Development and Assessment of Learners’ Experiences with a Virtual Reality Learning Platform: Constructivist and Experiential Learning Pedagogies in Master of Physical Therapy Curriculum
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Teaching competencies for psychomotor skill development for manual handling techniques in the cervical regions is necessary for safe practice in physiotherapy. However, grasping anatomy and palpation can be challenging for students, and practice in the lab can lead to discomfort for students. To facilitate teaching and learning of this complex skill, we worked in partnership with a virtual reality (VR) industry partner who developed a customized VR application focusing on transverse ligament stress testing for manual therapy skills for Master of Physical Therapy (MPT) students. In this scholarship of teaching and learning (SoTL) project, eight MPT students participated in the evaluation of an innovative VR learning experience for manual therapy in the cervical spine. Students’ learning experiences with the custom virtual reality learning application were assessed using an observational study design with semi-structured interviews. Interview questions aligned with constructs that are recommended to assess learners’ attitudes toward VR environments. Student participants appreciated the usefulness of the application for studying and practicing the transverse ligament stress test and provided recommendations for enhancing the learning experience.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it