效果。
虚拟模拟环境中的培训被评为一种有效的教育方法。特定的媒介使用因素似乎会调节培训效果（即通过“临场感体验”得到改善或因可用性方面的感知限制而降低）。这些因素应成为这种VR模拟培训进一步发展的具体目标。
