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Ninety-six students were assigned to a VR training group or a traditional training group and outcomes were measured with eHealth Literacy Scale (eHEALS), Health-Related Behaviors Scale (HBS), CES-D, and a Breast Health and Examination (BHE) test. Post-training BHE improved on BHE in both groups without significant between-group differences on eHEALS, HBS, CES-D, or BHE. The VR group reported high satisfaction and self-confidence. Scenario-based virtual patients and simulated breast models created a low-risk, student-centered environment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-health-literacy-and-academic-success-through-virtual-reality-in-medical-imaging-education/437733/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-health-literacy-and-academic-success-through-virtual-reality-in-medical-imaging-education/437733.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-30","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study?","Question",{"text":112,"@type":113},"To assess the effectiveness of integrating VR-based training into the medical imaging curriculum, focusing on eHealth literacy, health-related behaviors, and academic outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants assigned and which outcomes were measured?",{"text":117,"@type":113},"A total of 96 students were divided into a VR-based training group and a traditional training group. Outcomes were measured using eHEALS, HBS, CES-D, and a Breast Health and Examination test, with additional satisfaction/self-confidence measured in the VR group.",{"name":119,"@type":110,"acceptedAnswer":120},"Did VR training outperform traditional training in key results?",{"text":121,"@type":113},"Both groups showed significant improvement in BHE scores after training, but there were no statistically significant between-group differences in eHEALS, HBS, CES-D, or BHE.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},437733,1790764382,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","TYPE Original Research PUBLISHED 22 December 2025 DOI 10.3389/fmed.2025.1703740  \nOPEN ACCESS  \nEDITED BY  \nPiotr Walecki,  \nJagiellonian University Medical College, Poland  \nREVIEWED BY  \nCristian Vacacela Gomez,  \nUniversidad Tecnológica ECOTEC, Ecuador Talia Tene,  \nUniversidad Técnica Particular de Loja, Ecuador  \nDiego Fabián Vique López,  \nEscuela Superior Politécnica de Chimborazo, Ecuador  \nMohammed Kadri,  \nSidi Mohamed Ben Abdellah University, Morocco  \n*CORRESPONDENCE  \nNuran Akyurt  \n [nakyurt@hotmail.com](nakyurt@hotmail.com);  \n [nakyurt@marmara.edu.tr](nakyurt@marmara.edu.tr)  \nRECEIVED 30 September 2025  \nREVISED 22 November 2025  \nACCEPTED 25 November 2025  \nPUBLISHED 22 December 2025  \nCITATION  \nAkyurt N, Elshami W and Tekin HO (2025) Enhancing health literacy and academic success through virtual reality in medical imaging education.  \nFront. Med. 12:1703740 .  \ndoi: 10.3389/fmed.2025.1703740  \nCOPYRIGHT  \n© 2025 Akyurt, Elshami and Tekin. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.  \nEnhancing health literacy and academic success through virtual reality in medical imaging education  \nNuran Akyurt  1*, Wiam Elshami2 and Huseyin Ozan Tekin2,3  \n1Vocational School of Health Services, Marmara University, Istanbul, Türkiye, 2 College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates, 3 Computer Engineering Department, Faculty of Engineering and Natural Sciences, Istinye University, Istanbul, Türkiye  \nIntroduction: 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.  \nMethods: A total of 96 students participated, divided into a VR-based training group (n D 35) and a traditional training group (n D 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) .  \nResults: Post-training BHE scores increased significantly in both groups (p \u003C 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) .  \nConclusion: 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 VRsupported 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.  \nKEYWORDS  \nvirtual reality, immersive learning, experiential learning, student satisfaction, medical education, health literacy  \nFrontiers in Medicine 01 [frontiersin.org](frontiersin.org)  \n1 Introduction  \nVirtual reality (VR) is an advanced technology used to create computer-generated environments that closely resemble the realworld environment or sit","cbCaiedADgzsCErB","https://ap.wps.com/l/cbCaiedADgzsCErB","pdf",3322235,14,"English","# Introduction\n# Methods\n# Results\n# Conclusion\n# Key Evidence and Theory Frameworks","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To assess the effectiveness of integrating VR-based training into the medical imaging curriculum, focusing on eHealth literacy, health-related behaviors, and academic outcomes.\"},{\"question\":\"How were participants assigned and which outcomes were measured?\",\"answer\":\"A total of 96 students were divided into a VR-based training group and a traditional training group. Outcomes were measured using eHEALS, HBS, CES-D, and a Breast Health and Examination test, with additional satisfaction/self-confidence measured in the VR group.\"},{\"question\":\"Did VR training outperform traditional training in key results?\",\"answer\":\"Both groups showed significant improvement in BHE scores after training, but there were no statistically significant between-group differences in eHEALS, HBS, CES-D, or BHE.\"}]","Enhancing health literacy and academic success through virtual reality in medical imaging education | PDF",1790683055,35]