Can student engagement be enhanced using an immersion room for simulated learning?

Background: This study examines the effectiveness of immersion rooms for simulated learning in Diagnostic Radiography education. Current research indicates that student engagement positively impacts academic performance and retention, with active learning and real-world scenarios creating more effective learning environments (Scott et al., 2018; Tinto, 2023). Building on this evidence, an interactive session combining immersive experiences with group-based activities was implemented with two cohorts of second-year Diagnostic Radiography undergraduates at a UK University.

Methods: Feedback was collected through a mixed online questionnaire administered immediately after the sessions ended. Across two cohorts, N=47 students responded. Quantitative data were explored using descriptive statistics in Microsoft Excel. Qualitative data were thematically explored in line with the model described by Braun and Clarke (2022).

Results: Affirmative (‘agree strongly’ or ‘agree’) results were reported for overall experience (98%), the embedded small group learning (96%), the participatory learning environment (94%), alignment between intended outcomes and delivery (100%) and clinical relevance (98%). Positive effectiveness (‘very effective’ or effective’) ratings were recorded for the immersion room itself (94%), the online quiz (89%) and lecturer interaction (88%). Qualitative findings further emphasised (a) visual learning benefits, (b) group dynamics and collaboration, (c) the initial adjustment period and (d) areas for improvement.

Conclusion: The findings from this research indicated a strongly positive response to the intervention, although future designs should factor-in the time students might take to adjust to the new technologies, plus quality-of-life concerns such as background noise and lines of sight.

References:
Braun, V. & Clarke, V. (2022) Thematic Analysis: A Practical Guide. Los Angeles: SAGE.
Scott, L., Bruno, L., Gokita, T., & Thoma, C. A. (2019). Teacher candidates’ abilities to develop universal design for learning and universal design for transition lesson plans. International Journal of Inclusive Education, 26(4), 333–347.