The Impact of Visual Cues on Knowledge Gain in an Educational Virtual Reality Simulation

Principal Investigator & Game Designer: Sara Rutkowski

Assets: Sara Rutkowski & Natalie Krug

I created a simulation of a lumbar puncture in virtual reality (VR) for the Oculus Quest 2 series of headsets. The objective was to study how a VR application can be designed to enhance educational outcome and learning performance. VR has the potential to provide as an additional learning platform, but there is a lack of knowledge on how to design VR in regards to supporting education. The audience for this project was medical students who had previous lumbar puncture experience, no matter what their level of expertise was. I aimed to answer the question:

Does the incorporation of visual design components, in the form of halos, affect knowledge gain in medical students with prior lumbar puncture experience during an educational virtual reality simulation?

The simulation was created in two versions: a control and an experimental. The control group had no halos displayed. The experimental group did. In this group, halos (or a glowing outline) were displayed around certain 3D models with the hopes of acting as efficient guides compared to the control group. These halos notified the user that they had to interact with these 3D models in order to complete a step of the lumbar puncture.

In order to complete the simulation, the users had to progress through each step. A “next” button was displayed as red and would turn blue when the user finished their step. Then, they could press the button to move forward to the next step.

Conclusions

Upon completion of testing each VR version, it was concluded that the experimental version with the glowing halo effects was the most successful design. Based on the results of the post-examinations of volunteers, the individuals in this group performed better than those in the control group.

The purpose of this research project was to determine if VR design can be enhanced to increase knowledge retention and if there is a potential relationship between specific design choices and learning. Although this study had a small number of volunteers, the survey feedback and examination results proved to be significant. However, each individual learns in a unique way, and there are plenty of opportunities for the future strengthening of design in VR.

Main Menu

This scene in the simulation allows a user to pick which version to complete of the lumbar puncture simulation.

Instructions pt. 1

One panel of a few that explains the instructions.

Instructions pt. 2

A panel explaining how the simulation will work.

Step 1

Step 1 asks the user to prepare for the lumbar puncture. This is the same in both versions.

Step 3

Step 3 asks the user to locate the puncture site. This is the same in both versions.

Iodine Swabs

This is an example from the halo version in which the user is asked to pick up three iodine swabs to disinfect the patient’s lumbar area.

Lumbar Puncture Kit

The entire kit (without halos) used for a lumbar puncture.

Step 7

Step 7 asks the user to place sterile drapes on the patient. One can also see a view of the clinical environment.

Step 8 (Halo)

Step 8 asks users to inject an anesthetic. Halos are applied to the instruments they need.

Step 8 (No Halo)

Step 8 asks users to inject an anesthetic. No halos are applied here.

Step 9

Step 9 explains to check the fit of the stylette into the needle with the help of an illustration. This is the same in both versions.

Step 10 (Halo)

Step 10 asks the users to insert the spinal needle. A halo has been applied here.

Step 10 (No Halo)

Step 10 asks the users to insert the spinal needle. No halo has been applied here.

Step 11 (Halo)

Users must remove the stylette. A halo has been applied here.

Step 11 (No Halo)

Users must remove the stylette. No halo has been applied.

Portfolio

The Impact of Visual Cues on Knowledge Gain in an Educational Virtual Reality Simulation

Principal Investigator & Game Designer: Sara Rutkowski

Conclusions