A Randomized Two-Group Pretest-Posttest Study of Virtual Reality-Based Dementia Education Among College Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 129
- 试验地点
- 1
- 主要终点
- Attitudes Toward Dementia
研究概览
简要总结
Dementia is a growing public health concern, and improving knowledge and attitudes toward dementia is important for reducing stigma and promoting supportive care. Virtual reality (VR) has been increasingly used as an educational tool because it can provide immersive and engaging learning experiences.
The purpose of this study is to examine the effects of different types of virtual reality-based dementia education on college students' knowledge of dementia and their attitudes toward people living with dementia. College students were randomly assigned to one of two educational approaches: a VR-360 experience based on real-life scenarios or a computer-generated VR (CG-VR) learning environment.
Participants completed questionnaires assessing dementia-related knowledge and attitudes before and after the educational intervention. By comparing changes between the two groups, this study aims to determine whether different VR formats lead to different learning outcomes. The findings of this study may help inform the design of future dementia education programs using immersive technologies.
详细描述
This study adopted a two-group randomized pretest-posttest design to evaluate the effectiveness of different virtual reality-based dementia education approaches. Participants were recruited from a university in central Taiwan and were randomly assigned to either a VR-360 group or a computer-generated VR (CG-VR) group using computer-generated random codes.
Both interventions were designed to introduce key concepts related to dementia, including common warning signs, prevention strategies, and communication considerations when interacting with people living with dementia. The VR-360 intervention used immersive real-life video scenarios, whereas the CG-VR intervention used a virtual learning environment with interactive instructional content.
Dementia-related knowledge and attitudes were assessed using standardized questionnaires before and after the intervention. Changes in outcomes were compared between groups to evaluate the differential effects of the two VR formats. This study was approved by the Institutional Review Board of Taichung Tzu Chi Hospital.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 20 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Individuals aged 20 years and older.
- •College students who are able to participate in virtual reality-based teaching activities and complete questionnaire assessments.
- •Willingness to participate and provide written informed consent.
排除标准
- •Individuals with visual or auditory impairments that may interfere with virtual reality use.
- •Individuals with abnormalities of the head or face that prevent wearing virtual reality equipment.
- •Individuals who are unable to adapt to virtual reality devices (e.g., experiencing severe motion sickness).
研究组 & 干预措施
VR-360 Group
Participants in this arm received a virtual reality 360-degree (VR-360) dementia education intervention based on immersive real-life video scenarios designed to improve dementia-related knowledge and attitudes.
干预措施: VR-360 Dementia Education (Other)
CG-VR Group
Participants in this arm received a computer-generated virtual reality (CG-VR) dementia education intervention delivered through an interactive virtual learning environment to enhance dementia-related knowledge and attitudes.
干预措施: CG VR Dementia Education (Other)
结局指标
主要结局
Attitudes Toward Dementia
时间窗: Baseline (pre-intervention) and immediately after the intervention
Attitudes toward dementia were measured using a self-administered questionnaire before and after the intervention.
Dementia Knowledge
时间窗: Baseline (pre-intervention) and immediately after the intervention
Dementia-related knowledge was assessed using a structured questionnaire before and after the virtual reality-based educational intervention.
次要结局
未报告次要终点