Exploring Speech‐Language Pathology Undergraduate Students' Experiences With Immersive and Non‐Immersive Virtual Reality

ABSTRACT Introduction Virtual reality (VR) provides unique opportunities to deliver high‐fidelity simulations in healthcare education. Although widely studied in some healthcare fields, VR's impact on the learning experiences of undergraduate students in speech‐language pathology (SLP) remains underexplored. This study investigates how immersive and non‐immersive VR simulations may influence student perceptions of learning. Methods Thematic analysis was used to analyse written reflections from 40 undergraduate SLP students who completed the same simulation using either Meta Quest 2 immersive VR headsets or non‐immersive desktop computers. Results Three themes emerged: technology as a barrier or facilitator, content realism and relevance, and personal and environmental factors. Immersive VR was described as novel and engaging, though students reported challenges with usability and technical malfunctions. Non‐immersive VR was easy to use but less engaging. Perceptions of content relevance and realism also influenced engagement, whereas environmental and personal factors also shaped participants' learning experiences. Conclusion Both immersive and non‐immersive VR technologies hold promise for enhancing SLP education with unique challenges related in part to simulating interpersonal interactions. Immersive VR's novelty can boost engagement with a learning curve, whereas non‐immersive VR is more accessible but less engaging. Educators should ensure adequate orientation to technology, use realistic scenarios and consider overall usability to improve VR experiences. These findings identify considerations on how to incorporate VR in SLP education.