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

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.