Abstract:

Background:
As the world of Virtual Reality (VR) gradually enters the education sector, extensive research continues to be undertaken to identify its role in neuroanatomy teaching. The principal objective of our poster is to explore the integration of this innovative technology into the academic curriculum of neuroanatomy as a means to tackle the global phenomenon of ‘Neurophobia’. With the intention of effectively evaluating the use of Virtual Reality and in order to facilitate our research, specific learning outcomes addressing the central aim of this poster were constructed; to assess the efficacy of VR in enhancing the teaching of neuroanatomy, to identify the innovative pedagogical strategies which promote maximal productivity of Virtual Reality and lastly, to investigate the potential evolution of Virtual Reality in neuroanatomy education.
VR has a few different current renditions, each with their own benefits and drawbacks, however, the basic concept sees users being placed in a virtual environment with an ability to interact with it. Previously the future of VR may have been thought to lie with systems such as the Cave Automatic Virtual Environment, however, VR head-mounted displays have recently seen a growth in popularity with larger tech companies investing in them. Within our research we will compare the 2 methods, as well as some of the strategies they can employ, in terms of educative potential our research aims to shed light on whether the current and future intrigue, novelty and potential for engagement that VR offers makes it a suitable remedy for 'Neurophobia'.

Methods:
To select the literature referenced in our poster, a systematic research methodology was adopted and utilised. To begin with, key words including Virtual Reality, Education, neuroanatomy and Teaching were searched in various databases such as PubMed and Google Scholar. Of these results, articles were then excluded in a stepwise manner based on a particular criteria; publish date, title, abstract and ultimately, a full-text review. As a result of this comprehensive technique, 13 articles were chosen to be included in the final poster.

Results:
The poster illustrates a notable trend: in comparison to 3D printed models and traditional read-only materials, students exhibit significantly higher engagement and motivation when exposed to VR programmes. This heightened motivation consequently results in increased satisfaction, fostering a greater likelihood of students recommending the technology to their peers. Moreover, when juxtaposed with online textbooks, VR stands out, with students displaying notably elevated levels of attention and confidence. This can be attributed to VR’s ability to provide superior spatial understanding, a crucial factor linked to improved retention rates.

Conclusion:
Overall, while the benefits of VR in enhancing student engagement and comprehension are undeniable, careful consideration of its cost-effectiveness and implementation strategies are essential for maximising its educational impact.
Our participation in this conference would facilitate knowledge exchange and networking opportunities, allowing us to engage with educators, researchers, and industry experts. Through discussions and interactions sparked by our poster presentation, we can exchange ideas, receive feedback, and forge potential collaborations to further explore the application of VR in education.

Keywords:

Virtual Reality, Neuroanatomy, Education, Teaching.