The effect of immersive simulation-based learning on an anatomy program in nursing education: a quasi-experimental study
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Purpose: This study explores how immersive simulation-based learning affects nursing students’ engagement, motivation, satisfaction, self-confidence, and knowledge gains in anatomy education.Methods: A quasi-experimental study was carried out from January to February 2025 among nursing students. A total of 76 participants were randomly assigned to one of two groups: an experimental group receiving immersive simulation (n=38) and a control group following traditional instruction (n=38). A pre- and post-intervention test framework was implemented to evaluate changes in student engagement, motivation, satisfaction, self-confidence, and knowledge acquisition. Data analysis was done through non-parametric tests, specifically the Mann-Whitney U and Wilcoxon signed-rank test, with IBM SPSS.Results: The immersive simulation group demonstrated significant improvements in motivation (Z=–4.407, p<0.001), engagement (Z=–3.555, p<0.001), knowledge acquisition (Z=–3.213, p=0.001), and self-confidence (Z=–2.054, p=0.040) compared to the traditional method group. Nevertheless, the difference in learning satisfaction between the two groups was not statistically significant (Z=–1.660, p=0.097).Conclusion: These findings indicate that immersive simulation has a positive effect on nursing students’ motivation, engagement, self-confidence, and knowledge acquisition. While satisfaction levels were comparable between groups, immersive simulation presents a valuable complement to traditional teaching methods and may help address educational challenges in healthcare training.
Abstract
Purpose: This study explores how immersive simulation-based learning affects nursing students’ engagement, motivation, satisfaction, self-confidence, and knowledge gains in anatomy education.Methods: A quasi-experimental study was carried out from January to February 2025 among nursing students. A total of 76 participants were randomly assigned to one of two groups: an experimental group receiving immersive simulation (n=38) and a control group following traditional instruction (n=38). A pre- and post-intervention test framework was implemented to evaluate changes in student engagement, motivation, satisfaction, self-confidence, and knowledge acquisition. Data analysis was done through non-parametric tests, specifically the Mann-Whitney U and Wilcoxon signed-rank test, with IBM SPSS.Results: The immersive simulation group demonstrated significant improvements in motivation (Z=–4.407, p<0.001), engagement (Z=–3.555, p<0.001), knowledge acquisition (Z=–3.213, p=0.001), and self-confidence (Z=–2.054, p=0.040) compared to the traditional method group. Nevertheless, the difference in learning satisfaction between the two groups was not statistically significant (Z=–1.660, p=0.097).Conclusion: These findings indicate that immersive simulation has a positive effect on nursing students’ motivation, engagement, self-confidence, and knowledge acquisition. While satisfaction levels were comparable between groups, immersive simulation presents a valuable complement to traditional teaching methods and may help address educational challenges in healthcare training.