Exploring the Effects of Serious Games (Immersive Virtual Reality Versus Web-Based Platforms) on Interprofessional Education Among Undergraduate Health Care Students: Randomized Controlled Trial and Multimethod Study

Background: Interprofessional education (IPE) is essential for developing teamwork and communication skills in health care training. Building interprofessional competency involves acquiring knowledge, cultivating readiness to engage in teamwork, and fostering effective collaboration. However, challenges include geographical barriers and faculty resistance that can hinder progress. Innovative solutions to enhance engagement and collaboration include serious games played using immersive virtual reality (IVR) and web-based platforms. Despite their potential, research comparing the effectiveness of these approaches for IPE remains limited. Objective: This study aimed to identify effective implementation methods by evaluating the impact of IVR and web-based serious games on health care students' interprofessional competencies and learning experiences. Methods: A multimethod approach was used to evaluate students' pre- and postlearning outcomes and experiences. Nursing and physiotherapy students were randomly assigned to either the IVR group or web-based group. The Readiness for Interprofessional Learning Scale (RIPLS), Brief Sense of Community Scale (BSCS), and Intrinsic Motivation Inventory (IMI) were used to measure learning experiences. Learning outcomes were examined through multiple-choice questions (MCQs). After the outcome assessments, groups switched modalities to allow all students to experience both learning approaches. Four focus groups (n=34) provided qualitative insights into learning experiences. Results: The study included 271 students (IVR group: 125; web-based group: 146). Both groups showed significant improvements in community building (BSCS; IVR: r=-0.29, 95% CI 0.06-0.31; P=.001; web-based: r=-0.27, 95% CI 0.07-0.31; P=.001). The IVR group showed improvements in only the pressure/tension subscale of the IMI (r=-0.45, 95% CI -0.05 to -0.25; P