Virtual team training with Mixed Reality and Virtual Reality – benefits and limitations illustrated on the example of two paramedic classes

• Published in: Multimedia tools and applications Vol. 83; no. 23; pp. 63871 - 63895
• Main Authors: Elsenbast, Christian, Dahlmann, Philipp, Schnier, Dominik
• Format: Journal Article
• Language: English
• Published: New York Springer US 11.01.2024; Springer Nature B.V
• Subjects: Augmented Reality; Computer Communication Networks; Computer Science; Correlation analysis; Data Structures and Information Theory; Gloves; Helmet mounted displays; Illnesses; Mixed reality; Multimedia Information Systems; Paramedics; Special Purpose and Application-Based Systems; Track 4: Digital Games; Usability; Virtual organization; Virtual Reality; Team training; Team resource management; Interprofessional training; Digital education; Augmented Reality; Extended Reality; Virtual learning environment; Mixed Reality; Virtual Reality; Paramedic education
• DOI: 10.1007/s11042-023-17878-2
• ISSN: 1573-7721; 1380-7501

In the field of medical case simulations, strong technologization has been observed for years, for example through Extended Reality. This study examined the impact of Virtual and Mixed Reality (VR, resp. MR) on the team training of paramedic trainees. In the quasi-experimental cross-sectional controlled comparison study, participants were assigned to an experimental group (= EG, mixed reality with manikin) and a comparison group (= CG, virtual reality without manikin). After a virtual case simulation, “VR sickness”, sense of presence, motivation, and sociodemographic variables were elicited. Parametric tests were used for mean comparison and correlation analysis. A total of 20 participants were evaluated in the EG and 16 in the CG. In both groups, high intrinsic motivation (mean 5.32/7), an acceptable sense of spatial presence (mean 4.24/6), and advanced usability (mean 68.54/100), were observed. VR sickness symptoms were present (SSQ total score: 11.43). In both groups, correlation was found between Identified Regulation and Usability (EG: r = .74, p < .001, CG: r = .76, p < .001). The same pattern could be observed for Intrinsic Motivation and Usability (EG: r = .83, p < .001, CG: r = .70, p = .003). Spatial Presence and Usability were also correlated in both groups (EG: r = .71, p < .001, CG: r = .61, p = .01). A significant mean score difference (p = .021) was found for Amotivation between the EG (Mean = 1.92/6) and the CG (Mean = 1.56/6). VR and MR are potential learning methods if they are implemented in a planned manner by competent faculty. Our recommendation is to use setup checklists, but also a competence-oriented approach, considering fiction contract and structured debriefing. The use of wireless head-mounted displays and "data gloves" is also recommended.