Cognitive Load in Virtual Reality Anatomy Education: Comparing 2D and 3D Learning Experiences

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.
• 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.