Abstract:

Declining student engagement is becoming a concern within many tertiary institutions. The ongoing fluctuations in student engagement observed within universities in recent times and the COVID-19 pandemic highlighted the urgency of developing methods to keep students engaged with their learning content. The significance of student engagement is underscored by its profound impact on academic success and the improvement of the student learning experience. Previous research has shown the implementation of immersive virtual learning environments (such as 360o or virtual reality simulations) may be beneficial in improving student engagement and also the student learning experience. Our study compared the use of a 360o virtual museum with a pre-existing online module (created using the HTML H5P platform) within a second-year undergraduate pathology course, PATH2201 – Processes in Disease, at UNSW. We aimed to analyse and evaluate the influence of each learning environment on student engagement, motivation, and confidence by administering online and paper-based feedback surveys. Student performance outcomes were also measured using pre- and post-simulation knowledge/transfer tests. The study was conducted with two different Pathology cohorts from 2022 (30 participants) and 2023 (110 participants). It was evident that paper-based surveys resulted in a greater percentage of respondents compared to online surveys. Thematic qualitative analysis revealed a common perception among both cohorts to find their allocated learning environment ‘interesting’ and commented on the immersive nature of the 360o virtual museum. Quantitative data analysis revealed no significant distinctions in student performance outcomes between the immersive 360o and H5P groups for both of the years 2022 and 2023. Feedback survey results did not demonstrate a difference between levels of motivation and engagement between the two approaches. However, students in the H5P group indicated a greater improvement in perceived confidence. This study identified that technology-enhanced learning can be applied within a second-year undergraduate pathology student cohort but may not necessarily improve the student learning experience. Notably, the utilisation of paper-based surveys and questionnaires yielded higher levels of study participation, which provided evidence to support our observations. Therefore, careful consideration is required if educators choose to incorporate immersive virtual learning environments within their courses as it could overload the learner and reduce their engagement.

Keywords:

Student, Engagement, 360o, Virtual, Environment, Simulation.