Show simple item record

dc.contributor.authorHardie, Philip
dc.contributor.authorDarley, Andrew
dc.contributor.authorCarroll, Lorraine
dc.contributor.authorRedmond, Catherine
dc.contributor.authorCampbell, Abraham
dc.contributor.authorJarvis, Suzi
dc.date.accessioned2023-09-25T16:07:46Z
dc.date.available2023-09-25T16:07:46Z
dc.date.issued2020
dc.identifier.issn1472-6955
dc.identifier.doihttps://doi.org/10.1186/s12912-020-00471-5
dc.identifier.urihttp://hdl.handle.net/20.500.13012/171
dc.description.abstractBackground: Immersive Virtual Reality (iVR) storytelling is a concept that merges ground-breaking virtual reality technology with the traditional art of storytelling. Virtual reality storytelling offers a rare opportunity to present abstract experiences that challenge boundaries, heighten emotions, and convey previously intangible concepts. Scientific research into immersive virtual reality storytelling is still in its infancy, particularly regarding the field of education in Nursing and Midwifery. Therefore, this study set out to investigate the subjective experience of using an immersive virtual reality storytelling experience as an active pedagogy. Methods: This was an evaluative study incorporating a multimodal approach encompassing a cross-sectional survey and observational study conducted in a large University in Ireland, offering major undergraduate and graduate degree programmes in the fields of Nursing and Midwifery. Students were invited to view the innovative virtual reality storytelling experience“Wonderful You”(BHD Immersive) that tells the story of the first 9 months of a baby’s life inside the woman’s womb. On completion, students were asked to complete an anonymous survey about their experience. Observational studies were also carried out, examining the student’s engagement and interaction with the iVR experience. A combination of statistical and thematic qualitative analysis was employed to interpret the respective summative rating scale and open-ended response questions in the evaluation survey. Data captured from the observations were grouped into categories and analysed capturing key themes. Results: A response rate of 71.2% (n= 94) identified iVR storytelling as a memorable learning experience that triggered students’ engagement and motivation to learn. IVR storytelling enabled students to visualise and better understand abstract concepts. Qualitative analysis of narrative responses revealed the positive evaluations of the iVR storytelling experience. Observational studies further revealed students were highly engaged and interacted positively with the iVR storytelling experience. Conclusions: The full potential of this new medium of iVR storytelling has yet to be seen. However, this study provides an encouraging insight into the positive attributes of iVR storytelling that engages students and creates authentic active learning experiences.
dc.language.isoenen_US
dc.rightsAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectVirtual realityen_US
dc.subjectImmersive virtual reality storytellingen_US
dc.subjectNursing and midwifery educationen_US
dc.titleNursing & Midwifery students’ experience of immersive virtual reality storytelling: an evaluative studyen_US
dc.typeArticleen_US
dc.source.journaltitleBMC Nursingen_US
dc.source.volume19en_US
html.description.abstractBackground: Immersive Virtual Reality (iVR) storytelling is a concept that merges ground-breaking virtual reality technology with the traditional art of storytelling. Virtual reality storytelling offers a rare opportunity to present abstract experiences that challenge boundaries, heighten emotions, and convey previously intangible concepts. Scientific research into immersive virtual reality storytelling is still in its infancy, particularly regarding the field of education in Nursing and Midwifery. Therefore, this study set out to investigate the subjective experience of using an immersive virtual reality storytelling experience as an active pedagogy. Methods: This was an evaluative study incorporating a multimodal approach encompassing a cross-sectional survey and observational study conducted in a large University in Ireland, offering major undergraduate and graduate degree programmes in the fields of Nursing and Midwifery. Students were invited to view the innovative virtual reality storytelling experience“Wonderful You”(BHD Immersive) that tells the story of the first 9 months of a baby’s life inside the woman’s womb. On completion, students were asked to complete an anonymous survey about their experience. Observational studies were also carried out, examining the student’s engagement and interaction with the iVR experience. A combination of statistical and thematic qualitative analysis was employed to interpret the respective summative rating scale and open-ended response questions in the evaluation survey. Data captured from the observations were grouped into categories and analysed capturing key themes. Results: A response rate of 71.2% (n= 94) identified iVR storytelling as a memorable learning experience that triggered students’ engagement and motivation to learn. IVR storytelling enabled students to visualise and better understand abstract concepts. Qualitative analysis of narrative responses revealed the positive evaluations of the iVR storytelling experience. Observational studies further revealed students were highly engaged and interacted positively with the iVR storytelling experience. Conclusions: The full potential of this new medium of iVR storytelling has yet to be seen. However, this study provides an encouraging insight into the positive attributes of iVR storytelling that engages students and creates authentic active learning experiences.en_US


Files in this item

Thumbnail
Name:
Hardie-2020-Nursing-amp-midwif ...
Size:
1.864Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record

Attribution 4.0 International
Except where otherwise noted, this item's license is described as Attribution 4.0 International