Kimberly A. Kaphingst|Susan Persky|Cade McCall|Christina Lachance|Johanna Loewenstein|Andrew C. Beall|Jim Blascovich
Testing the effects of educational strategies on comprehension of a genomic concept using virtual reality technology
National Human Genome Research Institute|National Human Genome Research Institute|University of California, Santa Barbara|National Human Genome Research Institute|National Human Genome Research Institute|University of California, Santa Barbara|University of California, Santa Barbara
applying genetic susceptibility information improve health likely require educating patients abstract concepts little existing research experimental study examined effect learning mode comprehension genomic concept 156 individuals aged 1840 without specialized knowledge randomly assigned either virtual reality active learning didactic learning condition outcome comprehension recall transfer mental models change recall greater didactic learning active learning p 0001 mean transfer change mental models also higher didactic learning p 00001 p 005 respectively believability higher didactic learning p 005 ratings motivation p 005 interest p 00001 enjoyment p 00001 higher active learning variables mediate association learning mode comprehension results show learning mode affects comprehension additional research needed regarding contexts different approaches best educating patients abstract concepts didactic interpersonal health education approaches may effective interactive games educating patients abstract unfamiliar concepts findings indicate importance traditional health education approaches emerging areas like genomics