Testing innovative approaches for communicating with lay individuals about genetic concepts using virtual reality technology

Introduction: For lay individuals to benefit from genetic susceptibility information for common, complex diseases, health professionals need to be able to convey the information in an understandable and usable way. We developed innovative health communication approaches to increase understanding of the genetic concept of gene-environment interactions, and tested the approaches using virtual reality technology, which has a number of experimental advantages such as maximizing both internal validity and generalizability. Methods: The study objective was to compare the effects of active learning (self-driven) to didactic learning (lecture) on comprehension; we hypothesized that active learning would increase comprehension more. We developed virtual worlds based on a “risk elevator” metaphor for both learning conditions. 156 healthy adults aged 18-40 were randomized to condition. Dependent variables were a 14-item measure of recall and a 6-item measure of transfer (i.e., applying information to new health contexts). One-way ANOVA was used to examine associations with learning condition. Results: 63% of participants were white, non-Hispanic; 90% had some education after high school. Mean change in recall (p<0.001) and transfer (p<0.01) scores were both significantly higher for didactic learning than active learning. Mean ratings for interest (p<0.0001), satisfaction with experience (p<0.0001), and motivation (p<0.05) were higher for active learning than didactic learning; mean believability was higher for didactic learning (p<0.05). Discussion: The study findings highlighted possible limitations to delivering health information through active learning approaches (e.g., lack of structure, presence of distractions). The implications for communicating with lay individuals about other health concepts will be discussed.