Comparison of Teaching Effectiveness of VR, Video, and Written Materials on Food Hygiene and Equipment Safety

NCT06669988 | Not Yet Recruiting

• 1 other identifier: C112203
• Study Type: interventional
• Target: 60
• Locations: 0 countries
• Sites: N/A

Brief 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. 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.

Conditions

Educational Interventions; Virtual Reality

Keywords

Virtual Reality; education; hygiene safety in food service

Outcome Measures

Primary Outcomes (3)

• learning effectiveness assessment

  Primary evaluation indicators being the scores from the pre-test, post-test, and VR post-test.

  an hour

• knowledge retention

  Re-evaluation indicators being the scores from the post-test, and VR post-test.

  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.

  an hour

Study Arms (3)

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.

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.

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.

Device: written materials

Interventions

VR DEVICE

VR - Immersive instruction using virtual reality.

VR Group

Video DEVICE

Video - Educational content presented through video.

Video Group

written materials DEVICE

Written Materials - Instruction using text and images.

Written Materials Group

Eligibility Criteria

• Age: 18 Years - 30 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• native Chinese speakers
• normal vision, hearing, and hand mobility

You may not qualify if:

• 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

Sponsors & Collaborators

• Fu Jen Catholic University: lead

Related Publications (3)

• 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.

  PMID: 31042153 BACKGROUND

• Chao 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.

  PMID: 34049120 BACKGROUND

• Makinen 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.

  PMID: 36598872 BACKGROUND

Related Links

• Kwon, C. Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies. Virtual Reality 2019; 23: 101-118.
• 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.
• Pan, Z., et al. Virtual reality and mixed reality for virtual learning environments. Computers \& Graphics 2006; 30: 20-28.
• 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.
• Mikropoulos, T.A. and A. Natsis Educational virtual environments: A ten-year review of empirical research (1999-2009). Computers \& Education 2011; 56: 769-780.
• Merchant, Z., et al. Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers \& Education 2014; 70: 29-40.

Central Study Contacts

SHIH HSIN-YU

CONTACT

+886936672330; s409470307@gmail.com

Hsin-Yi Yang, PhD

CONTACT

+886928645801; b8506044@gmail.com

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: 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.

Study Record Dates

• First Submitted: October 29, 2024
• First Posted: November 1, 2024
• Study Start: February 1, 2025
• Primary Completion (Estimated): May 31, 2026
• Study Completion (Estimated): August 31, 2026
• Last Updated: November 1, 2024

Record last verified: 2024-10

Data Sharing

• IPD Sharing: Will not share