A narrative review of immersive technology enhanced learning in healthcare education

Chris Jacobs*, Georgia Foote, Richard Joiner, Michael Williams

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Immersive technology is a growing field in healthcare education—attracting educationalists to evaluate its utility. There has been a trend of increasing research in this field; however, a lack of quality assurance surrounding the literature prompted the narrative review. Web Of Science database searches were undertaken from 2002 to the beginning of 2022. The studies were divided into three mixed reality groups: virtual reality (VR), augmented reality (AR), 360 videos, and learning theory subgroups. Appraising 246 studies with the Medical Education Research Study Quality Instrument (MERSQI) indicated a gap in the validation of measures used to evaluate the technology. Although, those conducted in VR or those detailing learning theories scored higher according to MERSQI. There is an educational benefit to immersive technology in the healthcare setting. However, there needs to be caution in how the findings are interpreted for application beyond the initial study and a greater emphasis on research methods.
Original languageEnglish
Pages (from-to)43-72
Number of pages30
JournalInternational Medical Education
Issue number2
Early online date15 Oct 2022
Publication statusPublished - Dec 2022


  • immersive technology; technology-enhanced learning; virtual reality; augmented reality; mixed reality; simulation-based education


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