Applying virtual stories to enhance University students learn-to-learn competence for practicum preparation: an empirical exploratory study

Though considerable literature conducted in the context of Western societies has concluded that the use of virtual reality (VR) technology can facilitate students’ learning, the applicability of this technology to advancing students’ practicum learning in the Chinese context remains uncertain. This presentation describes the design and implementation of a learning project based on the pedagogical foundation of learning-to-learn and the application of VR technology. The extent to which the project intervention can enhance students learn-to-learn competence (i.e. creativity, professional identity and teamwork skills) was assessed through a longitudinal survey study. ANOVA analysis was conducted based on the data collected at three time points (pre-intervention, post intervention and follow-up stages) on a group of 107 University students. Results indicate significant positive changes among student participants in their self-perceived creativity, teamwork skills and the accomplishment of course intended learning outcome. Issues and implications for University education in the digital and the COVID-19 pandemic era are discussed.