This research is designed to address the pedagogical use of virtual reality (VR) and simulation-based learning environments of healthcare. Pedagogical issues are significant issues to consider, because simulation itself is not sufficient to ensure effective learning (Kneebone, 2003). According to Rall and Dieckmann (2005) 'simulation, in short, means to do something in the "as if", to resemble "reality" (always not perfectly, because then it would be reality again), e.g. to train or learn something without the risks or costs of doing it in reality" whereas 'simulators are tools used to resemble parts of reality, mostly to allow simulations' (p. 2). Today, VRs have created more opportunities for experiential learning. While VR is defined in various ways, however, in this article VR is used to refer to the combination of techniques that are used to create and maintain real or imaginary environments (Cobb & Fraser, 2005; Riva, 2003).