Abstract
Aim:
This study aims to explore nursing students' preferences for using virtual reality (VR) technology for skill training and analyze key factors influencing their preferences to guide the rational allocation of educational resources and optimize teaching methods.
Methods:
A discrete choice experiment (DCE) method was employed, incorporating attributes such as immersion, interactivity, types of training scenarios, modes of collaboration, training frequency, and additional costs of training modules. The questionnaire also included baseline characteristics of the students (such as grade level and academic performance). Data were collected through surveys and analyzed using a mixed logit model to determine preferences and willingness-to-pay. Regression analysis was conducted to further investigate heterogeneity in preferences.
Results:
The study collected valid questionnaire data from 518 nursing students. Students preferred VR technologies with lower additional costs for training modules, high immersion, natural gesture interaction, and complex clinical scenarios for skill training. Nursing students were willing to pay an additional 71.60%, 28.82%, 15.17%, 13.52%, and 7.48% for lower additional module costs, high immersion, natural gesture interaction, complex simulated scenarios, and team-based learning, respectively. The importance ranking of attributes was as follows: additional module costs > immersion > interactivity > collaboration mode > types of training scenarios > training frequency.
Conclusion:
Nursing students have a positive attitude towards using VR technology for skill training and show a preference for high immersion and interactivity. Educational institutions should consider students' preferences when introducing VR technology and combine it with traditional teaching methods to provide diverse learning experiences, thereby enhancing the quality of nursing education.
This study aims to explore nursing students' preferences for using virtual reality (VR) technology for skill training and analyze key factors influencing their preferences to guide the rational allocation of educational resources and optimize teaching methods.
Methods:
A discrete choice experiment (DCE) method was employed, incorporating attributes such as immersion, interactivity, types of training scenarios, modes of collaboration, training frequency, and additional costs of training modules. The questionnaire also included baseline characteristics of the students (such as grade level and academic performance). Data were collected through surveys and analyzed using a mixed logit model to determine preferences and willingness-to-pay. Regression analysis was conducted to further investigate heterogeneity in preferences.
Results:
The study collected valid questionnaire data from 518 nursing students. Students preferred VR technologies with lower additional costs for training modules, high immersion, natural gesture interaction, and complex clinical scenarios for skill training. Nursing students were willing to pay an additional 71.60%, 28.82%, 15.17%, 13.52%, and 7.48% for lower additional module costs, high immersion, natural gesture interaction, complex simulated scenarios, and team-based learning, respectively. The importance ranking of attributes was as follows: additional module costs > immersion > interactivity > collaboration mode > types of training scenarios > training frequency.
Conclusion:
Nursing students have a positive attitude towards using VR technology for skill training and show a preference for high immersion and interactivity. Educational institutions should consider students' preferences when introducing VR technology and combine it with traditional teaching methods to provide diverse learning experiences, thereby enhancing the quality of nursing education.
| Original language | English |
|---|---|
| Publication status | Presented - 26 Oct 2024 |
| Event | THE 110th ANNIVERSARY OF SHANDONG UNIVERSITY’S CHEELOO NURSING EDUCATION & 2024”NURSING+” INTERNATIONAL COLLABORATION AND INNOVATION CONFERENCE - SHANDONG, JINAN, China Duration: 25 Oct 2024 → 27 Oct 2024 https://mm.sciconf.cn/cn/minisite/content/24120?m=1089098 |
Conference
| Conference | THE 110th ANNIVERSARY OF SHANDONG UNIVERSITY’S CHEELOO NURSING EDUCATION & 2024”NURSING+” INTERNATIONAL COLLABORATION AND INNOVATION CONFERENCE |
|---|---|
| Place | China |
| City | JINAN |
| Period | 25/10/24 → 27/10/24 |
| Internet address |
Bibliographical note
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