The Effects of Virtual Reality-Based Education on Empathy and Understanding of the Physical Environment for Dementia Care Workers in Australia: A Controlled Study

Article type: Research Article

Authors: Stargatt, Jennifer^{a; *} | Bhar, Sunil^a | Petrovich, Tanya^b | Bhowmik, Jahar^c | Sykes, David^b | Burns, Kelly^b

Affiliations: [a] Department of Psychological Sciences, Swinburne University of Technology, Victoria, Australia | [b] Centre for Dementia Learning, Dementia Australia, Australia | [c] Department of Health Science and Biostatistics, Swinburne University of Technology, Victoria, Australia

Correspondence: [*] Correspondence to: Ms. Jennifer Stargatt, Department of Psychological Sciences, H99, PO Box 218, Hawthorn VIC 3122, Australia. Tel.: +61 423 489 829; E-mail: jstargatt@swin.edu.au.

Abstract: Background:There is support for the effectiveness of virtual reality (VR) technology in dementia education. However, it is not yet known if VR is a useful tool for improving empathy and understanding of dementia care environments among dementia care workers. Objective:This study compared learning outcomes of VR versus non-VR (control) workshops for dementia care workers of different ages and English-speaking backgrounds. Methods:Dementia care workers enrolled in workshops on dementia care principles. Once participants were enrolled, workshops were assigned at random to deliver non-VR or VR-based education. Participants (N = 114, 91.8%female, mean age = 46.4; SD = 13.2; n = 60VR condition, 54control condition) completed self-report measures of empathy towards people living with dementia, understanding of dementia care environments, dementia knowledge, and attitudes towards dementia at pre- and post-workshop. Results:Significant pre-post main effects were observed for empathy, understanding of dementia care environments, and attitudes. Interaction effects were not found; improvements in outcomes were similar between conditions. However, interaction effects were observed for subgroups. Empathy improved significantly more in the VR condition for older participants. Understanding of dementia care environments improved more in the VR condition for younger and non-English-speaking background participants. Conclusion:Using VR may not augment teaching outcomes for all learners. VR may differentially assist leaners of different ages and English-speaking backgrounds. More research is needed to understand for which variables and for whom VR is a useful teaching tool.

Keywords: Dementia, education, environment, health facility environment, nursing care, simulation training, virtual reality

DOI: 10.3233/JAD-210723

Journal: Journal of Alzheimer's Disease, vol. 84, no. 3, pp. 1247-1257, 2021