Impacts of Immersive Virtual Reality (iHealthEd-IVR) and a Mobile Online Game (V-Care) on Interprofessional Education

March 12, 2026 updated by: Dr. Justina Liu Yat Wa, The Hong Kong Polytechnic University

The Impacts of Immersive Virtual Reality (iHealthEd-IVR) and a Mobile Online Game (V-Care) on Interprofessional Education: A Multi-Methods Study

The goal of this randomised controlled trial is to compare the effectiveness of IVR and game-based learning in Interprofessional education (IPE), with significant implications for IPE delivery.

The main question it aims to answer is:

Does IVR or game-based learning enhance students' interprofessional competencies and learning outcomes in IPE? Which modalities optimise the educational effectiveness for IPE implementation among healthcare students between IVR and game-based learning?

Researchers will compare the effectiveness of both IVR training and a mobile gaming platform and identify the optimal modality for IPE implementation.

Participants will be randomly assigned to 2 groups:

the IVR group that received a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR); the web-based group that received a one-week IPE training with a web-based serious game (V-Care).

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Study Type

Interventional

Enrollment (Actual)

271

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • Hong Kong
      • Hong Kong, Hong Kong
        • Hong Kong Polytechnic University

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Adult
  • Older Adult

Accepts Healthy Volunteers

No

Description

Inclusion Criteria:

  • Either undergraduate and pre-registration master's nursing students from the School of Nursing or undergraduate physiotherapists from the Department of Rehabilitation Sciences at the Hong Kong Polytechnic University
  • Enrolled nursing subject (SN 402/5012) for nursing students
  • Physiotherapy students who will earn practicum hours by participating

Exclusion Criteria:

  • A student who refused to sign the consent form while enrolled in the subject in which the program is embedded as the course element.

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Treatment
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: Single

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: IVR group
The IVR group received a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR).
Other: IVR group
a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR) training for healthcare students, which is embedded in the course
Experimental: web-based group
The web-based group received a one-week IPE training with a web-based serious game (V-Care).
Other: web-based group
a one-week IPE training with a web-based serious game (V-Care) training for healthcare students, which is embedded in the course

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Intrinsic Motivation Inventory (IMI)
Time Frame: From baseline to the end of the intervention period at 2 weeks
The Intrinsic Motivation Inventory (IMI) is a multidimensional measure used to assess participants' subjective experience related to a target activity in laboratory experiments. The IMI evaluates several subscales, including interest/enjoyment, perceived competence, effort, value/usefulness, pressure/tension, perceived choice, and relatedness. The interest/enjoyment subscale is considered the self-report measure of intrinsic motivation, while perceived choice and perceived competence are theorized to be positive predictors, and pressure/tension a negative predictor, of intrinsic motivation. The IMI consisted of 18 items scored on a Likert scale from 1 (not at all true) to 7 (very true). The overall IMI scale had strong internal consistency, with a Cronbach's alpha of .85.
From baseline to the end of the intervention period at 2 weeks
Readiness for Interprofessional Learning Scale (RIPLS)
Time Frame: From baseline to the end of the intervention period at 2 weeks
The Readiness for Interprofessional Learning Scale (RIPLS) was used to measure the "readiness" of healthcare students for shared IP learning. The RIPLS comprised a 19-item, 3-factor scale assessing students' perceptions of: 1) teamwork and collaboration, 2) professional identity, and 3) professional roles and responsibilities. The RIPLS uses a 5-point Likert scale for responses, ranging from 1 (strongly disagree) to 5 (strongly agree). Overall, higher total and subscale scores on the RIPLS would demonstrate greater "readiness" and more positive perceptions towards the value of IPE and collaborative practice among healthcare students. The overall RIPLS scale demonstrated strong internal consistency reliability (α = 0.90).
From baseline to the end of the intervention period at 2 weeks
Brief Sense of Community Scale (BSCS)
Time Frame: From baseline to the end of the intervention period at 2 weeks
The Brief Sense of Community Scale (BSCS) is an 8-item scale designed to measure the dimensions of sense of community as defined by the McMillan and Chavis model. The BSCS includes items representing the four dimensions of needs fulfillment, group membership, influence, and emotional connection. Participants responded to the BSCS items using a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). A higher score on the BSCS indicates a stronger sense of community. The BSCS demonstrated strong internal consistency reliability, with Cronbach's alpha of .92.
From baseline to the end of the intervention period at 2 weeks
Multiple choice questions (MCQs)
Time Frame: From baseline to the end of the intervention period at 2 weeks
Multiple choice questions (MCQs) were developed as a measure of student learning outcome on the knowledge of IPE. The questions and answers were collaboratively developed by academics from nursing and rehabilitation sciences.
From baseline to the end of the intervention period at 2 weeks
Face-to-face semi-structured focus group interviews
Time Frame: After the completion of all the IPE learning activities or the two modalities at 5 weeks
To ensure representativeness and comprehensiveness of the qualitative data, participants will be recruited using stratified purposive sampling based on characteristics relevant to their learning experiences, such as field and year of study. The focus group will begin with a guiding question: "What was your IPE learning experience?" Participants will then discuss how the experience impacted their studies, elements they liked or disliked, and skills, knowledge, and benefits gained. Four face-to-face focus groups typically suffice to reach data saturation, and each session lasted approximately 60 minutes on average
After the completion of all the IPE learning activities or the two modalities at 5 weeks

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

The Hong Kong Polytechnic University

Investigators

  • Principal Investigator: Justina Liu, PhD, School of Nursing, The Hong Kong Polytechnic University

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

September 2, 2024

Primary Completion (Actual)

October 31, 2024

Study Completion (Actual)

November 30, 2024

Study Registration Dates

First Submitted

February 27, 2026

First Submitted That Met QC Criteria

March 12, 2026

First Posted (Actual)

March 16, 2026

Study Record Updates

Last Update Posted (Actual)

March 16, 2026

Last Update Submitted That Met QC Criteria

March 12, 2026

Last Verified

February 1, 2024

More Information

Terms related to this study

Keywords

Other Study ID Numbers

  • HSEARS20240827002

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

IPD Plan Description

Since the two serious games in the study are still in development, the data are not available, nor would it be appropriate to share them at the current stage.

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

Clinical Trials on Interprofessional Education

Clinical Trials on IVR group

Search Similar Trials

Sponsors and Collaborators

Medical Conditions

Drug Interventions

CROs by country

CROs in Belgium

Conditions

Rare Diseases

Drug Interventions

Dietary Supplements

Sponsor/Collaborators

Locations

Subscribe