THE HEALTH SCIENCE STUDENTS' PERCEPTIONS OF USING AND APPLYING VIRTUAL REALITY INTO THE CURRICULUM

T.W. Yu¹, J. Frantz², M. Rowe³

¹University of the Western Cape, Physiotherapy, Cape Town, South Africa, ²University of the Western Cape, Deputy Vice Chancellor, Research and Innovations, Cape Town, South Africa, ³University of Lincoln, Digital Innovation, Lincolnshire, United Kingdom

Background: The shift in the use of technology has rapidly developed over the past decade, more with the COVID-19 pandemic. Regardless, VR has been taking the hot seat, with Facebook becoming Meta. The new generations, born with technology, enjoy a more technological approach to learning and teaching. However, challenges come with new technology, such as the digital divide, different demographic backgrounds and the acceptance of new technology, especially VR, as it is an immersive tool. It is, therefore, essential to explore the perception of VR in students before implementation.

Purpose: The study aims to determine the perception of health professional students in using and applying VR in education.

Methods: Based on the constructivist paradigm, this study used a single holistic descriptive case study approach to explain health professions students' perceptions with an understanding of the use and application of virtual reality. The case study approach is a qualitative research method which explores a single bounded system. The study will include nine departments within the UWC's CHS faculty. Cresswell's six steps of thematic analysis will be used to theme and subtheme the qualitative data.

Results: The mean age was 23 years old, and students had positive experiences; even though they experienced fatigue and cybersickness, it did not hinder their VR experience. Students suggested that VR could excel in theoretical (anatomy) teaching and clinical preparation (getting them ready for the clinical setting). The students also mentioned that VR should be implemented into their curriculum, but the outcome of using VR should be stated clearly.

Conclusions: The students at UWC CHS faculty are ready to incorporate VR into their learning. However, lecturers or curriculum developers should carefully investigate where and how VR fits. Whether it is an additional tool to current teaching, or could it replace certain aspects of modules, or should it be placed in a lab for students to access in their own time?

Funding acknowledgements: This project was funded by the Deputy Vice Chancellor of Research and Innovations (DVC R&I), Prof Josè Frantz.

Keywords:
Virtual reality
Learning and teaching
Health Professional Education

Topics:
Education: methods of teaching & learning

Did this work require ethics approval? Yes

Institution: University of the Western Cape

Committee: UWC Human and Social Sciences Research Ethics Committee

Ethics number: HS20/9/55