Teaching Direct Practice Skills Using Web-Based Simulations: Home Visiting in the Virtual World

Wilson, Amy Blank; Brown, Suzanne; Wood, Zoe Breen; Farkas, Kathleen J.

doi:10.1080/08841233.2013.833578

Cited by 45 publications

(23 citation statements)

References 22 publications

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“…For example, some educators believe that students can develop real-world clinical reasoning by practising clinical reasoning in virtual worlds (Boulos, Hetherington, & Wheeler, 2007). Empirical studies in the area have since reported that students do learn such things as clinical decision-making (Loke, Blyth, & Swan, 2012), ethics (Houser et al, 2011), and how to conduct home visits (Wilson, Brown, Wood, & Farkas, 2013) by engaging in virtual world-based activities.…”

Section: Introductionmentioning

confidence: 99%

How do virtual world experiences bring about learning? A critical review of theories

Loke

2015

AJET

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While students do learn real-world knowledge and skills in virtual worlds, educators have yet to adequately theorise how students' virtual world experiences bring about this learning. This paper critically reviewed theories currently used to underpin empirical work in virtual worlds for education. In particular, it evaluated how applicable these theories' learning mechanisms are to virtual world-based learning. Eleven theories were identified from 80 journal papers. Four learning mechanisms were found to be applicable to virtual worlds: that students learn through reflection, verbal interactions, mental operations, and vicarious experiences. However, one commonly implied learning mechanism was found to be inapplicable to virtual worlds: that students undergo a physical sensorimotor experience of the real-world phenomenon through their virtual world actions. An alternative theory is needed to explain how students' virtual world actions might bring about learning, so as to help educators determine what exactly students can learn by performing virtual world actions.

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Section: Introductionmentioning

confidence: 99%

How do virtual world experiences bring about learning? A critical review of theories

Loke

2015

AJET

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“…VR simulations are one learning method well-positioned to respond to that call. VR tools allow exploration of environments without the complication of conflicts that are at times encountered within in-person field situations (Wilson et al, 2013). They can also serve as a bridge for students with disability, as well as the many students with access issues during mandatory stay-at-home orders and travel restrictions.…”

Section: Discussionmentioning

confidence: 99%

“…Simulation training, particularly when incorporating standardized patient information and internal rubrics, can be used to measure and assess a student's proficiency level in the areas of practice and field learning (Huttar & BrintzenhofeSzoc, 2020;Wilson et al, 2013). This is an improvement over unstandardized assessment modes (e.g., via field instructors) that are often used to evaluate student competencies (Washburn et al, 2016).…”

Section: Virtual Simulation Based Learningmentioning

confidence: 99%

“…More broadly, simulation-based learning in social work has demonstrated effective outcomes for adult students because it provides problem-focused, self-directed learning opportunities and relevant applicability to real agency-based work (Huttar & BrintzenhofeSzoc, 2020;Washburn et al, 2016). The flexibility of virtual simulations allows for greater diversity and variability in field settings and in client demographics than could consistently be found in "real" field placement outlets (Wilson et al, 2013). It can also provide students with "immediate" feedback and knowledge from their interactions within an assortment of social work experiences (Huttar & BrintzenhofeSzoc, 2020).…”

Section: Virtual Simulations In Social Work Educationmentioning

confidence: 99%

“…It can also provide students with "immediate" feedback and knowledge from their interactions within an assortment of social work experiences (Huttar & BrintzenhofeSzoc, 2020). Admittedly, some virtual designs are limited; in particular, third-party tools like Second Life or other 3D computergenerated systems may lack interactional content or the functionality to achieve a more customizable and immersive space like virtual reality (Doel & Cooner, 2002;Levine & Adams, 2013;Reinsmith-Jones et al, 2015;Tandy et al, 2016;Wilson et al, 2013). Nonetheless, virtual simulations, in general, provide students the advantage of gaining field/ practice perspectives before entering, or simultaneous to, the practicum phase of the curriculum.…”

Section: Virtual Simulations In Social Work Educationmentioning

confidence: 99%

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Virtual Reality: An Immersive Tool for Social Work Students to Interact with Community Environments

et al. 2021

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Research supports various benefits of using virtual reality (VR) within social work education. As a pilot study, this paper describes the impact of a 360 VR simulation designed to immerse students at a New York school of social work in a typical New York City neighborhood, with the goal of helping them learn about how its history, resources, demographics, and physical space impacts its inhabitants. This, in turn, is intended to support novice students in gaining familiarity with new social contexts and communities, and in connecting macro and micro nuances with practice. An overview of the role of VR in social work education is provided, followed by a description of the pilot 360 VR simulation developed by the authors of this paper, including the rationale for that development and the theoretical framework for its design. Using a mobile device and Google Daydream headset, students are guided through a panoramic urban environment by a pre-recorded voiceover that promotes reflective and analytical thinking as they observe the community through the lens of a social worker. Independent sample t-tests showed statistically significant changes in average scores between pre-and-post tests. Results of the pilot as indicated by pre-and post-survey of student perceptions and test of their knowledge are provided. Pedagogical and clinical practice implications for the 360 VR simulation are identified and discussed.

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Evaluating the Effectiveness of VR Training for Crisis Communication Skills Development Among LIS Graduate Students

Dumas,

Williams,

Ogden

et al. 2023

Proceedings of the Association for Information Science and Tech

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This research analyzes the results of a study that is part of a larger, interdisciplinary, and multi‐institutional project that examines the usability and effectiveness of virtual reality (VR) training for library and information science (LIS) graduate students and professionals in gaining skills for interacting effectively with patrons in crisis. This paper reports on key findings related to the effectiveness of VR training for teaching empathy, confidence, and de‐escalation skills for LIS graduate students. The findings illustrate that VR has the potential to impact LIS graduate education by reaching a wider audience that introduces training in low‐stakes, immersive environments and that does not pose harm to patrons in crisis. This study also contributes innovative approaches that support training in skills including empathy, confidence, and de‐escalation.

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Teaching Direct Practice Skills Using Web-Based Simulations: Home Visiting in the Virtual World

Cited by 45 publications

References 22 publications

How do virtual world experiences bring about learning? A critical review of theories

How do virtual world experiences bring about learning? A critical review of theories

Virtual Reality: An Immersive Tool for Social Work Students to Interact with Community Environments

Evaluating the Effectiveness of VR Training for Crisis Communication Skills Development Among LIS Graduate Students

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