Virtual Learning Platform Research Articles

New trends in the use of computer tools for teaching-learning in health

Introduction: Computer tools have revolutionized health sciences education, allowing students and professionals to acquire knowledge and skills more effectively. This study analyzes new trends in using computer tools for teaching-learning in Health. Objective: Analyze new trends in using computer tools for teaching-learning in Health. Methodology: A systematic review was carried out using the PRISMA method. Inclusion and exclusion criteria were applied to select relevant articles published between 2020 and 2024 in English and Spanish. Search engines such as Google Scholar, PubMed, Elsevier and SciELO were used. The extracted data were organized in tables with indicators such as title, authors, year, design, results and interpretation. Results: Various computer tools used in health education were identified, such as virtual reality, artificial intelligence, gamification, social networks and online learning platforms. These tools demonstrated improvements in knowledge acquisition, clinical skills, student satisfaction, and engagement. However, challenges were identified such as the need for teacher training, technological infrastructure, and ethical considerations. Furthermore, methodological limitations were found in many studies. Conclusions: This systematic review analyzed new trends in using computer tools for teaching-learning in Health. The findings suggest that these tools have great potential to improve medical education, but their effective adoption requires addressing challenges such as teacher training, infrastructure, and ethical issues. More robust research is needed, especially in developing countries, to consolidate the evidence and guide new technologies

Innovative Youth Research and Study Education Model and the Cultivation of Future Talent in the United States

This paper explores the innovative youth research and study education model and its significance in the cultivation of future talent in the United States. In the era of globalization, the United States needs to cultivate future talent with innovative and practical abilities. The innovative education model emphasizes practice, inquiry, and innovation, and integrates technological methods such as Virtual Reality, Artificial Intelligence, and online learning platforms. It focuses on project-based learning, cultivates problem-solving skills, and encourages students’ independent inquiry and teamwork. This model provides a richer learning experience, helping students develop innovative thinking, technological literacy, and practical abilities. It also promotes the development of related industries such as culture, education, and science and technology innovation. Implementation strategies include formulating policies, strengthening promotion, establishing cooperation mechanisms, and developing curriculum resources. To fully leverage the potential of this model, investment and support from governments, schools, and society are necessary.

Dimensions of clinical leadership among pre-registration nursing students: a cross-sectional study between two countries

To explore a) pre-registration students' self-perceptions of clinical leadership behaviours and b) differences in students' self-perceptions of leadership behaviours between two countries (UK and Israel). Effective leadership has been associated with high-quality and compassionate care provision in health and social care contexts. This has led to a common acceptance that teaching leadership in nursing education is essential if students are to develop competencies in this area. Worldwide, there is limited research on nursing students' perception of clinical leadership behaviours as well as on the development of leadership behaviours during the study years. A cross-sectional survey design was used among two convenience samples of UK and Israeli pre-registration nursing students. Closed questionnaires were uploaded in the format of a commercial internet survey provider (Qualtrics.com) and distributed through the virtual learning platforms in the two participating universities. In total 656 students were invited to participate and the response rates were 28.1 % (Israel) and 17.9 % (England). Overall, 140 students completed the questionnaires. Significant differences were found between the two sites in the leadership dimensions "Emotional Intelligence" and "Impact and Influence" (p < .05), with UK students scoring higher than Israeli students. Among the Israeli sample, significant differences were found in leadership dimensions according to years of study, with higher scores reported in the 3rd and 4th year students compared with the 1st and 2nd Year students in the referred dimensions (p < .05). Differences in students' clinical leadership perception exist between the two cohorts examined. Nurse educators should expand international research on this subject to identify possible antecedents in developing clinical leadership behaviours. At the same time, there is a need to continue efforts to enhance the development of clinical leadership behaviours during all study years through curriculum updating to prepare future nurses better to provide quality, safe and person-centered care.

Design and Development of a Cutting-Edge Machine Learning-Driven Virtual Learning Platform to Revolutionize Online Education and Im-prove Student Learning during COVID-19

Design and Development of a Cutting-Edge Machine Learning-Driven Virtual Learning Platform to Revolutionize Online Education and Im-prove Student Learning during COVID-19

Construction of Virtual Simulation Experiment Platform for Intelligent Construction Based on Statistical Machine Learning System Modelling

In the construction of a virtual simulation experiment platform for intelligent construction, cutting-edge technologies converge to revolutionize traditional project management methodologies. By harnessing the power of virtual reality, statistical modeling, and machine learning, this platform empowers stakeholders to predict, optimize, and simulate construction projects with unprecedented accuracy and efficiency. This paper introduces the Virtual Statistical Machine Learning (VS-ML) platform and demonstrates its application in intelligent construction processes. Through comprehensive experimentation and simulation, the VS-ML platform accurately estimates construction project parameters, optimizes resource utilization, schedules tasks efficiently, and classifies project outcomes with high accuracy. Numerical results from our study showcase the platform's effectiveness in various aspects of construction project management. For instance, in construction projects estimation, scenarios ranging from Scenario 1 to Scenario 10 exhibit project durations between 100 to 150 days, cost estimates ranging from $470,000 to $550,000, and safety ratings varying from "Good" to "Excellent". Furthermore, labor efficiency and material waste estimations across scenarios demonstrate percentages ranging from 85% to 93% and 3% to 7%, respectively, with corresponding safety ratings. Additionally, task computations elucidate the durations, start dates, end dates, and resource allocations for individual tasks within construction projects. Lastly, classification results exhibit the predicted probabilities and class labels for samples, showcasing the platform's ability to accurately predict project outcomes. Overall, the findings underscore the potential of VS-ML in revolutionizing traditional construction practices through data-driven approaches, leading to improved project management, cost savings, and enhanced safety standards in the construction industry.

Unmasking the coronavirus pandemic impact on students' academic performance (University of Cape Coast-Ghana).

The coronavirus (COVID-19) pandemic has impacted various institutions significantly, including education. Although several studies have explored the transmission of the COVID-19 virus among humans health, few have investigated its impact on tertiary education in Ghana. This study, therefore, aimed to unmask the effects of COVID-19 on the academic performance of tertiary students in Ghana, specifically at the University of Cape Coast (UCC). Stratified and convenience sampling techniques were employed to select respondents from the College of Health and Allied Sciences at UCC for this study. Based on Krejcie and Morgan's table for determining sample sizes for a large population in a study, a sample size of 531 was studied. Questionnaires were created and distributed to respondents from various departments to solicit their views. COVID-19 has significantly affected the academic performance of students at the University of Cape Coast, Ghana. A strong positive correlation was found between the positive impact of COVID-19 and academic performance (β = 3.385, p < 0.001). The study identified the absence of group discussions, poor internet networks, and other factors hurting students' academic performance (β = -2.308, p < 0.001). Resources such as libraries, conducive environments in halls and hostels, and other factors also significantly influenced students' academic performance (β = 2.941, p < 0.005). The study's findings suggest that virtual learning platforms, adequate learning infrastructures, and internet packages should be available to students to facilitate teaching and learning as the University prepares for future pandemics.

Connectivism as a deterrent pedagogical approach for blind students at Historically Disadvantaged Institutions

The educational domain, like other spheres of human endeavour, was impelled to improvise and undergo unforeseen transitions because of covid19. These transitions, among other things, affected teaching and learning processes that had to shift from physical to online mode. Dissimilar to traditional learning approaches such as cognitivism and constructivism which emphasise the cruciality of learning context, connectivism is underpinned by the notion that learning is disseminated through networks using diverse virtual learning platforms. In the case of blind students, these learning platforms require up-to-date technologies for accessibility purposes. The availability of updated technologies is an outstanding matter in most Historically Disadvantaged Institutions (HDI) of higher learning. This disadvantages the affected students in terms of academic progression. Thus, this study aims to divulge the challenges faced by blind students at HDI of higher learning through the Connectivism paradigm. A qualitative descriptive design will undergird the study. Five blind students from HDI will be purposively sampled and interviewed. The findings will be presented and analysed through Qualitative Content Analysis (QCA), and viable recommendations will be made.

Mock Wards: Incorporating a Theoretical Framework to Create a Blended Virtual and In-Person Clinical Reasoning Education Platform.

Introduction The coronavirus 2019 pandemic highlighted virtual learning (VL) as a promising tool for medical education, yet its effectiveness in teaching clinical reasoning (CR) remains underexplored. Past studies have suggested VL can effectively prepare students for clinical settings. Informed by the Milestones of Observable Behaviours for CR (MOBCR) and whole-case theoretical frameworks, the Mock Wards (MW) program was created using a novel blended in-person learning (IPL) and VL platform. MW consisted of case-based small-group formats for medical students interested in learning approaches and differentials to commonly encountered presenting symptoms and diagnoses in internal medicine. This study sought to use MW's blended design to qualitatively analyze CR development and compare its utility between VL and IPL. Methods Qualitative analysis was conducted using in-depth semi-structured interviews with first-year pre-clerkship medical students (n = 8) who completed the MW program and participated in the study. The interview guide was informed by the MOBCR framework. Interview transcripts were analyzed using a directed qualitative content analysis approach. Translational coding and HyperRESEARCHTM (Researchware, Inc., Randolph, MA) software-generated mind maps guided the theme development. Results Three overarching themes were constructed: (1) tailoring pedagogical frameworks to learning modalities, (2) learning through interactivity, and (3) balancing accessibility with learner engagement. Participants emphasized that teaching CR skills is modality-specific and not fully interchangeable, with IPL being superior in facilitating social cohesion, non-verbal communication, and feedback. In contrast, VL required structured approaches and relied more on verbal communication and pre-made digital materials. IPL also enhanced interactivity, peer relationships, and spontaneous communication, whereas VL faced challenges such as social awkwardness and technological constraints hindering effective collaboration. VL provided superior accessibility to facilitate distributed learning and management of concurrent academic obligations. Conclusion The MW-blended platform highlights the importance of focusing on modality-tailored pedagogies, emphasizing group interactability, and balancing VL accessibility against decreased engagement within the IPL environment when teaching CR skills. Blended education models may benefit from a scaffolding approach, using IPL as a prerequisite to VL to improve CR development and alignment within a learner's zone of proximal development.

Development and Design of a Pediatric Case-Based Virtual Escape Room on Organophosphate Toxicity.

This case-based virtual escape room (VER) serves as a didactic activity suitable for learners who require an understanding of organophosphate toxicity. Educators may use this VER for distance-based learning in settings with adequate internet access. India faces a concerning escalation in suicide rates, particularly among teenagers and young adults, often involving intentional pesticide ingestion, notably organophosphates.1-3 Our project addresses organophosphate ingestion by using a VER, a virtual learning platform adapted from in-person escape rooms to engage participants for educational purposes.4,5 Demonstrating success in medical, pharmacy, and nursing education, VERs increased satisfaction and competency among healthcare trainees compared to traditional learning platforms while fostering teamwork and communication in a virtual learning environment.6,7. By the end of the activity, learners should be able to: 1) recognize risk factors, symptoms, and presentation for organophosphate poisoning; 2) understand the radiologic and laboratory findings in organophosphate poisoning; 3) distinguish and differentiate electrocardiogram findings in common toxic ingestions; 4) explain the pathophysiology of organophosphate poisoning; 5) understand the importance of decontamination of the patient and personal protective equipment for staff for organophosphate poisoning; 6) describe the airway management of organophosphate poisoning; 7) describe the medical management of organophosphate poisoning, including antidotes and the correct dosing and 8) demonstrate teamwork through communication and collaboration. The development process involved a seven-step approach, beginning with topic selection. The process involved creating a scenario, defining learning objectives, and designing an appropriate room. Clues and puzzles were tailored to align with the learning objectives and promote interactivity. The VER was hosted on Google Sites (Google LLC), accompanied by a facilitator guide offering content and technical support. This VER leverages technology for distance learning, using Zoom (Zoom Video Communications Inc.) for online sessions with EM trainees. Participants were organized into small groups in breakout rooms on Zoom, following a structured format that included a pre-briefing, a timed escape room scenario, debriefing, and evaluation. Afterward, an evaluation in the format of a survey was distributed to participants. This study was Institutional Review Board exempt. Out of 120 participants in the VER, 50% responded to a survey. The majority found the activity interactive, engaging, and exciting. This feedback indicated a positive reaction to the VER, consistent with the Kirkpatrick model's first level of assessment.8 The VER effectively promoted learning and reinforced clinical knowledge, contributing to the second level of the Kirkpatrick model. In this case, 84.7% of respondents were able to identify knowledge gaps, and 84.2% of respondents found this to be a feasible model to reinforce medical knowledge. This innovative VER addresses the value of distance-based learning in any setting with an internet connection. It has successfully enhanced collaboration and communication among participants in small groups, making it a valuable resource for medical education. This study has several limitations worth noting including a relatively low survey response rate. Baseline data was not collected prior to the VER. Additionally, the VER was not designed to be an open-book assessment; however, the absence of an in-person moderator makes it challenging to ascertain whether participants used external resources. Furthermore, the exclusive focus of this VER on a single topic may diminish its overall use compared to more traditional didactic sessions. This study is also limited by lack of long-term outcome data. Future studies could further assess knowledge improvement and clinical application. The authors plan to develop additional case-based VERs to advance EM trainees' knowledge, skills, and communication. Overall, the VER offers a promising and free educational tool for distance learning with potential benefits for various settings with internet access. Escape room, gamification, global health, organophosphate poisoning, simulation, virtual escape rooms.

Effects of the COVID-19 Pandemic on the Lifestyle and Mental Health of Children in the Puducherry District: A Community-Based Cross-Sectional Study.

The COVID-19 pandemic has tremendously disrupted societal behaviors and norms. People had to cope with new situations, including restrictions on free movement, home confinement, and school closures, among others. With less scope for physical classes, online classes became rampantly common during and after the pandemic. A virtual learning platform cannot replace the societal learning and preparation of children that normally occurs in school settings. The pandemic had a multifaceted impact on children, disrupting their routine work, social life, and mental health. Such uncertain circumstances are bound to interfere with their emotional well-being, with long-term consequences. It is imperative to screen for the effects of the pandemic situation among children for timely action. A cross-sectional survey was carried out in both rural and urban areas of Puducherry, India, between February and April 2022, toward the fag end of the pandemic. Face-to-face interviews were conducted among caregivers of 621 children aged 6-17 years. Details such as sociodemographic, personal, and behavioral aspects of the child were collected. Emotional and behavioral difficulties during the pandemic were assessed using the parent (caregiver) version of the Strengths and Difficulties Questionnaire-25 (SDQ-25). Univariate analysis was performed using the chi-square test. Four different regression models were fitted to ascertain the factors influencing the overall difficulty score as well as the SDQ subscales, namely, the internalizing, externalizing, and prosocial scores. A P value of <0.05 was considered significant. Overall, 101 (16.3%) children aged 6-17 years were likely to have emotional and behavioral difficulties according to the SDQ scores. Abnormal externalizing, internalizing, and prosocial scores were documented among 160 (25.8%), 258 (41.5%), and 285 (45.9%) children, respectively. Caregivers reported disruptions in their children's academic performance (426, 68.6%), sleeping patterns (269, 43.3%), and eating habits (256, 41.2%). The use of digital devices for noneducational purposes was reported among 97 (35.9%) children. Younger caregivers (18-45 years), children who used digital devices for >2 hours per day, children who experienced any death due to COVID-19 in their family, and caregivers who perceived that the psychological changes in their children were due to the pandemic were predictors of abnormal SDQ scores. Physical activity for more than two hours per day reduced the risk of emotional and behavioral difficulties in children by 60%. This research underscores the potential ramifications of the pandemic on the mental well-being and lifestyle of children. Implementing initiatives that promote positive mental health and conducting preventive screening for vulnerable populations, such as children, are considered essential, anticipating the challenges posed by such unprecedented pandemic circumstances in the future.

VSEMERA: pilot project assessing health profession students’ experiences in an international virtual research program

BackgroundThe “Virtual Semester for Medical Research Aachen” (vSEMERA) is an international, interdisciplinary, virtual education program developed for health profession students. The first edition (2021) was hosted by the Medical Faculty of RWTH Aachen University (Germany) in cooperation with Centro Universitário Christus (Brazil) and Universidad Peruana Cayetano Heredia (Peru). The primary aim of the 12-weeks program was to provide students with skills in health science research and prepare them for scientific career paths.MethodsvSEMERA was built on a virtual learning platform, the “vSEMERA-Campus”, designed to foster students’ learning process and social interactions. Maximum flexibility was offered through synchronous and asynchronous teaching, enabling participants to join via any device from any part of the Globe alongside their regular studies. For the program’s first edition (September - November 2021), health profession students from Germany, Brazil, Peru, Spain, and Italy filled all 30 available spots. Satisfaction, quality of the program and courses offered, as well as perceived learning outcomes, were examined using questionnaires throughout and at the end of the program.ResultsThe program received a rating of 4.38 out of 5 stars. While it met most expectations (4.29 out of 5), participants were unable to attend as many courses as intended (2.81 out of 5), mainly due to scheduling conflicts with the home university schedule (46%), internships (23%), and general timing issues (31%). Participants acknowledged considerable improvements in their scientific skills, English language skills, confidence in scientific project management, research career progression, and enthusiasm for a scientific career.ConclusionsvSEMERA represents a promising example of an online international learning and exchange program using pedagogical and technological elements of virtual collaboration and teaching. In addition to advancing future vSEMERA editions, our results may offer insights for similar projects that address the targeted integration of scientific research education into an international, digital learning environment.

Virtual Reality Practice and Learning Platform Based on Generative Adversarial Networks Algorithm

Virtual Reality Practice and Learning Platform Based on Generative Adversarial Networks Algorithm

Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?

The planned global migration to the Fourth Industrial Revolution (4IR) and the unplanned incidence of the COVID-19 pandemic have necessitated the indispensability of virtual learning adoption in tertiary institutions. The success of virtual learning is premised on many factors, including the quality of virtual learning platforms (VLPs) and users' satisfaction. This study, therefore, examined the association between VLPs and pre-service teachers (PST) satisfaction in the post-COVID-19 era. The study adopted a quantitative design using multi-stage sampling to select 200 final-year students in education faculty. The analytical methods used were Pearson product-moment correlation and independent t-test using SPSS version 29 statistical software. The findings indicated a moderately positive link between the quality of virtual learning platforms and pre-service teachers’ satisfaction. However, satisfaction levels differed based on the gender of the participants. This study recommends a regular collection of feedback from the students to identify where there are hitches; higher institutions should consider creating a quality assurance department for monitoring and evaluation of the institutions' virtual learning; and training and retraining of students and instructors are essential for the update of knowledge as the new technologies continue to emerge. The uniqueness of this study is in the appraisal of pre-service teachers’ knowledge and satisfaction after the COVID-19 experience. There is no iota of doubt that pre-service teachers who are preparing to be engaged in different schools need to imbibe the culture of virtual learning. Therefore, further studies must be conducted on the best way to make virtual learning attractive.

VIRTUALIZATION OF THE EDUCATIONAL ENVIRONMENT

VIRTUALIZATION OF THE EDUCATIONAL ENVIRONMENT

Iranian Middle School Teachers’ and Students’ Perceptions of Emergency Remote English Education During the COVID-19 Pandemic

The impact of COVID-19 on education involved an abrupt switch from face-to-face instruction toward emergency remote teaching/learning. In public schools, teachers and students were required to undertake language education using virtual learning platforms. This shift created certain problems for both teachers and students. This qualitative research attempts to explore challenges encountered by English teachers and students in Iranian middle schools during the lockdown period. 47 participants were selected by stratified purposive sampling, providing qualitative data through semi-structured interviews and online focus groups. Thematic analysis illustrated economic, technological, and instructional concerns in addition to a set of psychological pressures. Also, the COVID-19 pandemic created certain affordances for language program which accelerated the process of online language education. The anticipation and effective management of educational problems arising from such catastrophes would help stakeholders enhance the quality of language education, prioritize teachers’ and students’ language needs at the middle level education of public schools, and facilitate learning/teaching process.

Development and Assessment of Learners’ Experiences with a Virtual Reality Learning Platform: Constructivist and Experiential Learning Pedagogies in Master of Physical Therapy Curriculum

Teaching competencies for psychomotor skill development for manual handling techniques in the cervical regions is necessary for safe practice in physiotherapy. However, grasping anatomy and palpation can be challenging for students, and practice in the lab can lead to discomfort for students. To facilitate teaching and learning of this complex skill, we worked in partnership with a virtual reality (VR) industry partner who developed a customized VR application focusing on transverse ligament stress testing for manual therapy skills for Master of Physical Therapy (MPT) students. In this scholarship of teaching and learning (SoTL) project, eight MPT students participated in the evaluation of an innovative VR learning experience for manual therapy in the cervical spine. Students’ learning experiences with the custom virtual reality learning application were assessed using an observational study design with semi-structured interviews. Interview questions aligned with constructs that are recommended to assess learners’ attitudes toward VR environments. Student participants appreciated the usefulness of the application for studying and practicing the transverse ligament stress test and provided recommendations for enhancing the learning experience.

Revolutionizing Sports Education: Harnessing Innovations and Technology for Enhanced Learning

This paper explores cutting-edge innovations in sports education, focusing on active learning strategies, the flipped classroom model, gamification, differentiated instruction, and the integration of technology. Active learning methodologies, such as problem-based learning and cooperative learning, engage students in critical thinking and collaborative problem-solving, while the flipped classroom model prioritizes experiential learning and learner autonomy. Gamification principles add elements of competition and rewards to enhance motivation and engagement, while differentiated instruction tailors learning experiences to individual student needs. Furthermore, technology integration, including virtual reality simulations, wearable technology, and online learning platforms, revolutionizes sports education by providing immersive experiences, real-time performance monitoring, and personalized learning pathways. Through a comprehensive review and analysis, this paper elucidates the transformative potential of these innovations in optimizing student learning outcomes and preparing athletes for success both on and off the field.

Fostering engagement in virtual anatomy learning for healthcare students

BackgroundThe use of virtual learning platforms is on the rise internationally, however, successful integration into existing curricula is a complex undertaking fraught with unintended consequences. Looking beyond medical and pedagogic literature can provide insight into factors affecting the user experience. The technology acceptance model, widely used in software evaluation, can be used to identify barriers and enablers of engagement with virtual learning platforms. Here, the technology acceptance model was used to scaffold the exploration of the factors that influenced students' perceptions of the virtual anatomy platform, Anatomage and how these shaped their intention to use it.MethodsFocus groups identified factors influencing students use of the Anatomage tables. Interventions were rolled out to address these findings, then further focus groups and the technology acceptance model identified how factors including self-efficacy, enjoyment, and social norms influenced students’ intention to use the Anatomage table in the future.ResultsStudents raised significant concerns about understanding how to use the Anatomage table. Moreover, students who considered themselves to be poor at using technology perceived the Anatomage table as more complicated to use. The subjective norm of the group significantly altered the perceived ease of use and usefulness of the Anatomage. However, enjoyment had the greatest impact in influencing both perceived usefulness and perceived ease of use. Indicating that enjoyment is the largest contributing factor in altering technology engagement in healthcare cohorts and has the biggest potential to be manipulated to promote engagement.ConclusionsFocus groups used in tandem with the technology acceptance model provide an effective way to understand student perceptions around technology used in the healthcare curricula. This research determined interventions that promote student engagement with virtual learning platforms, which are important in supporting all healthcare programmes that incorporate technology enhanced learning.

Assessing the Impact of Online Science Education on Iranian Pre-Service Primary Teachers’ Attitudes and Self-Efficacy Beliefs

ABSTRACT This study aimed to investigate Iranian pre-service primary teachers’ self-efficacy and attitudes toward teaching science during the COVID-19 pandemic. Data were collected through surveys with 360 pre-service primary teachers who completed their Science Education courses through virtual learning platforms. Results showed that the participants had positive attitudes, high science teaching outcome expectancy, and teaching science efficacy. The study also revealed no significant differences in self-efficacy and attitudes toward teaching science based on gender and year of entering the university. However, there was a statistically significant difference in self-efficacy and attitudes based on the type of high school field. Graduates in the Humanities field have a lower average attitude and self-efficacy toward teaching science than participants in the Science field. Additionally, a highly significant positive correlation was observed between pre-service teachers’ attitudes and their self-efficacy toward science teaching, suggesting that assessing their attitudes toward science teaching can be a robust predictor of their self-efficacy. These findings underscore the importance of nurturing positive attitudes among pre-service teachers to enhance their confidence and effectiveness in teaching science.

Designing a Virtual Learning Platform for Enhanced Campus Epidemic Prevention: A VR Technology Approach

The global pandemic caused by COVID-19 has brought about severe adverse impacts on university campuses worldwide. Some universities have started using virtual reality (VR) technology to design a virtual environment (VE) for effective infection prevention on campuses. VR is an innovative interactive technology in improving various virtual simulation fields. The utilization of VR technology’s computational design and engineering features facilitates seamless implementation of epidemic prevention education. This positively impacts students’ engagement and comprehension levels. The research aims to use VR technology to design a VE for campus epidemic prevention. The immersive interaction can attract the staff/students to explore and learn, bringing convenience to campus epidemic prevention. The novelty of the study is the design of a virtual learning platform for campus epidemic prevention practices. The platform includes several scenes: school gates, classrooms, food courts, and school-based health centers. The study carried out a user testing experiment involving 30 students to assess the effectiveness of epidemic prevention education. The study results show that the virtual tour can enhance the user experience without physical space restrictions. The study further suggests that the virtual learning platform proposed in the study will assist universities in improving campus infection prevention practices.