Assessing the difference in learning gain between a mixed reality application and drawing screencasts in neuroanatomy

Area of Science:

• Medical Education
• Immersive Technologies
• Neuroanatomy

Background:

• Immersive technologies like augmented, mixed, and virtual reality are increasingly used in higher education.
• There is a need for empirical evidence on the effectiveness of these technologies as learning tools.

Purpose of the Study:

• To evaluate the impact of a mixed reality (MR) application on learning long spinal cord sensory and motor pathways.
• To compare the efficacy of MR against traditional anatomy drawing screencasts in neuroanatomy education.

Main Methods:

• A quasi-randomized control trial with pre- and post-testing was conducted.
• Year 2 medical students were the study cohort.
• Learner gain was assessed using absolute and normalized gain calculations.

Main Results:

• Similar patterns of learner gain were observed between the MR and screencast groups.
• Students using the anatomy drawing screencasts scored significantly higher on multiple-choice questionnaires.
• The study provides empirical data on the short-term knowledge gain from immersive technologies.

Conclusions:

• Mixed reality applications show comparable short-term knowledge acquisition to traditional methods in neuroanatomy.
• Further research is needed to fully understand the value of immersive technologies in medical curricula.
• This study supports evidence-informed decisions regarding the integration of educational technologies.