Immersive 360-Degree Video for Virtual Reality Training

(IMProVe Trial)

Recruiting in Palo Alto (17 mi)

Overseen by Ahtsham U Niazi, FRCPC

Age: Any Age

Sex: Any

Travel: May Be Covered

Time Reimbursement: Varies

Trial Phase: Academic

Recruiting

Sponsor: Sunnybrook Health Sciences Centre

Disqualifiers: Familiarity with Sunnybrook, others

No Placebo Group

Trial Summary

What is the purpose of this trial?

As medical students rotate through different hospital sites as part of their studies, the students are frequently exposed to new and unfamiliar environments. This can cause anxiety in some students, and can potentially result in students becoming lost, and arriving late to their activities. To prevent this, students are currently provided with instructions in the form of written directions, photographs, maps, and/or 2-dimensional videos. In this study, the investigators will test if immersive 360-degree virtual reality videos (videos shown using a headset/goggles that allow the wearer to experience the video as though they were actually there), are better at teaching medical students how to navigate the hospital and find new locations, compared to normal, 2-dimensional video instructions. Medical students will be asked to find their way to a new location within the hospital, after being given instructions using either 2-dimensional (standard) video or 360-degree virtual reality video. The investigators will measure how long it takes students to find the new location, and how often the students get lost or confused along the way. If successful, the investigators believe that this new method of teaching will help students to get around in new places more easily and lessen student anxiety. This will also increase knowledge related to 360-degree virtual reality video for teaching medical students.

Will I have to stop taking my current medications?

The trial protocol does not specify whether you need to stop taking your current medications.

How is the treatment Immersive 360 (3D) video unique compared to other treatments?

Immersive 360 (3D) video is unique because it provides a fully immersive, 3-dimensional experience using virtual reality, which can enhance learning and engagement by allowing users to interact with a virtual environment as if they were physically present. This approach is different from traditional methods, such as 2D videos, by offering a more engaging and realistic experience that can improve skills and knowledge retention.

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Eligibility Criteria

This trial is for pre-clerkship medical students from the University of Toronto, Temerty Faculty of Medicine. It aims to help those who are new to hospital environments and may experience anxiety or get lost while navigating different sites.

Inclusion Criteria

Pre-clerkship (year 1 and 2) medical students from the University of Toronto, Temerty Faculty of Medicine.

Trial Timeline

Screening

Participants are screened for eligibility to participate in the trial

1-2 weeks

Orientation and Instruction

Participants receive either 360-degree video IVR or 2D video instruction on navigating a hospital route

1 day

1 visit (in-person)

Navigation Task

Participants complete a navigation task from the anesthesia lounge to the fracture clinic, with performance timed and errors recorded

1 day

1 visit (in-person)

Follow-up

Participants complete questionnaires assessing confidence, anxiety, and satisfaction with the instruction method

1 day

1 visit (in-person)

Participant Groups

The study compares immersive 360-degree virtual reality videos with standard 2D videos as tools for teaching spatial orientation in hospitals. The effectiveness will be measured by how quickly and accurately students can find their way to new locations.

Group I: Group A Experimental Treatment 1 Intervention

Immersive Virtual Reality (IVR)

Group II: Group B Active Control 2 Interventions

Traditional 2-D Video

Find a Clinic Near You

Research Locations Nearby Select from list below to view details:

Sunnybrook Health Sciences Centre Toronto, Canada

Who Is Running the Clinical Trial?

Sunnybrook Health Sciences Centre Lead Sponsor

References

1. United States pubmed.ncbi.nlm.nih.gov

360° virtual reality video for the acquisition of knot tying skills: A randomised controlled trial. [2018] 360° virtual reality (VR) video is an exciting and evolving field. Current technology promotes a totally immersive, 3-dimensional (3D), 360° experience anywhere in the world using simply a smart phone and virtual reality headset. The potential for its application in the field of surgical education is enormous. The aim of this study was to determine knot tying skills taught with a 360-degree VR video compared to conventional 2D video teaching.

2. United States pubmed.ncbi.nlm.nih.gov

The Potential of 360° Virtual Reality Videos and Real VR for Education-A Literature Review. [2021] Virtual reality (VR) has a wide variety of potentials for education. Especially 360$^{circ }$∘ videos can provide immersive educational experiences of otherwise not accessible real-world environments. But what potential do 360$^{circ }$∘ videos in VR and real VR settings have for teaching? Research into the use of real VR, providing live-learning experience in the classroom is still scarce, which is why this article investigates this issue in the context of a systematic review. We discuss use cases, advantages, and limitations as well as interaction characteristics of the potential of 360$^{circ }$∘ videos, and also the promises of real VR scenarios. By analyzing 64 articles in-depth, our results suggest that 360$^{circ }$∘ videos can be used for a wide variety of topics. While only a few articles report technological benefits, there are indicators that 360$^{circ }$∘ videos can benefit learning processes in terms of performance, motivation, and knowledge retention. Most papers report positive effects on other human factors such as presence, perception, engagement, emotions, and empathy. Furthermore, an open research gap has been identified in use cases for real VR.

3. Switzerland pubmed.ncbi.nlm.nih.gov

Impacts of Cues on Learning and Attention in Immersive 360-Degree Video: An Eye-Tracking Study. [2023] Immersive 360-degree video has become a new learning resource because of its immersive sensory experience. This study examined the effects of textual and visual cues on learning and attention in immersive 360-degree video by using eye-tracking equipment integrated in a virtual reality head-mounted display. Participants (n = 110) were randomly assigned to one of four conditions: (1) no cues, (2) textual cues in the initial field of view (FOV), (3) textual cues outside the initial FOV, and (4) textual cues outside the initial FOV + visual cues. The results showed that the cues (annotations or annotations + arrows) helped learners achieve better learning outcomes and spend more time focusing on the areas with cues. In addition, the study found a serious imbalance in the distribution of learners' attention in each region of the video. The attention directed to textual cues in the initial FOV is much higher than the attention directed to textual cues outside the initial FOV. Adding visual cues can effectively direct attention to textual cues outside the initial FOV and alleviate the imbalance of attention distribution. Consequently, adding cues to immersive 360-degree video can be an appropriate approach to promote learning and guide attention in immersive 360-degree video learning environments. This study provided new insights into the design and development of immersive 360-degree video instructional resources.

4. Scotland pubmed.ncbi.nlm.nih.gov

Come and see through my eyes: A systematic review of 360-degree video technology in nursing education. [2023] Viewers can watch 360-degree videos from any angle, like a panorama, and experience the virtual environment directly. Recently, there has been a growing interest in immersive and interactive technologies in education, and the use of 360-degree videos has become popular. This systematic review was conducted to present the current use of 360-degree videos in nursing education.

5. Canada pubmed.ncbi.nlm.nih.gov

Using a 360° Virtual Reality or 2D Video to Learn History Taking and Physical Examination Skills for Undergraduate Medical Students: Pilot Randomized Controlled Trial. [2022] Learning through a 360° virtual reality (VR) or 2D video represents an alternative way to learn a complex medical education task. However, there is currently no consensus on how best to assess the effects of different learning materials on cognitive load estimates, heart rate variability (HRV), outcomes, and experience in learning history taking and physical examination (H&P) skills.