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Exploring Speech-Language Pathology Undergraduate Students' Experiences With Immersive and Non-Immersive Virtual
David M Rehfeld1, Abby Kugler1, Payton DeMeyer1
1Department of Applied Human Sciences, Kansas State University, Manhattan, Kansas, USA.
The Clinical Teacher
|September 2, 2025
Summary
Virtual reality (VR) in speech-language pathology (SLP) education shows promise. Immersive VR offers engagement but usability challenges, while non-immersive VR is accessible but less engaging for SLP students.
Area of Science:
- Healthcare Education
- Speech-Language Pathology
- Virtual Reality Technology
Background:
- Virtual reality (VR) offers high-fidelity simulations for healthcare education.
- Its impact on speech-language pathology (SLP) undergraduate learning experiences is underexplored.
- This study examines VR's influence on student learning perceptions.
Purpose of the Study:
- To investigate how immersive and non-immersive VR simulations affect undergraduate SLP students' learning perceptions.
- To identify factors influencing the effectiveness of VR in SLP education.
Main Methods:
- Thematic analysis of written reflections from 40 undergraduate SLP students.
- Comparison of learning experiences using Meta Quest 2 immersive VR versus non-immersive desktop computers.
Main Results:
- Three themes emerged: technology as a barrier/facilitator, content realism/relevance, and personal/environmental factors.
- Immersive VR was engaging but had usability/technical issues; non-immersive VR was accessible but less engaging.
- Content realism and personal/environmental factors also shaped learning experiences.
Conclusions:
- Both immersive and non-immersive VR can enhance SLP education, despite challenges in simulating interpersonal interactions.
- Immersive VR's novelty increases engagement but requires a learning curve; non-immersive VR is more accessible.
- Recommendations include providing technology orientation, using realistic scenarios, and optimizing usability for effective VR integration in SLP.
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