## 3 Results
### Qualitative Study of Students' Perspectives  
Table 1 encapsulates the thematic analysis of students' feedback, revealing their empowerment through immersive virtual reality learning in radiological technology. The analysis follows the method outlined by [PERSON] and [PERSON] [55]. Participants expressed a number of positive experiences and perspectives regarding using VR in their learning environment. They highlighted how VR enhances their focus and engagement, making learning more immersive and interactive. Additionally, VR provides a safe space for trial and error, facilitating better understanding and retention of information. Participants appreciated the opportunity to familiarize themselves with the processes and protocols before practical sessions, contributing to increased confidence and reduced anxiety in real-life scenarios. The interactive nature of VR, including features like recorded voices, enhances the learning experience and makes it more enjoyable and memorable. Participants also emphasized the importance of integrating VR into the curriculum to maximize learning opportunities and practice sessions, particularly in settings like hot lab practical and clinical practice, where  
opportunities for hands-on experience may be limited. Overall, participants recognized VR as a valuable tool for enhancing learning outcomes and preparing them for real-world scenarios in radiological technology education. Participants identified several challenges and limitations associated with using VR in education. Cost constraints may limit the feasibility of training multiple students simultaneously, potentially leading to unequal learning opportunities and delays in completing learning materials. Additionally, issues such as discomfort or motion sickness experienced by some users may impact the duration and effectiveness of training sessions. Despite offering engaging experiences, VR interactions may only partially replicate real-world interactions, potentially limiting the depth of learning and skill development. Furthermore, VR simulations may not always align with individual learning methods or preferences, reducing their efficacy for certain students. These considerations highlight the importance  
\begin{table}
\begin{tabular}{c c c c} \hline \hline \multirow{2}{*}{**Theme**} & \multirow{2}{*}{**Code**} & \multicolumn{2}{c}{**Examples**} & \multicolumn{1}{c}{\multirow{2}{*}{**Frequency**}} \\ \cline{5-3}  & & & **n** & \% \\ \hline \multirow{8}{*}{**Useful learning tool**} & Engage & “VR improves my focus and engagement, ensuring that I & 6 & 60 \\  & & remain completely focused without breaks in concentration.” & & \\  & Easy to & “Easier to learn and understand the radiopharmaceutical & & 9 & 90 \\  & understand & preparation process and quality control steps.” & & \\  & & & \({}^{\prime}\)Opportunity to see all the process and steps before lab & & \\  & & practice and easy-to-follow protocols.” & & \\  & Memory & “It (VR) helps me remember information by doing and & 8 & 80 \\  & & interacting rather than reading/heating.” & & 7 & 70 \\  & Safety & “You may fail, make mistakes, and learn from them.” & & \\  & confidence & “VR... It’s building my confidence through providing a & & \\  & & secure environment conducive to experimentation and trial & & \\  & & and error.” & & \\  & Learning & “I am not so scared of working in the lab.” & & \\  & experiences & “I really liked the recorded voice.