Implementing virtual reality technology to teach medical college systemic anatomy: A pilot study

• Published in: Anatomical sciences education Vol. 17; no. 4; pp. 796 - 805
• Main Authors: Liao, Meng‐Lin, Yeh, Chi‐Chuan, Lue, June‐Horng, Chang, Ming‐Fong
• Format: Journal Article
• Language: English
• Published: United States Wiley Subscription Services, Inc 01.06.2024
• Subjects: Adult; Anatomy; Anatomy - education; Computer Simulation; Computer-Assisted Instruction - methods; Curriculum; Education, Medical, Undergraduate - methods; Educational Strategies; Female; gross anatomy; Humans; Learning; Likert Scales; Male; Pilot Projects; Science education; screen size; Students; Students, Medical - psychology; Students, Medical - statistics & numerical data; Surveys and Questionnaires; Teaching; Teaching Methods; Video Technology; Virtual Reality; visually induced motion sickness; Young Adult; virtual reality; visually induced motion sickness; gross anatomy; screen size
• ISSN: 1935-9772; 1935-9780
• DOI: 10.1002/ase.2407

It can be difficult for some students to learn three‐dimensional anatomical structure concepts. While virtual reality (VR) systems have been reported as helpful for learning, there has been scarce research on either VR teaching strategies or the influence of visually induced motion sickness (VIMS) in the context of large anatomy classes (i.e., over 100 students). The study thus aimed to (1) establish a VR anatomy instruction video for a large class; (2) determine how many students experience VIMS when watching a VR anatomy instruction video; (3) evaluate the influence of VIMS on VR anatomy video‐based learning; and (4) examine whether a small screen size alleviates VIMS. Laboratory course students viewing a VR anatomy instruction video about the vascular system were invited to participate in the questionnaire survey. Anatomy faculty and staff participated in an experimental trial to determine whether small screen size could alleviate VIMS. The Likert scale survey revealed that students reported the VR strategy as advantageous and appropriate for large classes, but that it cannot replace practical dissection. Of the total participants, 32% reported experiencing VIMS, and 40% of those experiencing VIMS agreed that this could negatively impact their learning through a VR anatomy instruction video. Adjusting the screen size from large to small significantly delayed the onset of VIMS. In conclusion, the VR anatomy instruction video strategy is feasible and helpful for large classes, but educators should consider VIMS when planning their use of this teaching approach.