Abstract:

Virtual reality (VR) is an example of an educational technology that has been increasingly used in education in recent years in learning environments. In addition to education and training, it is seen that its use has become widespread in areas such as health, tourism, military, trade and entertainment. In the field of educational technologies, the number of studies examining virtual reality environments in terms of various variables such as learning performance, motivation, presence, and recall is increasing (Makransky, Terkildsen, & Mayer, 2019; Shu, Huang, Chang, & Chen, 2019). However, it is noteworthy that previous studies were generally prepared with environments consisting of artificial (non-real) models (Makransky, Borre-Gude & Mayer, 2019; Lee, Wongm & Fung, 2010). The perception of reality formed in environments where real models and structures are used can also affect learners' perception of presence. In this context, in this research, radiology images taken from the radiology department of the medical faculty were processed and transferred to the unity environment in 3D. And an anatomy education was prepared using real bones. In this context, the aim of this study is to understand the relationship between students' perceptions of presence and reality in a virtual reality environment prepared with real bones and to examine students' experiences and opinions.

Keywords:

Virtual reality, presence, reality, medical education.