# Virtual reality versus theoretical training in CPR among adolescents: a randomized trial with a one-year longitudinal follow-up

## TL;DR

This study found that virtual reality CPR training for teenagers is more effective and long-lasting than traditional classroom teaching.

## Contribution

VR training showed better long-term retention of CPR knowledge and higher usability ratings compared to theoretical training.

## Key findings

- VR group had higher knowledge, attitude, and self-efficacy scores immediately after training.
- VR group maintained better results at 1-month and 1-year follow-ups compared to theoretical training.
- Control group showed no significant changes in any measured variables.

## Abstract

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

Randomized trial with three parallel groups and longitudinal follow-up at baseline (T0), immediate post-intervention (T-Immediate), one-month follow-up (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.

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 < 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.

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.