ABSTRACT Technology is flooding the healthcare sector, making it essential to advance pedagogy in conjunction with technology. The aim of this study was to inquiry about participants` learning experience with IVR application and to co-design a pedagogical model for using IVR in healthcare education. The study employed a design-based approach utilizing several data gathering and analysis methods. After each learning experience, data were gathered through an online questionnaire utilizing the standardized simulation design scale. After the experiment, participants co-designed a pedagogical framework based on their learning experience. Data were analyzed using qualitative methods and descriptive statistics (M, MD). Altogether, the study involved 47 informants. Based on the data analysis, the participants were generally satisfied with IVR and believed it offered enhanced possibilities for training, although there were doubts about whether it actually helped them learn. Participants valued the support provided by the facilitators, whereas statements concerning the fidelity of the scenarios scored lowest. The pedagogical framework was developed based on the data. The study’s results can be utilized when designing immersive learning experiences for healthcare students and professionals.
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