Identification with characters of experiential learning through simulation based on 360º virtual reality in Spanish physical therapy students: a descriptive study

Purpose Virtual reality (VR) technology used in experiential learning through simulation requires a high level of immersion and identification with characters to influence the learning outcomes and the expected level of interactivity. This study aimed to measure the empathy and identification with characters of experiential learning through an simulation based on immersive 360º virtual reality among physical therapy students corresponding to the different steps of a patient suffering from a stroke.Methods Spanish physical therapy students participated in a cross-sectional study watching a 360º filmation based on an immersive VR program called ¨Put yourself in my shoes¨. Identification with characters was evaluated with the self-applied scale of identification with the characters of fictional audiovisual stories (Escala De Identificación [EDI] Scale). A descriptive analysis and statistical differences between gender and Spanish language level in items was performed.Results Most of participants presented high values of identification with characters of EDI Scale. The results analysed in the different dimensions (affective empathy, cognitive empathy, feeling concern for their situation, and ability to fantasize or imagine) of this scale also present high values in participants regardless of gender or language level.Conclusion The implementation of simulation scenarios based on immersive VR technology as ¨Put yourself into my shoes¨ (¨Ponte en mis zapatos¨ ®) is considered by Spanish physical therapy students as a program that presents a high rate of identification with characters and empathy.