Healthy Volunteers - Male and FemaleVR-STAMPNCT07003217
The Effects of Virtual Reality-Based Practical Training on Physical Therapy Students
A study testing Virtual Reality-based practical education and Video Watching-based practical education in people with Healthy Volunteers - Male and Female, run by Sahmyook University at 1 site in South Korea.
Trial summary
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. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Healthy Volunteers - Male and Female
- What is being tested?
- Virtual Reality-based practical education and Video Watching-based practical education
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 52 participants
- Where
- 1 siteSouth Korea
- Study dates
- 16 Apr 2024to 22 May 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- students enrolled in the Department of Physical Therapy at S University in Seoul, South Korea
- individuals who had received prior instruction on the four tests included in the study
- those who did not report any of the 16 SSQ items at the "severe" symptom level
- those who fully understood the purpose and procedures of the study and agreed to participate by providing informed consent.
Who cannot join
- Individuals who have not learned about the four tests included in the study
- those with health issues that limit the use of VR equipment
- those who do not consent to participate in the study
- those who report 'severe' symptoms on any of the 16 items of the Simulator Sickness Questionnaire (SSQ)
- individuals with disabilities, or pregnant women
Trial locations and contacts
1 site in 1 country.
About this study
Official title: 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.
Read the detailed description
The purpose of this study was to investigate the effects of virtual reality (VR)-based practical education for college students in the department of physical therapy on learning satisfaction, technology acceptance, learning motivation, and learning achievement. The four specialized musculoskeletal tests were the pronator teres test, Hawkins Kennedy test, Yergason's test, and Neer's test. The participants of this study were students from the department of physical therapy at S University in Seoul, South Korea, and were classified into 28 participants in the experimental group using VR-based practical education and 24 participants in the control group using video watching-based practical education through random assignment. Both groups participated in the study for the same period of 1 day, a total of 1 time, for 10 to 15 minutes. When selecting participants for the study, a simulator sickness questionnaire (SSQ) was conducted along with general characteristics to evaluate the symptoms of motion sickness, and one or more of the 16 items were excluded from the study if they were at a 'severe level'. Pre- and post-surveys were administered on learning satisfaction, technology acceptance, learning motivation, and learning achievement.
- Conditions
- Healthy Volunteers - Male and Female
- Being tested
- Virtual Reality-based practical education, Video Watching-based practical education
- Keywords
- virtual reality, learning satisfaction, technology acceptance, learning motivation, learning achievement
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Virtual Reality-based practical educationBehavioural
VR-based practical education is an interactive learning method that utilizes virtual reality, where participants engage in a 3D environment for learning.
Video Watching-based practical educationBehavioural
Video Watching-based practical education is a passive learning method, where information is delivered solely through video viewing.
| Study group | Role | What they receive |
|---|---|---|
| Virtual Reality-based practical education | Experimental | Before the start of the experiment, the participants in the experimental group were provided with instructions on the usage and safety precautions of the head-mounted display (HMD; Pico 4 Enterprise, Pico Technology, China, 2022). All participants were given a disposable facial hygiene cover for the HMD to ensure hygienic use, and those who wore glasses were also instructed on how to properly wear the device.
Each participant adjusted the HMD to fit their head size and used hand controllers to sequentially select and perform four target musculoskeletal special tests: the Pronator Teres Test, Hawkins-Kennedy Test, Yergason's Test, and Neer's Test. Each VR video lasted approximately 3 to 4 minutes and was designed to allow 180° rotation. Participants engaged in the VR training once per day.
After the session, post-tests were conducted to assess learning satisfaction, technology acceptance, learning motivation, and learning achievement. Receives: Behavioral: Virtual Reality-based practical education |
| Video Watching-based practical education | Active comparator | The control group received the same musculoskeletal special test content through traditional video-watching instruction. The participants watched the videos while seated individually in a laboratory at S University. Each video lasted approximately 3 to 4 minutes, and the training was conducted once per day.
Pre- and post-tests were administered to evaluate learning satisfaction, technology acceptance, learning motivation, and learning achievement. Receives: Behavioral: Video Watching-based practical education |
What is being measured
The primary outcome is the main question the study is designed to answer.
Learning Satisfaction
The learning satisfaction scale consists of 19 items in total and is divided into three parts. It consists of three items on experience with the system, seven items on feelings about the system, and nine items on satisfaction with the learning approach. The reliability of the learning satisfaction survey used in this experiment is .91 with a cronbach 's α value.
The learning satisfaction survey items were composed of a 7-point Likert scale.
Measured: Immediately before and after intervention
Secondary outcomes (3)
Technology Acceptance
Technology acceptance consists of usefulness and ease of use of VR educational technology, and the questionnaire consists of 6 and 7 questions, respectively, for a total of 13 questions. The reliability is Cronbach 's α value of .95 for usefulness and .94 for ease of use. The technology acceptance questionnaire items consisted of a 7-point Likert scale.
Measured: Immediately before and after intervention
Learning Motivation
Learning motivation was designed as a questionnaire with reference to previous studies. It consists of a total of 7 items , including questions about the importance and value of the topic. The items were reorganized to be appropriate for this study with reference to previous papers. The reliability is .79 with Cronbach 's α value. The learning motivation questionnaire items were designed on a 7-point Likert scale.
Measured: Immediately before and after intervention
Learning Achievement
Learning achievement was assessed by a 12-item quiz to assess students' understanding of academics. The quiz items were validated by a doctoral degree holder and an educational expert with extensive experience in physical therapy practice education. The pre- and post-tests of learning achievement consisted of the same items.
Participants were undergraduate students in the Department of Physical Therapy who had studied four musculoskeletal special tests: the Pronator Teres Test, the Hawkins-Kennedy Test, the Yergason's Test, and the Neer 's Test. They were given three questions on each test. The 12 questions on the learning achievement quiz consisted of short answer or multiple choice questions.
Measured: Immediately before and after intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted4 Jun 2025
- Study start16 Apr 2024
- Primary completion22 May 2024
- Study completion22 May 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Healthy Volunteers - Male and FemaleStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 52 participants (actual)
Sponsor and investigators
- Lead sponsor
- Sahmyook University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Hyoshil Yoon, Sahmyook University
- Investigators
- Hyoshil Yoon, Ph.D. Candidate, Principal investigator, Sahmyook University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07003217
- Sponsor's protocol ID
- HY-VRPT-001
- Other IDs
- SYU 2024-02-022-002
- Acronym
- VR-STAMP
- Status last verified
- Apr 2025
- First submitted
- 1 May 2025
- Last updated
- 24 Jun 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: The research results will be published through a journal.
Study at a glance
From the registry record, last updated by the sponsor on 24 Jun 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effects of Virtual Reality-Based Practical Education on Learning Satisfaction, Technology Acceptance, Learning Motivation, and Learning Achievement of Physical Therapy Students
- ClinicalTrials.gov ID
- NCT07003217
- Acronym / sponsor ID
- VR-STAMP / HY-VRPT-001
- Conditions
- Healthy Volunteers - Male and Female
- Keywords
- virtual reality, learning satisfaction, technology acceptance, learning motivation, learning achievement
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 52 participants (actual)
- Lead sponsor
- Sahmyook UniversityUniversity, hospital or other
- Study start
- 16 Apr 2024 (actual)
- Primary completion
- 22 May 2024 (actual)
- Study completion
- 22 May 2024 (actual)
- First posted
- 4 Jun 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
The purpose of this study was to investigate the effects of virtual reality (VR)-based practical education for college students in the department of physical therapy on learning satisfaction, technology acceptance, learning motivation, and learning achievement. The four specialized musculoskeletal tests were the pronator teres test, Hawkins Kennedy test, Yergason's test, and Neer's test. The participants of this study were students from the department of physical therapy at S University in Seoul, South Korea, and were classified into 28 participants in the experimental group using VR-based practical education and 24 participants in the control group using video watching-based practical education through random assignment. Both groups participated in the study for the same period of 1 day, a total of 1 time, for 10 to 15 minutes. When selecting participants for the study, a simulator sickness questionnaire (SSQ) was conducted along with general characteristics to evaluate the symptoms of motion sickness, and one or more of the 16 items were excluded from the study if they were at a 'severe level'. Pre- and post-surveys were administered on learning satisfaction, technology acceptance, learning motivation, and learning achievement.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Virtual Reality-based practical education | Experimental | Behavioral: Virtual Reality-based practical educationBefore the start of the experiment, the participants in the experimental group were provided with instructions on the usage and safety precautions of the head-mounted display (HMD; Pico 4 Enterprise, Pico Technology, China, 2022). All participants were given a disposable facial hygiene cover for the HMD to ensure hygienic use, and those who wore glasses were also instructed on how to properly wear the device. Each participant adjusted the HMD to fit their head size and used hand controllers to sequentially select and perform four target musculoskeletal special tests: the Pronator Teres Test, Hawkins-Kennedy Test, Yergason's Test, and Neer's Test. Each VR video lasted approximately 3 to 4 minutes and was designed to allow 180° rotation. Participants engaged in the VR training once per day. After the session, post-tests were conducted to assess learning satisfaction, technology acceptance, learning motivation, and learning achievement. |
| Video Watching-based practical education | Active comparator | Behavioral: Video Watching-based practical educationThe control group received the same musculoskeletal special test content through traditional video-watching instruction. The participants watched the videos while seated individually in a laboratory at S University. Each video lasted approximately 3 to 4 minutes, and the training was conducted once per day. Pre- and post-tests were administered to evaluate learning satisfaction, technology acceptance, learning motivation, and learning achievement. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (4 listed)
- students enrolled in the Department of Physical Therapy at S University in Seoul, South Korea
- individuals who had received prior instruction on the four tests included in the study
- those who did not report any of the 16 SSQ items at the "severe" symptom level
- those who fully understood the purpose and procedures of the study and agreed to participate by providing informed consent.
Key exclusion criteria (5 listed)
- Individuals who have not learned about the four tests included in the study
- those with health issues that limit the use of VR equipment
- those who do not consent to participate in the study
- those who report 'severe' symptoms on any of the 16 items of the Simulator Sickness Questionnaire (SSQ)
- individuals with disabilities, or pregnant women
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Virtual Reality-based practical educationVR-based practical education is an interactive learning method that utilizes virtual reality, where participants engage in a 3D environment for learning. | Behavioural | Virtual Reality-based practical education |
| Video Watching-based practical educationVideo Watching-based practical education is a passive learning method, where information is delivered solely through video viewing. | Behavioural | Video Watching-based practical education |
Primary outcome
Learning Satisfaction
Time frame: Immediately before and after intervention
The learning satisfaction scale consists of 19 items in total and is divided into three parts. It consists of three items on experience with the system, seven items on feelings about the system, and nine items on satisfaction with the learning approach. The reliability of the learning satisfaction survey used in this experiment is .91 with a cronbach 's α value. The learning satisfaction survey items were composed of a 7-point Likert scale.
3 secondary outcomes
Technology Acceptance
Time frame: Immediately before and after intervention
Learning Motivation
Time frame: Immediately before and after intervention
Learning Achievement
Time frame: Immediately before and after intervention
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 24 Jun 2025.
- Individual participant dataSharing planned: No. The research results will be published through a journal.
Related trials for Healthy Volunteers - Male and Female
RecruitingPhase 1
Absorption, Distribution, Metabolism, and Excretion of 14C-VX-407 After a Single Oral Dose
Autosomal Dominant Polycystic Kidney Disease (ADPKD)
Not yet recruitingPhase 2
Effects of Meal Macronutrients on Postprandial Lipids
Nephrotic Syndrome, Lipodystrophy
RecruitingObservational study
Urinary Vitamin C Loss in Diabetic Subjects
Diabetes
RecruitingPhase 1/2
Vasopressin and Pain Perception in the Brain
Acute Pain
RecruitingPhase 1/2
Study of ABS-201 Evaluating Single and Multiple Ascending Doses in Adults With and Without Androgenetic Alopecia
Androgenetic Alopecia (AGA), Healthy Volunteers - Male and Female
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Hyoshil Yoon, Ph.D. Candidate principal investigator
Sahmyook University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Virtual Reality-based practical education and Video Watching-based practical education in people with Healthy Volunteers - Male and Female, run by Sahmyook University at 1 site in South Korea.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 5 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 24 Jun 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in South Korea. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Learning Satisfaction (time frame: Immediately before and after intervention). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 24 Jun 2025.