# The impact of immersive video learning on speech-language pathology students’ dysphagia education: a mixed-methods study

## TL;DR

Immersive video learning improves clinical skills in dysphagia education for speech-language pathology students but faces usability challenges.

## Contribution

This study introduces a mixed-methods evaluation of immersive versus non-immersive video learning for dysphagia education in SLP students.

## Key findings

- Immersive videos improved clinical performance and sense of presence in dysphagia education.
- Non-immersive videos were perceived as easier to navigate and led to longer viewing times.
- A blended approach is recommended to optimize practical and conceptual learning.

## Abstract

Dysphagia education for speech-language pathology (SLP) students is challenged by limited hands-on exposure and skill transfer to diverse clinical settings such as hospital, aged-care facilities and clinics. Video-based learning, including immersive technologies, offers a potential solution for standardized, safe exposure.

This mixed-methods study randomized 65 first-year SLP Master’s students into immersive (n = 33) and non-immersive (n = 32) video groups. Immersive videos were delivered via Meta Quest 3 headsets, non-immersive as MP4 links. Learning outcomes were assessed through clinical placement evaluations. Student perceptions were collected using Likert scales and open-ended questions.

The immersive group achieved significantly higher clinical placement performance (p = 0.030), especially in assessment planning, oromotor/ swallow trial procedures, and clinical reasoning. Immersive videos provided a greater sense of presence (p = 0.020). However, non-immersive videos were viewed longer (142.27 vs. 47.63 min, p = 0.002) and perceived as easier to navigate (p = 0.001) and less overwhelming (p = 0.002). Qualitative data highlighted immersive group challenges (physical discomfort, logistical barriers, usability) and non-immersive group challenges (content quality, camera angles).

Immersive videos enhance practical clinical skills and presence in dysphagia education but face usability and logistical hurdles. Non-immersive videos offer high accessibility and user satisfaction, promoting sustained engagement. A blended learning approach, leveraging immersive videos for high-stakes procedural training and non-immersive for conceptual understanding and review, is recommended to optimize SLP dysphagia education, balancing pedagogical effectiveness with practical usability.

The online version contains supplementary material available at 10.1186/s12909-026-08630-z.