Effects of Immersive Virtual Reality Cardiopulmonary Resuscitation Training on Prospective Kindergarten Teachers' Learning Achievements, Attitudes and Self-Efficacy

Autor/inn/en	Liu, Ze-Min; Fan, Xianli; Liu, Yujiao; Ye, Xin-dong
Titel	Effects of Immersive Virtual Reality Cardiopulmonary Resuscitation Training on Prospective Kindergarten Teachers' Learning Achievements, Attitudes and Self-Efficacy
Quelle	In: British Journal of Educational Technology, 53 (2022) 6, S.2050-2070 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Ze-Min) ORCID (Ye, Xin-dong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13237
Schlagwörter	Kindergarten; Preservice Teachers; First Aid; Computer Simulation; Academic Achievement; Self Efficacy; Student Teacher Attitudes; Video Games; Knowledge Level + Suchen Sie Ihr Suchwort? Unfallhilfe; Computergrafik; Computersimulation; Schulleistung; Self-efficacy; Selbstwirksamkeit; Video game; Videospiel; Videospiele; Wissensbasis
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01