Effects of an Immersive 180° Video-Based Virtual Reality Instructional Module on Learning Satisfaction, Technology Acceptance, Motivation, and Quiz-Based Learning Achievement in Undergraduate Physical Therapy Students: Randomized Controlled Trial.

Authors

Hyoshil Yoon, Yongwoo Lee

Published in

JMIR medical education. Volume 12. Pages e94122. Aug 14, 2026. Epub Aug 14, 2026.

Abstract

Virtual reality (VR) offers immersive learning opportunities in health professions education, yet its effects on learner experience and short-term learning outcomes in education on execution of musculoskeletal special tests remain underexplored.
This randomized controlled trial evaluated the effects of an immersive 180° video-based VR instruction, compared with conventional 2D video-based instruction, on undergraduate physical therapy students' learning satisfaction, technology acceptance, learning motivation, and quiz-based learning achievement, reflecting short-term procedural knowledge.
Undergraduate physical therapy students were randomly assigned to either the immersive 180° video-based VR instruction group (VR group) or the conventional 2D video-based instruction group (control group). Both groups received identical instructional content on 4 musculoskeletal special tests (pronator teres, Hawkins-Kennedy, Yergason, and Neer tests). The VR group participated in an immersive 180° video-based instructional module delivered via a head-mounted display, whereas the control group viewed the same content on a standard monitor. Participants completed 4 instructional sessions within a single day, each lasting approximately 3 to 4 minutes. The primary outcome was learning satisfaction. Secondary outcomes were technology acceptance, learning motivation, and quiz-based learning achievement. These outcomes were assessed before and after the intervention using validated questionnaires and a 12-item quiz. Between-group posttest differences were primarily analyzed using analysis of covariance (ANCOVA) with pretest scores as covariates. Supplementary within-group and unadjusted between-group analyses were also performed.
Fifty-two students were randomly assigned to receive either immersive 180° video-based VR instruction (VR group; n=28) or conventional 2D video-based instruction (control group; n=24) on 4 musculoskeletal special tests, with all 4 instructional sessions completed within a single day. After adjustment for baseline scores, the VR group showed significantly higher learning satisfaction (adjusted mean 107.04 vs 93.28; F1,49=13.710; P=.001; ηp2=0.219) and technology acceptance (adjusted mean 74.44 vs 68.03; F1,49=4.402; P=.04; ηp2=0.082) than the control group. Adjusted between-group differences were not significant for quiz-based learning achievement (F1,49=1.175; P=.28). For learning motivation, the homogeneity of regression slopes assumption was violated; therefore, the adjusted estimate was interpreted descriptively and did not indicate a clear between-group advantage (F1,48=1.729; P=.20).
Compared with conventional 2D video-based instruction, immersive 180° video-based VR instruction showed a clear advantage in learning satisfaction, while technology acceptance also favored the VR group in exploratory secondary analysis, among undergraduate physical therapy students. Findings for learning motivation and quiz-based learning achievement were less conclusive. These results support immersive video as a supplementary educational approach rather than as evidence of superior psychomotor skills training.

PMID:
42600147
Bibliographic data and abstract were imported from PubMed on 15 Aug 2026.

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