We created a VR teaching material, “Seclusion Room Experience,” using a 360-degree camera and a smartphone, and to evaluate its effectiveness, we conducted a non-randomized comparative study between two groups: a VR group and a simulated experience room group. Twenty-six nursing students were given an exercise in which they had the first-person experience of being a psychiatric patient in a virtual seclusion room. A questionnaire survey was conducted using the five items to measure subjective comprehension: ［understanding of patient’s feelings］, ［required attitude］, ［purpose of monitoring］, ［purpose of room visit/observation］, and ［necessary care］, and the SRS-18 to measure the psychological stress level experienced by the students.

　No significant difference of effect was observed in between groups. Also, text mining revealed the co-occurrence of emotional changes in the students and a shift toward paying more attention to the patient’s psychology. The average stress level during the experience was judged to be “normal.”

　Even with a lack of highly specialized technology, special equipment, time, and facilities, by utilizing familiar digital devices it is possible to create at low cost a teaching material providing a simulated experience that is as close to reality as possible. This study suggests that by using such a teaching material, it is possible to provide education that can be expected to have a level of effectiveness comparable to that of a simulated experience room.