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Session Overview
Session
Short Presentation13: Never have I ever... Supporting teachers and trainers during their first experiences with immersive technologies (Becerril Ortega, Raquel; Muro Sans, Juan Antonio)
Time:
Thursday, 01/Sept/2022:
10:45am - 12:00pm

Location: CHUV auditorium Auguste Tissot


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Presentations

Never have I ever... Supporting teachers and trainers during their first experiences with immersive technologies

Raquel Becerril Ortega1,2, Juan Antonio Muro Sans1

1HESAV Haute Ecole de Santé Vaud, HES-SO Haute école spécialisée de Suisse occidentale, Switzerland; 2Université de Lille, ULR 4354, CIREL, France

-First experiences with immersive technologies: beyond the Uhau effect

Below we introduce a techno-pedagogical development intervention carried out at the Haute école de Santé de Vaud (HESAV) during the year 2022. This intervention aims at the introduction of immersive technologies in the simulation-based training program (Howard et al., 2018) for the development of future healthcare professionals.

We started this pedagogical reflection with the establishment of a consensual definition of virtual reality (Kardong-Edgren & et., 2019) that we were considering in terms of virtual simulation, this literature mainly focuses on the learning process.

Thus, the literature surrounding immersive technologies emphasizes the advantages, especially in terms of immersion in a virtual world (Chang & al., 2010 ; Fleck, 2016 ; Gobin Mignot & Wolf, 2019), or improvement knowledge acquisition (Kononowicz et al., 2019 ; Kyaw et al., 2019 ; Chen et al., 2020) through virtual reality experiences. Different studies also shed light on the pilot character of training experiences with virtual reality, augmented reality or mixed reality (Wüller et al., 2019 ; Radianti et al., 2020).

However, the technical and pedagogical difficulties linked to the introduction of these ressources have not been widely exposed: i. They firstly appear linked to difficulties in their use, because teachers/ trainers do not always have the competences in the use of different technologies; ii. Then pedagogical difficulties emerge, when, for example the introduction of a simulation scenario implies a challenge for teachers/trainers who are more familiar with other forms of immersive simulation, such as, with mannequin or simulated patient.

This techno-pedagogical development intervention tries to articulate these two elements by offering an experimentation for teachers/trainers. In order to allow them to go beyond the uhau effect, it integrates an environment favoring the acquisition of technical skills, ensuring that it is also a mean to consider the potentialities and the limits of immersive technologies in an educational context.

This intervention will actually involve identifying the training needs of each situation and empower the teachers/trainers in the use of immersive technologies. Finally, from an ecological point of view, the solution adopted is intended to be as energy-efficient as possible and is based on the ethical use of technology.

- Design-based research to integrate both stakeholders and target audiences.

The design method for the intervention builds on design-based research methodologies that develop a vision of educational research as applied research and proposes a synthesis of different methodological currents which have in common their pragmatic and collaborative purposes (Sanchez & Monod-Ansaldi, 2015).

This methodology involves the different actors (teachers/trainers and students) in the design process of training situations that involve immersive technologies.

The intervention method includes a triple mechanism: technological, pedagogical and scientific. The technological mechanism is the environment of the experiment (virtual reality headsets, good practices recommendations, etc.). The pedagogical mechanism consists in experimenting one or two immersive situations which can give an overview of the didactic potential of immersive technologies and can induce to a discussion, before and after the experimentation, allowing the teacher/trainer to express the potentialities of pedagogical use in their courses. Finally, the research mechanism integrates the data collection and analysis.

- Results and discussion

The data, which will be collected during the period of June-July 2022, concentrates on interviews on-the-fly conducted ante and post-experimentation, as well as data collected from a questionnaire on the technological and pedagogical skills of the teachers/trainers involved.

The interpretative framework of these data will allow us to identify training needs and possible leverage points to develop pilot pedagogical solutions to integrate immersive technologies where needed. The novelty of this techno-pedagogical development intervention also lies in its capacity to articulate a local training intervention with a techno-pedagogical innovation and to back it all up with collaborative research.



 
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