Abstract:

Within medical education virtual reality (VR) environments have been used routinely for training and assessing medical skills (ref) whereas they remain less developed in other fields requiring knowledge of human anatomy. A full understanding of human anatomy requires students to learn a large number of terms which students typically struggle with using a traditional education model. Therefore the aim of this study was to determine whether using VR as an immersive learning opportunity could help students to engage with anatomy material and subsequently whether it may impact their achievement in related assessments.

Students studying a level 4 (first year undergraduate) anatomy module as part of a Medical Engineering undergraduate degree (N = 43) were recruited to the study which was a mixed method design including both quantitative and qualitative elements. Quantitative data collection consisted of a crossover repeated-measures design where students completed an assessment of their knowledge of the skeletal system before and after using the VR platform and before and after studying from a set of written notes in a randomised order. Students also completed a questionnaire regarding their thoughts about the VR task and its part in their learning. Within the VR platform students completed and individual task where they were required to assemble a human skeleton using a controller and starting from the skull. They were given hints and tips throughout if needed and on completion were given a score based on their time to correctly assemble the skeleton and number of hints needed.

Results of the study showed that students had a non-significant improvement in their learning in both the short-term (P = 0.056) over text book use alone but in the longer-term when exposed to the VR platform with significantly higher exam performance in those who participated (P ≤ 0.020). Qualitative results show that students felt VR belonged in higher education settings (100%) and that it helped their attainment on the end of module exam (71%). The main benefit students saw in using VR for this anatomy material was that it ‘gave a clearer visual perception of the bones’ (83%).

The study concluded that students showed a measurable learning gain using a VR platform and that students want to see more VR in their higher education provision. Universities should consider facilitating VR platforms for appropriate educational material.

Keywords:

Virtual Reality, Gamification, Technology Enhanced Learning, Anatomy, Medical Engineering.