Akademik Veri Yönetim Sistemi
FRONTIERS IN MEDICINE, cilt.12, ss.1-14, 2025 (Scopus)
Introduction: This quasi-experimentalstudyexaminedtheeffectiveness
ofintegratingvirtualreality(VR)-basedtrainingintothemedicalimaging
curriculum, particularlyinenhancingeHealthliteracy,health-relatedbehaviors,
and academicoutcomes.
Methods: A totalof96studentsparticipated,dividedintoaVR-based
training group(n D 35) andatraditionaltraininggroup(n D 61). Grounded
in Kolb’sExperientialLearningTheory,Sweller’sCognitiveLoadTheory,and
the Cognitive-AffectiveModelofImmersiveLearning(CAMIL),thestudy
aimed toexplorehowimmersive,student-centeredlearningenvironments
influencehealtheducationoutcomes.DatawerecollectedusingtheeHealth
Literacy Scale(eHEALS),Health-RelatedBehaviorsScale(HBS),Centerfor
Epidemiological StudiesDepressionScale(CES-D),andBreastHealthand
Examination(BHE)testinbothgroups.TheVR-basedgroupalsocompletedthe
StudentSatisfactionandSelf-ConfidenceinLearningScale(SCLS).
Results: Post-training BHEscoresincreasedsignificantlyinbothgroups(p <
0:001), thoughnostatisticallysignificantdifferencewasobservedbetweenthe
groupsineHEALS,HBS,CES-D,orBHEscores.TheVR-basedgroupreported
high satisfactionandself-confidence(SCLSmean=54:1 4:1).
Conclusion: The useofscenario-basedvirtualpatientsandsimulated
breastmodelscreatedareflective,low-risk,andstudent-centeredlearning
environmentalignedwithexperientialandcognitivelearningtheories.TheVR-
supported breasthealthcurriculumwasassociatedwithcomparablelearning
outcomes tothetraditionalcourse,suggestingthatimmersivemethodscan
provideanalternativemodeofdeliveryinhealtheducationtofostermotivation,
self-efficacy,andclinicalcompetence.
KEYWORDS
virtual reality,immersivelearning,experientiallearning,studentsatisfaction,medical
education,healthliteracy