The Effects of Virtual Reality-Based Practical Education on Learning Satisfaction, Technology Acceptance, Learning Motivation, and Learning Achievement of Physical Therapy Students

The purpose of this study is to investigate the effects of virtual reality (VR)-based education and video watching-based education on physical therapy students' learning satisfaction, technology acceptance, learning motivation, and learning achievement during musculoskeletal special test training. As technology continues to evolve, tech-assisted learning has emerged as a notable approach in modern education. Among these technologies, VR has gained significant attention for its ability to provide immersive and interactive learning environments for both educators and students. VR applications have expanded into the medical field and are increasingly integrated into health science education. Recently, VR tools have moved beyond desktop-based systems to more accessible platforms like mobile apps and head-mounted displays. In medical education, 3D environments enable engaging and self-directed learning that helps learners understand anatomical structures and build confidence in practical skills. In physical therapy, practical education is important, as therapists must accurately choose and perform special tests. Studies suggest that VR-based training is effective in practical education in physical therapy. Although VR has been applied in rehabilitation for stroke and osteoarthritis patients, VR-based educational research targeting undergraduate physical therapy students is lacking. This study hypothesizes that VR-based practical education is more effective than traditional video watching-based education in improving students' learning satisfaction, technology acceptance, learning motivation, and learning achievement. Participants will be randomly assigned to a VR-based experimental group or a video watching-based control group.