Undergraduate thesis.

This study investigates the experiences of the radiologic technology students using Virtual Reality (VR) simulation in the study of radiographic positioning. With increasing interest in immersive learning tools, VR has been found to be a potential substitute for conventional laboratory-based training particularly in scenarios where access to radiologic equipment is scarce. This study sought to identify how students comprehend the efficacy, issues and overall effect of VR on learning. Through a qualitative design, the researchers administered in-depth interviews with radiologic technology students who had undergone VR stimulation. Data themes identified that students perceived VR to be extremely effective in enhancing their practical skills, visual concept of anatomy, and confidence when performing positions tasks. Participants valued the convenience of repetition practice without the use of radiation or the need for physical labs, which allowed for more reinforcing learning and alleviated preclinical practice anxiety. The study also highlighted several challenges: limitations in physical feedback, occasional technical glitches, and the need for stronger internet connections. Students expressed a desire for more diverse case scenarios, customizable patient types, and improved feedback mechanisms within the VR system. The research revealed that VR simulation offers an engaging, interactive, and accessible platform for learning radiographic positioning. While not a complete substitute for real-world clinical experiences, VR serves as a valuable tool that bridges the gap between theory and practice, empowering students to learn actively, make mistakes safely, and grow confidently into their future roles as healthcare professionals.