Perceptions of health professions students on the use of immersive virtual reality

Main Article Content

Tak Wing Yu
J Frantz
M Rowe

Abstract





Background. Over the past decade, the utilisation of technology in education has undergone a rapid shift, which the COVID-19 pandemic has further accelerated. Students are the end users when introducing a new tool such as virtual reality (VR).


Objective. This study aimed to explore health professions students’ perceptions of the use and application of VR in education.


Methods. A total of 18 participants were recruited for this semi-structured study. The study used qualitative research design, employing Braun and Clarke’s six-step approach to thematic analysis. The research was conducted across various departments and schools within a South African university health science faculty.


Results. Although, for most participants, this was their initial encounter with VR, the experience was predominantly beneficial and enjoyable. The engaging and interactive nature of VR captivated the participants, facilitating a secure environment for learning. Furthermore, they were convinced that VR holds significant potential in anatomical and clinical education domains.


Conclusion. The study results present a positive reception of VR as a valuable educational tool by offering immersive, engaging and interactive learning experiences. Despite technical and financial hurdles, the potential of VR to enhance visual comprehension, provide safe and practical training scenarios, and align with curriculum goals, particularly during inaccessible clinical settings such as the COVID-19 pandemic, showcases its promising future in education.





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How to Cite
Perceptions of health professions students on the use of immersive virtual reality. (2024). African Journal of Health Professions Education, 16(2), e1143. https://doi.org/10.7196/AJHPE.2024.v16i2.1143
Section
Research Articles

How to Cite

Perceptions of health professions students on the use of immersive virtual reality. (2024). African Journal of Health Professions Education, 16(2), e1143. https://doi.org/10.7196/AJHPE.2024.v16i2.1143

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