Immersive learning in medical education: analyzing behavioral insights to shape the future of VR-based courses
It can be said that the implementation of basic skills training depends largely on the level of immersion in the teaching method used. While primary learning subjectives can be trained and assessed well, at present, it does not appear to be fully possible to train secondary skills with the technical status quo in VR. However, the observation of secondary learning objectives can serve as an indicator for the assessment of immersion in the future.
Authors
- Benjamin Risse (ORCID: https://orcid.org/0000-0001-5691-4029)
- H. J. Schulze (ORCID: https://orcid.org/0009-0001-4364-7141)
- Paul Schmidle (ORCID: https://orcid.org/0000-0002-4257-1659)
- Bernhard Marschall (ORCID: https://orcid.org/0000-0002-1354-8687)
- Anna Junga (ORCID: https://orcid.org/0000-0002-4165-9114)
- Ole Hätscher (ORCID: https://orcid.org/0009-0009-1410-4023)
- Sönke Scherzer
- Philipp Bozdere (ORCID: https://orcid.org/0009-0007-6494-6742)
Institutions
- University of Münster (DE)
- FH Münster University of Applied Sciences (DE)
Publication Details
- Journal
- BMC Medical Education
- Published
- 2024-12-03
- DOI
- https://doi.org/10.1186/s12909-024-06337-7
- Citations
- 11
- Primary Topic
- Virtual Reality Applications and Impacts
- Type
- article
- Field-Weighted Citation Impact
- 4.09
Funders
- Bundesministerium für Bildung und Forschung
- Westfälische Wilhelms-Universität Münster
- Universität des Saarlandes