Khlaif Zuheir, Salama Nisreen, Hamamra Bilal, Mousa Allam
Faculty of Humanities and Educational Sciences, An-Najah National University, Nablus, Occupied Palestinian Territory.
Faculty of Nursing, Arab American University, Jenin, Occupied Palestinian Territory.
JMIR Med Educ. 2025 May 1;11:e65042. doi: 10.2196/65042.
Palestinian higher education institutions face limitations in providing interactive practical training for medical education. Extended reality (XR), which encompasses virtual reality and augmented reality, is increasingly recognized for addressing these challenges by offering immersive learning experiences.
This study investigates the factors influencing the acceptance and adoption of XR in health care education within Palestinian universities, exploring its potential to transform traditional teaching methods.
A qualitative approach was used in this study to collect data through semistructured interviews and artifacts from the participants. The participants of the study were 25 faculty members from 2 large Palestinian universities who teach in the field of medical sciences.
Three primary categories-external, internal, and design-related factors-emerged as pivotal in influencing XR adoption. Professional development, technical support, and infrastructure were key external enablers. Internally, prior experience with digital tools and positive attitudes had a significant impact on the adoption of XR. Design factors, including ease of use and interactivity, played a crucial role but also posed challenges for less tech-savvy educators. Despite barriers such as cost and technical issues, XR demonstrated notable benefits, including enhanced learning outcomes, improved knowledge retention, and the ability to simulate complex medical scenarios.
XR technologies offer transformative potential for health care education in Palestine. By addressing challenges and leveraging XR's strengths, educational institutions can foster innovation and improve student engagement and skill acquisition. The study contributes to the theoretical understanding of technology acceptance in education by identifying the interplay of external, internal, and design factors. Practically, it emphasizes strategic investments in infrastructure, professional training, and institutional policies to optimize XR integration.
巴勒斯坦的高等教育机构在提供医学教育的互动实践培训方面面临限制。扩展现实（XR），包括虚拟现实和增强现实，因其提供沉浸式学习体验来应对这些挑战而日益受到认可。
本研究调查影响巴勒斯坦各大学医疗保健教育中XR接受和采用的因素，探索其改变传统教学方法的潜力。
本研究采用定性方法，通过半结构化访谈和收集参与者的相关资料来收集数据。研究参与者为来自巴勒斯坦两所大型大学的25名医学领域的教职员工。
出现了三个主要类别——外部、内部和设计相关因素——对XR的采用具有关键影响。专业发展、技术支持和基础设施是关键的外部推动因素。在内部，数字工具的先前经验和积极态度对XR的采用有重大影响。设计因素，包括易用性和交互性，发挥了关键作用，但也给技术不太熟练的教育工作者带来了挑战。尽管存在成本和技术问题等障碍，但XR显示出显著的好处，包括增强学习成果、提高知识保留率以及模拟复杂医疗场景的能力。
XR技术为巴勒斯坦的医疗保健教育提供了变革潜力。通过应对挑战并利用XR的优势，教育机构可以促进创新，提高学生参与度和技能获取。该研究通过确定外部、内部和设计因素的相互作用，有助于从理论上理解教育中的技术接受。在实践中，它强调在基础设施、专业培训和机构政策方面进行战略投资，以优化XR的整合。
