ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1638410
Immersive Virtual Reality Training in Radiology: Impact on Motivation, Interest, Engagement and Learning Outcomes
Provisionally accepted
- 1Department of Diagnostic and Interventional Radiology, Philipps-Universität Marburg, Marburg, Germany
- 2Institute of Mathematics and Computer Science, Philipps-Universität Marburg, Marburg, Germany
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Abstract Background: Immersive virtual reality (IVR) is becoming increasingly important in medical education. In radiology, IVR as a tool for practicing image interpretation and diagnosis of pathologies has rarely been subject of research to date. This exploratory study investigated a self-programmed IVR application and its potential to improve radiology education for medical students. Methods: An IVR learning environment was programmed which enables users to view 3D models of real patients and interact with them using various tools. Fourth-to sixth-year medical students (n = 26) participated in a one-hour IVR training session in small groups between November 2022 and January 2023. Subsequently, they completed an anonymous online survey comprising 37 items. Data were analyzed, with correlations examined using Spearman's non-parametric rank correlation. Results: The IVR training increased students' motivation (M = 3.6) and interest in radiology (M = 3.2) and fostered enjoyment (M = 3.7) as well as a more active (M = 3.6) and intensive (M = 3.3) engagement. IVR was considered a helpful tool to enhance the practical relevance of radiology education, to improve the immediate cognitive and psychomotor learning outcomes related to anatomy and radiology, such as interpreting cross-sectional images (M = 3.5) and identifying anatomical structures (M = 3.6) as well as pathological changes (M = 3.3) and to promote skill development (M = 3.2), learning transfer (M = 3.2) and long-term knowledge retention (M = 3.3). The usability, design, tools and didactic functions of the IVR application are strongly associated with learning process-and learning outcome-related variables. Conclusions: IVR-based learning is a promising addition to traditional radiology education to enhance motivation, interest and learning. However, the success of IVR depends on its design, usability and integration into the curriculum. The study highlights the need for further research on the added value of IVR across the educational sector. Trial registration: Clinical trial number is not applicable.
Keywords: Radiology, Immersive Virtual Reality, Motivation, Interest, learning outcomes
Received: 30 May 2025; Accepted: 27 Aug 2025.
Copyright: © 2025 Fröhlich, Görlach, Thormählen and Mahnken. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Laureen Fröhlich, Department of Diagnostic and Interventional Radiology, Philipps-Universität Marburg, Marburg, Germany
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