YANG Bi 1,2,3 , DONG Guangjing 1,2,3 , NIU Jitang 4 , JIANG Yuhan 5 , LIU Longqian 1,2,3 , ZHENG Xiujuan 4
  • 1. Department of Ophthalmology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
  • 2. Department of Optometry and Vision Sciences, West China School of Medicine, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
  • 3. Laboratory of Optometry and Vision Sciences, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
  • 4. College of Electrical Engineering, Sichuan University, Chengdu, Sichuan 610051, P. R. China;
  • 5. College of Computer Science, Sichuan University, Chengdu, Sichuan 610051, P. R. China;
ZHENG Xiujuan, Email: xiujuanzheng@scu.edu.cn
Virtual reality technology; low vision; teaching
10.7507/1002-0179.202404158
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Objective  To explore the application effect of virtual reality (VR) technology in low vision teaching for optometry students. Methods  Undergraduate students majoring in optometry at West China School of Medicine of Sichuan University were selected as the research subjects. The students enrolled in 2020 adopted the traditional lecture-based learning (LBL) teaching mode (LBL teaching group), while the students enrolled in 2021 adopted the VR teaching mode (VR teaching group). Both groups of students had studied the content of the same chapter on low vision, completed in class tests after learning, and completed a questionnaire survey. Results  There were 28 students in the VR teaching group and 30 students in the LBL teaching group. There was no statistically significant difference in age and gender composition between the two groups of students (P>0.05). The in-class test scores of students in the VR teaching group were higher than those in the LBL teaching group [86.43±6.10 vs. 78.10±7.69, P<0.05)]. Except for “subjective discomfort with this teaching mode”, the differences in other evaluation results between the two groups were statistically significant (P<0.05). VR teaching group students generally believed that applying VR technology to low vision teaching helped understand the visual experience and daily life status of low vision patients, improved learning efficiency and hands-on ability, reduced learning burden, and hoped to use this teaching mode routinely in other subject teaching. All students in the VR teaching group believed that this teaching mode was interesting, highly innovative, and enhanced teacher-student interaction.Conclusions  Applying VR technology to low vision teaching can enable students to personally experience the impact of various diseases on patients’ visual function and daily life. This teaching method not only optimizes and improves teaching effectiveness, but also has a high acceptance rate among students, which is worth further promoting in future optometry teaching.