Virtual Reality to Cope With Academic Exams: Effects on Stress and Academic Performance in Physiotherapy and Nursing Students of University of the Balearic Islands
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 20
- 试验地点
- 1
- 主要终点
- Perceived stress in the last month
研究概览
简要总结
The new technologies may facilitate the teaching-learning process through the ubiquitous and active approach. However, stress from academic exams remains being high among undergraduate students. Although new technologies could be useful to simulate and control academic stressful situations through immersive virtual reality, no studies to date have evaluated its effectiveness. This study is designed to evaluate the effects of a virtual reality program to visualize stressful academic situations like exams on the level of psychological and physiological stress and academic performance of Physiotherapy and Nursing undergraduate students. To this end, an experimental study with two experimental groups and one control group is designed: experimental group 1 (EG1) will complete a 4-weeks program of guided visualization of exams through immersive virtual reality; experimental group 2 (EG2) will complete a 4-weeks program of traditional guided visualization of exams (through audio); control group (CG) will not receive any visualization program, as the most habitual strategy to cope with exams among students. Before and after the intervention period, all students will fulfill an online questionnaire to inform about their level of academic stress (SISCO inventory) and perceived stress from the last month (Perceived Stress Scale). Also, just before starting the exam they will have been visualizing, level of stress (0 to 10 points), blood pressure (mmHg), maximal heart rate (ppm) and salivary cortisol level will be assessed in all students. Qualifications of the exam will be also collected. Intra-group differences and between-group differences at post-intervention time will be obtained.
详细描述
As eligibility criteria, participants should be enrolled in at least 80% of subjects of an usual academic course during the year in which the study is carrying out; and not to have previous experience in similar guided visualization to cope with stressful situations.
Intervention of EG1: The 4-weeks program with virtual reality will consist of a 30-minutes guided visualization session through virtual reality glasses (two sessions per week). Students will visualize a 360º video that simulates the entire experience of an exam, from first person perspective.
Intervention of EG2: The 4-weeks program of traditional visualization will consist of a 30-minutes traditional guided visualization session, by listening only the part of the audio used for EG1.
CG will not receive any intervention, as the most used strategy to cope with exams among students. After finishing the study, this group will receive the same program that EG1 or EG2 received, if they are interested.
The main outcomes will be the intra-group and between-group changes in the level of academic stress and the perceived stress from the last month. Also, between-group differences in the level of stress (0 to 10 points), arterial tension (mmHg), maximal heart rate (ppm) and salivary cortisol level just before exams.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Double (Investigator, Outcomes Assessor)
盲法说明
Participants will be randomly assigned with a code with which investigators and outcomes assessors will not be able to know from whom data are or the group to which participants belong.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •To be enrolled in at least 80% of subjects of an usual academic course during the year in which the study is carrying out.
- •Not to have previous experience in guided visualization to cope with stressful situations.
排除标准
- •Not to understand the Spanish language
研究组 & 干预措施
Experimental group 1
The program with virtual reality will consist of a 30-minutes guided visualization session through virtual reality glasses. Students will visualize a 360º video that simulates the entire experience of an exam, from first person perspective.
干预措施: Guided visualization of exams through immersive virtual reality (Behavioral)
Experimental group 2
The 4-weeks program will consist of a 30-minutes traditional guided visualization session, by listening only the part of the audio used for EG1.
干预措施: Guided visualization of exams through traditional method (Behavioral)
Control group
This group will not receive any intervention, as the most used strategy to cope with exams among students.
结局指标
主要结局
Perceived stress in the last month
时间窗: 4 weeks
Between-group and intra-group differences in perceived stress of the last month, which will be registered with the Perceived Stress Scale. This survey has 10 questions (using Likert scales from 0-5, being 0 never and 5 very often). To interpret this questionnaire, individual scores can range from 0 to 40 with higher scores indicating higher perceived stress.
Academic stress
时间窗: 4 weeks
Between-group and intra-group differences in academic stress, which will be registered with the SISCO Inventory version-21. This is the 21-items "Inventario SIStémico COgnoscitivista" for the study of the academic stress, composed by 21 items: the first item is dichotomous (yes-no) and the remaining 20 items are 5-point Likert scale, scored from 1 (never) to 5 (always). The maximal punctuation is 100 (maximal stress).
次要结局
- Salivary cortisol level(Immediately before the exam)
- Level of current perceived stress(Immediately before the exam)
- Maximal heart rate(Immediately before the exam)
- Blood pressure(Immediately before the exam)
- Exam qualification (0 to 10 punctuation) pondered by the average qualification of the degree(One week after the exam (an only measurement))