JMIR Publications

ABSTRACT

Background:

Radiologic Technology (RT) education faces challenges in bridging theory and practice due to limited clinical opportunities. While Virtual Reality (VR) enables safe and repeatable practice, a systematic instructional design framework is needed to develop scalable, procedure-focused modules.

Objective:

This study evaluates the Radiologic Technology Virtual Reality (RTVR) framework that integrates 360-degree video capture, instructional overlays, interactive assets, and an immersive content authoring platform to deliver a contrast-enhanced CT (CECT) brain scan module.

Methods:

Thirty-six RT students were randomized to VR or conventional instruction groups in a randomized-controlled pretest–posttest study. Evaluation measures included expert validation, knowledge assessments, physiological measures, and surveys of technology acceptance and satisfaction.

Results:

Experts validated the module as suitable and highly appropriate. Students reported high technology acceptance and satisfaction. Both VR and conventional methods produced substantial gains in declarative knowledge, and the VR module achieved knowledge outcomes comparable to traditional instruction. Year 2 students showed greater improvement than Year 3 students. Physiological monitoring showed a reduction in heart rate across the learning session while blood pressure remained stable, and an exploratory analysis identified a moderate negative correlation between increases in systolic blood pressure during VR immersion and learning gains. While VR cannot fully replicate tactile skills or patient communication, the RTVR framework reduces logistical barriers by using real 360-degree video capture rather than custom computer-generated models.

Conclusions:

These findings support integrating immersive technologies as complementary tools within blended RT curricula, providing safe, repeatable practice and helping bridge the theory–practice gap.