Abstract
Virtual reality (VR) presents opportunities for new pedagogical approaches in the classroom that can enhance student learning in healthcare qualifications. UK Further Education (FE) colleges aim to equip 16-18+ year-old students with the skills and knowledge required to enter the workplace. Exposing young students to a range of different experiences is a challenge in healthcare because of industry placement restrictions. VR has the potential to enrich health curricula through the provision of on-demand, safe, and close to life healthcare scenarios for use in the classroom. Reports of VR explorations in real-world classroom settings are scarce, but crucial to understanding practical and pedagogical implications. This mixed-methods case study reports the experiences of four educators and eleven students after a weekly exposure to VR over 4 weeks. Semi-structured interviews and in-class surveys were completed. Four themes are discussed: 1. Engagement; 2. Barriers to Learning; 3. Knowledge Consolidation and 4. Practical Preparation. Implications for the integration of VR in the classroom are highlighted from both perspectives. Compared with non-VR learning, students felt VR was engaging and authentic and helped create unique, effective learning experiences by connecting current and previous learning. Students also experienced adverse effects, challenges with orientation to hardware, and psychological discomfort.
Presenters
Laura SheermanECR Fellow, Education and Childhood, UWE, Bristol, City of, United Kingdom
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
VIRTUAL REALITY, COLLEGE, PEDAGOGY, PRACTICE, HEALTHCARE, CLASSROOM
