Immersive Learning and Participatory Engagement: Connecting in the Online Classroom Through Virtual Reality

Guided by constructivist theory, this study examines health professions student learning and engagement in the virtual classroom (VC) setting. Students (N=52) participated in a one-week VC prior to and during the COVID-19 pandemic. After participation, students were surveyed to discern their impressions of the experience, including the administration of a presence questionnaire, a key indicator of virtual environment (VE) efficacy. High student presence scores were significantly correlated with the perception that the VC facilitated learning (r = .573, p = .001). Conversely, students who perceived the course content as challenging were less likely to recommend the VC as a viable alternative learning platform. Furthermore, in terms of presence, undergraduate and graduate students were not significantly different. In summary, health professions students view immersive technologies favorably and may benefit from using such platforms as alternative or supplemental learning tools regardless of their academic level.

Health Profession Students' Learning Outcomes Channeled by the Adoption of a Virtual Classroom

Issue: With the appearance of the Covid-19 pandemic, universities were forced to find more immersive technologies to maintain student learning. Health profession students who participated in a virtual classroom (VC) before (N=32) and during (N=20) the Covid-19 lockdown were assessed. Hypothesis. The study investigated if a VC was effective in supporting student learning and engagement. Method. Student learning, engagement, presence in the VC, and affinity to technology were measured. Pearson correlation and t test with bootstrapping (alpha .05, 95% CI) were conducted. Observations. Student presence is significantly correlated with the perception that the VC facilitated learning and with the perception for the naturality provided by the VC. The number of times students viewed the course guides prior to joining the VC was significantly correlated with perceived course content difficulty and the belief that the VC made the course content more difficult. The independent t test reveals no significant differences between the presence of graduates and undergraduates t = 1.11, p= 0.276. Conclusion. Health profession students are supportive of immersive technologies, while course designers should be mindful of student affinity for technology.