{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,9]],"date-time":"2026-10-09T12:35:56Z","timestamp":1791549356337,"version":"4.3.4"},"reference-count":88,"publisher":"MDPI AG","issue":"9","license":[{"start":{"date-parts":[[2025,9,15]],"date-time":"2025-09-15T00:00:00Z","timestamp":1757894400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Virtual Immersive Teaching and Learning (VITaL) Center at San Diego State University"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Nursing Reports"],"abstract":"<jats:p>Background\/Objectives: Virtual reality (VR) is increasingly being used in educational settings, but the evidence is mixed on whether this is better for learners. This is due in part to a reliance on self-reported \u201cliking\u201d of the experience rather than measuring if VR more effectively improves learner engagement and conveys information. A study was designed to determine if VR would improve nursing students\u2019 understanding of patient interactions in the clinic (n = 70). Methods: The present study measured neurologic Immersion in nursing students during a realistic patient journey in VR and in a standard two-dimensional (2D) film. After the film, participants in both conditions had the opportunity to volunteer to help other students as a measure of the behavioral impact of the experience. Results: The analysis showed that VR generated 60% more neurologic value than the 2D film, and, by increasing empathic concern, positively influenced the decision to volunteer. Conclusions: Empathy has been shown to improve patient care while reducing healthcare provider burnout, and our findings suggest that VR that sustains neurologic Immersion should have a larger place in clinician education.<\/jats:p>","DOI":"10.3390\/nursrep15090336","type":"journal-article","created":{"date-parts":[[2025,9,15]],"date-time":"2025-09-15T10:51:33Z","timestamp":1757933493000},"page":"336","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Virtual Reality Education Increases Neurologic Immersion and Empathy in Nursing Students"],"prefix":"10.3390","volume":"15","author":[{"given":"Maria","family":"Keckler","sequence":"first","affiliation":[{"name":"VITaL Research Center, San Diego State University, San Diego, CA 92037, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chia-Hsiang","family":"Hsu","sequence":"additional","affiliation":[{"name":"Center for Neuroeconomics Studies, Claremont Graduate University, Claremont, CA 91711, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4563-8406","authenticated-orcid":false,"given":"Paul J.","family":"Zak","sequence":"additional","affiliation":[{"name":"Center for Neuroeconomics Studies, Claremont Graduate University, Claremont, CA 91711, USA"},{"name":"Peter F. Drucker and Masatoshi Ito Graduate School of Management, Claremont Graduate University, Claremont, CA 91711, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2025,9,15]]},"reference":[{"key":"ref_1","first-page":"14","article-title":"Augmented reality (AR) and virtual reality (VR) technology in education: Media of teaching and learning: A review","volume":"4","author":"Fitria","year":"2023","journal-title":"Int. J. Comput. Intell. Syst."},{"key":"ref_2","first-page":"224","article-title":"It\u2019s about enjoying the virtual experience: The role of enjoyment and engagement in the adoption of virtual reality in marketing education","volume":"32","author":"Moreira","year":"2022","journal-title":"Mark. Educ. 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