Integrating Virtual Reality Game-Based Learning to Enhance Metacognition in Medical Anatomy Education

Area of Science:

• Medical Education
• Anatomy Education
• Virtual Reality (VR) Technology

Background:

• Traditional anatomy education relies on lectures, prosection, and textbooks.
• Digital materials have enhanced traditional methods.
• Virtual Reality (VR) integration is explored for its impact on engagement and learning.

Purpose of the Study:

• To investigate the integration of VR in anatomy education.
• To assess VR's impact on student engagement, metacognitive development, and learning outcomes.
• To evaluate VR application usability and its contribution to metacognitive strategies.

Main Methods:

• Two experimental cycles with first-year medical students.
• Evaluation of a VR application across usability dimensions (engagement, engrossment, immersion).
• Assessment of metacognitive strategy development using VR.

Main Results:

• High student engagement observed, with 3D anatomical structures being the most valued feature.
• The VR platform showed intuitive design, but technical barriers necessitate improved onboarding.
• Significant emotional attachment was noted, though focus and presence require more dynamic content.

Conclusions:

• VR has strong potential to complement traditional anatomy education with immersive experiences.
• Challenges include limited content depth, lack of collaborative features, and curricular alignment.
• Future work should focus on expanding content, personalized feedback, and reducing technical barriers for transformative use in medical education.