Educational InterventionsNCT06669988
Comparison of Teaching Effectiveness of VR, Video, and Written Materials on Food Hygiene and Equipment Safety
A study testing VR, Video and written materials in people with Educational Interventions and Virtual Reality, run by Fu Jen Catholic University.
Trial summary
This study investigates the impact of virtual reality (VR) as an educational tool in the food industry, comparing it to traditional methods like videos and written materials in teaching hygiene and safety. Read more about this study
- Who is it for?
- Ages 18 to 30 yearsHealthy volunteers can take part
- Conditions the study is for
- Educational Interventions, Virtual Reality
- What is being tested?
- VR, Video and written materials
- Type of treatment
- Medical device
- Could I receive a placebo?
- Yes, some participants may receive a placebo
- How many people
- 60 participants
- Where
- No sites listed yet
- Study dates
- 1 Feb 2025to 31 Aug 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 30 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- native Chinese speakers
- normal vision, hearing, and hand mobility
Who cannot join
- in other VR-related studies
- symptoms of dizziness when wearing a virtual reality headset
- have taken courses in food service or food hygiene and safety
Trial locations and contacts
No sites are listed yet.
About this study
Official title: Comparison of the Teaching Effectiveness of VR, Videos, and Written Materials on Food Hygiene Safety and Equipment Operation
This study investigates the impact of virtual reality (VR) as an educational tool in the food industry, comparing it to traditional methods like videos and written materials in teaching hygiene and safety. VR offers immersive, realistic training that allows employees to simulate food-handling scenarios, including handwashing, hazard identification, and emergency responses, which may enhance engagement and effectiveness. The study aims to clarify the advantages and limitations of VR-based education against traditional approaches by assessing learning effectiveness, usefulness, playfulness, ease of use, and long-term knowledge retention.
Participants will be assigned to one of the three educational methods (VR, video, or written materials) and evaluated through pre-tests, post-tests, and follow-up assessments one month later. Non-parametric statistical analysis, specifically the Wilcoxon signed-rank test, will assess the effectiveness of each educational method based on test scores and satisfaction surveys.
The study will be conducted at Fu Jen Catholic University's Department of Nutrition, following ethical guidelines and informed consent protocols to protect participants' welfare and data privacy. Professional supervision and carefully maintained equipment will ensure a safe learning environment, with adverse reactions monitored and documented throughout.
Read the detailed description
Virtual Reality (VR) is a rapidly evolving field with immense potential in education. In recent years, aside from medical education, VR is also growing in the food industry. Using VR, employees can receive realistic, immersive training experiences, enabling them to learn knowledge in hygiene and safety. The purpose of this shift in educational methods is to enhance the effectiveness of training for professionals. By using VR, employees can simulate real-life scenarios in restaurant, including tasks such as handling ingredients, practicing proper handwashing procedures, identifying and resolving potential hazards, and responding to emergency situations. VR in hygiene and safety education offers numerous benefits to the food industry. Therefore, this study aims to explore whether VR can replace or complement traditional educational methods in original course. By using different educational methods, including VR, videos, and written materials, the study seeks to clarify the advantages and disadvantages of traditional education and technology-based education. Building on the original course, this study compares the learning effectiveness, usefulness, playfulness, ease of use, and long-term knowledge retention of these three educational methods.
The statistical method planned for this study is non-parametric analysis, specifically the Wilcoxon signed-rank test, to analyze the participants' data. The evaluation of results will focus on the learning effectiveness assessment, with the primary evaluation indicators being the scores from the pre-test, post-test, and VR post-test. One month later, a re-evaluation of knowledge retention will be conducted. In the satisfaction survey, the main aspects assessed will be usefulness, playfulness, ease of use.
This study will first use a written consent form to ensure that participants fully understand the study's purpose, procedures, potential risks, and benefits. The consent form will include the following key information: the purpose of the study, the research procedures and possible risks, privacy protection measures for participants, voluntary participation, and the right to withdraw from the study at any time.
The researchers will explain the study plan in detail to the participants during the initial meeting and answer any questions they may have. This activity will take place in a classroom at Fu Jen Catholic University's Department of Nutrition. Participants will have sufficient time to read and understand the consent form thoroughly, and they will be able to ask questions before signing it. There will be two copies of the consent form: one for the participant to keep and another for the research team to archive, ensuring the safety and protection of participants. This study will ensure that all instructional activities are conducted under professional supervision, using well-tested and properly maintained equipment. While using the VR equipment, participants will be guided by trained professionals to avoid any discomfort or injuries that may result from improper use. If participants experience any adverse reactions during the study, such as dizziness, eye fatigue, or emotional discomfort, their participation will be immediately halted, and on-site personnel will provide an initial assessment and appropriate care. All adverse events will be documented and reported to the study principal investigator. If necessary, further evaluations will be conducted to determine if adjustments to the study protocol or procedures are required.
This study will strictly adhere to personal data protection regulations to ensure the confidentiality and security of all participants' information. Participants' identities will not be disclosed in any research reports or publications. These measures will help ensure that the study complies with ethical guidelines, respects the rights and welfare of participants, and addresses any potential adverse reactions.
- Conditions
- Educational Interventions, Virtual Reality
- Being tested
- VR, Video, written materials
- Keywords
- Virtual Reality, education, hygiene safety in food service
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
VRDevice
VR - Immersive instruction using virtual reality.
VideoDevice
Video - Educational content presented through video.
written materialsDevice
Written Materials - Instruction using text and images.
| Study group | Role | What they receive |
|---|---|---|
| VR Group | Experimental | In the VR group, participants will wear virtual reality headsets, experiencing immersive learning in a 3D space with interactive scenarios. Interactive buttons will assist them, making it feel as if they are physically entering a large-scale food service environment. The immersive learning focuses on operating large kitchen equipment, and the first-person perspective will make participants feel as if they are truly in the environment, preparing food in real-time. The VR experience will cover everything from clothing regulations, hygiene and safety precautions, and the use of large kitchen equipment to food service procedures and emergency response. All these aspects are integrated into the learning process. Receives: Device: VR |
| Video Group | Experimental | In the video group, participants will watch a video that features scenarios similar to those in the VR experience. However, instead of interacting with a 3D space, the content will be presented in a 2D format without the immersive spatial element. Receives: Device: Video |
| Written Materials Group | Sham comparator | In the written materials group, the content will be presented through photos and text, without offering dynamic visuals or the immersive 3D spatial experience. Receives: Device: written materials |
What is being measured
The primary outcome is the main question the study is designed to answer.
learning effectiveness assessment
Primary evaluation indicators being the scores from the pre-test, post-test, and VR post-test.
Measured: an hour
knowledge retention
Re-evaluation indicators being the scores from the post-test, and VR post-test.
Measured: From enrollment to one month after the completion of the teaching intervention.
user experience feedback
A total of 12 questions, using a satisfaction rating scale from 1 to 5, with 5 being the highest score. The main content includes ease of use of the VR equipment, whether it enhances learning motivation, understanding of spatial concepts, and skills in food service.
Measured: an hour
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted1 Nov 2024
- Study start1 Feb 2025 (estimated)
- Primary completion31 May 2026 (estimated)
- Study completion31 Aug 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (3)Papers the sponsor has linked to this study.
- Other trials for Educational InterventionsStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- This study will include students from both nutrition and non-nutrition departments. Participants will engage in one of three teaching modes: VR group, video group, or written materials group, all focusing on hygiene safety during food service and equipment operation. In the VR group, participants will wear virtual reality headsets for immersive learning in a 3D space with interactive scenarios, simulating a large-scale food service environment. In the video group, participants will watch a 2D video featuring similar scenarios to the VR experience but without interactive elements. The written materials group will receive content through static photos and text, lacking dynamic visuals or immersive experiences.
- Masking
- None (open label)
- Enrolment
- 60 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Fu Jen Catholic University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, SHIH, HSIN-YU, Fu Jen Catholic University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06669988
- Sponsor's protocol ID
- C112203
- Status last verified
- Oct 2024
- First submitted
- 29 Oct 2024
- Last updated
- 1 Nov 2024
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Aksoy E. Comparing the Effects on Learning Outcomes of Tablet-Based and Virtual Reality-Based Serious Gaming Modules for Basic Life Support Training: Randomized Trial. JMIR Serious Games. 2019 May 1;7(2):e13442. doi: 10.2196/13442.
PubMed 31042153Chao YC, Hu SH, Chiu HY, Huang PH, Tsai HT, Chuang YH. The effects of an immersive 3d interactive video program on improving student nurses' nursing skill competence: A randomized controlled trial study. Nurse Educ Today. 2021 Aug;103:104979. doi: 10.1016/j.nedt.2021.104979. Epub 2021 May 18.
PubMed 34049120Makinen H, Haavisto E, Havola S, Koivisto JM. Graduating nursing students' user experiences of the immersive virtual reality simulation in learning - A qualitative descriptive study. Nurs Open. 2023 May;10(5):3210-3219. doi: 10.1002/nop2.1571. Epub 2023 Jan 4.
PubMed 36598872
Study at a glance
From the registry record, last updated by the sponsor on 1 Nov 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Comparison of the Teaching Effectiveness of VR, Videos, and Written Materials on Food Hygiene Safety and Equipment Operation
- ClinicalTrials.gov ID
- NCT06669988
- Acronym / sponsor ID
- C112203
- Conditions
- Educational Interventions, Virtual Reality
- Keywords
- Virtual Reality, education, hygiene safety in food service
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 60 participants (estimated)
- Lead sponsor
- Fu Jen Catholic UniversityUniversity, hospital or other
- Study start
- 1 Feb 2025 (estimated)
- Primary completion
- 31 May 2026 (estimated)
- Study completion
- 31 Aug 2026 (estimated)
- First posted
- 1 Nov 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study investigates the impact of virtual reality (VR) as an educational tool in the food industry, comparing it to traditional methods like videos and written materials in teaching hygiene and safety. VR offers immersive, realistic training that allows employees to simulate food-handling scenarios, including handwashing, hazard identification, and emergency responses, which may enhance engagement and effectiveness. The study aims to clarify the advantages and limitations of VR-based education against traditional approaches by assessing learning effectiveness, usefulness, playfulness, ease of use, and long-term knowledge retention.
Participants will be assigned to one of the three educational methods (VR, video, or written materials) and evaluated through pre-tests, post-tests, and follow-up assessments one month later. Non-parametric statistical analysis, specifically the Wilcoxon signed-rank test, will assess the effectiveness of each educational method based on test scores and satisfaction surveys.
The study will be conducted at Fu Jen Catholic University's Department of Nutrition, following ethical guidelines and informed consent protocols to protect participants' welfare and data privacy. Professional supervision and carefully maintained equipment will ensure a safe learning environment, with adverse reactions monitored and documented throughout.
Detailed description
Virtual Reality (VR) is a rapidly evolving field with immense potential in education. In recent years, aside from medical education, VR is also growing in the food industry. Using VR, employees can receive realistic, immersive training experiences, enabling them to learn knowledge in hygiene and safety. The purpose of this shift in educational methods is to enhance the effectiveness of training for professionals. By using VR, employees can simulate real-life scenarios in restaurant, including tasks such as handling ingredients, practicing proper handwashing procedures, identifying and resolving potential hazards, and responding to emergency situations. VR in hygiene and safety education offers numerous benefits to the food industry. Therefore, this study aims to explore whether VR can replace or complement traditional educational methods in original course. By using different educational methods, including VR, videos, and written materials, the study seeks to clarify the advantages and disadvantages of traditional education and technology-based education. Building on the original course, this study compares the learning effectiveness, usefulness, playfulness, ease of use, and long-term knowledge retention of these three educational methods.
The statistical method planned for this study is non-parametric analysis, specifically the Wilcoxon signed-rank test, to analyze the participants' data. The evaluation of results will focus on the learning effectiveness assessment, with the primary evaluation indicators being the scores from the pre-test, post-test, and VR post-test. One month later, a re-evaluation of knowledge retention will be conducted. In the satisfaction survey, the main aspects assessed will be usefulness, playfulness, ease of use.
This study will first use a written consent form to ensure that participants fully understand the study's purpose, procedures, potential risks, and benefits. The consent form will include the following key information: the purpose of the study, the research procedures and possible risks, privacy protection measures for participants, voluntary participation, and the right to withdraw from the study at any time.
The researchers will explain the study plan in detail to the participants during the initial meeting and answer any questions they may have. This activity will take place in a classroom at Fu Jen Catholic University's Department of Nutrition. Participants will have sufficient time to read and understand the consent form thoroughly, and they will be able to ask questions before signing it. There will be two copies of the consent form: one for the participant to keep and another for the research team to archive, ensuring the safety and protection of participants. This study will ensure that all instructional activities are conducted under professional supervision, using well-tested and properly maintained equipment. While using the VR equipment, participants will be guided by trained professionals to avoid any discomfort or injuries that may result from improper use. If participants experience any adverse reactions during the study, such as dizziness, eye fatigue, or emotional discomfort, their participation will be immediately halted, and on-site personnel will provide an initial assessment and appropriate care. All adverse events will be documented and reported to the study principal investigator. If necessary, further evaluations will be conducted to determine if adjustments to the study protocol or procedures are required.
This study will strictly adhere to personal data protection regulations to ensure the confidentiality and security of all participants' information. Participants' identities will not be disclosed in any research reports or publications. These measures will help ensure that the study complies with ethical guidelines, respects the rights and welfare of participants, and addresses any potential adverse reactions.
Study design
- Primary purpose
- Other
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 3
- Model description
- This study will include students from both nutrition and non-nutrition departments. Participants will engage in one of three teaching modes: VR group, video group, or written materials group, all focusing on hygiene safety during food service and equipment operation. In the VR group, participants will wear virtual reality headsets for immersive learning in a 3D space with interactive scenarios, simulating a large-scale food service environment. In the video group, participants will watch a 2D video featuring similar scenarios to the VR experience but without interactive elements. The written materials group will receive content through static photos and text, lacking dynamic visuals or immersive experiences.
| Arm | Type | Receives |
|---|---|---|
| VR Group | Experimental | Device: VRIn the VR group, participants will wear virtual reality headsets, experiencing immersive learning in a 3D space with interactive scenarios. Interactive buttons will assist them, making it feel as if they are physically entering a large-scale food service environment. The immersive learning focuses on operating large kitchen equipment, and the first-person perspective will make participants feel as if they are truly in the environment, preparing food in real-time. The VR experience will cover everything from clothing regulations, hygiene and safety precautions, and the use of large kitchen equipment to food service procedures and emergency response. All these aspects are integrated into the learning process. |
| Video Group | Experimental | Device: VideoIn the video group, participants will watch a video that features scenarios similar to those in the VR experience. However, instead of interacting with a 3D space, the content will be presented in a 2D format without the immersive spatial element. |
| Written Materials Group | Sham comparator | Device: written materialsIn the written materials group, the content will be presented through photos and text, without offering dynamic visuals or the immersive 3D spatial experience. |
Who may qualify
- Ages
- 18 to 30 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (2 listed)
- native Chinese speakers
- normal vision, hearing, and hand mobility
Key exclusion criteria (3 listed)
- in other VR-related studies
- symptoms of dizziness when wearing a virtual reality headset
- have taken courses in food service or food hygiene and safety
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| VRVR - Immersive instruction using virtual reality. | Device | VR Group |
| VideoVideo - Educational content presented through video. | Device | Video Group |
| written materialsWritten Materials - Instruction using text and images. | Device | Written Materials Group |
Primary outcome
learning effectiveness assessment
Time frame: an hour
Primary evaluation indicators being the scores from the pre-test, post-test, and VR post-test.
knowledge retention
Time frame: From enrollment to one month after the completion of the teaching intervention.
Re-evaluation indicators being the scores from the post-test, and VR post-test.
user experience feedback
Time frame: an hour
A total of 12 questions, using a satisfaction rating scale from 1 to 5, with 5 being the highest score. The main content includes ease of use of the VR equipment, whether it enhances learning motivation, understanding of spatial concepts, and skills in food service.
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 1 Nov 2024.
- Results publication: PubMed 31042153Aksoy E. Comparing the Effects on Learning Outcomes of Tablet-Based and Virtual Reality-Based Serious Gaming Modules for Basic Life Support Training: Randomized Trial. JMIR Serious Games. 2019 May 1;7(2):e13442. doi: 10.2196/13442.
- Results publication: PubMed 34049120Chao YC, Hu SH, Chiu HY, Huang PH, Tsai HT, Chuang YH. The effects of an immersive 3d interactive video program on improving student nurses' nursing skill competence: A randomized controlled trial study. Nurse Educ Today. 2021 Aug;103:104979. doi: 10.1016/j.nedt.2021.104979. Epub 2021 May 18.
- Results publication: PubMed 36598872Makinen H, Haavisto E, Havola S, Koivisto JM. Graduating nursing students' user experiences of the immersive virtual reality simulation in learning - A qualitative descriptive study. Nurs Open. 2023 May;10(5):3210-3219. doi: 10.1002/nop2.1571. Epub 2023 Jan 4.
- Kwon, C. Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies. Virtual Reality 2019; 23: 101-118.Link provided by the sponsor.
- Kamińska, D., et al. Virtual Reality and Its Applications in Education: Survey. Information 2019; 10: 318.Link provided by the sponsor.
- Karanezi, X., E. Rapti, and G. Halimi Traditional and Modern Teaching Methodologies: Which One is More Successful and What are the Challenges? Academic Journal of Interdisciplinary Studies 2015; 4: 311.Link provided by the sponsor.
- Pan, Z., et al. Virtual reality and mixed reality for virtual learning environments. Computers \& Graphics 2006; 30: 20-28.Link provided by the sponsor.
- Clark, J., P. Crandall, and J. Shabatura Wearable Technology Effects on Training Outcomes of Restaurant Food Handlers. Journal of Food Protection 2018; 81: 1220-1226.Link provided by the sponsor.
- Mikropoulos, T.A. and A. Natsis Educational virtual environments: A ten-year review of empirical research (1999-2009). Computers \& Education 2011; 56: 769-780.Link provided by the sponsor.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Questions about this trial
What is this clinical trial studying?
A study testing VR, Video and written materials in people with Educational Interventions and Virtual Reality, run by Fu Jen Catholic University.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: status not confirmed, as of the sponsor's last update on 1 Nov 2024. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. Some participants in this study may receive a placebo. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
Contact SHIH HSIN-YU (+886936672330, s409470307@gmail.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
learning effectiveness assessment (time frame: an hour). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06669988, which also lists 3 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 1 Nov 2024.