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Virtual Reality in Anatomy: A Pilot Study Evaluating Different Delivery Modalities.

Nicolette S Birbara1, Claude Sammut2, Nalini Pather1

  • 1Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia.

Anatomical Sciences Education
|October 7, 2019
PubMed
Summary
This summary is machine-generated.

Virtual reality learning resources (VLRs) in anatomy education show promise. Desktop VLRs may offer a more comfortable and less disorienting learning experience compared to immersive stereoscopic VLRs for some users.

Keywords:
anatomyanatomy educationdelivery modalitiesdesktopimmersivestereoscopicvirtual learning resourcesvirtual reality

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Area of Science:

  • Medical Education
  • Virtual Reality Technology
  • Anatomy Learning

Background:

  • Virtual learning resources (VLRs) are increasingly used in higher education.
  • Research on VLRs in anatomy has often focused on single delivery modalities and limited participant groups.
  • A need exists to compare different VLR delivery modalities and participant cohorts.

Purpose of the Study:

  • To compare user perceptions of highly immersive (stereoscopic) and less immersive (desktop) virtual reality learning resources (VLRs) in anatomy.
  • To evaluate the impact of prior university experience on student perceptions of VLRs.
  • To assess the usefulness and user experience of different VLR delivery modalities.

Main Methods:

  • A skull anatomy VLR was developed using the Unity® gaming platform.
  • Participants (anatomy students and tutors) assessed both stereoscopic and desktop VLR deliveries.
  • A validated survey tool was used to collect data on user perceptions and experiences.

Main Results:

  • Most participants found both VLR deliveries engaging and immersive.
  • Anatomy students rated the stereoscopic VLR as significantly more useful for understanding (P=0.013).
  • Anatomy tutors preferred the desktop VLR delivery; some participants reported discomfort and disorientation, particularly with stereoscopic delivery.

Conclusions:

  • Desktop VLR delivery may provide a valuable learning experience while minimizing discomfort and disorientation associated with immersive modalities.
  • Different user groups (students vs. tutors) may have varying preferences for VLR delivery modalities.
  • Further research is needed to optimize VLR design and delivery for diverse user needs in anatomy education.