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

NCT ID: NCT07003217

Last Updated: 2025-06-24

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 52 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-04-16
• Study Completion Date: 2024-05-22

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.

Detailed Description

The purpose of this study was to investigate the effects of virtual reality (VR)-based practical education for college students in the department of physical therapy on learning satisfaction, technology acceptance, learning motivation, and learning achievement. The four specialized musculoskeletal tests were the pronator teres test, Hawkins Kennedy test, Yergason's test, and Neer's test. The participants of this study were students from the department of physical therapy at S University in Seoul, South Korea, and were classified into 28 participants in the experimental group using VR-based practical education and 24 participants in the control group using video watching-based practical education through random assignment. Both groups participated in the study for the same period of 1 day, a total of 1 time, for 10 to 15 minutes. When selecting participants for the study, a simulator sickness questionnaire (SSQ) was conducted along with general characteristics to evaluate the symptoms of motion sickness, and one or more of the 16 items were excluded from the study if they were at a 'severe level'. Pre- and post-surveys were administered on learning satisfaction, technology acceptance, learning motivation, and learning achievement.

Conditions

Healthy Volunteers - Male and Female

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: SINGLE

Study Groups

Virtual Reality-based practical education

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.

Group Type: EXPERIMENTAL

Virtual Reality-based practical education

Intervention Type: BEHAVIORAL

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

Video Watching-based practical education

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.

Group Type: ACTIVE_COMPARATOR

Video Watching-based practical education

Intervention Type: BEHAVIORAL

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

Interventions

Virtual Reality-based practical education

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

Intervention Type: BEHAVIORAL

Video Watching-based practical education

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

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• 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.

Exclusion Criteria

• 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

• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Sahmyook University

OTHER

Sponsor Role: lead

Responsible Party

Hyoshil Yoon

Ph.D. Student and Principal Investigator

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Hyoshil Yoon, Ph.D. Candidate

Role: PRINCIPAL_INVESTIGATOR

Sahmyook University

Locations

Sahmyook University

Seoul, Dongdaemoon-gu, South Korea

Countries

South Korea

Other Identifiers

SYU 2024-02-022-002

Identifier Type: OTHER

Identifier Source: secondary_id

HY-VRPT-001

Identifier Type: -

Identifier Source: org_study_id