Acceptance and Feasibility of PC-Based and VR-Based "Room of Errors" Simulation in Nursing Education

This study compared the acceptance and feasibility of personal computer (PC)- and virtual reality (VR)-based room of errors (ROE) simulations among nursing educators using a single-group crossover design (N=37). Sense of presence, technology acceptance intention, and program satisfaction were measured after each modality. No overall sequence effects were observed, although realistic immersion in the PC modality was higher when the VR modality was experienced first. Presence scores were significantly higher in the VR-based modality, whereas perceived ease of use scores were higher in the PC-based modality. Program satisfaction did not differ significantly between modalities. Across modalities, sense of presence and program satisfaction were positively correlated with technology acceptance intention. These findings suggest that VR-based ROE simulation may be more relevant when the sense of presence is emphasized, whereas PC-based ROE simulation may be more relevant when perceived ease of use is prioritized. Rather than indicating the superiority of either platform, the findings suggest that both modalities may be used selectively or in a complementary manner, depending on educational goals and learning contexts.