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Behavioral Training Procedures for Head-fixed Virtual Reality in Mice

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Comparing Learning Outcomes of Machine-Guided Virtual Reality-Based Training With Educator-Guided Training in a

Dilek Kitapcioglu¹, Mehmet Emin Aksoy^1,2, Arun Ekin Ozkan¹

¹Center of Advanced Simulation and Education (CASE), Acibadem Mehmet Ali Aydinlar University, Istanbul, Turkey.

JMIR Serious Games

|August 7, 2024

Summary

Virtual reality (VR) training in the metaverse, whether machine-guided or educator-guided, yields similar learning outcomes for advanced cardiac life support (ACLS). Machine guidance showed a significant correlation between training duration and exam scores.

Keywords:

VR correlation educator educator guidance game games gaming gaming module guided training learning machine guided metaverse mixed reality module randomized controlled trial serious game serious gaming training training module virtual reality

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Area of Science:

Medical Education
Virtual Reality Applications
Healthcare Simulation

Background:

Virtual reality (VR) modules are widely used in healthcare training for their immersive qualities.
The metaverse offers enhanced social interaction and collaboration opportunities compared to traditional VR.
Educators can leverage metaverse environments to facilitate communication during training.

Purpose of the Study:

To compare learning outcomes between machine-guided (MG) and educator-guided (EG) VR-based training in the metaverse.
To evaluate the effectiveness of VR training for advanced cardiac life support (ACLS).

Main Methods:

62 anesthesiology students were randomly assigned to either MG or EG VR-based ACLS training.
Both groups received basic VR ACLS training; the MG group then used a fully automated VR module, while the EG group received educator guidance in the metaverse.
The primary outcome was the VR-based training module exam score; correlation between training time and scores was analyzed.

Main Results:

No statistically significant difference in VR test scores between the MG (median 66) and EG (median 86) groups.
A statistically significant positive correlation was found between training duration and exam scores in the MG group ( =0.569, P=.005).
The correlation between training duration and exam scores was not statistically significant in the EG group ( =0.298, P=.10).

Conclusions:

Well-designed, machine-guided VR serious gaming modules can achieve comparable learning outcomes to educator-guided VR training in the metaverse for ACLS.
Further research with larger sample sizes is needed to explore the added benefits of social interaction in metaverse-based learning.