Using the ARCS Motivational Model to Design Interdisciplinary Virtual Reality Simulations

Abstract

During the perinatal phase many women experience suboptimal mental health. Effective care however, requires an educated and connected workforce who can provide integrated mental healthcare. Achieving interdisciplinary education related to perinatal mental health is often challenging, as professionals care for women at different points in time, in varying environments and with different focuses on what is paramount. To overcome this challenge, a motivational design model was applied in the development of immersive video-based simulations, that aimed to expose healthcare professionals to interdisciplinary care planning for women whose perinatal mental health deteriorated. Three phases included conducting a learning needs analysis, implementing motivational tactics into the design of video-based simulations, and evaluating them for motivational and immersive impact. Students who experienced the simulations via 360° videos, flat screen and earphones versus virtual reality headsets were asked to complete a post-test measure of their level of motivation to learn and immersion into the learning experience. The evaluation demonstrated that all students experienced an optimal motivating and immersive learning experience. No significant differences were noted in the level of motivation or perceived immersion experienced whether using the flat screen 360° videos, or the VR headsets. Motivation and immersion are interconnected constructs that influence students’ experience of learning via simulation. Therefore, motivational design, immersive technologies, such as 360° videos and virtual reality, can equally result in optimal motivation for interdisciplinary students to learn about shared care plans and decision-making related to perinatal mental healthcare.