What are the key factors influencing nursing students' Willingness to serve older adults? An Educational Technology Perspective.

Abstract

Virtual learning environments (VLEs) employ a virtual environment to support learning activities. VLEs are commonly used to overcome the temporal and spatial restrictions of learning activities held in conventional face-to-face classrooms. In VLEs, students can participate in learning activities using the internet and teachers can provide assistive learning tools during the process. The purpose of this study was to investigate the relationships among nursing students' mental load, cognitive load, and affective learning outcomes in terms of their service willingness toward older adults in an interaction-based educational virtual reality (VR) learning environment. This study employed a cross-sectional method. A total of 130 students participated in interaction-based VR learning and completed related questionnaires. The descriptive and inferential statistics and stepwise regression for data analysis were used. The research results revealed that in the dimension of willingness to use VR learning materials, perceived usefulness received the highest score (mean = 4.42 ± .45). In the dimension of nursing ability, students scored the highest in information management and application ability to care for case patients (mean = 4.35 ± .54). Correlation analysis revealed that cognitive load during learning and willingness to serve older adults were negatively correlated, whereas willingness to use VR learning materials was positively correlated with nursing ability and willingness to serve older adults. Analyzing the regression coefficients of predictor variables revealed that willingness to use VR learning materials (β = .23, t = 2.89, p = .005 < .05) and cognitive load during learning (β = -.35, t = -.4.30, p = .000 < .05) were predictive factors of nursing students' willingness to serve older adults. This study demonstrated that students' willingness to use VR learning materials and their cognitive load during learning affected their willingness to care for older adults. Therefore, the components of mental or cognitive load generate inconsistent predictive effects on affective variables and service willingness toward older adults.