Virtual Reality as Supplementary Education Tool for Pharmacology Laboratory Practical: The Effect on Student Experience, Knowledge and Confidence (76065)

Session Information: Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Hung-Hsiang Wang

Thursday, 23 November 2023 14:20
Session: Session 4
Room: Room 705
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Virtual Reality is an emerging educational technology that supports immersive and engaging learning experiences. In this study, a Virtual Reality Organ Bath Lab (VROBL) was developed to simulate the physical laboratory practical, helping students to comprehend complex pharmacological principles. The study aimed to investigate the impact of VROBL adoption as a pre-laboratory experience on learning experience, knowledge, and confidence levels. An experimental research study was conducted with 17 health science students enrolled in a Biomedical Science module. The participants were divided into intervention (n=9) and control groups (n=8) using block randomization. The intervention group experienced virtual learning with VROBL before the physical laboratory session, while the control group experienced VROBL after the laboratory session. A pre-post study design was adopted, whereby questionnaires were administered before and after the VROBL and physical laboratory sessions. The completion times of physical laboratory tasks were recorded. Data collected revealed that the intervention group was satisfied with the simulation (mean±SD: 4.97±1.24) and learning content (mean±SD: 5.81±1.21) of VROBL. Furthermore, the intervention group reported an increased confidence in explaining the experimental procedures correctly compared to the control group (mean: 4.77 vs. 3.44, p=0.044). The finding was supported by positive feedback of VROBL as a pre-laboratory exercise. However, there was no significant difference between both groups in knowledge quiz scores and completion times of physical laboratory tasks. Although VROBL did not improve student knowledge or performance in the physical laboratory, it had enhanced student learning experiences and confidence, which ultimately might improve student motivation and learning outcomes.

Mei Kee Lee, University of Nottingham Malaysia, Malaysia
Su Ting Yong, University of Nottingham Malaysia, Malaysia
Kang Nee Ting, University of Nottingham Malaysia, Malaysia
Jing Ying Wong, University of Nottingham Malaysia, Malaysia
Nurfatin Saaidah Binti Zainal, University of Nottingham Malaysia, Malaysia
Eunice Zhi Nee Lua, University of Nottingham Malaysia, Malaysia

About the Presenter(s)
Dr Lee Mei Kee is currently an Assistant Professor in the School of Pharmacy at the University of Nottingham Malaysia.

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00