Akademik Veri Yönetim Sistemi
Late breaking papers from the 27th International Conference on Human-Computer Interaction, HCI International 2025, Gothenburg, İsveç, 22 - 27 Haziran 2025, cilt.16338 LNCS, ss.276-284, (Tam Metin Bildiri)
Recent advances in virtual reality (VR) technology have opened new avenues for immersive, simulation-based training in medical education, offering learners realistic environments to practice critical procedures without risking patient safety. As VR becomes more prevalent in medical education, questions remain about how different instructional strategies and simulation designs affect learning outcomes. This study investigated the effects of simulation complexity—basic life support (BLS) versus advanced cardiac life support (ACLS)—and guidance modality—machine-guided (MG) versus instructor-guided (IG)—on performance in VR-based medical training. A total of 109 participants from Acıbadem Mehmet Ali Aydınlar University were assigned to one of four training conditions (BLS-MG, BLS-IG, ACLS-MG, or ACLS-IG). Following standardized VR training, participants’ performance was assessed. The results of a 2x2 ANOVA revealed significant main effects for both simulation complexity and guidance type. Participants trained in the BLS condition outperformed those in ACLS, and those trained by an instructor scored higher than those trained via machine guidance. No significant interaction was found between the two factors, suggesting the benefits of instructor guidance hold across both simple and complex simulations. Greater performance variability in the BLS-MG group also indicated a stabilizing role of human instructors in foundational tasks. These findings underscore the importance of aligning guidance modality with task demands.