The Impact of Virtual Reality on Learning Processes and Learning Outcome. A study of VR-based Learning Among Social and Health Care Staff and Students

VR-based learning has increased significantly in the curricula of the school-based parts of the Danish dual VET system, not least within the social and health care programmes. However, recently a project has been accomplished about developing, testing and researching VR-based learning about COPD for employees and students working in care homes. The empirical data includes interviews with seven learners. The results show that the learners are motivated for learning through VR, among other reasons, because they are active in the learning process. Furthermore, the results show that the learners achieve knowledge about a systematical treatment of COPD patients. However, they do not experience that they transfer this knowledge into altered ways of treating the patients. It is discussed why VR-based learning particularly underpins active participation and why the learners do not transfer knowledge into practice. It is concluded that VR-based learning should include systematic reflection.