Interprofessional EducationNCT07474701
Impacts of Immersive Virtual Reality (iHealthEd-IVR) and a Mobile Online Game (V-Care) on Interprofessional Education
A study testing IVR group and web-based group in people with Interprofessional Education and Serious Games, run by The Hong Kong Polytechnic University at 1 site in Hong Kong.
Trial summary
The goal of this randomised controlled trial is to compare the effectiveness of IVR and game-based learning in Interprofessional education (IPE), with significant implications for IPE delivery. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Interprofessional Education, Serious Games
- What is being tested?
- IVR group and web-based group
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 271 participants
- Where
- 1 siteHong Kong
- Study dates
- 2 Sep 2024to 30 Nov 2024
- 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 years and older
- All sexes
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- Either undergraduate and pre-registration master's nursing students from the School of Nursing or undergraduate physiotherapists from the Department of Rehabilitation Sciences at the Hong Kong Polytechnic University
- Enrolled nursing subject (SN 402/5012) for nursing students
- Physiotherapy students who will earn practicum hours by participating
Who cannot join
- A student who refused to sign the consent form while enrolled in the subject in which the program is embedded as the course element.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Impacts of Immersive Virtual Reality (iHealthEd-IVR) and a Mobile Online Game (V-Care) on Interprofessional Education: A Multi-Methods Study
The goal of this randomised controlled trial is to compare the effectiveness of IVR and game-based learning in Interprofessional education (IPE), with significant implications for IPE delivery.
The main question it aims to answer is:
Read more
Does IVR or game-based learning enhance students' interprofessional competencies and learning outcomes in IPE? Which modalities optimise the educational effectiveness for IPE implementation among healthcare students between IVR and game-based learning?
Researchers will compare the effectiveness of both IVR training and a mobile gaming platform and identify the optimal modality for IPE implementation.
Participants will be randomly assigned to 2 groups:
the IVR group that received a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR); the web-based group that received a one-week IPE training with a web-based serious game (V-Care).
- Conditions
- Interprofessional Education, Serious Games
- Being tested
- IVR group, web-based group
- Keywords
- Virtual Reality, Undergraduate Health Care education, Serious games, Interprofessional Education
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
IVR groupOther
a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR) training for healthcare students, which is embedded in the course
web-based groupOther
a one-week IPE training with a web-based serious game (V-Care) training for healthcare students, which is embedded in the course
| Study group | Role | What they receive |
|---|---|---|
| IVR group | Experimental | The IVR group received a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR). Receives: Other: IVR group |
| web-based group | Experimental | The web-based group received a one-week IPE training with a web-based serious game (V-Care). Receives: Other: web-based group |
What is being measured
The primary outcome is the main question the study is designed to answer.
Intrinsic Motivation Inventory (IMI)
The Intrinsic Motivation Inventory (IMI) is a multidimensional measure used to assess participants' subjective experience related to a target activity in laboratory experiments. The IMI evaluates several subscales, including interest/enjoyment, perceived competence, effort, value/usefulness, pressure/tension, perceived choice, and relatedness. The interest/enjoyment subscale is considered the self-report measure of intrinsic motivation, while perceived choice and perceived competence are theorized to be positive predictors, and pressure/tension a negative predictor, of intrinsic motivation. The IMI consisted of 18 items scored on a Likert scale from 1 (not at all true) to 7 (very true). The overall IMI scale had strong internal consistency, with a Cronbach's alpha of .85.
Measured: From baseline to the end of the intervention period at 2 weeks
Readiness for Interprofessional Learning Scale (RIPLS)
The Readiness for Interprofessional Learning Scale (RIPLS) was used to measure the "readiness" of healthcare students for shared IP learning. The RIPLS comprised a 19-item, 3-factor scale assessing students' perceptions of: 1) teamwork and collaboration, 2) professional identity, and 3) professional roles and responsibilities. The RIPLS uses a 5-point Likert scale for responses, ranging from 1 (strongly disagree) to 5 (strongly agree). Overall, higher total and subscale scores on the RIPLS would demonstrate greater "readiness" and more positive perceptions towards the value of IPE and collaborative practice among healthcare students. The overall RIPLS scale demonstrated strong internal consistency reliability (α = 0.90).
Measured: From baseline to the end of the intervention period at 2 weeks
Brief Sense of Community Scale (BSCS)
The Brief Sense of Community Scale (BSCS) is an 8-item scale designed to measure the dimensions of sense of community as defined by the McMillan and Chavis model. The BSCS includes items representing the four dimensions of needs fulfillment, group membership, influence, and emotional connection. Participants responded to the BSCS items using a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). A higher score on the BSCS indicates a stronger sense of community. The BSCS demonstrated strong internal consistency reliability, with Cronbach's alpha of .92.
Measured: From baseline to the end of the intervention period at 2 weeks
Multiple choice questions (MCQs)
Multiple choice questions (MCQs) were developed as a measure of student learning outcome on the knowledge of IPE. The questions and answers were collaboratively developed by academics from nursing and rehabilitation sciences.
Measured: From baseline to the end of the intervention period at 2 weeks
Face-to-face semi-structured focus group interviews
To ensure representativeness and comprehensiveness of the qualitative data, participants will be recruited using stratified purposive sampling based on characteristics relevant to their learning experiences, such as field and year of study. The focus group will begin with a guiding question: "What was your IPE learning experience?" Participants will then discuss how the experience impacted their studies, elements they liked or disliked, and skills, knowledge, and benefits gained. Four face-to-face focus groups typically suffice to reach data saturation, and each session lasted approximately 60 minutes on average
Measured: After the completion of all the IPE learning activities or the two modalities at 5 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted16 Mar 2026
- Study start2 Sep 2024
- Primary completion31 Oct 2024
- Study completion30 Nov 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (16)Papers the sponsor has linked to this study.
- Other trials for Interprofessional EducationStudies of the same condition, open and under way.
- More trials run by The Hong Kong Polytechnic UniversityThe sponsor's other registered studies.
- 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
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 271 participants (actual)
Sponsor and investigators
- Lead sponsor
- The Hong Kong Polytechnic University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Dr. Justina Liu Yat Wa, The Hong Kong Polytechnic University
- Investigators
- Justina Liu, PhD, Principal investigator, School of Nursing, The Hong Kong Polytechnic University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07474701
- Sponsor's protocol ID
- HSEARS20240827002
- Status last verified
- Feb 2024
- First submitted
- 27 Feb 2026
- Last updated
- 16 Mar 2026
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Since the two serious games in the study are still in development, the data are not available, nor would it be appropriate to share them at the current stage.
Publications
Reeves, S. and H. Barr, Twelve steps to evaluating interprofessional education. Journal of Taibah University Medical Sciences, 2016. 11(6): p. 601-605.
Castro TC, Goncalves LS. The use of gamification to teach in the nursing field. Rev Bras Enferm. 2018 May;71(3):1038-1045. doi: 10.1590/0034-7167-2017-0023. English, Portuguese.
PubMed 29924165Sailer, M. and L. Homner, The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 2020. 32(1): p. 77-112.
Zainuddin, Z., et al., The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 2020. 30: p. 100326.
Braun, V. and V. Clarke, Using thematic analysis in psychology. Qualitative Research in Psychology, 2006. 3(2): p. 77-101.
Patton, M.Q., Two Decades of Developments in Qualitative Inquiry:A Personal, Experiential Perspective. Qualitative Social Work, 2002. 1(3): p. 261-283.
Peterson, N.A., P.W. Speer, and D.W. McMillan, Validation of a Brief Sense of Community Scale: Confirmation of the principal theory of sense of community. 2008, John Wiley & Sons: US. p. 61-73.
McMillan, D.W. and D.M. Chavis, Sense of community: A definition and theory. Journal of Community Psychology, 1986. 14(1): p. 6-23.
McAuley E, Duncan T, Tammen VV. Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: a confirmatory factor analysis. Res Q Exerc Sport. 1989 Mar;60(1):48-58. doi: 10.1080/02701367.1989.10607413.
PubMed 2489825Hennink MM, Kaiser BN, Weber MB. What Influences Saturation? Estimating Sample Sizes in Focus Group Research. Qual Health Res. 2019 Aug;29(10):1483-1496. doi: 10.1177/1049732318821692. Epub 2019 Jan 10.
PubMed 30628545Fusco NM, Foltz-Ramos K, Ohtake PJ, Mann C. Interprofessional Simulation Learning Game Increases Socialization and Teamwork Among Students of Health Professions Programs. Nurse Educ. 2024 Jan-Feb 01;49(1):E32-E35. doi: 10.1097/NNE.0000000000001341. Epub 2022 Dec 8.
PubMed 36729868Joseph AR, Wright VM, Watkins SM, Goddard SE, Mast DD. Evaluation of the Performance of a Card Game to Introduce Students to Interprofessional Collaboration: A Randomized 2-Group Comparison Study. Nurse Educ. 2024 Jul-Aug 01;49(4):206-211. doi: 10.1097/NNE.0000000000001594. Epub 2023 Dec 25.
PubMed 38150821Liaw SY, Soh SL, Tan KK, Wu LT, Yap J, Chow YL, Lau TC, Lim WS, Tan SC, Choo H, Wong LL, Lim SM, Ignacio J, Wong LF. Design and evaluation of a 3D virtual environment for collaborative learning in interprofessional team care delivery. Nurse Educ Today. 2019 Oct;81:64-71. doi: 10.1016/j.nedt.2019.06.012. Epub 2019 Jul 2.
PubMed 31330404Taylor S, Bobba S, Roome S, Ahmadzai M, Tran D, Vickers D, Bhatti M, De Silva D, Dunstan L, Falconer R, Kaur H, Kitson J, Patel J, Shulruf B. Simulated patient and role play methodologies for communication skills training in an undergraduate medical program: Randomized, crossover trial. Educ Health (Abingdon). 2018 Jan-Apr;31(1):10-16. doi: 10.4103/1357-6283.239040.
PubMed 30117467Qiao J, Xu J, Li L, Ouyang YQ. The integration of immersive virtual reality simulation in interprofessional education: A scoping review. Nurse Educ Today. 2021 Mar;98:104773. doi: 10.1016/j.nedt.2021.104773. Epub 2021 Jan 19.
PubMed 33497990
Study at a glance
From the registry record, last updated by the sponsor on 16 Mar 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Impacts of Immersive Virtual Reality (iHealthEd-IVR) and a Mobile Online Game (V-Care) on Interprofessional Education: A Multi-Methods Study
- ClinicalTrials.gov ID
- NCT07474701
- Acronym / sponsor ID
- HSEARS20240827002
- Conditions
- Interprofessional Education, Serious Games
- Keywords
- Virtual Reality, Undergraduate Health Care education, Serious games, Interprofessional Education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 271 participants (actual)
- Lead sponsor
- The Hong Kong Polytechnic UniversityUniversity, hospital or other
- Study start
- 2 Sep 2024 (actual)
- Primary completion
- 31 Oct 2024 (actual)
- Study completion
- 30 Nov 2024 (actual)
- First posted
- 16 Mar 2026 (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.
The goal of this randomised controlled trial is to compare the effectiveness of IVR and game-based learning in Interprofessional education (IPE), with significant implications for IPE delivery.
The main question it aims to answer is:
Does IVR or game-based learning enhance students' interprofessional competencies and learning outcomes in IPE? Which modalities optimise the educational effectiveness for IPE implementation among healthcare students between IVR and game-based learning?
Researchers will compare the effectiveness of both IVR training and a mobile gaming platform and identify the optimal modality for IPE implementation.
Participants will be randomly assigned to 2 groups:
the IVR group that received a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR); the web-based group that received a one-week IPE training with a web-based serious game (V-Care).
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| IVR group | Experimental | Other: IVR groupThe IVR group received a one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR). |
| web-based group | Experimental | Other: web-based groupThe web-based group received a one-week IPE training with a web-based serious game (V-Care). |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Either undergraduate and pre-registration master's nursing students from the School of Nursing or undergraduate physiotherapists from the Department of Rehabilitation Sciences at the Hong Kong Polytechnic University
- Enrolled nursing subject (SN 402/5012) for nursing students
- Physiotherapy students who will earn practicum hours by participating
Key exclusion criteria (1 listed)
- A student who refused to sign the consent form while enrolled in the subject in which the program is embedded as the course element.
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 |
|---|---|---|
| IVR groupa one-week IPE training with Immersive Virtual Reality (iHealthEd-IVR) training for healthcare students, which is embedded in the course | Other | IVR group |
| web-based groupa one-week IPE training with a web-based serious game (V-Care) training for healthcare students, which is embedded in the course | Other | web-based group |
Primary outcome
Intrinsic Motivation Inventory (IMI)
Time frame: From baseline to the end of the intervention period at 2 weeks
The Intrinsic Motivation Inventory (IMI) is a multidimensional measure used to assess participants' subjective experience related to a target activity in laboratory experiments. The IMI evaluates several subscales, including interest/enjoyment, perceived competence, effort, value/usefulness, pressure/tension, perceived choice, and relatedness. The interest/enjoyment subscale is considered the self-report measure of intrinsic motivation, while perceived choice and perceived competence are theorized to be positive predictors, and pressure/tension a negative predictor, of intrinsic motivation. The IMI consisted of 18 items scored on a Likert scale from 1 (not at all true) to 7 (very true). The overall IMI scale had strong internal consistency, with a Cronbach's alpha of .85.
Readiness for Interprofessional Learning Scale (RIPLS)
Time frame: From baseline to the end of the intervention period at 2 weeks
The Readiness for Interprofessional Learning Scale (RIPLS) was used to measure the "readiness" of healthcare students for shared IP learning. The RIPLS comprised a 19-item, 3-factor scale assessing students' perceptions of: 1) teamwork and collaboration, 2) professional identity, and 3) professional roles and responsibilities. The RIPLS uses a 5-point Likert scale for responses, ranging from 1 (strongly disagree) to 5 (strongly agree). Overall, higher total and subscale scores on the RIPLS would demonstrate greater "readiness" and more positive perceptions towards the value of IPE and collaborative practice among healthcare students. The overall RIPLS scale demonstrated strong internal consistency reliability (α = 0.90).
Brief Sense of Community Scale (BSCS)
Time frame: From baseline to the end of the intervention period at 2 weeks
The Brief Sense of Community Scale (BSCS) is an 8-item scale designed to measure the dimensions of sense of community as defined by the McMillan and Chavis model. The BSCS includes items representing the four dimensions of needs fulfillment, group membership, influence, and emotional connection. Participants responded to the BSCS items using a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). A higher score on the BSCS indicates a stronger sense of community. The BSCS demonstrated strong internal consistency reliability, with Cronbach's alpha of .92.
Multiple choice questions (MCQs)
Time frame: From baseline to the end of the intervention period at 2 weeks
Multiple choice questions (MCQs) were developed as a measure of student learning outcome on the knowledge of IPE. The questions and answers were collaboratively developed by academics from nursing and rehabilitation sciences.
Face-to-face semi-structured focus group interviews
Time frame: After the completion of all the IPE learning activities or the two modalities at 5 weeks
To ensure representativeness and comprehensiveness of the qualitative data, participants will be recruited using stratified purposive sampling based on characteristics relevant to their learning experiences, such as field and year of study. The focus group will begin with a guiding question: "What was your IPE learning experience?" Participants will then discuss how the experience impacted their studies, elements they liked or disliked, and skills, knowledge, and benefits gained. Four face-to-face focus groups typically suffice to reach data saturation, and each session lasted approximately 60 minutes on average
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 16 Mar 2026.
- BackgroundReeves, S. and H. Barr, Twelve steps to evaluating interprofessional education. Journal of Taibah University Medical Sciences, 2016. 11(6): p. 601-605.
- Background: PubMed 29924165Castro TC, Goncalves LS. The use of gamification to teach in the nursing field. Rev Bras Enferm. 2018 May;71(3):1038-1045. doi: 10.1590/0034-7167-2017-0023. English, Portuguese.
- BackgroundSailer, M. and L. Homner, The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 2020. 32(1): p. 77-112.
- BackgroundZainuddin, Z., et al., The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 2020. 30: p. 100326.
- BackgroundBraun, V. and V. Clarke, Using thematic analysis in psychology. Qualitative Research in Psychology, 2006. 3(2): p. 77-101.
- BackgroundPatton, M.Q., Two Decades of Developments in Qualitative Inquiry:A Personal, Experiential Perspective. Qualitative Social Work, 2002. 1(3): p. 261-283.
- BackgroundPeterson, N.A., P.W. Speer, and D.W. McMillan, Validation of a Brief Sense of Community Scale: Confirmation of the principal theory of sense of community. 2008, John Wiley & Sons: US. p. 61-73.
- BackgroundMcMillan, D.W. and D.M. Chavis, Sense of community: A definition and theory. Journal of Community Psychology, 1986. 14(1): p. 6-23.
- Background: PubMed 2489825McAuley E, Duncan T, Tammen VV. Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: a confirmatory factor analysis. Res Q Exerc Sport. 1989 Mar;60(1):48-58. doi: 10.1080/02701367.1989.10607413.
- Background: PubMed 30628545Hennink MM, Kaiser BN, Weber MB. What Influences Saturation? Estimating Sample Sizes in Focus Group Research. Qual Health Res. 2019 Aug;29(10):1483-1496. doi: 10.1177/1049732318821692. Epub 2019 Jan 10.
- Background: PubMed 36729868Fusco NM, Foltz-Ramos K, Ohtake PJ, Mann C. Interprofessional Simulation Learning Game Increases Socialization and Teamwork Among Students of Health Professions Programs. Nurse Educ. 2024 Jan-Feb 01;49(1):E32-E35. doi: 10.1097/NNE.0000000000001341. Epub 2022 Dec 8.
- Background: PubMed 38150821Joseph AR, Wright VM, Watkins SM, Goddard SE, Mast DD. Evaluation of the Performance of a Card Game to Introduce Students to Interprofessional Collaboration: A Randomized 2-Group Comparison Study. Nurse Educ. 2024 Jul-Aug 01;49(4):206-211. doi: 10.1097/NNE.0000000000001594. Epub 2023 Dec 25.
- Individual participant dataSharing planned: No. Since the two serious games in the study are still in development, the data are not available, nor would it be appropriate to share them at the current stage.
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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.
Justina Liu, PhD principal investigator
School of Nursing, The Hong Kong Polytechnic University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing IVR group and web-based group in people with Interprofessional Education and Serious Games, run by The Hong Kong Polytechnic University at 1 site in Hong Kong.
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 3 inclusion and 1 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: finished, as of the sponsor's last update on 16 Mar 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Hong Kong. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. 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?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Intrinsic Motivation Inventory (IMI) (time frame: From baseline to the end of the intervention period at 2 weeks). The study lists 5 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 NCT07474701, which also lists 16 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 16 Mar 2026.