Using the ARCS motivational model to design interdisciplinary virtual reality simulations

Introduction:During the perinatal phase many women experience suboptimal mental health.Effective care however, requires an educated and connected workforce whocan provide integrated mental healthcare. Achieving interdisciplinary educationrelated to perinatal mental health is often challenging, as professionals care forwomen at different points in time, in varying environments and with differentfocuses on what is paramount. To overcome this challenge, a motivational designmodel was applied in the development of immersive video-based simulations,that aimed to expose healthcare professionals to interdisciplinary care planningfor women whose perinatal mental health deteriorated.

Methods:Three phases included conducting a learning needs analysis, implementingmotivational tactics into the design of video-based simulations, and evaluatingthem for motivational and immersive impact. Students who experienced thesimulations via 360° videos, flat screen and earphones versus virtual realityheadsets were asked to complete a post-test measure of their level of motivationto learn and immersion into the learning experience.

Results:The evaluation demonstrated that all students experienced an optimal motivatingand immersive learning experience. No significant differences were noted in thelevel of motivation or perceived immersion experienced whether using the flatscreen 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