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<.001), while the web-based group showed improvements across all IMI subscales, including interest/enjoyment (r=-0.17, 95% CI 0.00-0.30; P=.043), perceived competence (r=-0.19, 95% CI 0.00-0.50; P=.02), and pressure/tension (r=-0.46, 95% CI -0.75 to -0.50; P<.001). Both groups showed significant improvements in knowledge-checking MCQ scores (IVR: r=-0.64, 95% CI 2.00-3.00; P<.001; web-based: r=-0.80, 95% CI 4.50-6.00; P<.001), with the web-based group outperforming the IVR group (r=-0.34, 95% CI -3.00 to -2.00; P<.001). RIPLS scores showed no significant difference in both groups, suggesting that greater exposure is required to enhance IPE readiness. A qualitative analysis revealed 6 themes: valuing collaboration opportunities, fostering trust and shared learning, promoting engagement and authenticity, enhancing knowledge retention, balancing innovation with practicality, and improving realism and inclusivity. No adverse events were noted. Conclusions: To our knowledge, this is the first study to compare the effects of 2 different modalities (IVR and web-based approaches) on a technology-enabled IPE program. These findings highlight the practical potential of both approaches in supporting IPE. The web-based approach's superior performance in enhancing learning outcomes and motivation suggests that its flexible format better accommodates diverse learning preferences. These findings support technology-enhanced IPE, offering educators scalable, evidence-based strategies to develop collaborative, patient-centered professionals who are equipped for real-world practice.