English
 
Help Privacy Policy Disclaimer
  Advanced SearchBrowse

Item

ITEM ACTIONSEXPORT
  Testing the effects of educational strategies on comprehension of a genomic concept using virtual reality technology.

Kaphingst, K. A., Persky, S., McCall, C., Lachance, C., Loewenstein, J., Beall, A. C., et al. (2009). Testing the effects of educational strategies on comprehension of a genomic concept using virtual reality technology. Patient Education and Counseling, 77(2), 224-230. doi:10.1016/j.pec.2009.03.029.

Item is

Files

show Files

Locators

show

Creators

show
hide
 Creators:
Kaphingst, Kimberly A.1, Author
Persky, Susan1, Author
McCall, Cade2, Author              
Lachance, Christina1, Author
Loewenstein, Johanna1, Author
Beall, Andrew C., Author
Blascovich, Jim , Author
Affiliations:
1Social and Behavioral Research Branch, National Human Genome Research Institute, Bethesda, USA, ou_persistent22              
2University of California-Santa Barbara, Santa Barbara, CA, USA, ou_persistent22              

Content

show
hide
Free keywords: -
 Abstract: Objective Applying genetic susceptibility information to improve health will likely require educating patients about abstract concepts, for which there is little existing research. This experimental study examined the effect of learning mode on comprehension of a genomic concept. Methods 156 individuals aged 18–40 without specialized knowledge were randomly assigned to either a virtual reality active learning or didactic learning condition. The outcome was comprehension (recall, transfer, mental models). Results Change in recall was greater for didactic learning than for active learning (p < 0.001). Mean transfer and change in mental models were also higher for didactic learning (p < 0.0001 and p < 0.05, respectively). Believability was higher for didactic learning (p < 0.05), while ratings for motivation (p < 0.05), interest (p < 0.0001), and enjoyment (p < 0.0001) were higher for active learning, but these variables did not mediate the association between learning mode and comprehension. Conclusion These results show that learning mode affects comprehension, but additional research is needed regarding how and in what contexts different approaches are best for educating patients about abstract concepts. Practice implications Didactic, interpersonal health education approaches may be more effective than interactive games in educating patients about abstract, unfamiliar concepts. These findings indicate the importance of traditional health education approaches in emerging areas like genomics.

Details

show
hide
Language(s):
 Dates: 2009
 Publication Status: Published in print
 Pages: -
 Publishing info: -
 Table of Contents: -
 Rev. Type: -
 Identifiers: DOI: 10.1016/j.pec.2009.03.029
 Degree: -

Event

show

Legal Case

show

Project information

show

Source 1

show
hide
Title: Patient Education and Counseling
Source Genre: Journal
 Creator(s):
Affiliations:
Publ. Info: -
Pages: - Volume / Issue: 77 (2) Sequence Number: - Start / End Page: 224 - 230 Identifier: -