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Students' Perceptions of Virtual Reality as Learning Tool in a Radiographic Technique Course

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Bibliographic Details
Title: Students' Perceptions of Virtual Reality as Learning Tool in a Radiographic Technique Course
Authors: Katrine Staurem Ingebrigtsen, Nina Hanger, Albertina Rusandu
Source: Journal of Medical Radiation Sciences, Vol 72, Iss S2, Pp S61-S69 (2025)
Publisher Information: Wiley, 2025.
Publication Year: 2025
Collection: LCC:Medical physics. Medical radiology. Nuclear medicine
Subject Terms: applied technology, computers/information technology, education, radiographer, simulation, trends, Medical physics. Medical radiology. Nuclear medicine, R895-920
Description: ABSTRACT Introduction Virtual reality (VR) has been increasingly recognised as a beneficial pedagogical tool in radiography education, particularly for skills training. This pilot study aims to gain insight into the viability of VR as a pedagogical instrument in a radiographic technique course within a Norwegian bachelor's programme in radiography by assessing users' experiences. Methods A cross‐sectional study was conducted involving all first‐year radiography students from a single bachelor programme in Norway. The study included a preliminary survey to gauge students' expectations prior to their first VR session and a main survey following the completion of the course. The surveys assessed demographics, prior VR experience, experiences with the use of VR as a learning tool and possible improvements. VR training was facilitated using Skilitics radiography simulation software across six stations equipped with Oculus Rift VR gear. Results Results indicated a significant difference between students' expectations and their actual experiences with VR in skills learning. While initial expectations were high, only 37% of students were content with VR training. Major issues highlighted included technical problems and limited pre‐session training. Students expressed a preference for more VR stations, teacher guidance and better software features. Conclusion Although VR holds potential as a supplementary tool in radiography education, the study identified several areas for improvement in the pedagogical approach. Pre‐session training, teacher assistance during the training sessions and feedback after the session are recommended to maximise the educational benefits of VR in radiography skills training.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 2051-3909
2051-3895
Relation: https://doaj.org/toc/2051-3895; https://doaj.org/toc/2051-3909
DOI: 10.1002/jmrs.868
Access URL: https://doaj.org/article/69e7970aed294537bc4a90f9c164c13a
Accession Number: edsdoj.69e7970aed294537bc4a90f9c164c13a
Database: Directory of Open Access Journals
Description
Abstract:ABSTRACT Introduction Virtual reality (VR) has been increasingly recognised as a beneficial pedagogical tool in radiography education, particularly for skills training. This pilot study aims to gain insight into the viability of VR as a pedagogical instrument in a radiographic technique course within a Norwegian bachelor's programme in radiography by assessing users' experiences. Methods A cross‐sectional study was conducted involving all first‐year radiography students from a single bachelor programme in Norway. The study included a preliminary survey to gauge students' expectations prior to their first VR session and a main survey following the completion of the course. The surveys assessed demographics, prior VR experience, experiences with the use of VR as a learning tool and possible improvements. VR training was facilitated using Skilitics radiography simulation software across six stations equipped with Oculus Rift VR gear. Results Results indicated a significant difference between students' expectations and their actual experiences with VR in skills learning. While initial expectations were high, only 37% of students were content with VR training. Major issues highlighted included technical problems and limited pre‐session training. Students expressed a preference for more VR stations, teacher guidance and better software features. Conclusion Although VR holds potential as a supplementary tool in radiography education, the study identified several areas for improvement in the pedagogical approach. Pre‐session training, teacher assistance during the training sessions and feedback after the session are recommended to maximise the educational benefits of VR in radiography skills training.
ISSN:20513909
20513895
DOI:10.1002/jmrs.868