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Metaverse-Based Virtual Reality for Remote Anatomy Education: Pilot Randomized Controlled Trial
Jason Ha1, Andrew Gan2, Ameen Mahmood3
1Bristol Medical School, University of Bristol, First Floor, 5 Tyndall Avenue, Bristol, England, BS8 1UD, United Kingdom, 44 7904492270.
JMIR Formative Research
|May 19, 2026
Summary
Virtual reality (VR) anatomy teaching significantly enhances spatial understanding and learner confidence compared to 2D animation. While knowledge gains were similar, VR offers a more engaging and effective remote learning experience for medical education.
Area of Science:
- Medical Education
- Anatomy Teaching
- Virtual Reality Applications
Background:
- Traditional anatomy education relies on cadaveric dissection and 2D resources, often requiring in-person attendance and limiting spatial understanding.
- Virtual reality (VR) offers an immersive, remote alternative for 3D visualization, potentially enhancing engagement and motivation.
- Existing evidence suggests VR's primary value in anatomy education lies in improving learner engagement, motivation, and perceived educational value, with comparable factual knowledge gains to 2D methods.
Purpose of the Study:
- This pilot randomized controlled trial aimed to compare remote synchronized VR with didactic animated anatomy lectures.
- The study focused on teaching tracheostomy anatomy to assess the effectiveness of VR versus 2D animation.
Main Methods:
- A pilot randomized controlled trial was conducted with 24 medical students.
- Participants were randomized to receive either a 10-minute metaverse-based VR session or a 10-minute 2D animated lecture, followed by a crossover to the other modality.
- Data on confidence, spatial understanding, and knowledge were collected at baseline, post-intervention, and post-crossover, with analysis using Wilcoxon signed-rank and Mann-Whitney U tests.
Main Results:
- VR significantly improved anatomical confidence compared to animation (P=.01).
- Knowledge scores improved in both VR and animation groups, with no significant postintervention difference between them (P=.46).
- VR participants reported significantly superior spatial understanding across all measured domains (all P≤.009) and rated VR as more engaging and educationally effective.
Conclusions:
- Remote VR anatomy teaching is feasible, engaging, and superior in enhancing spatial understanding compared to 2D animation.
- VR improves learner confidence and perceived 3D comprehension, offering a scalable adjunct or alternative to traditional anatomy teaching methods.
- The study highlights VR's potential to revolutionize remote medical education by improving key learning outcomes beyond factual knowledge acquisition.
