Abstract
Introduction:
During the perinatal phase many women experience suboptimal mental health.
Effective care however, requires an educated and connected workforce who
can provide integrated mental healthcare. Achieving interdisciplinary education
related to perinatal mental health is often challenging, as professionals care for
women at different points in time, in varying environments and with different
focuses on what is paramount. To overcome this challenge, a motivational design
model was applied in the development of immersive video-based simulations,
that aimed to expose healthcare professionals to interdisciplinary care planning
for women whose perinatal mental health deteriorated.
Methods:
Three phases included conducting a learning needs analysis, implementing
motivational tactics into the design of video-based simulations, and evaluating
them for motivational and immersive impact. Students who experienced the
simulations via 360° videos, flat screen and earphones versus virtual reality
headsets were asked to complete a post-test measure of their level of motivation
to learn and immersion into the learning experience.
Results:
The evaluation demonstrated that all students experienced an optimal motivating
and immersive learning experience. No significant differences were noted in the
level of motivation or perceived immersion experienced whether using the flat
screen 360° videos, or the VR headsets.
Discussion:
Motivation and immersion are interconnected constructs that influence students’ experience of learning via simulation. Therefore, motivational design, immersive technologies, such as 360° videos and virtual reality, can equally result in optimal motivation for interdisciplinary students to learn about shared care plans and decision-making related to perinatal mental healthcare
During the perinatal phase many women experience suboptimal mental health.
Effective care however, requires an educated and connected workforce who
can provide integrated mental healthcare. Achieving interdisciplinary education
related to perinatal mental health is often challenging, as professionals care for
women at different points in time, in varying environments and with different
focuses on what is paramount. To overcome this challenge, a motivational design
model was applied in the development of immersive video-based simulations,
that aimed to expose healthcare professionals to interdisciplinary care planning
for women whose perinatal mental health deteriorated.
Methods:
Three phases included conducting a learning needs analysis, implementing
motivational tactics into the design of video-based simulations, and evaluating
them for motivational and immersive impact. Students who experienced the
simulations via 360° videos, flat screen and earphones versus virtual reality
headsets were asked to complete a post-test measure of their level of motivation
to learn and immersion into the learning experience.
Results:
The evaluation demonstrated that all students experienced an optimal motivating
and immersive learning experience. No significant differences were noted in the
level of motivation or perceived immersion experienced whether using the flat
screen 360° videos, or the VR headsets.
Discussion:
Motivation and immersion are interconnected constructs that influence students’ experience of learning via simulation. Therefore, motivational design, immersive technologies, such as 360° videos and virtual reality, can equally result in optimal motivation for interdisciplinary students to learn about shared care plans and decision-making related to perinatal mental healthcare
Original language | English |
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Number of pages | 11 |
Journal | International Journal of Healthcare Simulation |
Early online date | 18 Apr 2023 |
DOIs | |
Publication status | Early online date - 18 Apr 2023 |
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Dive into the research topics of 'Using the ARCS motivational model to design interdisciplinary virtual reality simulations'. Together they form a unique fingerprint.Student theses
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An exploration of educational technologists’ (EdTechs’) professional entanglement within the changing landscape of a higher educational organisation
Birch, M. (Author), Bhatt, I. (Supervisor) & MacKenzie, A. (Supervisor), Dec 2024Student thesis: Doctoral Thesis › Doctor of Education