Effects of Immersive Virtual Reality Cardiopulmonary Resuscitation Training on Prospective Kindergarten Teachers' Learning Achievements, Attitudes and Self-Efficacy
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| Title: | Effects of Immersive Virtual Reality Cardiopulmonary Resuscitation Training on Prospective Kindergarten Teachers' Learning Achievements, Attitudes and Self-Efficacy |
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| Language: | English |
| Authors: | Liu, Ze-Min (ORCID |
| Source: | British Journal of Educational Technology. Nov 2022 53(6):2050-2070. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Higher Education Postsecondary Education |
| Descriptors: | Kindergarten, Preservice Teachers, First Aid, Computer Simulation, Academic Achievement, Self Efficacy, Student Teacher Attitudes, Video Games, Knowledge Level |
| DOI: | 10.1111/bjet.13237 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | Children's unexpected cardiac arrest warrants cardiopulmonary resuscitation (CPR) by kindergarten teachers. Yet, recent research revealed trained personnel reporting poor transfer of acquired skills during real-world emergencies with conventional CPR training. Immersive virtual reality (IVR) training induces a greater sense of presence and agency than conventional CPR training and may be more effective in terms of increasing trainees' intention and initiative to perform CPR in real-world emergencies. A quasi-experiment was conducted to assess the effectiveness of the IVR-based CPR training method in terms of enhancing the intention to perform CPR. The trial enrolled 50 participants, 25 of whom examined a child patient in an IVR virtual scenario, using an AED, and performed two rounds of two-minute chest compressions. The remaining 25 participants were trained using a video with consistent content on a monitor. A generalised estimating equation analysis demonstrated that the IVR training method significantly increased prospective kindergarten teachers' self-efficacy for performing CPR, positive attitudes towards CPR, and CPR knowledge. This advantage was also maintained after the five-week follow-up. Thus, CPR teaching via IVR looks to be an excellent way to enhance the intention to perform CPR and may be of great value in improving existing CPR training systems. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1350631 |
| Database: | ERIC |
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| Abstract: | Children's unexpected cardiac arrest warrants cardiopulmonary resuscitation (CPR) by kindergarten teachers. Yet, recent research revealed trained personnel reporting poor transfer of acquired skills during real-world emergencies with conventional CPR training. Immersive virtual reality (IVR) training induces a greater sense of presence and agency than conventional CPR training and may be more effective in terms of increasing trainees' intention and initiative to perform CPR in real-world emergencies. A quasi-experiment was conducted to assess the effectiveness of the IVR-based CPR training method in terms of enhancing the intention to perform CPR. The trial enrolled 50 participants, 25 of whom examined a child patient in an IVR virtual scenario, using an AED, and performed two rounds of two-minute chest compressions. The remaining 25 participants were trained using a video with consistent content on a monitor. A generalised estimating equation analysis demonstrated that the IVR training method significantly increased prospective kindergarten teachers' self-efficacy for performing CPR, positive attitudes towards CPR, and CPR knowledge. This advantage was also maintained after the five-week follow-up. Thus, CPR teaching via IVR looks to be an excellent way to enhance the intention to perform CPR and may be of great value in improving existing CPR training systems. |
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| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.13237 |
