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The goal of this randomised controlled trial is to compare the effectiveness of IVR and game-based learning in Interprofessional education (IPE), with significant implications for IPE delivery.
The main question it aims to answer is:
Does IVR or game-based learning enhance students' interprofessional competencies and learning outcomes in IPE? Which modalities optimise the educational effectiveness for IPE implementation among healthcare students between IVR and game-based learning?
Researchers will compare the effectiveness of both IVR training and a mobile gaming platform and identify the optimal modality for IPE implementation.
Participants will be randomly assigned to 2 groups:
the IVR group that received a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR); the web-based group that received a one-week IPE training with a web-based serious game (V-Care).
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| IVR group | Experimental | The IVR group received a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR). |
|
| web-based group | Experimental | The web-based group received a one-week IPE training with a web-based serious game (V-Care). |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| IVR group | Other | a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR) training for healthcare students, which is embedded in the course |
|
| Measure | Description | Time Frame |
|---|---|---|
| Intrinsic Motivation Inventory (IMI) | The Intrinsic Motivation Inventory (IMI) is a multidimensional measure used to assess participants' subjective experience related to a target activity in laboratory experiments. The IMI evaluates several subscales, including interest/enjoyment, perceived competence, effort, value/usefulness, pressure/tension, perceived choice, and relatedness. The interest/enjoyment subscale is considered the self-report measure of intrinsic motivation, while perceived choice and perceived competence are theorized to be positive predictors, and pressure/tension a negative predictor, of intrinsic motivation. The IMI consisted of 18 items scored on a Likert scale from 1 (not at all true) to 7 (very true). The overall IMI scale had strong internal consistency, with a Cronbach's alpha of .85. | From baseline to the end of the intervention period at 2 weeks |
| Readiness for Interprofessional Learning Scale (RIPLS) | The Readiness for Interprofessional Learning Scale (RIPLS) was used to measure the "readiness" of healthcare students for shared IP learning. The RIPLS comprised a 19-item, 3-factor scale assessing students' perceptions of: 1) teamwork and collaboration, 2) professional identity, and 3) professional roles and responsibilities. The RIPLS uses a 5-point Likert scale for responses, ranging from 1 (strongly disagree) to 5 (strongly agree). Overall, higher total and subscale scores on the RIPLS would demonstrate greater "readiness" and more positive perceptions towards the value of IPE and collaborative practice among healthcare students. The overall RIPLS scale demonstrated strong internal consistency reliability (α = 0.90). | From baseline to the end of the intervention period at 2 weeks |
| Brief Sense of Community Scale (BSCS) | The Brief Sense of Community Scale (BSCS) is an 8-item scale designed to measure the dimensions of sense of community as defined by the McMillan and Chavis model. The BSCS includes items representing the four dimensions of needs fulfillment, group membership, influence, and emotional connection. Participants responded to the BSCS items using a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). A higher score on the BSCS indicates a stronger sense of community. The BSCS demonstrated strong internal consistency reliability, with Cronbach's alpha of .92. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Justina Liu, PhD | School of Nursing, The Hong Kong Polytechnic University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Hong Kong Polytechnic University | Hong Kong | Hong Kong |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Reeves, S. and H. Barr, Twelve steps to evaluating interprofessional education. Journal of Taibah University Medical Sciences, 2016. 11(6): p. 601-605. | ||
| 29924165 | Background | Castro TC, Goncalves LS. The use of gamification to teach in the nursing field. Rev Bras Enferm. 2018 May;71(3):1038-1045. doi: 10.1590/0034-7167-2017-0023. English, Portuguese. | |
| Background | Sailer, M. and L. Homner, The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 2020. 32(1): p. 77-112. | ||
| Background | Zainuddin, Z., et al., The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 2020. 30: p. 100326. |
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Since the two serious games in the study are still in development, the data are not available, nor would it be appropriate to share them at the current stage.
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan | Aug 29, 2024 | Mar 8, 2026 | Prot_SAP_000.pdf |
| ICF | No | No | Yes | Informed Consent Form | Oct 2, 2024 | Mar 8, 2026 | ICF_001.pdf |
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| web-based group | Other | a one-week IPE training with a web-based serious game (V-Care) training for healthcare students, which is embedded in the course |
|
| From baseline to the end of the intervention period at 2 weeks |
| Multiple choice questions (MCQs) | Multiple choice questions (MCQs) were developed as a measure of student learning outcome on the knowledge of IPE. The questions and answers were collaboratively developed by academics from nursing and rehabilitation sciences. | From baseline to the end of the intervention period at 2 weeks |
| Face-to-face semi-structured focus group interviews | To ensure representativeness and comprehensiveness of the qualitative data, participants will be recruited using stratified purposive sampling based on characteristics relevant to their learning experiences, such as field and year of study. The focus group will begin with a guiding question: "What was your IPE learning experience?" Participants will then discuss how the experience impacted their studies, elements they liked or disliked, and skills, knowledge, and benefits gained. Four face-to-face focus groups typically suffice to reach data saturation, and each session lasted approximately 60 minutes on average | After the completion of all the IPE learning activities or the two modalities at 5 weeks |
| Background | Braun, V. and V. Clarke, Using thematic analysis in psychology. Qualitative Research in Psychology, 2006. 3(2): p. 77-101. |
| Background | Patton, M.Q., Two Decades of Developments in Qualitative Inquiry:A Personal, Experiential Perspective. Qualitative Social Work, 2002. 1(3): p. 261-283. |
| Background | Peterson, N.A., P.W. Speer, and D.W. McMillan, Validation of a Brief Sense of Community Scale: Confirmation of the principal theory of sense of community. 2008, John Wiley & Sons: US. p. 61-73. |
| Background | McMillan, D.W. and D.M. Chavis, Sense of community: A definition and theory. Journal of Community Psychology, 1986. 14(1): p. 6-23. |
| 2489825 | Background | McAuley E, Duncan T, Tammen VV. Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: a confirmatory factor analysis. Res Q Exerc Sport. 1989 Mar;60(1):48-58. doi: 10.1080/02701367.1989.10607413. |
| 30628545 | Background | Hennink MM, Kaiser BN, Weber MB. What Influences Saturation? Estimating Sample Sizes in Focus Group Research. Qual Health Res. 2019 Aug;29(10):1483-1496. doi: 10.1177/1049732318821692. Epub 2019 Jan 10. |
| 36729868 | Background | Fusco NM, Foltz-Ramos K, Ohtake PJ, Mann C. Interprofessional Simulation Learning Game Increases Socialization and Teamwork Among Students of Health Professions Programs. Nurse Educ. 2024 Jan-Feb 01;49(1):E32-E35. doi: 10.1097/NNE.0000000000001341. Epub 2022 Dec 8. |
| 38150821 | Background | Joseph AR, Wright VM, Watkins SM, Goddard SE, Mast DD. Evaluation of the Performance of a Card Game to Introduce Students to Interprofessional Collaboration: A Randomized 2-Group Comparison Study. Nurse Educ. 2024 Jul-Aug 01;49(4):206-211. doi: 10.1097/NNE.0000000000001594. Epub 2023 Dec 25. |
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| 10211258 | Background | Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ. 1999 Feb;33(2):95-100. doi: 10.1046/j.1365-2923.1999.00298.x. |