Suzanne Mitchell1, Alexa Bragg2, Paula Gardiner3, Barbara De La Cruz4, Lance Laird5. 1. Boston Medical Center, Department of Family Medicine, Boston, MA 02218, USA; Boston University School of Medicine, Department of Family Medicine, Boston, MA 02218, USA. Electronic address: suzanne.mitchell@bmc.org. 2. Boston University School of Medicine, Department of Family Medicine, Boston, MA 02218, USA. Electronic address: alexa.bragg@bmc.org. 3. Boston University School of Medicine, Department of Family Medicine, Boston, MA 02218, USA; University of Massachusetts Medical School, Department of Family Medicine, Worcester, MA 01655, USA. Electronic address: paula.gardiner@umassmed.edu. 4. Boston Medical Center, Department of Family Medicine, Boston, MA 02218, USA. Electronic address: badlc@bu.edu. 5. Boston University School of Medicine, Department of Family Medicine, Boston, MA 02218, USA; Boston University School of Medicine, Division of Graduate Medical Sciences, Boston, MA 02218, USA. Electronic address: llaird@bu.edu.
Abstract
OBJECTIVE: We aim to explore how users' experience of presence in a virtual world (VW) learning environment enhanced patient engagement in DSME/S programs conducted in an online VW platform with minority women with type 2 diabetes. METHODS: We conducted an embedded, mixed methods study, using a convergent study design to analyze qualitative field notes and interview data and quantitative survey data gathered from the Women in Control 2.0 (WIC2) clinical trial participants. The WIC2 clinical trial compared a diabetes group visit program delivered using an online VW platform versus an in-person approach. RESULT: We enrolled 158 VW participants, of which 144 completed baseline data, 124 completed the post-intervention follow up survey, and 30 participated in key informant and focus group interviews. Overall, participants reported a sense of social (63.7%, mean 3.7/5.0), physical (63.1%, mean 3.6/5.0), and self (49.0%, mean 3.3/5.0) presence while engaged in VW group DSME/S. Three themes emerged from mixed methods analysis including, 1) Participants' identification with their avatars enhances a sense of self presence in a VW, 2) physical presence enables visualization and imaginative play modalities of social learning, and 3) social presence cultivates meaningful social support and psychological safety. CONCLUSION: Our research empirically supports the premise that participants' experience of three domains of presence (self, physical and social) in a VW environment enhances participant engagement in DSME/S programs. PRACTICE IMPLICATIONS: Further research is warranted to study optimal approaches to implementation and dissemination of this novel approach to patient education and engagement.
OBJECTIVE: We aim to explore how users' experience of presence in a virtual world (VW) learning environment enhanced patient engagement in DSME/S programs conducted in an online VW platform with minority women with type 2 diabetes. METHODS: We conducted an embedded, mixed methods study, using a convergent study design to analyze qualitative field notes and interview data and quantitative survey data gathered from the Women in Control 2.0 (WIC2) clinical trial participants. The WIC2 clinical trial compared a diabetes group visit program delivered using an online VW platform versus an in-person approach. RESULT: We enrolled 158 VW participants, of which 144 completed baseline data, 124 completed the post-intervention follow up survey, and 30 participated in key informant and focus group interviews. Overall, participants reported a sense of social (63.7%, mean 3.7/5.0), physical (63.1%, mean 3.6/5.0), and self (49.0%, mean 3.3/5.0) presence while engaged in VW group DSME/S. Three themes emerged from mixed methods analysis including, 1) Participants' identification with their avatars enhances a sense of self presence in a VW, 2) physical presence enables visualization and imaginative play modalities of social learning, and 3) social presence cultivates meaningful social support and psychological safety. CONCLUSION: Our research empirically supports the premise that participants' experience of three domains of presence (self, physical and social) in a VW environment enhances participant engagement in DSME/S programs. PRACTICE IMPLICATIONS: Further research is warranted to study optimal approaches to implementation and dissemination of this novel approach to patient education and engagement.
Authors: Paul A Harris; Robert Taylor; Robert Thielke; Jonathon Payne; Nathaniel Gonzalez; Jose G Conde Journal: J Biomed Inform Date: 2008-09-30 Impact factor: 6.317
Authors: Suzanne E Mitchell; Morgan Mako; Ekaterina Sadikova; Linda Barnes; Abriella Stone; Milagros C Rosal; John Wiecha Journal: J Diabetes Sci Technol Date: 2014-09-10
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