Immersive and non-immersive virtual reality: A quasi-experimental study in undergraduate nursing education

Background: Immersive virtual reality (VR) is considered more engaging and realistic than nonimmersive VR, but direct comparisons in nursing education are limited. Methods: This non-randomized quasi-experimental study explored undergraduate nursing students' experiences in a home care simulation experience using immersive VR at the university (via VR headsets) or non-immersive VR at home (desktop simulation). A post-test survey incorporating qualitative feedback assessed engagement, satisfaction, confidence in learning, cognitive load, mental effort, and clinical reasoning. Results: Engagement levels were similar across VR modalities. Immersive VR participants reported higher confidence and enthusiasm, while non-immersive VR participants reported greater mental effort and intrinsic cognitive load. Satisfaction, extraneous cognitive load, essential cognitive load, and clinical reasoning showed no significant differences between groups. Conclusion: Both immersive and non-immersive VR supported student engagement and learning. Remote, non-immersive VR emerged as a cost-effective alternative that offers similar educational benefits while requiring fewer resources.