Crisis support teams’ technological openness and learning attitudes toward the AI based virtual patient system crisis support VR

Background Against the backdrop of escalating global humanitarian crises, innovative didactic simulations are becoming increasingly important. A promising alternative to traditional classroom-based didactics for learning psychological first aid (PFA) prior to humanitarian crises is to use generative artificial intelligence (GenAI)-based virtual patient (VP) systems. However, there is limited research on the use of GenAI-based VP systems for crisis support teams’ learning. The aim of this study was to describe crisis support teams’ technological openness and learning attitudes toward the GenAI-based VP system called Crisis Support Virtual Reality (VR). Method This study employed an action research design, originating from the collaboration with the innovation project Crisis Support VR in the Västra Götaland region of western Sweden. A total of 32 participants completed the Technological Openness and Learning Attitudes (TOLA) survey. Quantitative data were analyzed using descriptive statistics, while qualitative responses were employed as illustrative quotes. Results The participants felt generally positive about practicing PFA for serious events/humanitarian crises using the Crisis support VR and believe that it is a good complement to practicing PFA. Perceived learning benefits for participants through observing the avataŕs facial and body expressions in applied GenAI-based VP system received lowest score among all items. Discussion Crisis Support VR represents an innovative didactic simulation tool for learning PFA, serving as a valuable complement to traditional classroom-based didactics. Future research should evaluate its effects on learning outcomes and, in doing so, contribute to preparedness and response capacity during humanitarian crises.