Effects of Head-Mounted VR and MR-CAVE in Nursing Laboratory Teaching: A Comparative Study

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Materials and methods: This study involved undergraduate nursing students from a university in China. All participants undertook preclass preparation, which included self-directed learning, knowledge challenges, and desktop VR experiences. Students were randomly assigned to either the head-mounted VR or the MR-CAVE simulations during the experimental phase, followed by structured feedback sessions and mind map creation. Independent sample t -tests was conducted postexperiment to assess learning outcomes and students’ subjective perceptions concerning knowledge acquisition, cognitive processing, and behavioral engagement. Results: Of 43 participants, 39 were enrolled in blended VR headset and MR-CAVE groups. Initial baseline assessments, preclass knowledge tests, and desktop VR performances revealed no significant differences between the 2 groups. However, a substantial difference in subjective experience was observed between the groups ( t =4.218, P <0.001), with the VR headset group reporting a more favorable experience. No significant differences in learning outcomes related to knowledge, cognitive skills, and behavioral changes were noted. Conclusion: The findings of this study provide reassurance that head-mounted VR and MR-CAVE are equally effective in enhancing nursing experimental education. The significantly enhanced subjective experience reported by the VR headset group further validates the equality of these technologies, indicating their potential as a preferred modality for virtual simulation teaching across diverse educational settings.