Comparison of Teaching Effectiveness of VR, Video, and Written Materials on Food Hygiene and Equipment Safety
NCT ID: NCT06669988
Last Updated: 2024-11-01
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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NOT_YET_RECRUITING
NA
60 participants
INTERVENTIONAL
2025-02-01
2026-08-31
Brief Summary
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Participants will be assigned to one of the three educational methods (VR, video, or written materials) and evaluated through pre-tests, post-tests, and follow-up assessments one month later. Non-parametric statistical analysis, specifically the Wilcoxon signed-rank test, will assess the effectiveness of each educational method based on test scores and satisfaction surveys.
The study will be conducted at Fu Jen Catholic University's Department of Nutrition, following ethical guidelines and informed consent protocols to protect participants' welfare and data privacy. Professional supervision and carefully maintained equipment will ensure a safe learning environment, with adverse reactions monitored and documented throughout.
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Detailed Description
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The statistical method planned for this study is non-parametric analysis, specifically the Wilcoxon signed-rank test, to analyze the participants' data. The evaluation of results will focus on the learning effectiveness assessment, with the primary evaluation indicators being the scores from the pre-test, post-test, and VR post-test. One month later, a re-evaluation of knowledge retention will be conducted. In the satisfaction survey, the main aspects assessed will be usefulness, playfulness, ease of use.
This study will first use a written consent form to ensure that participants fully understand the study's purpose, procedures, potential risks, and benefits. The consent form will include the following key information: the purpose of the study, the research procedures and possible risks, privacy protection measures for participants, voluntary participation, and the right to withdraw from the study at any time.
The researchers will explain the study plan in detail to the participants during the initial meeting and answer any questions they may have. This activity will take place in a classroom at Fu Jen Catholic University's Department of Nutrition. Participants will have sufficient time to read and understand the consent form thoroughly, and they will be able to ask questions before signing it. There will be two copies of the consent form: one for the participant to keep and another for the research team to archive, ensuring the safety and protection of participants. This study will ensure that all instructional activities are conducted under professional supervision, using well-tested and properly maintained equipment. While using the VR equipment, participants will be guided by trained professionals to avoid any discomfort or injuries that may result from improper use. If participants experience any adverse reactions during the study, such as dizziness, eye fatigue, or emotional discomfort, their participation will be immediately halted, and on-site personnel will provide an initial assessment and appropriate care. All adverse events will be documented and reported to the study principal investigator. If necessary, further evaluations will be conducted to determine if adjustments to the study protocol or procedures are required.
This study will strictly adhere to personal data protection regulations to ensure the confidentiality and security of all participants' information. Participants' identities will not be disclosed in any research reports or publications. These measures will help ensure that the study complies with ethical guidelines, respects the rights and welfare of participants, and addresses any potential adverse reactions.
Conditions
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Study Design
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NON_RANDOMIZED
PARALLEL
OTHER
NONE
Study Groups
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VR Group
In the VR group, participants will wear virtual reality headsets, experiencing immersive learning in a 3D space with interactive scenarios. Interactive buttons will assist them, making it feel as if they are physically entering a large-scale food service environment. The immersive learning focuses on operating large kitchen equipment, and the first-person perspective will make participants feel as if they are truly in the environment, preparing food in real-time. The VR experience will cover everything from clothing regulations, hygiene and safety precautions, and the use of large kitchen equipment to food service procedures and emergency response. All these aspects are integrated into the learning process.
VR
VR - Immersive instruction using virtual reality.
Video Group
In the video group, participants will watch a video that features scenarios similar to those in the VR experience. However, instead of interacting with a 3D space, the content will be presented in a 2D format without the immersive spatial element.
Video
Video - Educational content presented through video.
Written Materials Group
In the written materials group, the content will be presented through photos and text, without offering dynamic visuals or the immersive 3D spatial experience.
written materials
Written Materials - Instruction using text and images.
Interventions
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VR
VR - Immersive instruction using virtual reality.
Video
Video - Educational content presented through video.
written materials
Written Materials - Instruction using text and images.
Eligibility Criteria
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Inclusion Criteria
* normal vision, hearing, and hand mobility
Exclusion Criteria
* symptoms of dizziness when wearing a virtual reality headset
* have taken courses in food service or food hygiene and safety
18 Years
30 Years
ALL
Yes
Sponsors
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Fu Jen Catholic University
OTHER
Responsible Party
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SHIH, HSIN-YU
Principal Investigator
Central Contacts
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References
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Aksoy E. Comparing the Effects on Learning Outcomes of Tablet-Based and Virtual Reality-Based Serious Gaming Modules for Basic Life Support Training: Randomized Trial. JMIR Serious Games. 2019 May 1;7(2):e13442. doi: 10.2196/13442.
Chao YC, Hu SH, Chiu HY, Huang PH, Tsai HT, Chuang YH. The effects of an immersive 3d interactive video program on improving student nurses' nursing skill competence: A randomized controlled trial study. Nurse Educ Today. 2021 Aug;103:104979. doi: 10.1016/j.nedt.2021.104979. Epub 2021 May 18.
Makinen H, Haavisto E, Havola S, Koivisto JM. Graduating nursing students' user experiences of the immersive virtual reality simulation in learning - A qualitative descriptive study. Nurs Open. 2023 May;10(5):3210-3219. doi: 10.1002/nop2.1571. Epub 2023 Jan 4.
Related Links
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Kwon, C. Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies. Virtual Reality 2019; 23: 101-118.
Karanezi, X., E. Rapti, and G. Halimi Traditional and Modern Teaching Methodologies: Which One is More Successful and What are the Challenges? Academic Journal of Interdisciplinary Studies 2015; 4: 311.
Pan, Z., et al. Virtual reality and mixed reality for virtual learning environments. Computers \& Graphics 2006; 30: 20-28.
Clark, J., P. Crandall, and J. Shabatura Wearable Technology Effects on Training Outcomes of Restaurant Food Handlers. Journal of Food Protection 2018; 81: 1220-1226.
Mikropoulos, T.A. and A. Natsis Educational virtual environments: A ten-year review of empirical research (1999-2009). Computers \& Education 2011; 56: 769-780.
Merchant, Z., et al. Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers \& Education 2014; 70: 29-40.
Other Identifiers
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C112203
Identifier Type: -
Identifier Source: org_study_id
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