The opportunities provided by virtual reality (VR) are substantial and it is crucial that we recognize the potential application of this advancing technology. PURPOSE: To measure and compare student learning of anatomical structures when studying in virtual reality simulation and when studying using traditional physical models. METHODS: Ten undergraduate students were randomly assigned to either group A or group B and attended two sessions, each lasting 60 minutes. During session one, each participant first completed a pre-test based on pelvic girdle anatomy in under 15 minutes. The first pre-test consisted of 7 fill-in the blank questions with a word bank provided. After completing given pre-exam, participants from group A studied the anatomy of the pelvic girdle independently for up to 30 minutes using VR (virtual reality) goggles on Organon 3D application. Participants from group B independently studied pelvic girdle anatomy on a skeletal model for up to 30 minutes. Following the 30 minutes of study, participants completed a post-exam in under 15 minutes. The first post-test consisted of 7 fill-in the blank questions with word bank provided based on pelvic girdle anatomy. Within the same week, participants attended a second session. Participants first completed a pre-test based on the anatomy of the spine, in under 15 minutes. The second pre-test consisted of 7 fill-in the blank questions with a provided word bank. Following the completion of the second pre-test, each participant from group B individually studied spinal anatomy for up to 30 minutes, using VR (virtual reality) goggles on an app called Organon 3D. Participants from group A individually studied spinal anatomy on a skeletal model for up to 30 minutes. Succeeding the second study session, participants finished a post-exam based on the anatomy of the spine. The second post-exam composed of 7 fill-in the blank questions with a word bank provided.RESULTS: Exams scores were converted to percentages for data analysis. The average pre-exam score for VR= 60.7% and for Skeletal models= 44.6%. The average post-test score for VR= 66.1% and for Skeletal model= 82.1% There was not a significant difference between studying for exams on VR vs. studying on skeletal model ( P p2 = 0.355). CONCLUSION: Previous studies have suggested VR as a study tool has a significant effect on learning, these findings suggest that there is not a significant difference between study modes. These findings may also suggest that these modes are comparably beneficial for student learning.
Lewis, Tessa G.
"Enhancement of Student Learning Through the Incorporation of Virtual Reality Simulation when Studying Anatomy,"
International Journal of Exercise Science: Conference Proceedings: Vol. 2:
14, Article 110.
Available at: https://digitalcommons.wku.edu/ijesab/vol2/iss14/110