Utilising activity theory as a framework to evaluate the implementation of a virtual simulation educational tool

Virtual simulation is recognised as an important educational tool, providing students with access to learning experiences that that may be difficult to achieve by other mechanisms. Using an activity theory framework and drawing upon survey data, this research examined the implementation of a virtual radiography (x-ray) simulation tool into an undergraduate course. Students report that the technology is easy to use and they benefit by being able to repeat activities in a safe (non-radiation) environment. Having used the simulation students reported an increase in technical and cognitive skills. This study also showed that students value using the technology both as an individual and collaborative learning activity. In addition, students identified that they prefer to use the technology as a teacher-led rather than a self-directed activity. Educators need to be mindful of both the range of learning outcomes that simulation affords and also the learning preferences of student groups