Virtual Reality With Sensory Feedback Gloves: A Pedagogical Strategy for Medical Training

Abstract

This study explores the pedagogical potential of integrating haptic glove technology within immersive virtual reality environments for medical training. A quasi-experimental design was conducted with 50 second-year medical students from a private university in Arequipa, randomly assigned to control and experimental groups. The experimental group participated in three 90-minute sessions over two weeks, using Hi5 Noitom 2.0 gloves and VR platforms (Hand Physics Lab and VR Surgery Simulator) to perform tasks such as suturing, forceps manipulation, and anatomical palpation. Three validated instruments were employed, a psychomotor rubric, a self-assessment questionnaire, and an observation checklist, all demonstrating strong reliability ( $\alpha =0.83$ –0.88). Statistical analyses (independent samples t-tests, ANCOVA, and repeated-measures ANOVA) revealed significant improvements (p <0.001)> $\eta ~^{2}$ up to 0.86). Students also reported higher confidence and motivation, reflecting both objective and perceived benefits. Under controlled exploratory conditions, these findings suggest that haptic-feedback VR environments can foster realistic, safe, and engaging learning experiences that support the development of psychomotor competencies. The study highlights the pedagogical promise of immersive simulation as a complementary tool to traditional instruction and recommends future longitudinal and multi-site research to validate and generalize the results.