The Effect of Virtual Reality-Based Teaching (VRBT) on Nursing Students’ Learning Performance and Engagement in Anatomy

Abstract

Background: This research aimed to assess the effectiveness of virtual reality-based teaching (VRBT) in enhancing the learning performance and engagement of nursing students in anatomy courses. Methods: A quasi-experimental study with a pretest-posttest design was conducted. Due to the limited number of students enrolled in the course, convenience sampling was employed. Students were randomly assigned to one of two groups: (1) Traditional learning (TL) group and (2) VRBT group. Academic achievement tests were administered to assess learning performance, while a questionnaire on self-reported perceptions of engagement was used to evaluate student engagement. Data were analyzed using t-tests and covariance analysis. Results: The study population comprised 62 fourth-year nursing students enrolled in anatomy courses. The findings revealed that students in the VRBT group demonstrated significantly better learning performance compared to those in the TL group. However, no significant difference in engagement was observed between the VRBT and TL groups. Additionally, students in the VRBT group were more likely to report positive utilization of VR technology in the classroom. Conclusions: This study provides valuable insights into how virtual reality (VR) can improve anatomy learning outcomes for nursing students. The use of VR in anatomy education is strongly recommended.