Piloting the motivational and immersive effect of 2D and 3D videos for increasing interdisciplinary learning [SimConnect Conference 2020 MBRU,UAE]

Background:
Effective perinatal mental healthcare requires an educated and connected workforce (Public Health England 2019). In response an interdisciplinary Masters module aimed to motivate midwives, mental health nurses and health visitors to design a care plan for perinatal women experiencing deteriorating mental health. Simulating interdisciplinarity is challenging within education, as healthcare professionals have different levels of knowledge and practice-based collaboration.
The study aimed to pilot the application of two narrative-based scenarios, recorded using 360°videos as a means of simulating interdisciplinarity.
Summary of work:
Intervention: two scenarios were recorded in three distinct parts. Each part represented a stage in the woman’s interaction with her healthcare professional. Different evidence-based props were introduced to the room for each part-recording.
Application: students were randomized to an interdisciplinary team who watched the 360o-videos with or without a VR headset. Each student within their team watched a part of the scenario. Through discussion, the team then relied on each other’s observation and clinical assessment in order to design and present their interdisciplinary care plan.
Evaluation: 23 students’ motivation to learn about interdisciplinary care and perceived immersion via 360o, with and without VR was measured (Motivational Scale by Loorbach et al., 2014; Immersive Scale by Slater et al., 1994).

Summary of Results:
Motivational composite scores indicated high motivation to learn using the applied design:
 Students’ ATTENTION [4.5 / 5]
 RELEVANCY of interdisciplinary care [4.58/5]
 CONFIDENCE to engage in interdisciplinary care [4.26/5]
 SATISFACTION learning via 360-videos [4.45/5]
 PERCIEVED IMMERSION in scenarios [5.3/7]
No proportionate [χ2] differences were found between the VR and non-VR groups’ motivation to learn and immersion into the scenarios. 70% [n=16/23] reported having no previous video-based learning experience.

Discussion and conclusions:
Exposing interdisciplinary students to 360°videos that are watched and discussed in parts, motivates learning about interdisciplinary care planning; especially if the students have no previous exposure to video-based learning. Further research is required to establish if investment in VR vs non-VR increases immersion and students’ ongoing motivation to transfer learning to practice.
Take-home messages:

• 360° videos can simulate interdisciplinary care planning
• Students’ non-exposure to previous video-based learning may influence their motivation when exposed to any 360o videos

Loorbach N, Peters O, Karreman J, Steehouder M. (2015) Validation of the Instructional Materials Motivation Survey (IMMS) in a self‐directed instructional setting aimed at working with technology. Br J Educ Technol, 46: 204-218

Slater, M., M. Usoh, and A. Steed, 1994: “Depth of Presence in Virtual Environments,” Presence: Teleoperators and Virtual Environments, MIT Press, 3, 2: 130-144.

Public Health England (2019) Guidance Perinatal Mental Health: Joint Strategic Needs Assessment. (updated October 2019). Accessed 27th October 2019 at https://www.gov.uk/government/publications/better-mental-health-jsna-toolkit/4-perinatal-mental-health#evidence-and-further-information