Abstract
The impact of stress on learning is complex and multifaceted, and there is a balance between stress that promotes learning and that which inhibits it. This study presents a qualitative analysis of students’ responses to a questionnaire about their experience using virtual reality (VR) in a perspective-taking task to promote empathy for patients with physical limitations due to arthritis of the hands. Including data collected from a first-year course in 2023, 2024, and 2025, 214 students ranked their stress while experiencing the task, and those who ranked stress as anything other than “no stress” were asked to elaborate on the cause. Findings indicate multiple sources of stress, including challenges with software and equipment functionality, which often led to frustration. Additionally, some students reported the task's difficulty as a reason for feeling stressed. Others reported feelings of anxiety and perceived pressure to perform. Despite these stressors, many participants described the activity as an authentic learning experience, with several expressing enjoyment and noting no significant sources of stress. These results highlight the varied student experiences associated with VR-based learning environments and suggest a need for intentional planning and design of learning activities in virtual reality to ensure achievement of desired learning outcomes.
Recommended Citation
Garza, K. B., Ford, C. R., & Helms, K. L. (2026). Reality Check: Examining Perceived Stress in Student Pharmacists Using Virtual Reality. The Journal of Advancing Education Practice, 7(1). https://openriver.winona.edu/jaep/vol7/iss1/3
