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Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature.

Hansen MM - J. Med. Internet Res. (2008)

Bottom Line: The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications.There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology.A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

View Article: PubMed Central - HTML - PubMed

Affiliation: School of Nursing, University of San Francisco, 2130 Fulton Street, San Francisco, CA 94117, USA. mhansen@usfca.edu

ABSTRACT
The author provides a critical overview of three-dimensional (3-D) virtual worlds and "serious gaming" that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

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Maggie Waechter (the avatar of the author) visiting the Sexual Health SIM in Second Life [36]
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figure3: Maggie Waechter (the avatar of the author) visiting the Sexual Health SIM in Second Life [36]

Mentions: Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project [34]. A detailed hospital comes to life in SL when physicians, writers, videographers, animators, designers, and builders gather together to create a fully equipped high technology system of healthcare that primarily focuses on health promotion while providing some detailed animations that simulate disease processes, such as heart attacks and other medical conditions. The community hospital is designed to represent real life in a modern UK city. Currently, the hospital is used for medical and other healthcare-related training. Mesko [35] presents the top 10 virtual medical sites in SL. For example, the Ann Myers Medical Center in SL is an environment where medical students may practice conducting physical exams and analyse radiological films, as well as learn how to detect heart defects. Boulos [36] developed The Sexual Health SIM in Second Life. Avatars may interact with different objects in an aesthetic “in-world” environment and learn about safe sex and sexual health topics (Figure 3).


Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature.

Hansen MM - J. Med. Internet Res. (2008)

Maggie Waechter (the avatar of the author) visiting the Sexual Health SIM in Second Life [36]
© Copyright Policy
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC2626432&req=5

figure3: Maggie Waechter (the avatar of the author) visiting the Sexual Health SIM in Second Life [36]
Mentions: Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project [34]. A detailed hospital comes to life in SL when physicians, writers, videographers, animators, designers, and builders gather together to create a fully equipped high technology system of healthcare that primarily focuses on health promotion while providing some detailed animations that simulate disease processes, such as heart attacks and other medical conditions. The community hospital is designed to represent real life in a modern UK city. Currently, the hospital is used for medical and other healthcare-related training. Mesko [35] presents the top 10 virtual medical sites in SL. For example, the Ann Myers Medical Center in SL is an environment where medical students may practice conducting physical exams and analyse radiological films, as well as learn how to detect heart defects. Boulos [36] developed The Sexual Health SIM in Second Life. Avatars may interact with different objects in an aesthetic “in-world” environment and learn about safe sex and sexual health topics (Figure 3).

Bottom Line: The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications.There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology.A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

View Article: PubMed Central - HTML - PubMed

Affiliation: School of Nursing, University of San Francisco, 2130 Fulton Street, San Francisco, CA 94117, USA. mhansen@usfca.edu

ABSTRACT
The author provides a critical overview of three-dimensional (3-D) virtual worlds and "serious gaming" that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

Show MeSH