Abstract
Purpose: Simulation is increasingly used to supplement authentic clinical experiences in preparation for future healthcare students. However, the most realistic simulation experiences are frequently costly, time-intensive, and difficult to scale, especially for programs with budgetary restrictions. Virtual reality (VR) and augmented reality (AR) have been proposed as easily scalable tools to provide students with a realistic simulated environment. However, as technology is rapidly evolving, there is a need to understand the evidence surrounding VR and AR's impact on healthcare student learning to optimize the deployment of these technologies and justify the costs associated with implementation. Methods: A review of the literature was performed, and 19 articles were selected for inclusion. Results: While there was strong evidence that students find AR and VR technologies to be engaging, there was a lack of evidence supporting AR and VR’s benefits on basic clinical skills, foundational knowledge, and interprofessional collaboration. Overall, there appear to be mixed results concerning knowledge acquisition, psychomotor skill development, and other psychological benefits compared to traditional learning methods. Conclusions: Future research should examine whether the novelty effect, debriefing, and asymmetric learning opportunities limit AR and VR's demonstrated effectiveness in healthcare education to allow educators to make informed decisions regarding its implementation moving forward.
Recommended Citation
Mills M. The Effectiveness of Virtual Reality and Augmented Reality-Based Simulation on Healthcare Students' Learning-A Review of the Literature. The Internet Journal of Allied Health Sciences and Practice. 2026 Mar 03;24(1), Article 18.
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