In this series of events, we will read and discuss scholarly articles documenting and evaluating the use of virtual reality, augmented reality, and related technologies grouped under the general category of “extended reality.” These events will take place via Zoom, and will begin with a brief interview with one or more of the article authors, followed by additional discussion, either within the main Zoom room or in breakout rooms with a final share-out session, if the group is large.
Friday, September 27
1:00 pm – 2:00 pm (EST)
Zoom
In the September 27 session, we will be discussing an article by Amelia Perez and colleagues (2022) evaluating the use of virtual reality technology to facilitate education in conducting “difficult conversations” in nursing courses, or for anyone aiming to implement and study this technology in their own classroom. This article may be useful for anyone teaching courses where these kinds of difficult conversations may take place!
Article Abstract:
Background: Virtual simulation research focusing on comparison of perceptions between students from different types of graduate nursing programs is limited. The purpose of this study was to explore the use of virtual simulation to experience difficult conversations and to evaluate differences in perceptions between nurse educator (NE), family nurse practitioner (FNP), and nurse anesthesia (NA) students. Method: Virtual simulations focusing on suicide awareness, opioid misuse, and conflict resolution were implemented. Results: A total of 105 students participated. The majority perceived virtual simulation as realistic and applicable to practice. FNP students were more likely to have experienced a similar situation in practice prior to simulation than NA and NE students. Overall rating of the simulation was significantly higher among FNP and NE students compared to NA students. Conclusions: Virtual simulation is useful for experiencing challenging interactions that might not be encountered in practicum. Further research is needed to evaluate long-term application into practice.
Tuesday, October 29
1:00 pm – 2:00 pm (EST)
Zoom
In the October session, we will be discussing an article by Mark Newton and colleagues (2024) comparing how students respond to virtual reality (VR) and augmented reality (AR) in the context of climate science. This study explores what each of these approaches can do to facilitate experiential learning, and could be very handy for those interested in both kinds of technology, but unsure which would be the best fit for their course. It also provides an example of how to conduct a comparative analysis of two different technologies, for those interested in beginning similar studies.
Register for October Session
Article Link
Article Abstract:
This exploratory study uses epistemic network analysis (ENA) to examine the use of extended reality (XR) technologies embedded in post-secondary classes, one in a traditional setting and the other a place-based setting, to examine climate change while utilizing a socioscientific issues (SSI) approach. One group used a virtual reality (VR) application on their smartphones in a traditional class setting to explore four different locations on the Outer Banks of North Carolina, USA (OBX). A second group used an augmented reality (AR) application on their smartphones while visiting the same four locations. Qualitative data was collected after each experience. Analysis of each group’s networks indicated that both forms of technology engaged students in the SSI and were beneficial to their learning. However, differences in the networks revealed that virtual reality students made stronger connections between the technology, the physical impacts of climate change, and the political/socioeconomic aspects of climate change. In contrast, the augmented reality students made stronger connections between the technology and learning in general. Implications for practice and future research will be discussed.
Tuesday, November 19
1 pm – 2 pm (EST)
Zoom
In the November session, we will discuss an article by Justin Pulley and colleagues (2024) examining instructors’ experiences implementing extended reality technologies in a school-based agricultural education program. This study explores the benefits and challenges that the technology introduced and could be very helpful for those interested in using the technology but uncertain about its advantages. It also provides an example of a study addressing instructor experiences for those interested in beginning similar studies.
Article Abstract:
Agricultural Education uses a combination of classroom and laboratory instruction, experiential learning, and leadership education to prepare students for jobs in industry. With the recent promotion of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) as an option for educational programs, this technology allows teachers to incorporate experiential learning and give students real experiences when they otherwise might not have the opportunity. VR has been used across many industries, such as medicine, construction, manufacturing, military training programs, and tractor and machinery operation, as a form of training. The purpose of this qualitative study was to explore Ohio SBAE teachers’ lived experiences of incorporating a VR experience and technology into their curriculum. Eleven teachers participated in semistructured interviews to describe their lived experiences. Three themes and 11 sub-themes emerged from
those results. Participants described their experience as one that provided valuable benefits, introduced new challenges, and a semi-realistic interpretation of a hands-on activity. VR can be successfully integrated into skill-based instruction by ensuring teachers and students have positive user experiences, addressing students’ performance, and providing a realistic interpretation of a hands-on activity.
