The Effects of Virtual Reality-Based Practical Training on Physical Therapy Students

NCT07003217 | Completed

• 2 other identifiers: HY-VRPT-001SYU 2024-02-022-002
• Study Type: interventional
• Target: 52
• Locations: 1 country
• Sites: 1

Brief Summary

The purpose of this study is to investigate the effects of virtual reality (VR)-based education and video watching-based education on physical therapy students' learning satisfaction, technology acceptance, learning motivation, and learning achievement during musculoskeletal special test training. As technology continues to evolve, tech-assisted learning has emerged as a notable approach in modern education. Among these technologies, VR has gained significant attention for its ability to provide immersive and interactive learning environments for both educators and students. VR applications have expanded into the medical field and are increasingly integrated into health science education. Recently, VR tools have moved beyond desktop-based systems to more accessible platforms like mobile apps and head-mounted displays. In medical education, 3D environments enable engaging and self-directed learning that helps learners understand anatomical structures and build confidence in practical skills. In physical therapy, practical education is important, as therapists must accurately choose and perform special tests. Studies suggest that VR-based training is effective in practical education in physical therapy. Although VR has been applied in rehabilitation for stroke and osteoarthritis patients, VR-based educational research targeting undergraduate physical therapy students is lacking. This study hypothesizes that VR-based practical education is more effective than traditional video watching-based education in improving students' learning satisfaction, technology acceptance, learning motivation, and learning achievement. Participants will be randomly assigned to a VR-based experimental group or a video watching-based control group.

Conditions

Healthy Volunteers - Male and Female

Keywords

virtual reality; learning satisfaction; technology acceptance; learning motivation; learning achievement

Outcome Measures

Primary Outcomes (1)

• Learning Satisfaction

  The learning satisfaction scale consists of 19 items in total and is divided into three parts. It consists of three items on experience with the system, seven items on feelings about the system, and nine items on satisfaction with the learning approach. The reliability of the learning satisfaction survey used in this experiment is .91 with a cronbach 's α value. The learning satisfaction survey items were composed of a 7-point Likert scale.

  Immediately before and after intervention

Secondary Outcomes (3)

• Technology Acceptance

  Immediately before and after intervention

• Learning Motivation

  Immediately before and after intervention

• Learning Achievement

  Immediately before and after intervention

Study Arms (2)

Virtual Reality-based practical education

EXPERIMENTAL

Before the start of the experiment, the participants in the experimental group were provided with instructions on the usage and safety precautions of the head-mounted display (HMD; Pico 4 Enterprise, Pico Technology, China, 2022). All participants were given a disposable facial hygiene cover for the HMD to ensure hygienic use, and those who wore glasses were also instructed on how to properly wear the device. Each participant adjusted the HMD to fit their head size and used hand controllers to sequentially select and perform four target musculoskeletal special tests: the Pronator Teres Test, Hawkins-Kennedy Test, Yergason's Test, and Neer's Test. Each VR video lasted approximately 3 to 4 minutes and was designed to allow 180° rotation. Participants engaged in the VR training once per day. After the session, post-tests were conducted to assess learning satisfaction, technology acceptance, learning motivation, and learning achievement.

Behavioral: Virtual Reality-based practical education

Video Watching-based practical education

ACTIVE COMPARATOR

The control group received the same musculoskeletal special test content through traditional video-watching instruction. The participants watched the videos while seated individually in a laboratory at S University. Each video lasted approximately 3 to 4 minutes, and the training was conducted once per day. Pre- and post-tests were administered to evaluate learning satisfaction, technology acceptance, learning motivation, and learning achievement.

Behavioral: Video Watching-based practical education

Interventions

Virtual Reality-based practical education BEHAVIORAL

VR-based practical education is an interactive learning method that utilizes virtual reality, where participants engage in a 3D environment for learning.

Virtual Reality-based practical education

Video Watching-based practical education BEHAVIORAL

Video Watching-based practical education is a passive learning method, where information is delivered solely through video viewing.

Video Watching-based practical education

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• students enrolled in the Department of Physical Therapy at S University in Seoul, South Korea
• individuals who had received prior instruction on the four tests included in the study
• those who did not report any of the 16 SSQ items at the "severe" symptom level
• those who fully understood the purpose and procedures of the study and agreed to participate by providing informed consent.

You may not qualify if:

• Individuals who have not learned about the four tests included in the study
• those with health issues that limit the use of VR equipment
• those who do not consent to participate in the study
• those who report 'severe' symptoms on any of the 16 items of the Simulator Sickness Questionnaire (SSQ)
• individuals with disabilities, or pregnant women

Sponsors & Collaborators

• Sahmyook University: lead

Study Sites (1)

Sahmyook University

Seoul, Dongdaemoon-gu, 01795, South Korea

Location

Study Officials

• Hyoshil Yoon, Ph.D. Candidate

  Sahmyook University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Masking Details: Participants were unaware of their group assignment (VR-based or video-based education) to minimize bias.
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Ph.D. Student and Principal Investigator

Study Record Dates

• First Submitted: May 1, 2025
• First Posted: June 4, 2025
• Study Start: April 16, 2024
• Primary Completion: May 22, 2024
• Study Completion: May 22, 2024
• Last Updated: June 24, 2025

Record last verified: 2025-04

Data Sharing

• IPD Sharing: Will not share

Locations

KR (1)