Abstract
BackgroundSimulations have become widely used in health care education to enhance learner preparedness. Virtual simulations, both screen- or headset-based, provide nursing students with the ability and flexibility to practice patient care at their convenience and obtain valuable automatic feedback before treating patients. While cheaper than in-person simulations and effective in teaching students, limited work exists to provide guidance concerning which modality type (screen-based or headset) offers an optimal interactive learning experience. MethodsWe compared nursing students’ (n = 29) performance (Oxford Medical Simulation software-generated score), ratings of usability (system usability scale and handheld augmented reality usability scale), cognitive load demands (Leppink's cognitive load scale), and emotions (medical emotions scale) between the two modalities, while keeping the virtual simulation constant. ResultsBoth modalities yielded statistically comparable results in performance scores, usability, cognitive resources, and emotional experiences as determined by statistical analysis. ConclusionResults suggest that nursing students have similar experiences and benefits from using headset and screen-based virtual simulation modalities. Therefore, educators have the flexibility to choose between screen-based and headset modalities for virtual simulation training.
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