JMIR Publications

ABSTRACT

Background:

The Fourth Industrial Revolution has ushered in innovative educational tools such as VR, transforming teaching and learning practices, notably in health professional education. Despite initial resistance to the shift towards e-learning, it has become a crucial part of global education, prompting efforts such as the U.S. National Education Technology Plan to effectively harness these technological advancements. VR's immersion and interactivity offer significant learning enhancements while posing challenges like cost, accessibility, and information overload.

Objective:

This study aims to explore educator perspectives on using VR in educational settings.

Methods:

The study uses multiple descriptive case studies to describe an intervention or phenomenon and the real-life context in which it occurred. In the case studies, semi-structured interviews were used.

Results:

articipants appreciated VR's immersive and interactive nature, noting its potential to make abstract concepts tangible and enhance engagement, particularly in healthcare education for risk-free clinical education. However, issues related to physical discomfort (cybersickness), high cost, and accessibility were identified as potential impediments to widespread VR adoption, raising concerns about equity. Participants also highlighted the risk of information overload, underscoring the importance of careful instructional design. Further, the study underscores the necessity of aligning VR use with curriculum and pedagogical objectives, with a cautious approach to avoid adopting VR solely for its novelty.

Conclusions:

The findings suggest that while VR has transformative potential in education, its effective integration requires thoughtful planning to address challenges and ensure alignment with learning objectives.