{"title":"Comparing the Application Effects of Immersive and Non-Immersive Virtual Reality in Nursing Education: The Influence of Presence and Flow.","authors":"Choon-Hoon Hii, Cheng-Chia Yang","doi":"10.3390/nursrep15050149","DOIUrl":null,"url":null,"abstract":"<p><p><b>Background:</b> This study extends the theoretical framework based on the Cognitive-Affective Model of Immersive Learning (CAMIL) by incorporating flow state and cognitive absorption to investigate the effectiveness of virtual reality (VR) in nursing education. <b>Methods:</b> A randomized experimental design was adopted. A total of 209 students from three nursing assistant training centers in Taiwan were recruited through convenience sampling and randomly assigned to either immersive virtual reality (IVR) or Desktop VR groups for nasogastric tube feeding training. Data were collected through structured questionnaires and analyzed using partial least squares structural equation modeling (PLS-SEM). <b>Results:</b> The results revealed that immersion, curiosity, and control significantly impacted presence, which, in turn, positively influenced the flow state (β = 0.81, <i>p</i> < 0.001). Flow demonstrated positive effects on intrinsic motivation (β = 0.739, <i>p</i> < 0.001), situational interest (β = 0.742, <i>p</i> < 0.001), and self-efficacy (β = 0.658, <i>p</i> < 0.001) while negatively affecting extraneous cognitive load (β = -0.54, <i>p</i> < 0.001). Multigroup analysis showed that IVR had a stronger control-presence effect (|diff| = 0.337, <i>p</i> = 0.016), and flow had a great effect on motivation (|diff| = 0.251, <i>p</i> = 0.01), interest (|diff| = 0.174, <i>p</i> = 0.035), and self-efficacy (|diff| = 0.248, <i>p</i> = 0.015). Desktop VR more effectively reduced cognitive load (|diff| = 0.217, <i>p</i> = 0.041). <b>Conclusions:</b> These findings provide theoretical insights into the role of flow in VR learning and practical guidance for implementing VR technology in nursing education.</p>","PeriodicalId":40753,"journal":{"name":"Nursing Reports","volume":"15 5","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12113878/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nursing Reports","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3390/nursrep15050149","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Background: This study extends the theoretical framework based on the Cognitive-Affective Model of Immersive Learning (CAMIL) by incorporating flow state and cognitive absorption to investigate the effectiveness of virtual reality (VR) in nursing education. Methods: A randomized experimental design was adopted. A total of 209 students from three nursing assistant training centers in Taiwan were recruited through convenience sampling and randomly assigned to either immersive virtual reality (IVR) or Desktop VR groups for nasogastric tube feeding training. Data were collected through structured questionnaires and analyzed using partial least squares structural equation modeling (PLS-SEM). Results: The results revealed that immersion, curiosity, and control significantly impacted presence, which, in turn, positively influenced the flow state (β = 0.81, p < 0.001). Flow demonstrated positive effects on intrinsic motivation (β = 0.739, p < 0.001), situational interest (β = 0.742, p < 0.001), and self-efficacy (β = 0.658, p < 0.001) while negatively affecting extraneous cognitive load (β = -0.54, p < 0.001). Multigroup analysis showed that IVR had a stronger control-presence effect (|diff| = 0.337, p = 0.016), and flow had a great effect on motivation (|diff| = 0.251, p = 0.01), interest (|diff| = 0.174, p = 0.035), and self-efficacy (|diff| = 0.248, p = 0.015). Desktop VR more effectively reduced cognitive load (|diff| = 0.217, p = 0.041). Conclusions: These findings provide theoretical insights into the role of flow in VR learning and practical guidance for implementing VR technology in nursing education.
期刊介绍：
Nursing Reports is an open access, peer-reviewed, online-only journal that aims to influence the art and science of nursing by making rigorously conducted research accessible and understood to the full spectrum of practicing nurses, academics, educators and interested members of the public. The journal represents an exhilarating opportunity to make a unique and significant contribution to nursing and the wider community by addressing topics, theories and issues that concern the whole field of Nursing Science, including research, practice, policy and education. The primary intent of the journal is to present scientifically sound and influential empirical and theoretical studies, critical reviews and open debates to the global community of nurses. Short reports, opinions and insight into the plight of nurses the world-over will provide a voice for those of all cultures, governments and perspectives. The emphasis of Nursing Reports will be on ensuring that the highest quality of evidence and contribution is made available to the greatest number of nurses. Nursing Reports aims to make original, evidence-based, peer-reviewed research available to the global community of nurses and to interested members of the public. In addition, reviews of the literature, open debates on professional issues and short reports from around the world are invited to contribute to our vibrant and dynamic journal. All published work will adhere to the most stringent ethical standards and journalistic principles of fairness, worth and credibility. Our journal publishes Editorials, Original Articles, Review articles, Critical Debates, Short Reports from Around the Globe and Letters to the Editor.
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