The Virtual Reality Intervention Programs and Dementia Care Education: A Systematic Review
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| Title: | The Virtual Reality Intervention Programs and Dementia Care Education: A Systematic Review |
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| Language: | English |
| Authors: | Xiaoli Li (ORCID |
| Source: | Educational Gerontology. 2025 51(6):598-614. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Computer Simulation, Intervention, Dementia, Technology Uses in Education, Program Effectiveness, Allied Health Occupations Education, Caregiver Training, Knowledge Level, Skill Development, Caregiver Attitudes, Self Esteem, Self Efficacy, Educational Research |
| DOI: | 10.1080/03601277.2025.2466131 |
| ISSN: | 0360-1277 1521-0472 |
| Abstract: | The use of virtual reality (VR) as an educational tool has gained significant attention, especially within the healthcare field. VR technology has been explored for its potential to deepen the understanding of individuals living with dementia, allowing students and caregivers to immerse themselves in the lives of those affected by this condition. To date, research evidence regarding the implementation and effectiveness of VR interventions in this domain has not been evaluated and synthesized. We aimed to address this gap in the evidence. The study protocol was registered with PROSPERO, and literature published from 2000 onwards was searched from eight databases: Academic Search Complete, APA PsycINFO, CINAHL, MEDLINE, Scopus, IEEE Xplore, Web of Science, and PubMed. Additionally, hand searches of keywords and citation tracking were conducted in Google Scholar. Both qualitative and quantitative literature were considered, and study reporting quality was assessed using the Joanna Briggs Institute Critical Appraisal Checklists and Critical Appraisal Skills Program Checklist. Among the 418 articles initially identified, 22 were selected for the review based on the inclusion and exclusion criteria. The review encompassed 17 experimental studies and five qualitative studies, involving healthcare professionals, informal caregivers, and university students. Sample sizes ranged from 20 to 278 participants, originating from seven different countries and regions, utilizing 11 distinct VR prevention programs. We used descriptive analysis and content coding for synthesizing study types, design, approaches, and outcomes. Overall, the incorporation of VR in dementia care education emerges as a novel and underexplored research avenue. VR interventions demonstrated enhancements in caregivers' and students' empathy, knowledge, attitude, and understanding of people with dementia, although not all experimental studies found statistically significant changes. Most of the VR intervention showed potential benefits in enhancing dementia care. VR-based education emerged as a valuable complement to traditional teaching and training methodologies, offering a more engaging and realistic learning experience. However, further research in larger and more diverse samples is imperative to comprehensively explore the effects of different VR intervention programs on dementia care education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496267 |
| Database: | ERIC |
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| Abstract: | The use of virtual reality (VR) as an educational tool has gained significant attention, especially within the healthcare field. VR technology has been explored for its potential to deepen the understanding of individuals living with dementia, allowing students and caregivers to immerse themselves in the lives of those affected by this condition. To date, research evidence regarding the implementation and effectiveness of VR interventions in this domain has not been evaluated and synthesized. We aimed to address this gap in the evidence. The study protocol was registered with PROSPERO, and literature published from 2000 onwards was searched from eight databases: Academic Search Complete, APA PsycINFO, CINAHL, MEDLINE, Scopus, IEEE Xplore, Web of Science, and PubMed. Additionally, hand searches of keywords and citation tracking were conducted in Google Scholar. Both qualitative and quantitative literature were considered, and study reporting quality was assessed using the Joanna Briggs Institute Critical Appraisal Checklists and Critical Appraisal Skills Program Checklist. Among the 418 articles initially identified, 22 were selected for the review based on the inclusion and exclusion criteria. The review encompassed 17 experimental studies and five qualitative studies, involving healthcare professionals, informal caregivers, and university students. Sample sizes ranged from 20 to 278 participants, originating from seven different countries and regions, utilizing 11 distinct VR prevention programs. We used descriptive analysis and content coding for synthesizing study types, design, approaches, and outcomes. Overall, the incorporation of VR in dementia care education emerges as a novel and underexplored research avenue. VR interventions demonstrated enhancements in caregivers' and students' empathy, knowledge, attitude, and understanding of people with dementia, although not all experimental studies found statistically significant changes. Most of the VR intervention showed potential benefits in enhancing dementia care. VR-based education emerged as a valuable complement to traditional teaching and training methodologies, offering a more engaging and realistic learning experience. However, further research in larger and more diverse samples is imperative to comprehensively explore the effects of different VR intervention programs on dementia care education. |
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| ISSN: | 0360-1277 1521-0472 |
| DOI: | 10.1080/03601277.2025.2466131 |
