Meyer, LeonardPfeiffer, ThiesZender, RaphaelIfenthaler, DirkLeonhardt, ThiemoSchumacher, Clara2020-09-082020-09-082020978-3-88579-702-9https://dl.gi.de/handle/20.500.12116/34204This paper discusses how much the more realistic user interaction in a life-sized fully immersive VR Training is a benefit for acquiring declarative knowledge compared to the same training via a screen-based first-person application. Two groups performed a nursing training scenario in immersive VR and on a tablet. A third group learned the necessary steps using a classic text-picture-manual (TP group). Afterwards all three groups had to perform a recall test with repeated measurement (one week). The results showed no significant differences between VR training and tablet training. In the first test shortly after completion of the training both training simulation conditions were worse than the TP group. In the long-term test, however, the knowledge loss of the TP group was significantly higher than that of the two simulation groups. Ultimately, VR training in this study design proved to be as efficient as training on a tablet for declarative knowledge acquisition. Nevertheless, it is possible that acquired procedural knowledge distinguishes VR training from the screen-based application.enVirtual Reality TrainingScreen Based TrainingDeclarative knowledge acquiringHealth Care ScenarioText/Conference Paper1617-5468