Is it possible to learn through virtual reality? Text JAANA-MAIJA KOIVISTO, KATJA HOLOPAINEN, SARA HAVOLA, HENNA MĂ„KINEN Photo IIRO-PEKKA AIROLA
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The objectives of the SotePeda 24/7 project include the production of digital learning environments, digital simulations, virtual reality environments and gamified learning contents. The use of simulations, virtual reality (VR) and gaming in teaching is a global phenomenon, and the use of virtual simulations in health education for the reinforcement of professional skills has been increasing (Graafland et al., 2012; Koivisto et al., 2016a; 2016b; Verkuyl et al., 2017). At HAMK, a simulation game that combines simulation pedagogy and gaming elements was used to teach graduating nursing students. (Koivisto et al., 2018). The simulation game can be played either on a computer or using virtual reality. Previously, students and teachers of information technology at HAMK had carried out a study of the possibilities for using virtual reality in nursing education. The purpose of the study was to bring to the awareness of nursing teachers the opportunities offered by virtual reality and to present various potential products for use in teaching. The challenge in the Finnish education system is, however, that there is very little virtual reality content that corresponds to the requirements of the nursing curriculum.
In addition, another challenge is that the staff do not have enough knowledge and expertise on the use of virtual reality and its integration into teaching. This, in turn, can have an effect on attitudes towards virtual reality. Furthermore, the costs related to using virtual reality can restrict expansion of its use in higher education institutions. (Webster & Dues, 2017) In spring 2019, HAMK had the opportunity to integrate virtual reality into the studies of graduating nursing students that were approaching graduation. The virtual reality simulation that was used was originally developed by JaanaMaija Koivisto, Principal Research Scientist at HAMK, as part of her doctoral thesis (Koivisto 2017, 2018). The aim was to gain more information on the impact of virtual reality and simulation games on student competence. A further goal was to examine user experiences of the simulation game and virtual reality and the integration of these learning methods into teaching. Earlier studies have indicated that virtual learning can be just as effective in the teaching of clinical health care as learning obtained using traditional teaching methods (Sinclair et al., 2016; Verkuyl et al., 2017). When simulation games and virtual reality are used in teaching, user experience is a key factor for learning outcomes. According to Tcha-Tokey et al. (2016, 2018), the user experience
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