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Methods: Randomized trial with three parallel groups; outcomes measured at baseline, immediate post-intervention, one-month, and twelve-month follow-ups. Results: Knowledge, attitude, and self-efficacy improved in instructional arms, with VR showing the highest immediate scores and better long-term retention. 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Outcomes were assessed at baseline, immediate after training, one month later, and twelve months later.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the key findings comparing VR, theoretical training, and control?",{"text":72,"@type":64},"All groups changed after the intervention, but improvements were significantly greater in the two instructional groups. The VR group had the highest immediate scores and more stable results at one month and one year, while the theoretical gains declined and the control group showed no relevant changes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},411686,1790935380,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":108,"slug":109},7,40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":107,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","R E S U S C I T A T I O N P L U S 2 7 ( 2 0 2 6 ) 1 0 1 1 7 8  \n\n|  |  |\n| --- | --- |\n| |  |\n| Simulation and education\u003Cbr>Virtual reality versus theoretical training in CPR among adolescents: a randomized trial with a one-year longitudinal follow-up | |\n| Ana Bele´n Ocampo Cervantes a,b, Carmen Amalia Lo´pez Lo´peza,c, Cristina Cerezo Espinosa b, Robert Greifd,\u003Cbr>Manuel Pardo Riosa,b,*, Daniel Guille´n Martı´neza |  |\n\nAbstract  \nObjective: This study evaluated the effectiveness of a virtual reality (VR)-based cardiopulmonary resuscitation (CPR) training program compared with traditional theoretical instruction and a non-intervention control group, on improving and retaining knowledge, attitudes, and self-efficacy of secondary school students. Design  \nRandomized trial with three parallel groups and longitudinal follow-up at baseline (T0), immediate post-intervention (T-Immediate), one-month followup (T-Month), and twelve-month follow-up (T-Year) . Participants: 102 secondary school students (aged 14–15 years) from the Region of Murcia, Spain were randomly assigned to three groups (n = 34 each) . Intervention: Group 1: immersive VR training (interactive 360° video); Group 2: Traditional theoretical training; Group 3: control (no intervention) . The primary outcome was the objective CPR knowledge. The secondary outcomes were attitude towards CPR, perceived self-efficacy, and system usability (only in the VR group), and correlations between motivational variables and knowledge.  \nResults: All groups showed changes after the intervention, but improvements were significantly greater in the two instructional groups. The VR group achieved the highest scores in knowledge, attitude, and self-efficacy immediately after the intervention (p \u003C 0.001), and maintained more stable results at 1-month and 1-year follow-ups as compared to the theoretical group, whose initial gains declined over time. The control group did not show relevant changes in any of the variables. Additionally, the System Usability Scale (SUS) (0–100) of the VR system was rated positively (SUS = 75.3 ± 4.5), supporting its applicability in educational contexts.  \nConclusions: Both virtual reality training and theoretical instruction were effective in improving cardiopulmonary resuscitation knowledge, attitudes, and self-efficacy among adolescents. However, virtual reality showed a greater long-term retention of effects and received high usability ratings, reinforcing its potential as an educational tool in school settings.  \nKeywords: Cardiopulmonary resuscitation, Virtual reality, Secondary education, Self-efficacy, Attitude, Immersive learning  \nIntroduction  \nCardiopulmonary resuscitation (CPR) training is an essential pillar in the global strategy for improving survival after a cardiac arrest. Many international initiatives, such as the Kids Save Lives program, backed by the International Liaison Committee on Resuscitation (ILCOR), promotes the systematic teaching of basic resuscitation  \nmaneuvers at schools from early ages, in order to create a population that is better prepared and able to act in emergency situations.1  \nTraditionally, CPR training has been taught through theoretical and demonstrative sessions, with a variable efficacy in terms of long-term retention, attitude towards helping, and self-confidence to act. In the last few decades, the incorporation of digital technologies has opened new possibilities in health education. Virtual reality (VR) has been shown to be a promising tool to create emotionally-  \n* Corresponding author at: Facultad de Ciencias de la Salud, UCAM Universidad Cat´olica de Murcia, Campus de los Jer´onimos, N° 135 Guadalupe 30107, Murcia, Spain.  \nE-mail [address:](address: mpardo@ucam.edu)[ mpardo@ucam.edu](address: mpardo@ucam.edu) (M. Pardo Rios) .  \n[https://doi.org/10.1016/j.resplu.2025.101178](https://doi.org/10.1016/j.resplu.2025.101178)  \nReceived 16 September 2025; Received in revised form 12 November 2025; Accepted 21 N","cbCainlph3JbkTsq","https://ap.wps.com/l/cbCainlph3JbkTsq","pdf",675220,"English","# Abstract\n# Introduction","[{\"question\":\"What is the study’s main objective?\",\"answer\":\"To evaluate whether VR-based CPR training is more effective than traditional theoretical instruction and a non-intervention control in improving and retaining knowledge, attitudes, and self-efficacy among adolescents.\"},{\"question\":\"How were the participants assigned and when were outcomes measured?\",\"answer\":\"A randomized trial assigned 102 secondary school students (14–15 years) into three groups. Outcomes were assessed at baseline, immediate after training, one month later, and twelve months later.\"},{\"question\":\"What were the key findings comparing VR, theoretical training, and control?\",\"answer\":\"All groups changed after the intervention, but improvements were significantly greater in the two instructional groups. The VR group had the highest immediate scores and more stable results at one month and one year, while the theoretical gains declined and the control group showed no relevant changes.\"}]","Virtual reality versus theoretical training in CPR among adolescents: a randomized trial with a one-year longitudinal follow-up - Study abstract | PDF",1790589347,23]