Integrating technology-enhanced and traditional pre-service learning : preparing university students for service-learning in nursing homes

Abstract

Service-learning (SL) (Bringle & Hatcher, 1995) integrates credit-bearing coursework with community service addressing real-world needs. This study examines technology-enhanced pre-service learning—specifically the Hybrid Immersive Virtual Environment (HiVE), metaverse platforms, and virtual reality (VR)—compared with traditional approaches in preparing university students for nursing home service delivery. To our knowledge, this is the first study to examine the role of technology-enhanced pre-service learning in fostering student readiness and engagement, as well as its comparative effectiveness against traditional pre-learning approaches regarding SL outcomes. A pre/post-survey assessed four cohorts between 2023 and 2025. HiVE and mobile-based metaverse platforms provided high-quality learning experiences and effective familiarisation with nursing home settings, whereas VR caused discomfort. Technology-enhanced modes improved health-promoting behaviours (health responsibility, physical activity, nutrition, spiritual growth, and interpersonal relations), while traditional pre-learning excelled in intellectual, cognitive, and civic development. Integrating both approaches maximises outcomes; virtual tools should be used to deliver foundational knowledge and cultural context prior to fieldwork.