UCD Perinatal Research Centre, School of Medicine, University College Dublin, National Maternity Hospital, Dublin, Ireland.
UCD School of Computer Science, University College Dublin, Dublin, Ireland.
Int J Gynaecol Obstet. 2023 Jul;162(1):292-299. doi: 10.1002/ijgo.14684. Epub 2023 Mar 8.
To investigate whether a virtual reality learning environment (VRLE) enhanced student understanding and knowledge compared with a traditional tutorial.
A randomized controlled trial involving medical students from University College Dublin, Ireland. Participants were assigned to an intervention (VRLE involving a 15-min learning experience on the stages of fetal development) or control (PowerPoint tutorial on the same topic) group. Multiple choice questionnaires (MCQs) assessed knowledge at three time points: preintervention, immediately postintervention, and 1 week postintervention. Primary outcomes were differences in MCQ knowledge scores postintervention between groups. Secondary outcomes included attitudes on the learning experience assessed using the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) and the Virtual Reality Design Scale (VRDS).
No statistically significant between-group differences were found in the primary outcome assessing postintervention knowledge scores. Within-group differences in knowledge scores were significant among the three time points for both the intervention (P < 0.01 [95% confidence interval, 5.33-6.19]) and control (P = 0.02 [95% confidence interval, 5.74-6.49]) groups. Mean levels of satisfaction and self-confidence in learning were higher in the intervention group compared with the control group: 54.2 (standard deviation, 7.5) and 50.5 (standard deviation, 7.2), respectively (P = 0.21).
VRLEs are a learning tool that can support knowledge development.
研究虚拟现实学习环境（VRLE）是否比传统教程更能提高学生的理解和知识水平。
这是一项涉及爱尔兰都柏林大学学院医学生的随机对照试验。参与者被分配到干预组（VRLE，涉及胎儿发育阶段的 15 分钟学习体验）或对照组（关于同一主题的 PowerPoint 教程）。多项选择题问卷（MCQ）在三个时间点评估知识：干预前、干预后即刻和干预后 1 周。主要结局是干预后两组 MCQ 知识得分的差异。次要结局包括使用学生满意度和学习自信心量表（SCLS）和虚拟现实设计量表（VRDS）评估的学习体验态度。
在评估干预后知识得分的主要结局方面，两组之间没有统计学上的显著差异。对于干预组（P<0.01[95%置信区间，5.33-6.19]）和对照组（P=0.02[95%置信区间，5.74-6.49]），知识得分在三个时间点的组内差异均有统计学意义。与对照组相比，干预组的满意度和学习自信心的平均水平更高：54.2（标准差，7.5）和 50.5（标准差，7.2）（P=0.21）。
VRLE 是一种支持知识发展的学习工具。
