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The effect of immersive simulation-based learning on an anatomy program in nursing education: a quasi-experimental
Lahoucine Ben Yahya1, Mohamed Radid1, Mohamed El Yaagoubi2
1Laboratory of Sciences and Technologies of Information and Education, Faculty of Sciences Ben M'Sik, Hassan II University of Casablanca, Casablanca, Morocco.
Purpose:
This study explores how immersive simulation-based learning affects nursing students' engagement, motivation, satisfaction, self-confidence, and knowledge gains in anatomy education.
Methods:
A quasi-experimental study was carried out from January to February 2025 among nursing students. A total of 76 participants were randomly assigned to one of two groups: an experimental group receiving immersive simulation (n=38) and a control group following traditional instruction (n=38). A pre- and post-intervention test framework was implemented to evaluate changes in student engagement, motivation, satisfaction, self-confidence, and knowledge acquisition. Data analysis was done through non-parametric tests, specifically the Mann-Whitney U and Wilcoxon signed-rank test, with IBM SPSS.
Results:
The immersive simulation group demonstrated significant improvements in motivation (Z=-4.407, p<0.001), engagement (Z=-3.555, p<0.001), knowledge acquisition (Z=-3.213, p=0.001), and self-confidence (Z=-2.054, p=0.040) compared to the traditional method group. Nevertheless, the difference in learning satisfaction between the two groups was not statistically significant (Z=-1.660, p=0.097).
Conclusion:
These findings indicate that immersive simulation has a positive effect on nursing students' motivation, engagement, self-confidence, and knowledge acquisition. While satisfaction levels were comparable between groups, immersive simulation presents a valuable complement to traditional teaching methods and may help address educational challenges in healthcare training.
