Students performed not as well and experienced higher levels of anxiety if the language of the virtual simulation was not in their native language¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students performed not as well and experienced higher levels of anxiety if the language of the virtual simulation was not in their native language. → Langan 2025

Evidence¶

Langan 2025¶

Langan, L., Frazer, K., Darley, A., Goodman, L., Browne, F., Fulfilled, P., Halligan, P., & Redmond, C. (2025). Inclusive pedagogy in online simulation‐based learning in undergraduate nursing education: A scoping review. Journal of Advanced Nursing, 81, 591–606. https://doi.org/10.1111/jan.16284

q2 · i? · review · r2

The review reports that "students performed not as well and experienced higher levels of anxiety if the language of the virtual simulation was not in their native language".

"Kim, Kang, and De Gagne (2021)) found that students performed not as well and experienced higher levels of anxiety if the language of the virtual simulation was not in their native language."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• The most frequently reported challenge of virtual simulation teaching is its lack of realism, alongside operational complexity, English-language demands, cultural mismatch, and adverse physical reactions — related
• A minority of nursing students report negative emotional responses to virtual simulation teaching, including fear, anxiety, and burnout — related
• Learners valued safe, repeatable, nonjudgmental AI practice environments that reduced anxiety and bridged the theory-practice gap — reports the opposite
• VR communication training faces challenges of scenario realism, lack of clinical urgency in virtual characters, and language barriers — related