2021
DOI: 10.1186/s12909-021-03013-y
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Immersive 360° videos in health and social care education: a scoping review

Abstract: Background Research on the pedagogical use of immersive 360° videos is a rapidly expanding area within health and social care education. Despite this interest, there is a paucity of empirical data on its application. Method A scoping review methodology framework was used to search for relevant articles published between 1970 and July 2021. Six databases were used to identify studies using immersive 360° videos for training and education purposes wi… Show more

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Cited by 49 publications
(46 citation statements)
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References 79 publications
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“…These findings support the use of 360° VR video to teach novice UME students essential H&P skills. Therefore, immersive 360° VR video with a higher field of view and degree of freedom is a cost-effective pedagogical tool by increasing learner attention, presence, skill enhancement, confident usability, performance, satisfaction, motivation, and engagement (Blair et al 2021 ; Buttussi & Chittaro 2018 ). Notably, although the 360° VR video (i.e., immersive VR) was more effective in teaching clinical skills such as patient communication (Sultan et al 2019 ), knot tying (Yoganathan et al 2018 ), dental anesthesia (Collaço et al 2021), procedure safety (Buttussi & Chittaro 2021 ), and fundamental H&P skills (Chao et al 2021 ) than the 2D VR video (i.e., non-immersive VR), not all VR participants preferred immersive VR-based learning activity (Chao et al 2021 ).…”
Section: Discussionmentioning
confidence: 99%
“…These findings support the use of 360° VR video to teach novice UME students essential H&P skills. Therefore, immersive 360° VR video with a higher field of view and degree of freedom is a cost-effective pedagogical tool by increasing learner attention, presence, skill enhancement, confident usability, performance, satisfaction, motivation, and engagement (Blair et al 2021 ; Buttussi & Chittaro 2018 ). Notably, although the 360° VR video (i.e., immersive VR) was more effective in teaching clinical skills such as patient communication (Sultan et al 2019 ), knot tying (Yoganathan et al 2018 ), dental anesthesia (Collaço et al 2021), procedure safety (Buttussi & Chittaro 2021 ), and fundamental H&P skills (Chao et al 2021 ) than the 2D VR video (i.e., non-immersive VR), not all VR participants preferred immersive VR-based learning activity (Chao et al 2021 ).…”
Section: Discussionmentioning
confidence: 99%
“…The online education variable (X) was adopted from (Lopez et al, 2014;RI Kemenkes, 2018). At the same time, the video syar'i variable (Y) variable was adopted from (Blair et al, 2021;Salina et al, 2012;Statton et al, 2016). Likewise, the DM prevention variable (Z) was adopted from several related references (Bols et al, 2015;Kim, 2015;Nguyen et al, 2016).…”
Section: Methodsmentioning
confidence: 99%
“…Asynchronously, we can use VR-360 cameras to film core concepts of a teaching curriculum for learners to view using HMDs, allowing them to feel as though they are physically present 24 in the learning environment, learning from the teacher, when not there. 25,26 Synchronously, such technology has been used to broadcast live surgeries to trainees when not present in the OR. VR-360 streams do not need advanced HMDs; instead, they can be viewed using simple HMDs such as the Google Cardboard combined with a user’s mobile device.…”
Section: Ives and Anesthesia Educationmentioning
confidence: 99%