Conclusions
The current study utilized 2D and 360° VR videos to develop learning mediums that enabled virtual DR education in a nonface-to-face learning environments. The participants underwent VR learning using their smartphones and pHMDs, and their levels of learning satisfaction and self-efficacy were assessed using surveys. There was a statistically significant difference between the control group, which used 2D video, and the experimental group, which used 360° VR with pHMD, with the experimental group rating these two factors highly. The 360° VR with pHMD could be easily installed on the students’ smartphones and used without any environmental restrictions. The findings revealed that this method was associated with greater learning satisfaction and self-efficacy than DR learning mediums using 2D videos, suggesting that it may be considered a suitable alternative for education in nonface-to-face online environments. Quantitative evaluation of academic achievement (e.g., through exams) was not performed as it was realistically impossible to prevent the students from consuming any media other than the ones provided in a nonface-to-face environment. Additional research is needed on the educational effectiveness of differences between media in a face-to-face environment. Additionally, other methods of utilizing 360° VR learning media as preliminary training materials before actual DR practice should be explored. Finally, research aimed at the development of a VR simulator that allows learners to interact with the DR process directly is also necessary.