Effectiveness of locally developed Web-based virtual reality training applications for dementia awareness: a comparative study in Singapore

Purpose: With technological advancements, online delivery methods for dementia education are increasingly adopted. Currently, the use of Web-based virtual reality (VR) is understudied. This study aims to investigate the effectiveness of locally developed Web-based VR in improving dementia attitudes, knowledge and empathy as compared to video clips in the context of virtual dementia education in Singapore.

Design/methodology/approach: A mixed method, quasi-experimental, pre-post control group design was used. Participants (n = 49) were streamed into two groups and received dementia education through virtual workshops with Web-based VR and multimedia video clips. Quantitative data were obtained from absolute and difference (i.e. amount of change from pre to post) scores from Dementia Knowledge Assessment Scale (DKAS) and Dementia Attitude Scale (DAS). Wilcoxon signed-rank test and Mann–Whitney U test were performed for data analysis. Qualitative data were obtained from semi-structured interviews.

Findings: Data analyses revealed statistical significance in the absolute scores of DKAS and DAS in both groups post-intervention, but not in their difference scores. Qualitative findings supported that using a combination of learning media would maximise learning outcomes.

Research limitations/implications: Dementia education delivered through virtual training is effective. However, it was inconclusive whether Web-based VR was more effective than the use of videos.

Practical implications: Considering the advantages of both Web-based VR and multimedia video clips in dementia education, a subjectivist approach may be adopted to potentially enhance learning. This meant that consideration of learning style should take precedence to achieve the best learning outcomes, which can manifest as increased motivation, attainment of learning goals and feelings of empowerment towards own learning. In dementia education, this could be facilitated by having the element of autonomy in letting learners choose a learning method they are best suited to, amid the different types of activities and instructional materials to supplement learning. A multi-modal approach should be adopted to meet the heterogeneous learning needs of learners in dementia education.

Originality/value: This study investigated the use of an innovative approach to deliver education regarding dementia.