JMIR Publications

ABSTRACT

Background:

To ensure the timely diagnosis of emerging infectious diseases, the usage of high-tech molecular biotechnology to detect pathogens has gradually become the gold standard for virological testing. However, beginners and students are often unable to practice their skills due to the higher costs associated with high-level virological testing, the increasing complexity of the equipment, and the limited number of specimens from patients. Therefore, a new training program is necessary to improve beginners and students’ learning effectiveness and reduce the risk of test failure.

Objective:

(1) To develop and implement a virtual reality (VR) software for simulated and interactive high-level virological testing that can be applied in clinical-practice and skill-training settings. (2) To evaluate VR simulation’s effectiveness.

Methods:

We designed a novel VR teaching software to simulate cognitive learning via various procedure scenarios and interactive models. This VR software was used to evaluate students’ learning effectiveness pre- and post-training, as well as to record their behavior patterns when answering questions, performing repeated exercises, and engaging in clinical practice.

Results:

The results showed that the use of the VR software met participants’ needs and enhanced their interest in learning. Further, the average post-training scores of participants exposed to two-dimensional (2D) and three-dimensional (3D) VR training were significantly higher than those of participants who were exposed solely to traditional demonstration teaching (p < 0.001). The behavioral assessment of students pre- and post-training showed that students exposed to VR-based training to acquire relevant knowledge of advanced virological testing exhibited significantly improved knowledge of specific items post-training (p < 0.01). Further, the higher the participants’ score, the fewer attempts they registered when responding to each item in a matching task. Thus, VR can be used to enhance students’ understanding of difficult topics.

Conclusions:

The VR program designed for this study can reduce the costs associated with virological testing training, thereby increasing their accessibility for students and beginners. Additionally, it can reduce the risk of viral infections, particularly during disease outbreaks (e.g., the COVID-19 pandemic) and enhance students’ learning motivation to strengthen their practical skills. Clinical Trial: None