Accepted for/Published in: JMIR Medical Education
Date Submitted: Jun 23, 2022
Date Accepted: Dec 27, 2022
Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study
ABSTRACT
Background:
Remote and virtual simulation has gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Due to challenges of cost, flexibility, and feasibility, many healthcare educators have used videos as a remote simulation modality; however, videos provide minimal interactivity.
Objective:
This study evaluates the role of interactivity in students’ simulation experiences. We analyze students’ perceptions of technology acceptance and authenticity in interactive and non-interactive simulations.
Methods:
Undergraduate nursing students participated in an interactive and non-interactive simulation. The interactive simulation was conducted using an interactive video simulation software that we developed, and the non-interactive simulation consisted of passively playing a video of a simulation. After each simulation, students completed a 10-item technology acceptance questionnaire and a 6-item authenticity questionnaire. Data were analyzed using the Wilcoxon signed-rank test. We additionally performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulation using the Mann-Whitney U test.
Results:
Data from twenty-nine students were included. Statistically significant differences were found between the interactive and non-interactive simulations for overall technology acceptance (P < .001) and authenticity (P < .001). Analysis of individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P ≤ .005) and 5 out of 6 authenticity items (P ≤ .008). The interactive simulation was scored higher than the non-interactive simulation in all statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance and authenticity than remote simulation (P ≤ .05).
Conclusions:
Students’ perceptions of technology acceptance and authenticity were greater in the interactive simulation than the non-interactive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulation where students’ involvement may be less active.
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© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.