Implementing the Virtual Reality Learning Environment

Schmidt, Bonnie; Stewart, Stephanie

doi:10.1097/nne.0b013e3181aabbe8

Cited by 39 publications

(23 citation statements)

References 4 publications

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“…A second theme emerging from this qualitative feedback is that students particularly enjoy the instantaneous feedback provided by their instructors, which is consistent with findings reported by Schmidt and Stewart (2009). Students also report that the group discussion in Second Life provides a more personal interaction with their instructors that would not be typically experienced in the traditional classroom.…”

Section: Discussionsupporting

confidence: 84%

“…The body of research addressing Second Life as an educational environment is relatively small, but addresses its potential for both distance learning and on-campus instruction (Cobb et al, 2009;Schmidt and Stewart, 2009;Skiba, 2009). The immersive nature of Second Life allows students to explore and discover content, such that the role of the instructor is transformed from a ''sage on the stage'' to the role of a mentor or coach (Welch, 2008).…”

Section: Second Life In Higher Educationmentioning

confidence: 99%

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A “Second Life” for gross anatomy: Applications for multiuser virtual environments in teaching the anatomical sciences

Richardson

Hazzard

Challman

et al. 2011

Anatomical Sciences Ed

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This article describes the emerging role of educational multiuser virtual environments, specifically Second Life™, in anatomical sciences education. Virtual worlds promote inquiry-based learning and conceptual understanding, potentially making them applicable for teaching and learning gross anatomy. A short introduction to Second Life as an anatomical educational tool is provided, along with description of existing anatomy applications and future directions for this innovative teaching modality.

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Section: Discussionsupporting

confidence: 84%

Section: Second Life In Higher Educationmentioning

confidence: 99%

A “Second Life” for gross anatomy: Applications for multiuser virtual environments in teaching the anatomical sciences

Richardson

Hazzard

Challman

et al. 2011

Anatomical Sciences Ed

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“…Similar findings have been reported elsewhere among nurses and other health care professionals working in cancer care, such as social workers, psychological and spiritual care staff, and medicine. [20,34,35] Discussion forms simulate conversations that would normally occur in person. Therefore, educators should attempt to integrate activities that foster active discussion when developing online courses.…”

Section: Discussionmentioning

confidence: 99%

“…[18,19] Incorporating virtual ACs into eLearning can improve learner motivation and foster deeper processing of information. [18,19] While reporting the integration and evaluation of virtual ACs has been undertaken with diverse health professional disciplines, [20,21] there is limited literature focused on an innovative blended learning course using virtual AC guides in continuing education for nurses.…”

Section: Virtual Animated Character Guidesmentioning

confidence: 99%

Blended learning continuing education using virtual animated characters: A novel radiation therapy course for nurses

Crawford¹,

Brudnoy²,

Soong

et al. 2015

JNEP

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Introduction: A blended radiation therapy course was developed to meet continuing education needs of nurses working with patients diagnosed with cancer in diverse health care settings. The purpose of this paper is to describe the design, development, and evaluation of an innovative blended radiation therapy course including eLearning modules using virtual animated character guides, an independent self-managed project, and a one-day face-to-face symposium. Methods: A pre/post-test group design was employed using standardized program evaluation measures. Participant data included self-reported confidence in knowledge of radiation therapy. Additional evaluation included assessment of the virtual animated character guides, and open-ended feedback of the overall course and areas of improvement. Results: A total of 51 participants enrolled in two separate iterations of the course with a 71% response rate. In Group A (n = 17) statistically significant improvements were identified at post-test in self-perceived confidence levels in knowledge for 11 of 12 radiation therapy domains (p < .05). In Group B (n = 19), statistically significant improvements in self-perceived confidence levels in knowledge were identified in all domains (p < .05). Discussion/Conclusions: The course provided a learning environment that drew on a variety of technologies and delivery methods. The improved confidence levels in knowledge may enhance individual nurses' ability to address the needs of patients undergoing radiation therapy. Interactivities, virtual animated character guides, discussion forums, the project assignment, and the symposium were activities perceived to be conducive to learning. Further evaluation may elucidate if confidence level in knowledge gained from the course was assimilated into practice and improved information and education needs of patients.

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“…However, as more courses are being offered online, this style of learning may also be beneficial in distance education [7,8]. Virtual worlds are attractive venues for rich online discussion due to their ease of access and simultaneous immersive environment that allows users to feel like they are actually in the classroom [9][10][11][12]. We have used the virtual world of Second Life™ to engage prehealthcare professional students in a regional anatomy course for further preparation for their respective programs.…”

mentioning

confidence: 99%