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Implementation of a Statewide Youth Ag Safety Immersive Virtual Reality Program
Sue Schuelke1, Aaron Yoder2, Matt Kreifels3
1College of Nursing, University of Nebraska Medical Center, Lincoln, NE, USA.
Objectives:
The purpose of this pilot study was to examine the feasibility and effect of an Immersive Virtual Reality (IVR) Ag Safety Education mail-out program to secondary school-based agricultural education programs. The following aims were addressed: a) develop an IVR Ag Safety game, b) implement a mail-out program for the Rollover Ranch Ag Safety game, and c) evaluate the effectiveness and engagement of an IVR Ag safety program.
Methods:
We enrolled 44 schools. Participants were invited to complete a pre- and post-knowledge assessment, and students and faculty evaluations of the experience.
Results:
Statistical analysis was completed using an independent t-test. The Pre scores (n = 423) had a Mean = 72.2% (S.D. = 15.2) and Post scores (n = 174) had a Mean = 79.8% (S.D. = 17.2) Post test scores were significantly higher than pre-test scores t (595) = 5.36, p < .001, d = 0.48. The test questions were then divided into subsets of Tractor Safety, ATV Safety, and Electrical Safety, and all subset scores showed statistically significant increases. The students scored highest on ATV safety, Pre score mean = 89.1% (S.D. = 17.3) and post score mean = 93.1% (S.D. = 15.7). Tractor Safety Scores had a pretest Mean = 71.2 (S.D. 22.7) and a post-test score mean = 78.3 (S.D. = 23.4). The lowest performing questions were on electrical safety with a pre-test mean = 40.6% (S.D. = 37) and a post-test mean = 57.2% (S.D. = 40.8). The students' evaluations reported the game was entertaining (85.63%) and increased their understanding of Ag Safety (63.8%). Most students (79.64%) wanted to continue to use IVR. The majority of faculty (77%) indicated that IVR assisted in teaching, and 92% indicated they would want to continue using IVR as a teaching modality.
Conclusion:
IVR can be delivered to serve all geographical areas, allowing dissemination throughout a rural state. Students learned and were engaged; faculty found it easy to use and both would desire to use it again. Further research is needed, including long-term follow-up on retained knowledge and, more importantly, if it translates into appropriate behavior when operating agricultural equipment and electrical safety.
