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Mixed Reality Technology and Three-Dimensional Printing in Teaching: Heart Anatomy as an Example
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Cognitive Load in Virtual Reality Anatomy Education: Comparing 2D and 3D Learning Experiences.

Brandon Lowry1, Samantha McGrath1, Chad Eitel1

  • 1Department of Biomedical Sciences, Colorado State University, Fort Collins, CO USA.

Medical Science Educator
|May 25, 2026
PubMed
Summary
This summary is machine-generated.

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Three-dimensional (3D) virtual reality (VR) anatomy modules significantly reduce cognitive load compared to 2D VR, even without improving learning outcomes. Instructional design in VR is more critical than user familiarity for managing cognitive effort.

Area of Science:

  • Medical Education
  • Human-Computer Interaction
  • Cognitive Science

Background:

  • Virtual reality (VR) is increasingly used in education, necessitating research into its optimal content formats.
  • Understanding the impact of different VR content modalities (2D vs. 3D) on cognitive processing is crucial for effective learning.

Purpose of the Study:

  • To investigate the effects of 2D versus 3D virtual reality (VR) modules on cognitive load and learning outcomes in undergraduate anatomy education.
  • To assess cognitive load using real-time biometric data during VR-based anatomy instruction.

Main Methods:

  • Undergraduate students experienced recorded laryngeal anatomy modules in VR, presented via 2D images or 3D models.
  • Cognitive load was measured using real-time biometric data from VR head-mounted displays.
Keywords:
3D visualizationAnatomy educationBiometric measurementCognitive loadInstructional designLearning outcomesVirtual reality

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  • Learning outcomes were assessed through pre- and post-intervention surveys.

    • Main Results:

    • Participants using 3D VR modules exhibited significantly lower cognitive load (M=0.49) than those using 2D modules (M=0.58).
    • No significant differences in learning outcomes were observed between the 2D and 3D VR groups.
    • Student attitudes toward VR and prior technology experience did not significantly correlate with cognitive load.

    Conclusions:

    • Three-dimensional (3D) VR visualization effectively reduces cognitive load in anatomy education compared to 2D formats.
    • While learning outcomes were not significantly impacted, the reduction in cognitive effort suggests pedagogical advantages for 3D VR.
    • Evidence-based instructional design in VR is paramount for optimizing learning experiences and managing cognitive demand.