Enhancing health literacy and academic success through virtual reality in medical imaging education

Introduction: This quasi-experimental study examined the effectiveness of integrating virtual reality (VR)-based training into the medical imaging curriculum, particularly in enhancing eHealth literacy, health-related behaviors, and academic outcomes. Methods: A total of 96 students participated, divided into a VR-based training group (n = 35) and a traditional training group (n = 61). Grounded in Kolb’s Experiential Learning Theory, Sweller’s Cognitive Load Theory, and the Cognitive-Affective Model of Immersive Learning (CAMIL), the study aimed to explore how immersive, student-centered learning environments influence health education outcomes. Data were collected using the eHealth Literacy Scale (eHEALS), Health-Related Behaviors Scale (HBS), Center for Epidemiological Studies Depression Scale (CES-D), and Breast Health and Examination (BHE) test in both groups. The VR-based group also completed the Student Satisfaction and Self-Confidence in Learning Scale (SCLS). Results: Post-training BHE scores increased significantly in both groups (p < 0.001), though no statistically significant difference was observed between the groups in eHEALS, HBS, CES-D, or BHE scores. The VR-based group reported high satisfaction and self-confidence (SCLS mean = 54.1 ± 4.1). Conclusion: The use of scenario-based virtual patients and simulated breast models created a reflective, low-risk, and student-centered learning environment aligned with experiential and cognitive learning theories. The VR-supported breast health curriculum was associated with comparable learning outcomes to the traditional course, suggesting that immersive methods can provide an alternative mode of delivery in health education to foster motivation, self-efficacy, and clinical competence.