Virtual Reality (VR) vinder større og større indpas på tværs af uddannelsesniveauer. De seneste års teknologiske udvikling har endvidere gjort VR mere tilgængelig for uddannelsesinstitutioner – særligt foranlediget af udviklingen af 360°VR (360VR). Med 360VR kan undervisere designe aktiviteter, hvor studerende får adgang til at arbejde med autentisk videomateriale fra praksis – det kunne være pædagoger, lærere, sygeplejersker og læger. Gennem et systematisk review viser vi at særligt kollaborativ læring i 360VR er tæt på ikke eksisterende. Med udgangspunkt i tre pilotforsøg, viser vi hvordan man kan arbejde med at designe for kollaborativ læring i social 360VR. Vores resultater peger på, at kollaborativ læring i social 360VR skal forstås ud fra en anden begrebsramme end traditionel VR. I skiftet fra individuel VR til social VR opstår et behov for andre begreber end ”immersion”, ”interactivity” og ”presence” – og vi forslår at udviklingen tager afsæt i begreber som interaktionelle ressourcer og perspektivtagning.

Simulation-based training in computer-generated environments has always played an important role in clinical medical education. Recently, there has been a growing interest in using 360° videos of real-life situations for training in health professions. Several studies report positive results from using 360° Virtual Reality for individuals, however, there are no studies on collaborative 360° Virtual Reality training. In this paper, we study how 360° Virtual Reality can support collaborative training in clinical medical education. 14 medical students from a 5th -semester medical bachelor’s program participated. In three groups, the students watched and annotated a 360° video of an authentic learning situation inside a collaborative immersive virtual reality space. The video shows a problem-based supervised examination of the knee collateral ligaments and the cruciate ligaments performed by students. Afterwards, the students should perform the test in a physical examination. The performance of the students has afterwards been evaluated by a professor with expertise in knee examinations. The results show that 12 out of 14 students gets a score of 2 on one or more test and thereby reaches the required learning objective. One student receives a score of 1 and one student does not perform any of the tests. The students use the tools provided by the software and different communicative strategies when working collaboratively in 360° Virtual Reality, which enables them to perform the tests in the physical examination. These results indicate that our pedagogical design in collaborative immersive 360° Virtual Reality can become a relevant addition to face-to-face clinical medical training.

In this paper, we present and discuss an explorative study on the use of a social 360° virtual reality (360VR) for supporting case-based Problem Based Learning (case-PBL) in clinical medical education. In the context of case-PBL, we argue that our social 360VR learning space extends the design and application of cases in medical education by including elements from project-PBL. Three groups tested the learning design as a part of the clinical exercises in their 5. Semester bachelor course. After the social 360VR activity, the students performed a physical examination of the collateral and cruciate ligaments of the knee like the one in the training material. Our preliminary findings indicate that the students immersed in social 360VR collaboratively establish a mutual understanding of how to perform the examination through identifying problems related to the examination and by taking responsibility for their own and the other group members learning.