Realism redefined: Is realism in virtual 3D visualizations overrated in anatomy learning?

Digital media have reshaped anatomy education through the integration of virtual three-dimensional models. Techniques such as surface scanning, enable the development of highly photorealistic anatomical models; however, evidence regarding whether increased realism enhances learning outcomes remains mixed. Progress in this research area is further impeded by inconsistent conceptualizations of "realism." The present study examined the effects of geometric detail and shading in virtual pelvic models on anatomy knowledge, cognitive load, and motivation. Participants were randomly allocated to one of two learning conditions: (i) models with detailed geometry and texture shading (DGTS) or (ii) models with simplified geometry and simplified shading (SGSS). Baseline assessments included prior anatomical knowledge, spatial ability, and autonomous motivation. Learning outcomes were evaluated using cadaveric pelvic bones and prosections, assessing multiple cognitive levels as defined by the Blooming Anatomy Tool. Cognitive load was measured using the Paas scale, while autonomous motivation was assessed with the Academic Motivation Scale (Vallerand). No significant differences in anatomy knowledge acquisition were observed between the two conditions. However, spatial ability significantly interacted with posttest performance (r = 0.26, p < 0.01), with a stronger relationship in the DGTS condition (r = 0.29, p < 0.05), suggesting a trend toward greater dependency on spatial ability when learning with the detailed model. However, this difference between groups did not reach statistical significance. No group differences emerged for cognitive load or motivation. These findings indicate that increased realism alone does not guarantee improved educational effectiveness and highlight the importance of considering individual cognitive differences in instructional design.