• The Effect of Game-based Virtual Reality Applications on the Learning of Medical Sciences Students
  • Zahra Khodadoostan,1,* Zahra Asadi,2 Mahsa khodadoostan,3
    1. Student Committee of Medical Education Development, Education Development Center, Isfahan University of Medical Sciences, Isfahan, Iran
    2. Student Committee of Medical Education Development, Education Development Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
    3. Student Committee of Medical Education Development, Education Development Center, Iran University of Medical Sciences, Tehran, Iran


  • Introduction: Virtual Reality (VR) can be used as a digital educational tool for learning and assessment because it produces a virtual replica of the real world. It uses computer technology to create a 3D image or environment which allows the students to interact with in a way that appears to be real or physical. Game-based VR applications can help students get prepared for clinical applications and improve their knowledge of standard precautions. The aim of this review study is to investigate the effect of game-based virtual reality applications on the learning of medical sciences students.
  • Methods: This review study was conducted through an advanced search in reputable scientific databases including PubMed, Scopus, Eric, Web of Sciences, SID and Google Scholar search engine from 2018 to May 2023 using keywords “Virtual Reality”, “Education”, “Medical Students” and their Mesh terms. After the initial search, screening was done in two stages: first, primary screening was done (inclusion criteria such as English-language studies, original, intervention, and observation articles). Then the secondary screening was done (the title and abstract were relevant to the education of medical sciences students such as medical students, residents, nursing students, etc. and irrelevant articles were removed). The articles related to the study were also evaluated through a researcher made evaluating tool. Finally, articles were extracted initially and combined data from articles that met the inclusion criteria (14 articles).
  • Results: The results of this study suggest that a higher success rate is achieved for students training in VR than students trained in traditional methods. It was shown that the undergraduate students, postgraduate students and hospital residents using VR technology had a higher passed rate. Learning complex skills and specialized knowledge can be achieved through virtual reality training. Real-time feedback, combined with 3D computer-generated scenery, enabled students to use VR technology to improve their autonomic knowledge. Using VR, students practiced surgery and made fewer mistakes than they could have in a real operating room. Students also express greater confidence in their abilities to complete the tasks they were trained to do and are more knowledgeable about the processes involved.
  • Conclusion: The game-based virtual reality applications were effective in teaching different skills for medical science students in the short term. In addition to facilitating learning, virtual reality technology can complement current educational approaches and provide medical sciences educators with novel and engaging ways to deliver content. It is recommended that such VR applications be used in psychomotor skill training.
  • Keywords: Virtual Reality, Learning, Medical Education, Medical Students